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" Living the stories we create: preparing students for the digital age "
/ Ellen McCabe.
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Central Library of the Kurdistan University
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| Material Type
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Latin Book
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| Record Number
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216521
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| Doc. No
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4096
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| Language of Document
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English
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| Main Entry
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AuthorMcCabe, Ellen,
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| Title & Author
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Living the stories we create: preparing students for the digital age\ / Ellen McCabe.
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| Publication Statement
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Cham, Switzerland: : Springer, , 2018.
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| Series Statement
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SpringerBriefs in education.
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| Page. NO
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ix, 130 pages.: : illustrations (color).
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| ISBN
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978-3-319-95797-5
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: 978-3-319-95798-2 (eBook)
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| Bibliographies/Indexes
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Includes bibliographical references and index.
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| Contents
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Intro; Dedication; Acknowledgements; Contents; Chapter 1: Introduction; 1.1 Background; 1.1.1 Narrative, Media and Society; 1.1.2 Consequences for Education; 1.1.3 Implications; 1.2 Research Structure and Trajectory; 1.2.1 Concepts in Context; 1.2.2 Insights and Interventions; 1.2.3 Digital Storytelling; 1.3 Significance and Potential; 1.4 Conclusion; Bibliography; Chapter 2: World Making and Media; 2.1 The Narrative Mind; 2.2 Implications for Education; 2.2.1 Educational Structures and Boundaries; 2.2.2 Knowledge in an Age of Transience; 2.3 Conclusion; Bibliography; Filmography. Chapter 3: Macbeth and the Leaving Certificate3.1 Relevance for Students; 3.2 Daily Practice; 3.2.1 General Approach; 3.2.2 Variations in Teaching Style; 3.3 Student Engagement; 3.3.1 Dictation and Hand-outs; 3.3.2 Student Appetite for Greater Participation; 3.3.3 Value of Discourse and Verbal Skills; 3.3.4 Value of Original Contribution and Critical Thought; 3.4 Categorical Understanding; 3.4.1 Segmented Syllabus; 3.4.2 Memorisation and Rote Learning; 3.5 Extensive and Demanding Nature of the Syllabus; 3.5.1 Prioritising; 3.5.2 The Importance of Quotations; 3.6 Multiple Media Forms. 3.6.1 Audio Performance3.6.2 Video Performance; 3.6.3 Practical Obstacles; 3.6.4 Implications for Perceptions and Experience; 3.7 Conclusion; Filmography; Chapter 4: The Otherness of Education; 4.1 The Confines of Context; 4.1.1 The Whole Verses the Sum of its Parts; 4.2 The Divergence of Macbeth; 4.2.1 Passivity and Hierarchy; 4.2.2 Peer Insights; 4.3 The Dissemination of Categorical Thought; 4.3.1 Finality; 4.3.2 Categories and "Mindlessness"; 4.3.3 A Homogenous Perspective; 4.4 Storytelling and the Dissolution of Categories; 4.4.1 Fluidity in Macbeth; 4.4.2 Narrative Complexity. 4.4.3 Ambiguity4.4.4 Competency in Obscurity; 4.5 Print Is Paramount: The Role of Performative and Oral Arts in the Curriculum; 4.5.1 Curricular Engagement; 4.5.2 An Auxiliary Activity; 4.5.3 Modified Presentations; 4.6 Conclusion; Bibliography; Filmography; Chapter 5: Invention and Intervention: Reimagining Educational Paradigms; 5.1 The Challenge of Creativity; 5.1.1 Knowledge in an Age of Transience; 5.2 Realignment Through Reform; 5.2.1 Examination versus Experience; 5.2.2 Empowering Teachers; 5.2.3 Creating Connections; 5.2.4 The Commodification of Learning. 5.2.5 Possibility and Positivity5.3 The Role of Technology; 5.3.1 A Means, Not an End; 5.3.2 Digital Storytelling: What is it?; 5.3.3 Educational Potential of Digital Storytelling; 5.3.4 Reassessing Literacy; 5.3.5 Digital Storytelling and Multiliteracies; 5.4 Digital Storytelling and Experience; 5.4.1 External and Internal Experience; 5.4.2 Synthesising Experience through Storytelling; 5.4.3 The Expressive Potential of the Digital; 5.4.4 Learning in the Present; 5.4.5 Thirst for Reform; 5.5 Conclusion; Bibliography; Chapter 6: The Digital Storytelling Response; 6.1 Introductory Lecture.
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| Abstract
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This work explores the potential of digital media to rectify the disparity between formal learning contexts and contemporary perceptions and expectations of narrative. How can education systems respond to the changing technological landscape, thus preparing students to become active participants in society as well as to realise the extent of their own potential? This book explores such concepts in the classroom environment through direct engagement with students and teachers with the case of Shakespeare's Macbeth. Written in approximately 1606, Macbeth has its roots in a culture of orality and yet has sustained through centuries of print dominance. Indeed, as both text and performance the work itself embodies both the literary and the oral. Yet as a staple of many second level curricula increasingly Macbeth is perceived as an educational text. Macbeth reflects its cultural moment, an age of ambiguity where much like today notions of selfhood, privacy, societal structures, media and economy were being called into question. Thus Macbeth can be understood as a microcosm of the challenges existing in contemporary education in both content and form. This book examines Macbeth as a case-study in seeking to explore the implications of digital media for learning, as well as its possible potential to constructively facilitate in realigning formal learning contexts to contemporary experiences of narrative.
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| Subject
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Education -- Effect of technological innovations on.
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| Subject
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Digital media.
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Mass media in education.
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| publication status
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e
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| Keyword
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Higher Education.
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Digital media.
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