This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Oppermann, M. Search for Related Content Social Bookmarking                         What's this?

Digital Storytelling and American Studies

Critical trajectories from the emotional to the epistemological

Humboldt University, Berlin, Germany, oppermam{at}georgetown.edu

In recent years, digital storytelling has emerged as an alternative medium of knowledge production for students in American studies. A growing number of faculty are creating assignments which combine methodological markers of American studies and reinvented notions of critical pedagogy in a multimedia learning environment. Based on an analysis of student learning and interviews with student producers of digital stories, this essay investigates the potential of digital storytelling for the development of voice and intellectual depth at the intersection of affective and cognitive dimensions of learning. Evidence from student-produced digital stories suggests that affective developmental processes can enable epistemological expertise instead of opposing it. In the same way, the multimedia authoring process does not obscure traditional forms of expert research and scholarship, but makes expert strategies visible and explicit.

Key Words: affect • American studies • critical pedagogy • digital storytelling • emotions • expertise • multimedia

Arts and Humanities in Higher Education, Vol. 7, No. 2, 171-187 (2008)
DOI: 10.1177/1474022208088647


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?