Transmedia Storytelling Edutainment and the New Testament Lesson

Transmedia Storytelling Edutainment and the New Testament Lesson

Stavroula Kalogeras
DOI: 10.4018/978-1-7998-6605-3.ch020
(Individual Chapters)
No Current Special Offers


Storytelling is the most ancient form of teaching that can enhance the learning experience, and transmedia is a technique where elements of a story get dispersed across multiple media with each story creating a cohesive entertainment experience. The storytelling framework is a viable solution to engage a universal audience, and the socio-cultural theory of learning presented underpins how cultural beliefs and attitudes impact instruction and learning. The study explores how the pre-historic practice of transmedia storytelling can be used and practiced by educators. Narratives transverse across media and can be traced back to the presentation of Biblical stories. The Bible story has been told across many different forms of media, from print to icons to stained glass windows. Jesus, the master teacher, used storytelling methods of instruction to convey his message to his learners across different platforms. The chapter explores the parallels between Biblical transmedia and contemporary transmedia and considers transmedia edutainment as a pedagogical practice in higher education.
Chapter Preview

Theoretical Background And Literature Review

The literature review is interdisciplinary and considers current and pre-historic transmedia storytelling practice, student engagement, the master teacher, Jesus, and the New Testament lesson. First, a search of the existing literature was conducted to select the keywords of the primary search. Second, the references of the selected papers and the citations were reviewed. Third, the selected papers were classified according to their content. A thorough search of the existing literature was done on the Internet, Google Scholar and in Scopus using a combination of keywords: transmedia, storytelling, narrative pedagogy, New Testament, holistic learning, social theoretical pedagogy, master teacher. The articles gathered were 289 and then reduced to 156 based on limitations such as source, language, duplication, or accessibility. After scanning titles and abstracts, 36 works were accepted that narrowed in on the topic to support the storytelling practice by way of social learning and collaboration.

Key Terms in this Chapter

Storytelling: The process of using fact and narrative to communicate something to your audience. Some stories are factual, and some are embellished or improvised in order to better explain the core message.

Pedagogy: The word is derived from the Greek paidagogos meaning literally, ‘to lead the child.’ In common usage, it is often used to describe the principles and practice of teaching children.

Social Pedagogy: It describes a holistic and relationship-centered way of working in care and educational settings with people across the course of their lives. The term ‘pedagogy’ originates in the Greek pais (child) and agein (to bring up, or lead), with the prefix ‘social’, emphasizing that upbringing is not only the responsibility of parents, but a shared responsibility of society.

Moral Character: The existence or lack of virtues such as integrity, courage, fortitude, honesty, and loyalty. Basically, it means that you are a good person and citizen with a sound moral compass.

Transmedia Storytelling: Transmedia storytelling is the technique of telling a single story or story experience across multiple platforms and formats using current digital technologies.

Aphoristic Style: A compact and epigrammatic style of writing. An aphorism is a short sentence expressing a truth in the fewest possible words.

Narrative: A narrative or story is an account of a series of related events, experiences, or the like, whether true or fictitious.

Holistic Education: A holistic perspective concerned with the development of a person’s intellectual, emotional, social, physical, artistic, creative, and spiritual potentials. It engages students in the teaching/learning process and encourages personal and collective responsibility.

Complete Chapter List

Search this Book: