The document discusses using digital storytelling as a method for participatory evaluation and communicating research findings back to stakeholders. It explains that digital stories combine narrative with digital media to tell stories and make sense of experiences. The author has successfully used digital stories to inform agencies about refugee research findings and document organizational change. The document also discusses how digital stories align well with Māori concepts of transferring knowledge, and how they can be applied when working with Māori participants and evaluating programs that impact Māori communities.
USING DIGITAL MEDIA TO REPORT BACK INFORMATION RICH RESEARCH AND EVALUATION R...Rosalind Dibley
The document discusses using digital storytelling to summarize research and evaluation work. It notes that stories are an effective way to encapsulate information, context, and emotions. Digital storytelling is described as a form of short narrative told in the first person using visuals and imagery. The document provides examples of using participatory action research and digital stories to share the experiences of refugees and showcase partnership with Māori communities.
This document describes a digital storytelling training course in Copenhagen from November 2015. It provides an overview of the course content including topics like microstorytelling, digital story components, the storytelling process, and examples of past projects using digital storytelling for topics like human rights, community building, and intergenerational sharing of life stories. The training is led by experienced facilitators and aims to teach digital storytelling skills and their applications for knowledge sharing, communication, and empowerment.
Digital storytelling has evolved from oral traditions to incorporate modern digital technologies. It engages students by allowing creative expression, exploration of genres, and collaboration through computers, MP3 players, video games, and social networking. Digital storytelling encourages literacy, writing skills, and creativity in students by providing a motivating experience that employs spatial intelligence. Research shows digital media has changed how students perceive, think, and communicate, making digital storytelling an effective avenue for reaching today's youth.
The role of public libraries in promoting literacy in zimbabweAlexander Decker
This document discusses the role of public libraries in promoting literacy in Zimbabwe. It begins by defining literacy and outlining the value of literacy for individuals and societies. It then discusses how public libraries have employed strategies like storytelling sessions to help Zimbabwe achieve the highest literacy rate in Africa. Some of the strategies discussed include providing children's sections with books and materials to support literacy, as well as programs for parents. However, public libraries in Zimbabwe also face challenges, such as lack of funding. The document recommends that public libraries contribute to sustaining high literacy rates through innovative programs that engage people of all ages.
Digital storytelling involves using multimedia like images, video and sound to tell stories. It can take linear or nonlinear forms and encourage interactivity. New technologies have made storytelling more collaborative and allowed stories to be shared widely online. Digital tools allow stories to be told on various devices and platforms, and encourage new forms of interactive storytelling.
This document provides information about a digital storytelling training course in Copenhagen, Denmark in November 2016. The course will cover the history and techniques of digital storytelling, including microstorytelling, the 7 steps process, and using storytelling for learning, reflection and identity. Participants will learn how to help others create 2-3 minute digital stories combining voice recordings, images, music and sound. The course will also discuss using digital storytelling for community building, empowerment and intergenerational projects. Those interested can visit the website or social media pages for more information.
Synopsis Project: visualisation and storytelling with mapsKarl Donert
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation deals with visualisation and using maps in storytelling with maps as part o the training programme
USING DIGITAL MEDIA TO REPORT BACK INFORMATION RICH RESEARCH AND EVALUATION R...Rosalind Dibley
The document discusses using digital storytelling to summarize research and evaluation work. It notes that stories are an effective way to encapsulate information, context, and emotions. Digital storytelling is described as a form of short narrative told in the first person using visuals and imagery. The document provides examples of using participatory action research and digital stories to share the experiences of refugees and showcase partnership with Māori communities.
This document describes a digital storytelling training course in Copenhagen from November 2015. It provides an overview of the course content including topics like microstorytelling, digital story components, the storytelling process, and examples of past projects using digital storytelling for topics like human rights, community building, and intergenerational sharing of life stories. The training is led by experienced facilitators and aims to teach digital storytelling skills and their applications for knowledge sharing, communication, and empowerment.
Digital storytelling has evolved from oral traditions to incorporate modern digital technologies. It engages students by allowing creative expression, exploration of genres, and collaboration through computers, MP3 players, video games, and social networking. Digital storytelling encourages literacy, writing skills, and creativity in students by providing a motivating experience that employs spatial intelligence. Research shows digital media has changed how students perceive, think, and communicate, making digital storytelling an effective avenue for reaching today's youth.
The role of public libraries in promoting literacy in zimbabweAlexander Decker
This document discusses the role of public libraries in promoting literacy in Zimbabwe. It begins by defining literacy and outlining the value of literacy for individuals and societies. It then discusses how public libraries have employed strategies like storytelling sessions to help Zimbabwe achieve the highest literacy rate in Africa. Some of the strategies discussed include providing children's sections with books and materials to support literacy, as well as programs for parents. However, public libraries in Zimbabwe also face challenges, such as lack of funding. The document recommends that public libraries contribute to sustaining high literacy rates through innovative programs that engage people of all ages.
Digital storytelling involves using multimedia like images, video and sound to tell stories. It can take linear or nonlinear forms and encourage interactivity. New technologies have made storytelling more collaborative and allowed stories to be shared widely online. Digital tools allow stories to be told on various devices and platforms, and encourage new forms of interactive storytelling.
This document provides information about a digital storytelling training course in Copenhagen, Denmark in November 2016. The course will cover the history and techniques of digital storytelling, including microstorytelling, the 7 steps process, and using storytelling for learning, reflection and identity. Participants will learn how to help others create 2-3 minute digital stories combining voice recordings, images, music and sound. The course will also discuss using digital storytelling for community building, empowerment and intergenerational projects. Those interested can visit the website or social media pages for more information.
Synopsis Project: visualisation and storytelling with mapsKarl Donert
The SYNOPSIS project concerns Storytelling and Fundraising for Cultural Heritage professionals.
Cultural heritage covers a variety of activities, and a system of values, traditions, knowledge, and lifestyles that characterise society.
The heritage sector has to deal with new challenges and it is therefore necessary to develop new professionalism, able to promote and support cultural heritage as it improves not only the overall economic growth and employment, but also social cohesion and environmental sustainability.
Storytelling and fundraising skills assume a fundamental role in connecting the past to the future. Cultural Heritage storytelling is concerned with “communicating through stories”, creating narratives through which a cultural heritage enters into an emphatic relationship with people, managing to arouse public emotion. The purpose is to engage people to protect, exploit cultural heritage, and support it financially.
This presentation deals with visualisation and using maps in storytelling with maps as part o the training programme
Technology trends are affecting libraries in both the present and future. Digital natives who have grown up with technology have different reading and information needs than past generations. Libraries are adapting services to be mobile, remote access, and utilizing the cloud to make information accessible anytime from any device. Libraries are moving from solely being places for books and information to also providing collaboration spaces and tools for users to create and share content.
This document discusses various aspects of networked literacies. It covers topics such as blogging, social networking, open teaching, crowdsourcing content, real-time collaboration, issues with inappropriate content and verifiability online. It also discusses concepts like new media texts, the abundance of information, multimodal expression, complex authorship, expanding audiences, and the importance of social connections and digital reputation. Overall, the document examines how networks and new media are changing literacy and the skills needed to navigate online spaces.
Deep learning in the Age of DistractionAlec Couros
This document discusses deep learning in the age of digital distraction. It notes that today's social and mobile reality features vast amounts of online content and connectivity. However, some argue that constant connectivity may be leading to shallow thinking. The document discusses debates around the idea of "digital natives" and examines how youth use social media to socialize and express identity. It provides examples of how multimedia tools can enable deep learning when used to collaborate, give voice, make connections, and engage in lifelong learning networks. The document suggests key ideas around deep learning include sharing, audience, identity, and relationships in a digital world.
This document discusses how digital literacies and new technologies can be incorporated into school literacy curriculums in the 21st century. It provides examples of how students can use tools like blogs, podcasts, digital storytelling, and programming to develop identities as writers and engage in participatory and collaborative learning experiences. The document contrasts passive content consumption with participatory cultures enabled by Web 2.0, where users actively create and share content.
Digital storytelling and place-attachment: a 'lens' through which to analyse ...Antonia Liguori
Digital storytelling is a form of engagement that enables people to share personal stories and to produce new knowledge(s). Digital stories reveal unexpected connections across different communities of interest, places and time periods. They reflect shared and conflicting values, feelings and concerns surrounding a particular place. Place is the background to stories and memories and also the context through which stories emerge (Pile 2002). Therefore we propose ‘sense of place’ (Shamai & Ilatov, 2005 Jones et al 2003) is an important factor in the way that people respond to extreme weather and disruptive events in their communities and ‘local distinctiveness’ might be a reason for different responses and ways of coping/adapting. We ask how might digital storytelling triangulate between personal experience, place attachment and crisis (drought) response.
The RCUK funded Drought Risk and You (DRY) Project is adopting digital storytelling as one of the multiple narrative approaches to investigate people’s perceptions and behaviours in relation to their river, water use and water scarcity within and across seven rivers catchments in UK. We are exploring this across a complex patchwork of different communities including business and tourism sectors, agriculture, environmental management and health, to reveal nuances of “sense of place”. Specifically we will explore people’s values in relation to how they frame their stories and what is important to them (Schwartz, S.H. 2006 and Public Interest Research Centre (PIRC) 2011).
Comparing digital stories is a way of uncovering conflicts and discovering unexpected common ground in the dialogue between lay and expert narratives due to the authenticity of personal stories and the natural “mess” of storytelling (Wilson, 2014). Through this project we contribute to the field of digital humanities by building an open, online digital storytelling archive, creating a legacy of rich data informing future work on water, water scarcity, personal and social relationships in river catchments in the anthropocene.
Digital storytelling involves using digital tools to allow ordinary people to tell real-life stories. It creates digital narratives like web-based stories and interactive stories. Digital storytelling is a grassroots movement that tells short, emotionally engaging stories and can be interactive. While definitions vary, digital storytelling is used in education to increase engagement and teach multimedia literacy, and with at-risk youth.
This document summarizes Abby Smith Rumsey's views on the impact of innovations in information technology throughout history. It discusses how ancient Greeks developed libraries and techniques of memorization that expanded human memory. Thomas Jefferson believed curiosity was natural and new technologies should advance knowledge. The document questions whether modern digital technologies truly advance these goals. It examines different views on how the internet and screens may be affecting children's cognitive development and information processing. It debates whether digital media provide nutritious "quiche" or empty "mud pies" and questions if computers will make people smarter or erode important forms of thought.
This document discusses multiliteracies and the changing nature of literacy in a digital world. It addresses the history of literacy and how technology has changed literacy over time, from the printing press to computers and digital technologies. It explores the concept of multiple literacies and how literacy looks different inside and outside the classroom. The document also examines how multimedia and digital technologies can be incorporated into the classroom to teach multiple literacies and benefit both students and teachers. It provides examples of digital tools and technologies that can be used, such as blogs, wikis, digital storytelling, and discusses best practices for teaching multiple literacies to students.
What is the Role of English Studies in the Information Economy?Bill Hart-Davidson
The document discusses the role of English studies in the knowledge economy. It argues that English studies should:
1) Help turn information into knowledge by imparting critical thinking and production strategies.
2) Address literacy divides by intervening in technological and economic factors that exacerbate inequities.
3) Explore the human need for social interaction and develop students' capacity for interaction.
4) Facilitate cross-cultural understanding by going beyond the classroom.
The document suggests English studies can achieve these goals by directly creating and combining information systems, becoming agents of technological change, and promoting social support in our societies.
Technobiophilia: soothing our connected minds and easing our wired lives, Bi...Dr Sue Thomas
Published on 20 May 2015
Technobiophilia: soothing our connected minds and easing our wired lives
In her 2013 book Technobiophilia: Nature and Cyberspace, Sue Thomas interrogates the prevalence online of nature-derived metaphors, and comes to a surprising conclusion. The root of this trend, she believes, lies in biophilia, defined by E.O. Wilson as ‘the innate attraction to life and lifelike processes’. Working from the strong thread of biophilia which runs through our online lives, she expands Wilson’s definition to the ‘innate attraction to life and lifelike processes *as they appear in technology*’, a phenomenon she calls ‘technobiophilia’. Attention to technobiophilia and its application to urban design offers a way to make our digital lives integrated, healthy, and mindful. In this talk she outlines the key elements of the concept and shows how, even in an intensely digital culture, the restorative qualities of biophilia can alleviate mental fatigue and enhance our capacity for directed attention, thus soothing our connected minds and easing our wired lives.
Sue's website: https://suethomasnet.wordpress.com
YouTube video of this talk: https://youtu.be/yOrt8zINrnE
Presentation to ANU's Learning Communities group on the topic of "Creating and Supporting Online and Dispersed Communities", 4 May 2011, Burton & Garran Hall, ANU
Interpersonal communication occurs between people and exists on a continuum from impersonal to personal. It involves developing identities and relationships through shared experiences, building trust, and exchanging ideas. The development of human culture relies on our ability to share experiences, build trust, exchange ideas, and transmit knowledge through various communication methods that have evolved over time, from early cave paintings and smoke signals to modern technologies like smartphones and social media. Effective interpersonal communication allows us to coordinate efforts, have impact on issues, and work out problems together.
An analysis of the values, impact and benefits of digitisation for building n...Simon Tanner
Paper given at 2nd International Conference of African Digital Libraries and Archives - ICADLA2
Culture is the wealth of nations:
- Culture is essential to develop information into personalised knowledge
- Culture is an essential underpinning for national identity
- Memory institutions are essential actors in national cultural identity and digitisation is re-emphasising this role
- Cultural values are an important element in economic advancement
This document discusses cultural practice and conceptualizations of culture. It defines cultural practice as aesthetic forms created to provide pleasure, such as novels, art, and music. It describes conceptual containers as viewing culture as an abstract tool for elevating society, containing the greatest knowledge, creativity, and thought. The document also notes that in this view, culture becomes associated with a nation or state and is a source of identity.
This document provides an overview of a digital storytelling workshop. It discusses the power of stories and storytelling, defines digital storytelling as telling stories using digital technologies like words, images and sound. The document outlines the agenda which includes examples of animation and video stories. It describes the seven elements of digital storytelling like point of view, dramatic question, emotional content and pacing. Participants are given links to examples and an exercise to apply the concepts.
Digital storytelling is an effective method for inspiring social change and empowerment through creating human connections. It involves combining a short first-person script of 350-400 words with images, music, and voiceover of 2-3 minutes to tell a personal story. The document outlines the value of digital storytelling, including introducing new topics and engaging people. It then discusses the Copenhagen Center for Digital Storytelling, which has run workshops internationally since 2007 on topics like education, health, advocacy, and community building. Research projects involving digital storytelling are also mentioned.
Takitoru is a framework developed to support Mäori counselling students to understand the
impacts of historical intergenerational trauma across generations. The focus of this framework
examines unseen contributing factors supporting defi cit statistics that continue to dominate Mäori
communities. Essentially students are invited to participate and interpret personal genealogy
in the context of colonisation to explore infl uences and effects. This paper addresses training
Indigenous counselling students simultaneously in affi rmative Indigenous worldviews, as well
as critiquing the impact of colonisation on themselves, their clients and their wider community.
The overall goal is to give students an insight into historical intergenerational trauma so that
when they engage with Mäori clientele they also understand some of the historical contexts that
underpin working with Mäori.
This document discusses the concept of transmedia storytelling, which refers to stories that are told across multiple media platforms to create a richer entertainment experience for consumers. It requires consumers to actively search across channels to find all parts of the story and collaborate online to share their findings. The document also discusses how academic fields are changing with increased focus on interdisciplinary and transdisciplinary approaches that integrate knowledge across fields to address complex issues. As political and economic forces shape universities, new forms of knowledge are emerging that involve multiple stakeholders both within and outside of academia.
A literature review of Kaupapa Maori and Maori Education Pedagogy. By Pihama, Smith, Taki and Lee. Looking at factors that contribute to success for Maori in e-learning.
