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 Coventry, M. Search for Related Content Social Bookmarking                         What's this?

Engaging Gender

Student application of theory through digital storytelling

Georgetown University, USA, coventrm{at}georgetown.edu

Enabling students' engagement with gender theory can be a difficult task. One of the best ways to help students learn difficult conceptual material, such as theoretical texts, is to provide them with opportunities to state and restate those ideas in multiple ways and through multiple means. Digital storytelling provides an effective pedagogy that enhances this process of stating and restating, forcing students to express themselves in the `new language' of multimedia. Through a detailed reading of one student's work the essay proposes a taxonomy for novice uses of theory, ranging from summary to development of theoretical symbols. I then argue that digital storytelling uniquely enables students to illustrate and apply difficult conceptual material. In some cases, the visual form can even open up new possibilities for the application and refinement of concepts.

Key Words: digital storytelling • gender theory • multimedia • popular culture • student authorship

Arts and Humanities in Higher Education, Vol. 7, No. 2, 205-219 (2008)
DOI: 10.1177/1474022208088649


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