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Digital Storytelling within a Service-Learning Partnership: Technology as Product and Process for University Students and Culturally and Linguistically Diverse High School Youth

Digital Storytelling within a Service-Learning Partnership: Technology as Product and Process for University Students and Culturally and Linguistically Diverse High School Youth

Emily Wexler Love, Debra Flanders Cushing, Margaret Sullivan, Jode Brexa
Copyright: © 2011 |Pages: 18
ISBN13: 9781609606237|ISBN10: 160960623X|EISBN13: 9781609606244
DOI: 10.4018/978-1-60960-623-7.ch009
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MLA

Love, Emily Wexler, et al. "Digital Storytelling within a Service-Learning Partnership: Technology as Product and Process for University Students and Culturally and Linguistically Diverse High School Youth." Higher Education, Emerging Technologies, and Community Partnerships: Concepts, Models and Practices, edited by Melody Bowdon and Russell G. Carpenter, IGI Global, 2011, pp. 88-105. https://doi.org/10.4018/978-1-60960-623-7.ch009

APA

Love, E. W., Cushing, D. F., Sullivan, M., & Brexa, J. (2011). Digital Storytelling within a Service-Learning Partnership: Technology as Product and Process for University Students and Culturally and Linguistically Diverse High School Youth. In M. Bowdon & R. Carpenter (Eds.), Higher Education, Emerging Technologies, and Community Partnerships: Concepts, Models and Practices (pp. 88-105). IGI Global. https://doi.org/10.4018/978-1-60960-623-7.ch009

Chicago

Love, Emily Wexler, et al. "Digital Storytelling within a Service-Learning Partnership: Technology as Product and Process for University Students and Culturally and Linguistically Diverse High School Youth." In Higher Education, Emerging Technologies, and Community Partnerships: Concepts, Models and Practices, edited by Melody Bowdon and Russell G. Carpenter, 88-105. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-623-7.ch009

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Abstract

This chapter describes a university/high school partnership focused on digital storytelling. It also explains the multi-stage process used to establish this successful partnership and project. The authors discuss the central role that technology played in developing this university/high school partnership, a collaboration that extended the impact of a digital storytelling project to reach high school students, university students, educators, high school administrators, and the local community. Valuing a reflective process that can lead to the creation of a powerful final product, the authors describe the impact of digital storytelling on multiple stakeholders, including the 13 university students and 33 culturally and linguistically diverse high school youth who participated during the fall of 2009. In addition, the chapter includes reflections from university and high school student participants expressed during focus groups conducted throughout the project. While most participants had a positive experience with the project, complications with the technology component often caused frustrations and additional challenges. Goals for sharing this project are to critically evaluate digital storytelling, describe lessons learned, and recommend good practices for others working within a similar context or with parallel goals.

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