A LITERATURE REVIEW ON KAUPAPA MAORI AND MAORI EDUCATION PEDAGOGYJoe Andelija
This document provides an overview of Kaupapa Maori principles and practices, which form the basis for Maori educational pedagogy. Some key points:
1) Kaupapa Maori derives from distinct Maori cultural epistemological and metaphysical foundations, and aims to validate Te Reo and Tikanga Maori.
2) Contemporary expressions of Kaupapa Maori, like Kura Kaupapa Maori schools, developed as a response to mainstream education failing Maori students.
3) Kaupapa Maori challenges unequal power relations and asserts the validity of Maori knowledge, language, and practices. It seeks to intervene and transform power imbalances that continue to subordinate Maori
Decolonising Design in indigenous artisans and designers’ collaborative proje...Diana Albarran Gonzalez
This document discusses decolonizing design processes in collaborative projects between indigenous artisans and designers. It provides background on development policies and debates around preserving indigenous identity versus innovation. The researcher aims to compare projects in New Zealand and Mexico to determine if specific co-design methods can be considered decolonized in order to improve livelihoods and benefit indigenous communities. Key questions focus on what characterizes decolonized design, how indigenous knowledge is incorporated, appropriate co-design methods, and the role of designer heritage. The methodology will use participatory action research and case studies informed by decolonizing principles.
Technology trends are affecting libraries in both the present and future. Digital natives who have grown up with technology have different reading and information needs than past generations. Libraries are adapting services to be mobile, remote access, and utilizing the cloud to make information accessible anytime from any device. Libraries are moving from solely being places for books and information to also providing collaboration spaces and tools for users to create and share content.
This document discusses various aspects of networked literacies. It covers topics such as blogging, social networking, open teaching, crowdsourcing content, real-time collaboration, issues with inappropriate content and verifiability online. It also discusses concepts like new media texts, the abundance of information, multimodal expression, complex authorship, expanding audiences, and the importance of social connections and digital reputation. Overall, the document examines how networks and new media are changing literacy and the skills needed to navigate online spaces.
Deep learning in the Age of DistractionAlec Couros
This document discusses deep learning in the age of digital distraction. It notes that today's social and mobile reality features vast amounts of online content and connectivity. However, some argue that constant connectivity may be leading to shallow thinking. The document discusses debates around the idea of "digital natives" and examines how youth use social media to socialize and express identity. It provides examples of how multimedia tools can enable deep learning when used to collaborate, give voice, make connections, and engage in lifelong learning networks. The document suggests key ideas around deep learning include sharing, audience, identity, and relationships in a digital world.
This document discusses how digital literacies and new technologies can be incorporated into school literacy curriculums in the 21st century. It provides examples of how students can use tools like blogs, podcasts, digital storytelling, and programming to develop identities as writers and engage in participatory and collaborative learning experiences. The document contrasts passive content consumption with participatory cultures enabled by Web 2.0, where users actively create and share content.
Digital storytelling and place-attachment: a 'lens' through which to analyse ...Antonia Liguori
Digital storytelling is a form of engagement that enables people to share personal stories and to produce new knowledge(s). Digital stories reveal unexpected connections across different communities of interest, places and time periods. They reflect shared and conflicting values, feelings and concerns surrounding a particular place. Place is the background to stories and memories and also the context through which stories emerge (Pile 2002). Therefore we propose ‘sense of place’ (Shamai & Ilatov, 2005 Jones et al 2003) is an important factor in the way that people respond to extreme weather and disruptive events in their communities and ‘local distinctiveness’ might be a reason for different responses and ways of coping/adapting. We ask how might digital storytelling triangulate between personal experience, place attachment and crisis (drought) response.
The RCUK funded Drought Risk and You (DRY) Project is adopting digital storytelling as one of the multiple narrative approaches to investigate people’s perceptions and behaviours in relation to their river, water use and water scarcity within and across seven rivers catchments in UK. We are exploring this across a complex patchwork of different communities including business and tourism sectors, agriculture, environmental management and health, to reveal nuances of “sense of place”. Specifically we will explore people’s values in relation to how they frame their stories and what is important to them (Schwartz, S.H. 2006 and Public Interest Research Centre (PIRC) 2011).
Comparing digital stories is a way of uncovering conflicts and discovering unexpected common ground in the dialogue between lay and expert narratives due to the authenticity of personal stories and the natural “mess” of storytelling (Wilson, 2014). Through this project we contribute to the field of digital humanities by building an open, online digital storytelling archive, creating a legacy of rich data informing future work on water, water scarcity, personal and social relationships in river catchments in the anthropocene.
Digital storytelling involves using digital tools to allow ordinary people to tell real-life stories. It creates digital narratives like web-based stories and interactive stories. Digital storytelling is a grassroots movement that tells short, emotionally engaging stories and can be interactive. While definitions vary, digital storytelling is used in education to increase engagement and teach multimedia literacy, and with at-risk youth.
This document summarizes Abby Smith Rumsey's views on the impact of innovations in information technology throughout history. It discusses how ancient Greeks developed libraries and techniques of memorization that expanded human memory. Thomas Jefferson believed curiosity was natural and new technologies should advance knowledge. The document questions whether modern digital technologies truly advance these goals. It examines different views on how the internet and screens may be affecting children's cognitive development and information processing. It debates whether digital media provide nutritious "quiche" or empty "mud pies" and questions if computers will make people smarter or erode important forms of thought.
This document discusses multiliteracies and the changing nature of literacy in a digital world. It addresses the history of literacy and how technology has changed literacy over time, from the printing press to computers and digital technologies. It explores the concept of multiple literacies and how literacy looks different inside and outside the classroom. The document also examines how multimedia and digital technologies can be incorporated into the classroom to teach multiple literacies and benefit both students and teachers. It provides examples of digital tools and technologies that can be used, such as blogs, wikis, digital storytelling, and discusses best practices for teaching multiple literacies to students.
What is the Role of English Studies in the Information Economy?Bill Hart-Davidson
The document discusses the role of English studies in the knowledge economy. It argues that English studies should:
1) Help turn information into knowledge by imparting critical thinking and production strategies.
2) Address literacy divides by intervening in technological and economic factors that exacerbate inequities.
3) Explore the human need for social interaction and develop students' capacity for interaction.
4) Facilitate cross-cultural understanding by going beyond the classroom.
The document suggests English studies can achieve these goals by directly creating and combining information systems, becoming agents of technological change, and promoting social support in our societies.
Technobiophilia: soothing our connected minds and easing our wired lives, Bi...Dr Sue Thomas
Published on 20 May 2015
Technobiophilia: soothing our connected minds and easing our wired lives
In her 2013 book Technobiophilia: Nature and Cyberspace, Sue Thomas interrogates the prevalence online of nature-derived metaphors, and comes to a surprising conclusion. The root of this trend, she believes, lies in biophilia, defined by E.O. Wilson as ‘the innate attraction to life and lifelike processes’. Working from the strong thread of biophilia which runs through our online lives, she expands Wilson’s definition to the ‘innate attraction to life and lifelike processes *as they appear in technology*’, a phenomenon she calls ‘technobiophilia’. Attention to technobiophilia and its application to urban design offers a way to make our digital lives integrated, healthy, and mindful. In this talk she outlines the key elements of the concept and shows how, even in an intensely digital culture, the restorative qualities of biophilia can alleviate mental fatigue and enhance our capacity for directed attention, thus soothing our connected minds and easing our wired lives.
Sue's website: https://suethomasnet.wordpress.com
YouTube video of this talk: https://youtu.be/yOrt8zINrnE
Presentation to ANU's Learning Communities group on the topic of "Creating and Supporting Online and Dispersed Communities", 4 May 2011, Burton & Garran Hall, ANU
Interpersonal communication occurs between people and exists on a continuum from impersonal to personal. It involves developing identities and relationships through shared experiences, building trust, and exchanging ideas. The development of human culture relies on our ability to share experiences, build trust, exchange ideas, and transmit knowledge through various communication methods that have evolved over time, from early cave paintings and smoke signals to modern technologies like smartphones and social media. Effective interpersonal communication allows us to coordinate efforts, have impact on issues, and work out problems together.
