Design Thesis | Week 1 - Preliminary Research
Week 1
Preliminary Research.
I conducted my initial research with the intent of exploring the issues of three key topic areas:
The integration of sustainable learning models in K-12 education (particularly in regards to topics of STEM and History).
The perception of emerging technologies (e.g. AI and VR) by different age demographics.
Contemporary issues of narrative structure.
Through this research, I was able to expand my understanding of issues that may be of interest to me in my thesis project. This research also offered insight into the intersection of these topic areas (e.g. issues of narrative structure in the K-12 education of STEM fields). At this stage, I seem to be primarily interested in the relationship between narrative theory and education.
Intermediality in Film and Internet: Donnie Darko and Issues of Narrative Substantiality
Notes
Unconventional structures of narrative in contemporary media can be intellectually challenging.
Narrative as representation (or “mirror into an alternate world”) v. Narrative as cognitive mode (or “structure for understanding our world).
How can one create a cohesive depiction of fabula (the content of the narrative) between two different syuzhet (the presentation of the narrative content)?
Keywords
Narrative, Fabula, Syuzhet, multi-linear v. linear, temporality, hypertext
Summary
Booth’s literature discusses the narrative structure of traditional linear media (specifically a film) as compared to the narrative structure of interactive media (specifically a website), ultimately examining the issues that arise when one translates a linear narrative into a multi-linear medium (e.g. film to website). While Booth’s text is focused on the relationship between film and the web, his description of narrative theory speaks to the applications of narrative in emerging technologies such as VR or AI and the accessibility/value of those technologies to the average consumer.
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Booth, P. (2008). Intermediality in Film and Internet: Donnie Darko and Issues of Narrative Substantiality. Journal of Narrative Theory, 38(3), 398–415. http://www.jstor.org/stable/41304894
Narrative Structure in Inquiry-Based Learning
Notes
Use of classical narrative is applied here to mathematics, but could expand to other fields of education.
Barnes describes a leap of engagement when students have a linear, story-like context in which to view their math problems.
The idea of creating excitement by paralleling seemingly mundane tasks with a classical narrative structure. The student becomes a hero on a quest.
Keywords
Inquiry-based, crises, engagement, tension, conflict
Summary
Barnes discusses the implementation of narrative structure in tertiary education to increase student engagement in subjects of mathematics and technology. “Students seem to be less frustrated and more willing to engage with the material once they have an understanding of the intent of the process in familiar terms.” I am interested in exploring how this implementation of storytelling in education can be further propelled through visual mediums.
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Kinsey, L. C., & Moore, T. E. (2015). Narrative Structure in Inquiry-Based Learning. PRIMUS, 25(3), 212–220. https://doi.org/10.1080/10511970.2014.921650
Recent Concepts of Narrative and the Narratives of Narrative Theory
Notes
Four key approaches to structure: temporal, causal, minimal, and transactional
Components of narrative theory largely taken for granted, accepted as truths of narrative
Discusses the issues of teleological storytelling. Narrative must have source and end, which may not be truthfully reflective of the real-life scenario on which it is based
Keywords
Formalist, Structuralist, teleological, chronical, linear
Summary
Barnes discusses the development of contemporary narrative theory and its reliance on teleological trajectories. He discusses the issues that arise in linear narrative structure, wherein it is traditionally supposed that the narrative must hold at least one cause and one event. He proposes non-teleological, chronical-based narrative structure as a more holistic approach to presenting history. While Richardson’s topics are broad, I think they shed light on contemporary issues of narrative structure that are defined by the classical theory of narrative (e.g. the linear structure of a news cycle, wherein the narrative must have a cause and end). This can also be applied to topics of learning, via holistic classroom narratives and the use of non-linear narrative technology such as VR.
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Richardson, B. (2000). Recent Concepts of Narrative and the Narratives of Narrative Theory. Style, 34(2), 168–175. http://www.jstor.org/stable/10.5325/style.34.2.168
More Than Missions: Native Californians and Allies Changing the Story of California History
Notes
Text may be related back to other research areas of contemporary linear narrative theory
Dissolution of linear narrative theory in K-12 education contradicts Barnes’ assertions that linear narrative structure can benefit student learning
How can visual representations of Native Californian peoples in education be used to create a more equitable narrative?
Need to integrate Native voices in Californian school curriculums, yet this is met with some resistance due to past inequitable “inclusive” efforts
Keywords
Re-orientation, continuance, colonialism, state, narrative, disruption, displacement
Summary
Schneider discusses the distortion of Native American histories in the K-12 history education of Californian schools. He notes the disruption of Native American populations by European and Asian colonists and explains the desaturation of the contemporary K-12 presentation of these events. Schneider posits that it is necessary to present not only the history of Californian Native populations but also to acknowledge the rippling disruption of these peoples in K-12 education. However, this integration presents potential issues of cognitive dissonance in current K-12 students who have been exposed to varying narratives of history. Schneider discusses the importance of developing native-inclusive curriculums to alleviate these issues.
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Schneider, K., Allender, D., Berta-Ávila, M., Borunda, R., Castro, G., Murray, A., & Porter, J. (2019). More Than Missions: Native Californians and Allies Changing the Story of California History. Journal of American Indian Education, 58(3), 58–77. https://doi.org/10.5749/jamerindieduc.58.3.0058
The Use of Narratives to Deliver Information in Direct-To-Consumer Prescription Drug Commercials: A Content Analysis
Notes
“Four message styles along a “dramatization scale,” ranging from argument (narrator, no character, no plot) to demonstration (narrator, no character, plot) to story (narrator, character, plot) to drama (unnarrated, character, plot).”
