Educational Digital Storytelling and Intercultural Identity Management: A Case Study for Short-Term Study Abroad Experiential Learning Pedagogies
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| Title: | Educational Digital Storytelling and Intercultural Identity Management: A Case Study for Short-Term Study Abroad Experiential Learning Pedagogies |
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| Language: | English |
| Authors: | Kasey Hudak, Rachel Davidson, Elizabeth Winters |
| Source: | International Journal for the Scholarship of Teaching and Learning. 2024 18(2). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Educational Technology, Story Telling, Self Concept, Cultural Awareness, Study Abroad, Experiential Learning, Blended Learning, Intercultural Communication, Student Experience, Beliefs, Attitude Change, Student Projects, Undergraduate Students, Undergraduate Study, Foreign Countries |
| Geographic Terms: | Pennsylvania, Indiana, United Kingdom (Northern Ireland), United Kingdom (Belfast), Panama, Netherlands, Netherlands (Amsterdam) |
| ISSN: | 1931-4744 |
| Abstract: | This article provides a case study of three educational digital storytelling (EDS) projects in which researchers use intercultural identity management theory (IMT) as a framework to investigate student claims of transformation within short-term study abroad courses. Across three separate hybrid digital production and intercultural communication courses with study abroad requirements, instructors noticed a pattern of students sharing similar sentiments that they experienced significant changes in beliefs, attitudes, or identity, with some even describing being "transformed" by the course experience. Analyses of multimedia student communications revealed that conducting interviews provided a discursive way to practice IMT agency. Furthermore, planning and editing digital stories prompted students' consideration of intercultural identity transformations as they viewed self-depictions of intercultural communication experiences. Exploration into the EDS learning process reflects that of established IMT phases, lending support to how EDS projects can provide pedagogical guidance for instructors seeking IMT awareness as part of the short-term study abroad experience. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451755 |
| Database: | ERIC |
| Abstract: | This article provides a case study of three educational digital storytelling (EDS) projects in which researchers use intercultural identity management theory (IMT) as a framework to investigate student claims of transformation within short-term study abroad courses. Across three separate hybrid digital production and intercultural communication courses with study abroad requirements, instructors noticed a pattern of students sharing similar sentiments that they experienced significant changes in beliefs, attitudes, or identity, with some even describing being "transformed" by the course experience. Analyses of multimedia student communications revealed that conducting interviews provided a discursive way to practice IMT agency. Furthermore, planning and editing digital stories prompted students' consideration of intercultural identity transformations as they viewed self-depictions of intercultural communication experiences. Exploration into the EDS learning process reflects that of established IMT phases, lending support to how EDS projects can provide pedagogical guidance for instructors seeking IMT awareness as part of the short-term study abroad experience. |
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| ISSN: | 1931-4744 |