An analysis of the values, impact and benefits of digitisation for building n...Simon Tanner
Paper given at 2nd International Conference of African Digital Libraries and Archives - ICADLA2
Culture is the wealth of nations:
- Culture is essential to develop information into personalised knowledge
- Culture is an essential underpinning for national identity
- Memory institutions are essential actors in national cultural identity and digitisation is re-emphasising this role
- Cultural values are an important element in economic advancement
This document discusses cultural practice and conceptualizations of culture. It defines cultural practice as aesthetic forms created to provide pleasure, such as novels, art, and music. It describes conceptual containers as viewing culture as an abstract tool for elevating society, containing the greatest knowledge, creativity, and thought. The document also notes that in this view, culture becomes associated with a nation or state and is a source of identity.
This document provides an overview of a digital storytelling workshop. It discusses the power of stories and storytelling, defines digital storytelling as telling stories using digital technologies like words, images and sound. The document outlines the agenda which includes examples of animation and video stories. It describes the seven elements of digital storytelling like point of view, dramatic question, emotional content and pacing. Participants are given links to examples and an exercise to apply the concepts.
Digital storytelling is an effective method for inspiring social change and empowerment through creating human connections. It involves combining a short first-person script of 350-400 words with images, music, and voiceover of 2-3 minutes to tell a personal story. The document outlines the value of digital storytelling, including introducing new topics and engaging people. It then discusses the Copenhagen Center for Digital Storytelling, which has run workshops internationally since 2007 on topics like education, health, advocacy, and community building. Research projects involving digital storytelling are also mentioned.
Takitoru is a framework developed to support Mäori counselling students to understand the
impacts of historical intergenerational trauma across generations. The focus of this framework
examines unseen contributing factors supporting defi cit statistics that continue to dominate Mäori
communities. Essentially students are invited to participate and interpret personal genealogy
in the context of colonisation to explore infl uences and effects. This paper addresses training
Indigenous counselling students simultaneously in affi rmative Indigenous worldviews, as well
as critiquing the impact of colonisation on themselves, their clients and their wider community.
The overall goal is to give students an insight into historical intergenerational trauma so that
when they engage with Mäori clientele they also understand some of the historical contexts that
underpin working with Mäori.
This document discusses the concept of transmedia storytelling, which refers to stories that are told across multiple media platforms to create a richer entertainment experience for consumers. It requires consumers to actively search across channels to find all parts of the story and collaborate online to share their findings. The document also discusses how academic fields are changing with increased focus on interdisciplinary and transdisciplinary approaches that integrate knowledge across fields to address complex issues. As political and economic forces shape universities, new forms of knowledge are emerging that involve multiple stakeholders both within and outside of academia.
A literature review of Kaupapa Maori and Maori Education Pedagogy. By Pihama, Smith, Taki and Lee. Looking at factors that contribute to success for Maori in e-learning.
A LITERATURE REVIEW ON KAUPAPA MAORI AND MAORI EDUCATION PEDAGOGYJoe Andelija
This document provides an overview of Kaupapa Maori principles and practices, which form the basis for Maori educational pedagogy. Some key points:
1) Kaupapa Maori derives from distinct Maori cultural epistemological and metaphysical foundations, and aims to validate Te Reo and Tikanga Maori.
2) Contemporary expressions of Kaupapa Maori, like Kura Kaupapa Maori schools, developed as a response to mainstream education failing Maori students.
3) Kaupapa Maori challenges unequal power relations and asserts the validity of Maori knowledge, language, and practices. It seeks to intervene and transform power imbalances that continue to subordinate Maori
Decolonising Design in indigenous artisans and designers’ collaborative proje...Diana Albarran Gonzalez
This document discusses decolonizing design processes in collaborative projects between indigenous artisans and designers. It provides background on development policies and debates around preserving indigenous identity versus innovation. The researcher aims to compare projects in New Zealand and Mexico to determine if specific co-design methods can be considered decolonized in order to improve livelihoods and benefit indigenous communities. Key questions focus on what characterizes decolonized design, how indigenous knowledge is incorporated, appropriate co-design methods, and the role of designer heritage. The methodology will use participatory action research and case studies informed by decolonizing principles.
Zimbabwe has for a long time been characterised by varied and skewed levels of literacy across her regions. This scenario has left some regions more advantaged and developed than others. Binga District in Matabeleland North, mainly habited by the Tonga speaking people has been one such community where underdevelopment has been tied to the low levels of literacy. It is in this light that this study therefore aimed to investigate the role of Tonga Language and Culture Committee (TOLACCO), Roman Catholic and Community leadership in the promotion of literacy in Binga Community of Zimbabwe. Data was collected from the TOLACCO, Roman Catholic Parishioners, District Administrator, Councillors and the community leaders who included two Chiefs and their Headman. Structured interview schedule and questionnaire were used in data collection. The results revealed that low literacy level tied to the cultural beliefs of the baTonga people has hindered human resources and infrastructure development within Binga. One Chief bemoaned the situation where pupils at primary school were being taught not in their mother language and some teachers from outside the region predominantly Ndebele and Shona speaking were not interested in learning the Tonga language. There is urgent need to upscale the production of teaching and learning material in Chitonga at both primary and secondary school levels. The results amplified the need for a multi-stakeholder approach in the promotion of high literacy levels in community development.
The document provides an overview of the "Looking@Learning" project, which aims to promote innovation and cooperation between formal and non-formal education professionals to develop modern and successful learning environments for young people. The project involves stakeholders from education in the Netherlands, Spain, and Latvia.
It then summarizes the methodology used for the study, which includes analyzing theoretical literature on creativity and creative learning environments, policy documents from the three countries, and interviews with education representatives. The study uses these methods to understand the current situation regarding creativity and creative learning in the education systems of the three countries.
Finally, it provides definitions of key concepts like creativity, creative learning, and creative learning environments. It explains that creativity can be developed
Kia Aki Encouraging Māori Values in the WorkplaceMatthew Jolly
This study examines employee perceptions of adopting five core Māori values -
manaakitanga, whakawhanaungatanga, wairuatanga, auahatanga, and kaitiakitanga - in
the contemporary workplace. The research aims to understand how adopting these values
impacts employee behaviour and organizational performance. Interviews and document
analysis were conducted at a Crown Research Institute to understand employee attitudes.
The research was conducted as part of a Ngā Pae o te Māramatanga internship hosted at
Te Rū Rangahau, the Māori Research Laboratory at the University of Canterbury.
1Running Head THE IMPORTANCE OF BECOMING A GLOBAL CITIZEN6T.docxfelicidaddinwoodie
1
Running Head: THE IMPORTANCE OF BECOMING A GLOBAL CITIZEN
6
THE IMPORTANCE OF BECOMING A GLOBAL CITIZEN
The Importance of Becoming a Global Citizen
Krystal Smith
GEN 499 General Education Capstone
Instructor: Sonja Bethune
June 04, 2018
Introduction
In basic terms, global citizenship can be termed as the critic idea of every individual into acquiring rights and civic roles that are associated with being an active participant as well as a member of the World. This can be in conjunction with the entire world philosophy and sensibilities that eliminates the citizen being just a member of a respective country or place. The general perception of being a global citizen is transcending a person’s identity in geographical and political borders. (Luis, 2010) Therefore, the rights and responsibilities of the global citizen are extracted from the membership in the respective broader class of humanity. The thesis of this discussion will exclusive be analyzing various aspects under the core subject of importance of becoming a global citizen. Such aspects may include preparing the globalization at crossroads which may exhibit other inner aspects such as klepto-capitalism and market liberation existing in various countries such as Russia, China, Thailand and Venezuela hence exhibiting their influx of economy and the waving curve of their economic stability since 20th century. This study will enhance us characterize the importance of global citizenship at a personal development as well as community development. (Reysen & Katzarska-Miller, 2013)
To start with, after a thorough review of the video clip on globalization at crossroads, an individual would be unable to speculate the comparison on globalism and globalization as they seem to be interrelating in the video watched. Nevertheless, there is a key difference between globalism and globalization. (Jacobs & Monfils, 2010) At a deeper analysis of the video clip and the prospective article, it can be vividly seen and concluded that globalism in the video and as well the article aim at discussing and describing exclusively a world that is based on the network of connections that span multi continental distances in a wider coverage. On the other hand, globalization attempts to describe the increase or decline in the extent of globalism in a world speculative as well as the multi continental distances. In a nutshell, globalism schedules causal rudimentary network whilst globalization seeks the energetic dwindling of distance on a bulky measure and in terms of economic growth. (Jacobs & Monfils, 2010)
After watching the video globalization and reading the article by the two authors, it is prevalent that there is need to be a global citizen since it has many benefits and advantages on the matters regarding the advanced technology in the world. This will as well link to their application to my personal, academic and professional goals that I am required to approach and fulfill in my life cycle. (Ja ...
