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Slowing Down, Talking Back, and Moving Forward

Some reflections on digital storytelling in the humanities curriculum

George Mason University, USA, sleon{at}gmu.edu

Humanities teachers in higher education strive to locate and implement pedagogical approaches that allow our students to deepen their inquiry, to make significant intellectual connections, and to carry those questions and insights across the curriculum. Digital storytelling is one of those pedagogical approaches. Digital storytelling can create an intervention in the educational experience of students from a variety of perspectives and at a variety of levels. The process of slowing down to create purposefully in the new medium of the digital story, through timing, imagery, music and narrative, has enabled students to position themselves in the cultural and theoretical conversation. Claiming that space of authority, they are not only better situated to read and respond to others' work, but also to create their own.

Key Words: digital storytelling • new media • pedagogy • self-reflexivity

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