Digital Storytelling for Educative Purposes (eBook)

This book is an exposition of a curriculum innovation within the complex yet fertile ground of school-based education in Singapore. Beyond straightforward descriptions and protocols, this book purposefully connects classroom practices with theories in a clear, uncomplicated way. The result provides a series of rationales for action, reflection and understanding that other publications in digital storytelling sometimes fail to cover or explain in sufficient detail. Broadly, these include digital multimodal authorship; teachers' and students' storytelling task design and assessment; the use of digital storytelling as a reflective and reflexive expression of teachers' professionalism; and dialogism in classroom practice.

Dr. Phillip A. Towndrow is a Senior Research Scientist in the Office of Education Research at the National Institute of Education, Nanyang Technological University, Singapore. Phillip began his career as an English language teacher. He previously worked in Britain, Spain and the United Arab Emirates before moving to Singapore to work in language and communication, and teacher education. Phillip's main research and writing interests establish practicable links between educational and literacy theories to general pedagogy and classroom practices. These include: multimodal communication, critical pedagogy, and teachers' education and professionalism. His academic writing has appeared in several books and journals including the Journal of Curriculum Studies and the Journal of Literacy Research.

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This book is an exposition of a curriculum innovation within the complex yet fertile ground of school-based education in Singapore. Beyond straightforward descriptions and protocols, this book purposefully connects classroom practices with theories in a clear, uncomplicated way. The result provides a series of rationales for action, reflection and understanding that other publications in digital storytelling sometimes fail to cover or explain in sufficient detail. Broadly, these include digital multimodal authorship; teachers' and students' storytelling task design and assessment; the use of digital storytelling as a reflective and reflexive expression of teachers' professionalism; and dialogism in classroom practice.