Developing Critical Digital Literacies Through Digital Storytelling: Student Attempts at Re-Telling the District Six Story

被引：0

作者：

Noble A. ^{[1
]}

Gachago D. ^{[2
]}

机构：

[1] Cape Peninsula University of Technology, South Africa

[2] University of Cape Town, South Africa

来源：

International Journal of Mobile and Blended Learning | 2022年 / 14卷 / 03期

关键词：

apartheid; counter storytelling; critical digital literacies; critical storytelling; Digital storytelling; District; 6; dominant narratives; Dompas; Extended Curriculum Programme;

D O I：

10.4018/IJMBL.312184

中图分类号：

学科分类号：

摘要：

The South African Higher Education sector has undergone major transformation since the end of Apartheid more than 25 years ago. Critical digital literacies and critical (digital) citizenship, aligns with the most important aspects of the transformation agenda, 'the production of socially conscious graduates that will become the thinkers and leaders of tomorrow' (Soudien et al 2008). The ability to link the past and the present, the personal and the political is an important element of critical digital literacies. This paper reflects on projects introduced in a first year Extended Curriculum Programme course for Architectural Technology and Interior Design students at a University of Technology, in which students created a digital story after visiting historical sites in the Western Cape. Framed by Critical Race Theory concepts of master narratives and counter-storytelling, using multimodal analysis of the digital stories, this paper will highlight examples of students' attempts to disrupt common narratives through their creative yet personal engagement with the past and the present. © 2022 IGI Global. All rights reserved.

引用

共 43 条

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