The use of Information and Communication Technology (ICT) in Singapore public schools is guided by the Ministry of Education (MOE), whose ICT Masterplan (MP) outlines the vision and goals for ICT-in-education. The latest initiative, ICT MP4, has been uploaded onto the internet for public consumption. Through an examination of MP4, I am interested to know how MOE uses language to communicate policy initiatives, and how the usage reflects the ideologies and world-views pertaining to Singapore’s education landscape and society. Hence, my research question:
“What ideologies and realities can be identified through a discourse analysis of the education ministry’s masterplan for ICT in Singapore?”
Using discourse analysis, I examined the linguistic and functional aspects of MP4 at the micro level to uncover strategies used by the authors to persuade readers of their policy. These helped to anchor my macro-analysis of discourse as a social practice, involving the identification of problematisation, power relations, recontextualisation and unquestionable truths. While the MP4 was crafted in a concise and straightforward manner through the use of simple sentence structures and infographics, it seemed to portray a neo-liberal view of the world as a market with unlimited opportunities. It also seemed to promote the ideology that to benefit from the ICT-driven world, the public should continue to support MOE’s initiative and students should equip themselves with the prescribed ICT knowledge and skills which suggested an essentialist philosophy of education. Furthermore, it seemed that the different discourses of policymaking, education, technology and future economy were mixed together to apparently construct a certain identity of MOE with particular values and authority – it was visionary and capable of delivering what it promised, it was the authority in ICT-in-education and it always had the best interests of students at heart.
Questionnaire On Catering For Diversity EssayKaren Oliver
The document provides information about Maggie Frey, a British novelist known for paranormal fantasy thriller series. Due to being born with a rare heart condition, she was never physically active as a child but was inspired by the legends and lore of Northumberland, England where she was born and raised. The setting provided inspiration for her fantasy novels. Her books combine elements of mystery, history and magic woven into modern day stories. While her books are popular with adults, she aims to write stories that can be enjoyed by both young adults and adults.
Social Justice and the Ontario Social Studies CurriculumStan Hallman-Chong
The document discusses the evolution of Ontario's social studies curriculum from the early 1990s to present day. It focuses on how the curriculum has incorporated or removed concepts like social justice, citizenship, and environmental awareness over time in response to political influences. It proposes analyzing the curriculum through a social justice and environmental lens and modifying it to make these concepts more clear and central.
Digital storytelling is an important participatory media method used in community settings to share personal stories. It allows people to explore their histories and reflect on their experiences in a safe environment. These digital stories have the power to make real differences in people's lives when shared for various purposes like education, social movements, policy advocacy, and research. The Center for Digital Storytelling has developed a model for utilizing digital stories from supporting individual healing to addressing broader issues of health, equity, and justice.
The document discusses teacher collaboration and related concepts. It notes that teacher collaboration is still ambiguously defined, and can involve different stakeholders or be mediated by others. Mutual goals and shared understanding are important aspects of teacher collaboration, which generally refers to teacher interactions around instruction, curriculum, student evaluation, lesson planning, and providing feedback on peer practice. However, most studies of teacher collaboration take place in structured environments rather than analyzing natural collaboration among teachers.
The document provides an overview of Bonny Norton's foundational work on identity, investment, and imagined communities in language learning. It then discusses efforts to enhance this model of investment and apply it to digital contexts. Specifically, it describes several digital storybook projects - Storybooks Canada, Global Storybooks, and Storybooks Norway/Denmark - that aim to promote multilingual literacy. These projects allow for the democratization of knowledge between the global north and south by making stories available in many languages. The document raises questions about how these resources can best support language learners and questions for further research.
Students engaged in online discussion about Plato's "Allegory of the Cave" and its relevance today. They explored how decoding the ancient text contributed to their thinking and understanding of education. Key insights included seeing the importance of critical thinking for modern educators and using metaphors to develop understanding of their future professional roles. The discussion allowed for collaborative knowledge construction as students shared different interpretations.
El pensamiento liberador basado en las propuestas de Paulo Freire, Simón Rodríguez y Prieto Figueroa en el marco del plan de la patria. Propone una educación que crítica, constructivista en la formación del dominio de una lengua extranjera (este caso el inglés), valorando los aspectos inherentes socio-culturales de toda lengua y adaptarlos a las presentes necesidades educativa como lo es el aprendizaje mixto, a distancia y el virtual interactivo.
Globalization has impacted educational reform initiatives and practice in several ways:
1) It has led to increased standardization and universalization of education policies to meet global norms, as well as more diversity in policies to account for local contexts.
2) Major global conferences, like those focused on Education for All, have shaped education policies and goals for developing countries.
3) Concepts in education have been redefined due to globalization's influence, requiring new paradigms like Cheng's "Triplization Process" that emphasize globalization, localization, and individualization.
This document summarizes a presentation on preparing children for 21st century global citizenship. It contains the following key points:
1. The presentation discusses trends in cultural diversity in Australia, including high levels of immigration and an increasing proportion of Australians who were either born overseas or have parents born overseas. It also notes challenges to social cohesion such as discrimination reported in surveys.
2. It considers the implications of these social cohesion challenges for early childhood education, and discusses how programs currently address this. Global Citizenship Education is presented as a way to promote social cohesion.
3. Global Citizenship Education aims to develop critically aware, global citizens as outlined by the UN. The Early Years Learning Framework also emphasizes identity
Essential Tools for Modern PR Business .pptxPragencyuk
Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
13062024_First India Newspaper Jaipur.pdfFIRST INDIA
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Youngest c m in India- Pema Khandu BiographyVoterMood
Pema Khandu, born on August 21, 1979, is an Indian politician and the Chief Minister of Arunachal Pradesh. He is the son of former Chief Minister of Arunachal Pradesh, Dorjee Khandu. Pema Khandu assumed office as the Chief Minister in July 2016, making him one of the youngest Chief Ministers in India at that time.
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
1. USING DIGITAL MEDIA TO REPORT BACK INFORMATION RICH
RESEARCH AND EVALUATION RESULTS
Rosalind Dibley, Department of Internal Affairs, Wellington, New Zealand (disclaimed- the views in
this paper are representative of the author but not the Department of Internal Affairs)
Rosalind.dibley@dia.govt.nz, phone +64 4 4959447
Abstract
I have used digital stories to inform diverse stakeholders about research findings and produce stories
about organisational change and growth. One story about the findings of research with refugee
communities in New Zealand was particularly successful at informing agencies. Other stories have
worked methodologically well to document change.
Since digital storytelling was first developed, technological changes have meant that they are now
relatively simple to put together. In light of personal success with digital stories helping stakeholders
and decision makers engage with research findings and their increased accessibility I have applied
them in two modest research projects within the Department of Internal Affairs (DIA) with Māori
participants, some of them kaumātua (elders). Apart from the oral compatibility of digital stories with
Maori values, the story telling composition fits well with Māori concepts of transferring knowledge.
Using examples, and referencing the theoretical basis for story-telling and the literature about Māori
epistemology and ontology, this following is discussed:
• the relationship between digital stories and Māori concepts of learning and evaluation
• how digital stories can be used as a method for participatory evaluation and to communicate
research and evaluation findings back to stakeholders and
• how they can be applied to documenting institutional change.
