Stocchetti (ed.

)
Matteo Stocchetti (ed.)
Matteo Stocchetti (ed.)
Storytelling and Education in the Digital Age

Storytelling
While the importance of the role of storytelling can hardly be overestimated, the

Storytelling and Education in the Digital Age

impact of digitalization on this role is more ambivalent. In this second book-length
publication of the programme Media and Education in the Digital Age – MEDA, the

and Education
authors take a critical stance towards the alleged emancipative affordances of digital
storytelling in education. The collection is inspired by the effort of making profes-
sional educators aware of the risks of the digital turn in educational storytelling but
also of the opportunities and the conditions for critical engagements. Based on their
research and field experience, fifteen scholars discuss in nine chapters these risks and
opportunities, providing ideas, evidence, references and inspiration to educators and
researchers.
in the Digital Age
Experiences and Criticisms
The Editor
Matteo Stocchetti is Docent in Political Communication at Åbo Academy, Docent in
Media and Communication at the University of Helsinki and Principal Lecturer in Critical
Media Analysis at Arcada University of Applied Sciences. He is the initiator and main
coordinator of the programme Media and Education in the Digital Age (MEDA).

ISBN 978-3-631-67544-1 www.peterlang.com

 Stocchetti (ed.)
Matteo Stocchetti (ed.)
Matteo Stocchetti (ed.)
Storytelling and Education in the Digital Age

Storytelling
While the importance of the role of storytelling can hardly be overestimated, the

Storytelling and Education in the Digital Age

impact of digitalization on this role is more ambivalent. In this second book-length
publication of the programme Media and Education in the Digital Age – MEDA, the

and Education
authors take a critical stance towards the alleged emancipative affordances of digital
storytelling in education. The collection is inspired by the effort of making profes-
sional educators aware of the risks of the digital turn in educational storytelling but
also of the opportunities and the conditions for critical engagements. Based on their
research and field experience, fifteen scholars discuss in nine chapters these risks and
opportunities, providing ideas, evidence, references and inspiration to educators and
researchers.
in the Digital Age
Experiences and Criticisms
The Editor
Matteo Stocchetti is Docent in Political Communication at Åbo Academy, Docent in
Media and Communication at the University of Helsinki and Principal Lecturer in Critical
Media Analysis at Arcada University of Applied Sciences. He is the initiator and main
coordinator of the programme Media and Education in the Digital Age (MEDA).

www.peterlang.com
Bibliographic Information published by the Deutsche Nationalbibliothek
The Deutsche Nationalbibliothek lists this publication in
the Deutsche Nationalbibliografie; detailed bibliographic
data is available in the internet at http://dnb.d-nb.de.

Library of Congress Cataloging-in-Publication Data

Names: Stocchetti, Matteo, editor.
Title: Storytelling and education in the digital age : experiences and
criticisms / edited by Matteo Stocchetti.
Description: Peter Lang : Frankfurt am Main, 2016.
Identifiers: LCCN 2016027466| ISBN 9783631675441 | ISBN 9783653069761 (E-Book)
Subjects: LCSH: Digital storytelling. | Education--Effect of technological
innovations on.
Classification: LCC LB1042 .S817 2016 | DDC 372.67/7--dc23 LC record available at
https://lccn.loc.gov/2016027466

An electronic version of this book is freely available, thanks to the support of

libraries working with Knowledge Unlatched. KU is a collaborative initiative
designed to make high quality books Open Access for the public good.
More information about the initiative and links to the Open Access version can be
found at www.knowledgeunlatched.org

ISBN (Print) 978-3-631-67544-1

E-ISBN (E-PDF) 978-3-653-06976-1
E-ISBN (EPUB) 978-3-631-70126-3
E-ISBN (MOBI) 978-3-631-70127-0
DOI 10.3726/978-3-653-06976-1

Open Access: This work is licensed under a Creative Commons Attribution

NonCommercial NoDerivatives 4.0 unported license. To view a copy of this
license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/

