Oldal 170 [170]
OCR
Part V. Digital Media and Storytelling in University Courses ] 169 exploration of narratives. Narratives reveal the essences of standard reality that include rule-breaking episodes and changes that lead students to critically relate to stories and ask relevant guestions (Bruner, J., 1996). The integration of DST into teacher education can provide multi-level development among pre-service teachers. An integral part of the process is the search for and selection of resources, which are filtered and organized into a narrative through the students individual reflections. In the process of narrative construction, the student contextualizes the message and seeks a logical connection, and the narrative reveals its own internal logic (i.e., how the student uses narrative structure to weave the fragments of content he or she has discovered into a causal chain). Ihe method thus allows for an effective form of cognition. Listeners are not forced to accept ready-made explanations but can interpret existing explanations and add their own perspectives, in so far as they formulate the conclusion of the story for themselves. The co-creative method of DST is an excellent way to develop reflective and critical thinking as well as social skills. DST also provides an opportunity for intercultural communication by representing the cultural and social diversity of group members, as it promotes acceptance and positive attitudinal change between members of heterogeneous groups. A change in students’ attitudes and the development of empathic skills was achieved in a Spanish experiment in which students were confronted with the life stories of Syrian refugees through processing press narratives using DST (Diaz, 2016). Another intercultural experiment involved the creation of digital stories centered around the topic of “otherness” by students who lived far apart from each other. In the process, students moved away from mainstream, stereotypical approaches to their chosen topic and developed an increased tolerance among community members (Grant & Bolin, 2016). Developing empathy is another important educational goal in teacher education. DST challenges the audience to place themselves in the situation of others and look at the world from another perspective. In an experiment by Reyes and Brinegar (2016), students (n = 6) created digital stories about their own learning difficulties. Identifying each other’s narratives, the students engaged in a constructive dialogue, a process that sparked empathy among members of the community. Students discussed the development of their own education in their digital stories, which were autobiographical analyses that revealed who had access to cultural goods. Elements of otherness and equality could also be identified in the content analysis of the completed stories. One student had more difficulty accessing literary content due to his dyslexia, while another experienced issues due to his dysgraphia and apraxia; a third student encountered issues as a result of his hearing impairment. Their films also drew attention to how isolated they were due to their learning difficulties. DST provided the learners with an opportunity for reflection and self-reflection, with students evaluating their lives and discovering their own agency.
