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OCR
82] Digital Media and Storytelling in Higher Education age Stories, Discovery Stories, and Dream Stories); (2) Representations of life events (Adventure Stories and; Accomplishment Stories); (3) Local Stories; and (4) Professional Stories (Lanszki, 2016a). In a digital story, the personal relationship of the author with his narrative is well delineated; and Lambert (2002/2013) represents this relationship with concentric circles as seen below (Figure 8). My Story Our Story Their Story Figure 8. Approaches to Content in Digital Stories (Lambert, 2002/2013, p. 43) The circles above show how close the narrator’s relationship is to his or her own narrative. The subjective relationship between the narrator and the subject of the narrative is strongest at the center of the circle and becomes more objective as the circles move out. In the innermost circle is the Me Story, the narrator’s identity story in which the author reveals the individual life story that most defines his or her personality. The next band is My Story, in which the narrator relays information about important objects, people, and circumstances in his or her environment. In the third circle, the narrator reflects on the collective cultural, historical and social experiences of a community in Our Story narratives, and on other communities in Their Stories narratives. Outside these circles are No Stories, in which there is no personal relationship between the subject of the narrative and the narrator (Lambert, 2002/2013). Examples of such stories are educational digital stories in which students create a digital story about a content subject. An interesting mix of these categories can be found in digital stories from students that are both informative and combine the narrator’s personal experiences about the topic. A similar grouping of digital stories can also be found in Robin (2006), who distinguishes the thematic categories of (1) personal narratives; (2) historical documentaries; and (3) informative, instructive materials (Lanszki, 2017).
