Digital storytelling is the result of the combination of traditional storytelling with the use of multimedia technology (Normann, 2011; Lowenthal y Dunlap, 2010; Heo, 2009). It is a tool that allows to significantly enhance the possibilities both in the creation of the stories and in their subsequent transmission (Di Fuccio & Mastroberti, 2018; Nicolopoulou et al. 2015; Iandolo, 2011; Zancanaro et al., 2007; Baumer, Ferholt & Lecusay, 2005).
As a consequence of the increase in technological instruments for digital storytelling, digital storytelling and tangible digital storytelling have become very important trends both at the level of research and the creation of applications and educational platforms.
Narrative competencies are a set of skills in which cognitive, social, expressive and linguistic functions are involved. They typically develop from early childhood, and constitute a fundamental tool in interpersonal relationships and social life (Esposito et al. 2018; Iandolo, Esposito & Venuti 2012a-b).
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References
- Baumer, S., Ferholt, B., & Lecusay, R. (2005). Promoting narrative competence through adult–child joint pretense: lessons from the Scandinavian educational practice of playworld. Cognitive Development, 20(4), 576-590.
- Di Fuccio, R., & Mastroberti, S. (2018). Tangible User Interfaces For Multisensory Storytelling At School: A Study Of Acceptability. Qwerty-Open and Interdisciplinary Journal of Technology, Culture and Education, 13(1).
- Esposito, G., Venuti, P., Iandolo, G., de Falco, S., Wei, C., Bornstein, M.H., & Gabrieli, G. (2018). Microgenesis of typical storytelling, Early Child Development and Care, DOI: 10.1080/03004430.2018.1554653
- Heo, M. (2009). Digital storytelling: an empirical study of the impact of digital storytelling on pre-service teachers’ self-efficacy and dispositions towards educational technology. Educational Multimedia and Hypermedia, 18(4), 405–428.
- Iandolo G. (2011). El desarrollo de las competencias narrativas, forma, cohesión y equilibrio de contenido a través del Test Proyectivo de la Familia de los Osos. Tesis Doctoral. Universidad Autónoma de Madrid pp. 173-193.
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- Iandolo, G., Esposito, G., & Venuti P. (2012b). The Bears Family Projective test: Evaluating stories of children with emotional difficulties. Perceptual and Motor Skills, 114,3, 883-902.
- Lowenthal, P. R. y Dunlap, J.C. (2010). From pixel on a screen to real person in your students’ lives: establishing social presence using digital storytelling. The Internet and Higher Education, 13(1-2), 70-72.
- Nicolopoulou, A., Cortina, K. S., Ilgaz, H., Cates, C. B., & de Sá, A. B. (2015). Using a narrative-and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early childhood research quarterly, 31, 147-162.
- Normann, A. (2011). Digital storytelling in second language learning. Norwegian University of Science and Technology. Faculty of Social Sciences and Technology Management. Programme for Teacher Education.
- Zancanaro, M., Pianesi, F., Stock, O., Venuti, P., Cappelletti, A., Iandolo, G., Prete, M., & Rossi, F. (2007). Children in the museum: an environment for collaborative story telling. En Stock, O. & Zancanaro, M., eds, PEACH – Intelligent Interfaces for Museum Visits, Cognitive Technologies. Springer, Berlin.
INCLUDED – Digital Storytelling for Inclusion