© Matteo Stocchetti, 2016

Peter Lang GmbH

Internationaler Verlag der Wissenschaften
Berlin
This publication has been peer reviewed.
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Table of Contents

Matteo Stocchetti
The Politics of Education and the Digital Turn in Storytelling:
A Critical Introduction����������������������������������������������������������������������������������������������13

Nachshon Goltz & Tracey Dowdeswell

Children’s Storytelling in Virtual Worlds: A Critique�������������������������������������������31

Vincenzo De Masi & Han Yan

The Digital Turn in Storytelling and Creative Industries in China:
A Report����������������������������������������������������������������������������������������������������������������������59

Nathalie Hyde-Clarke
Story-Telling and Narrative Inquiry as a Gateway to Methodology.....................77

Cristina Aliagas-Marín & Ana M. Margallo

Digital Storytelling, Book Trailers and Literary Competence in
Initial Teacher Education...........................................................................................89

Simge Esin Orhun

An Interdisciplinary Approach for the Digital Media Landscape of
the 21st Century: Storytelling as an Instrument in Design Education�������������� 109

Julie Faulkner & Greg Curran

Personal Stories and the Visual Turn: Exploring
Digital Stories as Identity Representation������������������������������������������������������������ 131

Gloria Gomez-Diago
From Storytelling to Storymaking to Create Academic Contents.
Creative Industries Through the Perspective of Students���������������������������������� 147

Susana Tosca, Anne Katrine Nørgaard Isholdt & Niklas Tarp-Petzke

Social Media Storytelling as a Method for Teaching Literature......................... 163

Index������������������������������������������������������������������������������������������������������������������������� 187
 Gloria Gomez-Diago

From Storytelling to Storymaking to Create

Academic Contents. Creative Industries
Through the Perspective of Students

Abstract The new technologies and specially the possibilities offered by the internet, mul-
tiply the capabilities to write and to tell stories, to create them collectively, to redesign
them, to cite them, to amplify them, to link them, to comment them, et cetera. Having
available a multitude of resources not only for being storytellers but for accessing to diverse
information and contents, changes the possibilities and conditions in which storytelling is
generated in comparison with before internet and prompts us to focus on the importance
of storymaking abilities in the classroom. In a context where storytelling can be performed
without spatial or temporal constraints and where algorithms like Narrative Science’s natu-
ral language generation programme1 can write original stories by drawing down content
from big data sources, the act of writing and of sharing ideas by using words is still essential
to participate in the construction of our societies. Written communication is especially
important in academic contexts because it is through texts that contents are created. Aimed
to improve the abilities and skills of pupils to generate contents, we designed and applied
an experience which consisted of using storymaking as a context for learning, by giving
students of the last year of the Advertising and Public Relations Degree at the University of
Vigo a role in the building of the contents delivered in the course “Advertising and Cultural
Industries”. Students co-created a collective book named Cultural/Creative Industries in an
Environment in which the Physical and the Virtual Merge (2016).2 During the four months

1 “Quill is a natural language generation (Advanced NLG) platform that goes beyond
reporting the numbers – it creates perfectly written narratives to convey meaning for
any intended audience. While advances in data visualization and data science are hel-
pful, they don’t take us the last mile. Data visualizations are often complex, requiring
expert-level analysis and explanation. Quill immediately adds value to data by identify-
ing the most relevant information and relaying it through professional, conversational
language. The result? Intelligent narratives that efficiently communicate the insights
buried in Big Data that people can comprehend, act on and trust.” Cfr. https://www.
narrativescience.com/quill
2 Cfr. Collective Book: Industrias Culturales/ Creativas en un Entorno en el que lo Fí-
sico y lo Virtual se fusionan. Retrieved September 2nd, 2016 from https://sites.google.
com/site/publicidadindustriasculturales/home/industrias-culturales-creativas-en-un-
entorno-en-el-que-lo-fisico-y-lo-virtual-se-fusionan
162 Gloria Gomez-Diago

education in the digital age. Concepts, Assessments, Subversions (pp. 341–357).

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