Digital storytelling uses a narrative structure interlaced with digital media to tell stories and make
sense of our world. It is a powerful medium for social change, because it frames people’s experience
within a larger context through a range of digital media. Started by the Centre for Digital Storytelling in
the 1990s, this medium has come to be used in many different settings, education, community
development, arts and activist to name a few. It is now being used as a tool in an organisational
setting to reflect on and capture stories.
Telling the story
I first came upon digital stories about 10 years ago in a workshop with Joe Lambert, one of the people
who started the Centre for Digital Storytelling (CDS). Digital stories refer to the ‘art and craft of
exploring different media and software applications to communicate stories in new and powerful ways
using digital media’ (McLellan 2006, p.26).
Started in 1993, the CDS has grown along with the concept of using a digital media to tell stories.
What first started as an opportunity to tell personal stories has now become a phenomenon used in
many fora. Digital stories work on many levels, one of the most important being a forum to help
explain our identities, be they personal, political or organisational. As we improvise our ways through
2. our multiple identities, any tool that extends our ability to communicate information about ourselves
and others becomes invaluable. (Lambert 2009, p.15)
Digital storytelling has been used in many settings with great success: particularly in education, social
justice and social change.1 The education sector provides evidence that digital storytelling is an
effective tool for learning (McLellan 2006). Digital stories are used in the New Zealand educational
system and are taught in schools as part of the digital literacy programme. The use of digital stories
as a learning medium in schools and other areas has often been put down to their ability to empower
people to be involved in telling their own stories.
The body of literature around the use of stories explores the resonance stories have had with humans
and how they help with learning. Brown (2011) and Schank (1995) point out that the story has
important attributes relating to learning and knowledge transfer. Norman further comments that:
stories are marvellous means of summarising experiences, of capturing an event and the
surrounding context that seems essential. Stories are important cognitive events, for they
encapsulate into one compact package, information, knowledge, context, and emotion. (Norman
1993, p.129)
The use of stories in research and evaluation is part of a dialogue about the need for involvement of
all stakeholders2. Methodologies that include stories and narratives are a key part of the shift from a
post-positivist paradigm to a constructivist and transformational mode of thinking in which ‘the claims,
concerns, and the issues of stakeholders serve as organisational foci’ (Guba & Lincoln 1989, p.50).
Most importantly, using stories helps the researcher/evaluator understand what is important to the
participants and what it means to be part of an organisation or programme.
The Mā ori world view
The colonisation of Aotearoa/New Zealand included the introduction of Western philosophy and
values. Maori who had settled prior to Europeans had their own distinct set of values based primarily
in metaphysical belief systems. In its latest report, the Waitangi Tribunal discusses the development
of mātauranga Māori from when Māori first arrived:
This we have come to know as ‘mātauranga Māori’ – the unique Māori way of viewing
themselves and the world, which encompasses (among other things) Māori traditional
knowledge and culture . . . it was through the interaction with the environment that Hawaikian
culture became Māori culture. (Waitangi Tribunal 2011, p.6)
Māori values continued to change as they have interacted with the Aotearoa/New Zealand
environment and people who have come here. However, some key concepts such as
whanaungatanga (kinship/relationships) and kaitiakitanga (guardianship) have remained defining
forces in the Māori world view (Waitangi Tribunal 2011, p.65).
Development of indigenous paradigms has taken place based on concepts of mātauranga Māori3.
The need for Māori methodologies is clearly articulated by Linda Tuhiwai Smith (1999) firmly based on
1
Joe Lambert has written extensively on the use of digital storytelling since he first started in 1993.
Information on Joe Lambert and publications from CDS are located at the following website:
www.storycentre.org
2
See for example Guba and Lincoln (1989) and Mertens (Chapter 1, pp. 1-246, 2010) for discussion about the
changes in paradigm.
3
Māori paradigms in other areas include Te Whare Tapa Wha developed by Mason Durie in 1982 and Te Hoe
Nuku Roa (Māori Identity measure) framework developed by the Department of Māori Studies at Massey
University.
3/09/2012 2
3. a Māori ontology known as Kaupapa Māori. As a non-Māori researcher and evaluator working within
New Zealand, I have written about the need to be aware of Māori ontology, in particular Kaupapa
Māori (Dibley & Simon-Kumar 2006) with regard to how research and evaluation is undertaken.
Kaupapa Māori research is guided by and created through a Māori world view (Kaupapa Maori
Research 2011). Bishop comments that Kaupapa Māori research:
…is based on a growing consensus that research involving Māori knowledge and people needs
to be conducted in culturally appropriate ways that fit Māori cultural preferences, practices and
aspirations in order to develop and acknowledge existing culturally appropriate approaches in
the method, practice and organisation of research. (Bishop 1996, p.15)
There are mixed views about whether non-Māori researchers can and should use a Kaupapa Māori
methodology. Some would see Kaupapa Māori as a means for empowerment and that ‘Māori people
should regain control of investigations into Māori people’s lives’ (Smith 1999, p.185). There is also the
view that non-Māori can be useful allies and colleagues in research and they have a desire to support
the cause of Māori.4 Working within a government agency provides an extra complication as one is
working for the Crown, the Treaty partner to Māori in Aotearoa/New Zealand balancing the tenets of
our research discipline within sometimes competing demands5. Researchers and evaluators working
for the Crown examine programmes, policies and strategies that impact on a number of different client
groups, including Māori. Most evaluations of government agencies services must be cognisant of the
issues of working with different communities and the impact of its service delivery. This was articulated
to me by a kaumātua I spoke to, he said:
I think the more we get to learn from each other, the more we can respect one another’s views
– think we will continue to learn from one another, true to say that on the whole, we will say to
our Pakeha colleagues, we know you but you do not know us.
Glenn Colquhoun, a New Zealand poet and doctor wrote about the concept of gaining a better
understanding of a Māori world view in his 2004 essay, ‘Jumping Ship’. He went on to work in a
predominantly Māori community, Te Tii Mangonui.....
...to finish an argument my friend started with me three years before. He told me that if you are
Māori in New Zealand then you have to learn to engage with Pakeha. There is no choice. The
houses are Pakeha. The streets are Pakeha . but if you are Pakeha in New Zealand then you
can live your whole life without ever knowing what it is like to engage with Māori. (Colquhoun
2004, pp.9-10)
This therefore raises the question of how often personally and professionally, we need to walk
alongside our participants, engage them, know them and respect their world views. In Aotearoa/New
Zealand, this means not only Māori but other cultures who have made the migration.
Working alongside other cultures
Amongst the notable changes in the composition of the Aotearoa/New Zealand population is the
growth of ethnic communities in Aotearoa/New Zealand to a point where approximately one in four are
now born overseas (Office of Ethnic Affairs 2011). This growth emphasises the need for researchers
and evaluators to be aware of how they interact with people from ethnic groups other than their own.
4
Linda Tuhiwai Smith covers the issue of non-Māori undertaking kaupapa research in her book, Decolonising
Methodologies: Research and Indigenous Peoples (1999). There is also a website:
http://www.kaupapamaori.com/research/ that provides information on kaupapa Māori research with articles
and references for further follow-up.
5
For more information on the Treaty of Waitangi, refer to http://www.treaty2u.govt.nz/
3/09/2012 3
4. To engage effectively with people from a different culture, render useful data and properly frame
analysis, the researcher/evaluator needs to have an understanding of that culture and its constructs.
By being open to learning and working alongside and giving voice to other cultures, we gain a better
understanding by expanding our own ontological reasoning. Participatory approaches allow for this
understanding as Tacchi explains in her work undertaken in Southeast Asia (Tacchi 2009). It is
important that when we work alongside ethnic groups different to our own, we need to be aware of our
different cultural constructs and design the research appropriately. In short, methodologies should
include participants in the process, be ethically appropriate, and be culturally responsive (Hopson &
Bledsoe 2010). The methodologies should also allow the researcher/evaluator to consider an
ontology of multiple, socially constructed realities of the participants but also to work with participants
to tell stories of their realities.
