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Boundary crossing and learning identities – digital storytelling in primary schools

Bjørgen, Anne Mette
Journal article, Peer reviewed
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URI
http://hdl.handle.net/11250/144656
Date
2010
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  • Artikkel - fagfellevurdert vitenskapelig / Articles - peer-reviewed [2302]
Original version
Bjørgen, A. M. (2010). Boundary crossing and learning identities–digital storytelling in primary schools. Seminar.net, 6(2), 161-177.  
Abstract
This article contributes to academic discussions on how digital storytelling in

an educational setting may have potential to build and develop learning

identities, agency and digital competences. With a socio-cultural framework

on learning and identity as a point of departure, the article sets out to study

these issues approached as boundary crossing between the intersecting

contexts of leisure time and school. The analysis draws on three examples of

digital storytelling among 5th - 7th graders in three Norwegian primary

school classes. My findings suggest that digital storytelling might represent a

boundary crossing enabling pupils to adopt new roles as producers of

creative content, as mentors or guides, to explore new technology and

software in a context different from that of outside school and to learn and

develop competences related to production processes and multimodal

resources. I argue that digital storytelling has a potential to contribute to

learning, learning identity and agency, provided it is based on a more fully

developed pedagogical strategy of carefully linking school and leisure time.

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