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Part IV. Storytelling and Learning in the 21" Century ] 139 Concerning DST, at the lowest levels of the hierarchy of learning activities with digital tools are information retrieval, organization, and networking, followed by pragmatic activities, and at the highest levels are creation with digital tools and evaluation. The process of digital narrative construction, in particular, the DST process, realizes the full spectrum of the six cognitive levels of operation found in Turcsänyi-Szabé extended digital Bloom's taxonomy, complemented at the top level by the activity of public sharing (Figure 12). The cognitive domain of Bloom's taxonomy Activities of DST A A a — _ Sharing the digital story offline and online Creating ———» Eitan create the digital story Bruning HNK ees 1e Analyze images and music, then reuse them tang id mes = pee a ri ia meee > Collect prior knowledge and new information Figure 12. The cognitive domain of the digital Bloom’s taxonomy, according to Turcsanyi-Szabo (2012) and the cognitive activities of DST (Lanszki, 2018, p. 79) During the process, the student recalls prior knowledge of the topic and then searches for new information in different media formats. He or she then selects all the data and structures it logically according to the narrative. In the creative phase, the student creates a written and then audio version of the text and produces the accompanying images. Next, students evaluate their own work as well as that of their peers and finalize their digital stories. At the top level, the products are shared offline or online. The hierarchical system of Bloom’s Taxonomy is also represented in the Digital Citizenship 2013 model (Ollé et al., 2013). The affective levels adapted to the model can be observed in autobiographical digital stories (Figure 13).