Paradigms
When Abma (2003) was considering the use of storytelling as part of an organisational learning
intervention, she looked to the value of the emerging heuristic in narrative and dialogical approaches
to evaluation. She noted the active involvement of stakeholders in these approaches commenting:
The core idea of the emerging heuristic in narrative and dialogical approach to evaluation is
‘story-telling’. Evaluators not only gather and analyse stories, but also include and engage
stakeholders as narrators in a dialogical process in order to foster mutual learning.(Abma 2003,
p.222)
Many of the methodologies that have storytelling elements to them fall under the social constructivist6
paradigm. This section sets out my reasoning for their use as well as examples of reporting back
findings of these projects with digital stories.
As researcher/evaluators, the way we approach our work has implications on the eventual
methodology that we might use. We see the world in which we live and work and this underlies how
we carry out our work. When considering where digital stories fit in my work, most projects would fall
within the social constructivist paradigm. The ontological assumption of social constructivism has its
basis in multiple socially constructed realities. As Patton (2002) comments, a social constructivist
considers that tenable statements about existence depend on a worldview, and no worldview is
uniquely determined by empirical or sense data about the world. Patton goes on to say, ‘a
constructionist evaluator would expect that different stakeholders involved in programmes would have
different experiences or perceptions of the programme, all of which deserve attention and all of which
are experienced as well.’ (Patton 2002, pp.97-98)
In an attempt to capture different perspectives through open-ended interviews, storytelling, focus
groups and building narratives, one can see how different and at times multiple realities, emerge to
form the story. In many cases, the research or evaluation may be completed in a culturally-
appropriate way but reported back in a traditional format. Using digital stories as a reporting technique
provides an opportunity to further extend the participatory element.
Joe Lambert had talked about how the CDS has encouraged the development of programmes
undertaken by different ethnic, cultural and social communities so that they can ‘capture their own
stories, using approaches and methods that reflect both historical cultural practices and contemporary
expressions and ideas in these communities’ (Lambert 2009, p.96). Using digital storytelling to tell the
6
Guba and Lincoln (1989) discuss a new form of constructivist evaluation which represented a shift from the
post-positivist paradigm. The new ‘fourth generation’ evaluation or constructivist was a form of evaluation in
which the claims, concerns, and issues of the of stakeholders service as organisational foci (the basis for
determining what information is needed).
3/09/2012 4
5. stories of research and evaluation conducted with different communities seems a logical progression.
This is illustrated by Tacchi in her work in development contexts ‘to increase understanding of how
ICT can be effective and empowering to communicate their voices within and beyond marginalised
communities’ (2009, p.168).
Methodologies
The methodologies that employ stories fall under the general area of qualitative research. This paper
outlines three methods that team members and I have used7: Appreciative Inquiry, Narrative Inquiry
and Participatory Action Research. These methodologies work well with a digital storytelling reporting
method as well as in cross-cultural settings. They not only document social change for individuals,
communities, workplaces and societies but they can also be used as reporting tools that include
participants’ voices., I am sure evaluators hearing this have all found the perfect quote that explains
what the policy or programme has achieved. Digital stories enable us to embed these quotes as
voices to stakeholders.
Participatory action research – the inclusion of former refugees in making digital stories
When doing research with refugee communities, I realised that research or evaluation itself, is a
construct of which some knew nothing (Chile et al. 2003). Furthermore, some refugee’s experience of
research was of something undertaken by a repressive regime that could harm these communities.
Therefore, any method used with refugees needs to be based on partnership between the
researchers, refugee communities, NGOs and government agencies providing services to refugees.
A Participatory Action Research approach was used so that we could work in partnership to negotiate
and agree to the research prior to its commencement and throughout the process:
This approach is inclusive, empathetic and empowering, and is much closer to the realities of
the project communities, which are low-income and comprises refugees...a participatory
approach gives the community and other stakeholders the opportunity to help design the
research project from their own context, identify the strengths and weaknesses of the project,
share experiences on how to improve effectiveness and allows for participatory future planning.
(Chile et al. 2003, p.60).
Research associates (associates) were recruited from former refugee and migrant committees and
then trained in research techniques. The associates spent a lot of ‘interview’ time explaining the
concept of research and the process and activities that they might take part in as well as ensuring that
the interview was conducted in an appropriate way.8 Throughout the research process, we relied
heavily on the associates to help guide us through the process of collecting research, determining
whether questions should be used and how people should be approached. It was particularly
important to discuss research results with research associates as their experiences helped us
understand the data more.
7
An implicit part of using storytelling is working alongside fellow evaluators to discuss and interpret the stories
and build them. I worked with colleagues in the former New Zealand Immigration Service in the Department
of Labour on Refugee Voices. The two examples from the Department of Internal Affairs are with members of
the Research and Evaluation team along with other teams and Te Atamira themselves.
8
In one instance, a researcher had to be changed as the community did not trust the individual even though
they were from the same community. In another, I worked with an NGO to ensure that there was an
understanding from the community that the research would not be shared with the government of their former
country. (Further information about issues in relation to the research process is outlined in detail in Chile et al
2003).
3/09/2012 5
6. When first employed, I suggested we use digital stories to report back our findings. My reasoning was
straightforward as the project obviously had an emotional element with participants being asked to tell
their stories of having to resettle in a new country with associated barriers and opportunities (New
Zealand Immigration Service 2004). By working alongside former refugees and migrants, we were
able to hear their stories and understand their resettlement experiences. That is why the inclusion of
two research associates, both former refugees, a Kurdish man and a Somali woman, was important in
making that digital story. While developing the story, we discussed the findings and how they would
be framed. The narrative that my colleagues and I considered changed to reflect their experiences
and the experiences of those they had interviewed. The story was reflected through the key areas
that refugees saw as important parts of their experiences. Their narratives and images are included
as part of the Digital Stories along with poetry from a former refugee who had worked with us on the
project (Tasew 2001). The use of a diverse range of images in the digital story allowed us to reflect
the many voices and experiences of refugees and their communities bringing forward these complex
multi-ethnic, multi-cultural voices to be seen.
The completed digital story portrayed the experience of the journey refugees had to make leaving their
homeland and starting afresh. It worked well alongside the written report with its detailed findings and
two page fact sheets about particular resettlement experiences. The digital story was used at different
forums: with government agencies, as part of World Refugee Day and other engagements. The
response to this story snow-balled with some service delivery agencies asking me to show the story to
their staff so ‘they could understand the refugee experience’. By telling the stories of refugees, the
digital story allowed for a better understanding of the whole refugee experience.
Narrative Inquiry: change at multiple levels
Another methodology that fits well with digital stories is narrative inquiry. According to Clandinin
(2007), what narrative researchers have in common is the study of stories or narratives or descriptions
of a series of events. Narrative researchers usually embrace the assumption that the story is one, if
not the fundamental unit, that accounts for human experience. Narrative Inquiry is based on the study
of our experience of the world as story and is intrinsically interwoven with the story of society and
social change. It also places the researcher/evaluator alongside the participants of any study as they
work together.
As narrative inquirers, our lived and told stories are always in relation to or with those of our
participants. We do not stand outside the lives of participants but see ourselves as part of the
phenomenon under study. (Clandinin et al. 2010, p.82)
Using Narrative Inquiry as part of a cross-cultural project allows the ‘seeing of difference” which lies at
the heat of this research. Molly Andrews (2007) discusses undertaking narrative inquiry in a cross-
cultural context by predicating her practice on ‘narrative imagination’.
Our narrative imagination is our most valuable tool in our exploration of others’ worlds, for it
assists us in seeing beyond the immediately visible. It is our ability to imagine other ‘possible
lives’ – our own and others – that increases our bond with ‘diverse social and cultural worlds’.
Without this imagination, we are forever restricted to the world as we know it, which is a very
limited place to be. (Andrews 2007, p.510)
Like Andrews (2007)who spent considerable time familiarising herself with the history of communities
she was exploring, we also needed to understand the changes in wider society. The changes
occurring in Aotearoa/New Zealand in the 1970s and 1980s had a huge impact on the narrative of the
individuals interviewed. Through their stories, we saw these changes.
3/09/2012 6
7. Our team was commissioned to make a digital story outlining the changes to the two Māori networks
within the Department of Internal Affairs. The request arose from a concern to document these
informal institutions for posterity, to provide a description of current circumstances in the context of
historical change and as an aside, to help demonstrate the effectiveness of the digital story telling
method itself. The most recent change to affect the networks saw them combine for one joint hui
(gathering/meeting) every year as opposed to two separate hui. Interviewees included former and
current members of both networks. For those who had worked in the Department since the early
1980s, they were part of the transformation of the public sector.
The establishment and growth of the two networks were part of the changes that saw the beginning of
the so-called Māori renaissance9. The narrative of interviewees who were part of the beginning of the
networks referred to changes happening in society and how they impacted in the Department. The
use of a digital story was able to (literally) illustrate the narrative of change these interviewees were
talking about. Waiata (chant/psalm/song), popular music, photographic images and quotations from
interviews, for example photographs from government archives (National Library of New Zealand
2011) of Māori protest were used to reflect their experiences. The digital story was able to illustrate
the complex change from the 1970s onwards that helped to develop both networks.
As part of this project, we decided to focus on those key aspects that made both networks work and
what might help both networks flourish as a single entity10. Both were uncertain about whether the
networks coming together would meet their particular needs. However, the digital story showed that
they had more in common than not i.e. the opportunity for whanaungatanga, to be able to kanohi-ki-te-
kanohi (face to face/in person) and to support themselves in their work in the Department.
Appreciative Inquiry and working in partnership to tell a story of partnership
Appreciative Inquiry is a group process of inquiring into, identifying and further developing the best of
‘what is’ in organisations in order to create a better future (Preskill & Catsambas 2006). As opposed to
asking what is not working well, those in organisations are asked what is working particularly well and
asked to envision what it might look like if this occurred more frequently. Preskill and Catsambas
comment that ‘when people ask affirmative questions, reflect on and share past experiences, and use
strengths-based language, they will have more energy, hope and excitement about creating their
desired future’ (Preskill & Catsambas 2006, p.14).
Preskill and Catsambas (2006) highlight the link between evaluation and Appreciative Inquiry in
particular the emphasis on social constructivism whereby participants learn and grow together through
asking questions, reflection and dialogue, that they are both committed to conducting culturally
competent and responsive studies, grounded in story-telling, a common qualitative data collection
technique used in evaluation. Cram looked at appreciative inquiry through a Kaupapa Māori lens
commenting that its strength based approach was ‘compatible with Māori concerns that strengths be
recognised and built on order to create flax root change’ (Cram 2010, p.38).
We documented the history of Te Atamira Taiwhenua (DIA’s Kaumātua Council) and described how it
worked. A Digital Story was undertaken because those commissioning the project had seen the Māori
network story and wanted something similar. The story was then to be made available for all staff to
get a better understanding of their role so they could work with the kaumātua more effectively. We
used the Appreciative Inquiry model because of its strong narrative component and the compatibility
9
The Māori Renaissance is a term used to refer to major changes in society with regard to Māori. More
information is available from Te Ara – The Encyclopaedia of New Zealand (Royal 2009)
10
Efficiency measures within the Department meant that the networks combined for a joint annual hui rather
than two separate hui. Research and Evaluation Services were commissioned to research the history of both
networks and evaluate how network members felt about them coming together.
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8. between its strengths-based approach and its ability to highlight the elements of success of Te
Atamira as a Māori institution.
Organisations and images grow toward the images they hold. Thus, if organisations and
communities share positive images of their future, they will be able to develop the programmes,
policies, processes, systems and products to achieve that future . . . the notion of positive
images also plays a role in the narrative of stories that people share in organisations and
communities. It is through the stories people tell in their appreciative interviews that the process
of recognising elements of success, positive experiences, and connections with others begin.
(Preskill & Catsambas 2006, p.13)
Having completed a number of projects that focused on elements of the DIA’s ‘effectiveness for Māori’
strategies (Department of Internal Affairs 2006), we understood the positive role Te Atamira
Taiwhenua played and how Māori staff saw them as important role models. Kaumātua are seen as
leaders in the community and ‘as custodians of Māori culture to safeguard and transfer traditional
knowledge for future generations (Te Rau Matatini 2009, p.3). The project, therefore, had to be
appreciative of kaumātua leading to a partnership model between Te Atamira Taiwhenua, the Pou
Ārahi team and the researchers.
Through unstructured interviews with Te Atamira Taiwhenua members and former and present staff
members of the Department, we gathered stories about these kaumātua and about the history and
changes in the Māori-Crown relationship. Our respect for their knowledge of mātauranga Māori has
grown and they have come to trust us and share stories about their lives. The researchers feel
enriched through the relationship as they have developed a multi-layered understanding of the role of
Te Atamira in their wider communities, whānau, hapū and iwi (extended families, sub-tribes and tribes)
as well as how they work alongside the Department. This, consequently, makes for a richer story to
be told. As Witherell and Nodding say,
stories and narrative, whether personal or fictional, provide meaning, and belonging to our lives.
They attach us to others and to our own histories by providing a tapestry rich with threads of
time, place character and even advice on what we might do with our lives. (Witherell &
Noddings 1991, p.1)
In making the digital story we developed a structure in partnership with the kaumātua asking for their
advice and input throughout. They have helped develop the structure of the story. Waiata, images
and whakatauki (proverbs) are chosen by them to represent aspects they considered important to
reflect in their story. One example is the waiata, tūtira mai ngā iwi11, chosen to one kaumātua to
represent the concept of working together. Through the process we decided to adopt, we were able to
work alongside Te Atamira Taiwhenua and Māori staff in partnership, more closely than if we had
produced a report. The story, therefore, reinforces the important message of partnership and listening
to each other and not past each other. It allows us, as researchers, to tell a complex story of
partnership between Māori communities and government agencies using a deceptively simple story.
Through using Appreciative Inquiry and a story telling format, this project has been able tell a richer
story and allow us to reflect on the positive contribution Te Atamira had made to the Department in
improving outcomes for Māori. It is rich in terms of its reflection of partnership and acknowledging and
using Māori ontology as part of the story. For example, the story opens with a karanga to welcome
everyone to the story with the appropriate response. In discussions with Te Atamira Taiwhenua
11
Wi Huata wrote this song and taught it to his children whilst on a family gathering to Lake Tutira, north of
Napier. He was explaining how the iwi came together here to support each other. From:
http://folksong.org.nz/tutira_mai_nga_iwi/index.html
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9. members, the digital story has been able to highlight the essence of how they see themselves, as
Treaty partners providing balance to a government agency. At the same time, it shows how working
alongside a group such as Te Atamira Taiwhenua can add value to the Department in many fora. For
example, the access Departmental officials gained to Māori communities through Te Atamira
Taiwhenua.
Conclusion
Ehara taku toa, i te taki tahi, he toa taki tini – My success should not be bestowed on me alone,
as it was not individual success but the success of the collective. (Brougham et al. 1989)
Digital Stories are a collaborative enterprise that is made richer by the experience of working across
cultures and with different individuals. The collaborative process allows for trust to develop as we
share our stories across cultures and build a relationship. Methodologies that include stories give
researchers and evaluators the opportunity to develop these relationships and walk beside another
culture gaining insight. The use of digital stories allows for rich reporting to the many stakeholders
that we in Government have. Working with participants to tell their stories of change, both personal
and organisational, helps us gain a better understanding of the impact of our programmes.
Digital stories help us to tell complex stories in ways that bring the voices of participants alive.
Through the use of a range of media, concepts are able to be explained in one image or song and be
understood by a wide audience. Though they do not replace reports and other documents; rather
digital stories work well alongside these traditional formats highlighting the key points of the project.
As digital storytelling is used more in many different sectors, we can learn about how we could make
our findings more accessible and relevant to our stakeholders. In documenting their experiences of
our agency, policy, programme or strategy, we lose less information and maintain fidelity with the
meaning of what is said in the research. As researchers and evaluators using digital stories we are
confronted by our role as editors to develop the story in a participatory manner. . We can better
manage this dilemma if we give ourselves, as others have written, the best opportunity to be aware of
the cultural and ontological differences between ourselves and those we are researching or
evaluating. This minimises the risk of losing important meaning and makes the choice about story
composition and what data to include and exclude more manageable.
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