Note the popularity of first-person narratives over second- or third-person narratives
Ball does not go into great detail on the implications of narrative disparities in DCTA ads, so this may require further research
Would like to compare disparities of these narrative styles in advertising to their application in non-linear narrative formats and in education
Keywords
Chronicle, character, cognitive and affective responses, conditions, benefits, risks, disease mongering, disparities, narration
Summary
Ball discusses the affect of narrative on audience in the case of Direct-To-Consumer Prescription Drug Commercials (DTCA). She analyzes the commercial and ethical effectiveness of variables such as narration, character, chronical, and graphic representation in these commercials. She presents data that indicates a trend in DTCA narrative structures, wherein narrative structures (highly engaging to the viewer) were utilized to present the benefits of a drug, while non-narrative structures (less engaging to the viewer) were utilized to communicate the risks of a drug. Ball concludes by highlighting the disparities of these commercials in their preference for narrative-based advertising, and, while she does not draw conclusions about these disparities, she notes that they are prevalent enough to warrant further investigation.
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Ball, J. G., & Applequist, J. (2019). The Use of Narratives to Deliver Information in Direct-To-Consumer Prescription Drug Commercials: A Content Analysis. Journal of Health Communication. https://www-tandfonline-com.aurarialibrary.idm.oclc.org/doi/abs/10.1080/10810730.2019.1631915
From ‘organisms’ to ‘boundaries’: the uneven development of theory narratives in education, learning and work connections
Notes
See the development of global technologies parallelling education of specific skillsets
Camps of thought in the formalist narratives: socialization, orientation, preparation for workforce
Keywords
Structuralist, Formalist, Marxist, labor, education, fix, dysfunction, labor-market
Summary
Saunders text examines the differing narratives of the relationship between education and labor. Specifically, Saunders discusses the narratives of Marxist and Structuralist education (those being that education should service technical development to fulfill a labor market need) in comparison to progressive emancipatory narratives of education (those maintaining that education should prepare students for multiple facets of life, not just labor). While Saunders’ work provides more of an ideological debate than a contemporary issue, her topics do speak to the differing approaches of contemporary education. I would like to explore this further to see how implementations of visual narrative play a role in these differing narratives of education.
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Saunders, M. (2007). From ‘organisms’ to ‘boundaries’: The uneven development of theory narratives in education, learning and work connections. Journal of Education and Work. https://doi.org/10.1080/13639080500523026
The Storyteller in Context: Storyteller Identity and Storytelling Experience
Notes
“Participants of genuine storytelling - tellers and listeners - must be of equal status” p. 65
Professional storytellers seen as distinct from society, genuine storytellers are a part of it
Development of storyteller “persona”
See the presentation of historical stories in contemporary cultures as “intellectually useful” rather than culturally important.
How to disrupt “professional” storytelling practices in order to create a more culturally relevant storytelling experience?
Keywords
Causality, storyteller v. storytelling practice, issues of individualist values in contemporary storytellers, commercialization, revival, schema and script
Summary
Ryan discusses the disparities between functional storytellers (individuals who simply pass on knowledge) and genuine storytellers (individuals who pass on cultural memory). Ryan goes on to explain that contemporary mediums of storytelling (e.g. technology, commercial practices, etc.) can have a detrimental effect on genuine storytelling, as these mediums limit the forum in which stories can be told. This narrow function has stunted areas such as revival storytelling or cultural storytelling because these areas are seen to “lack purpose or function” from the lens of “professional storytellers”. I am interested in applying these theories of contemporary storytelling to the issue of historical representation in education.
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Ryan, P. (2008). The Storyteller in Context: Storyteller Identity and Storytelling Experience. Storytelling, Self, Society, 4(2), 64–87. http://www.jstor.org/stable/41949003
Bridging the Gap: Technology Trends and Use of Technology in Schools
Notes
Integration of technology in schools provides a wide net for learning but also creates disinterest in the conventional learning structure
Citing Harrison and sources for examples of effective integration of technology into K-12 education in the UK
No universal approach for implementing technology systemically into school systems, individual schools/districts must develop their own strategy using metrics that alleviate their specific pain-points
Keywords
Educational uses of technology, Usage Gap, Outcome Gap, Effective teaching, technology planning
Summary
This literature discusses the obstacles that arise in the integration of technology into primary and secondary education models. The text discusses the dynamics of social, academic, and workforce preparation in the school system and explains how these variables can no longer function linearly due to the introduction of technology such as the internet in classrooms. The text generally highlights a disparity in K-12 technology integrations and a lack of expectations about said technology between teachers, students, administrators, and parents. I believe this is a topic area that may prove pertinent in my future research regarding narrative and education practices.
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Cher Ping Lim, Yong Zhao, Jo Tondeur, Ching Sing Chai, & Chin-Chung Tsai. (2013). Bridging the Gap: Technology Trends and Use of Technology in Schools. Journal of Educational Technology & Society, 16(2), 59–68. http://www.jstor.org/stable/jeductechsoci.16.2.59
A Project-based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement
Notes
Problem-based Learning models (PBL) are seen to be effective in student engagement, rising from the school of constructivism
“Digital storytelling is an integrated application of multiple media and software that utilizes the art and techniques of digital storytelling with new methods, contributing to helping learners become involved in the learning situation.”
Work notes already the implementation of storytelling into education curriculums
See p. 370-71, noting the use of digital storytelling to bridge the digital divide between “rural and urban elementary school students”
Keywords
Project-based learning, elementary education, digital storytelling, learning motivation, problem-solving competence
Summary
This literature examines the data of an empirical study that was conducted to test the effectiveness of digital storytelling in conjunction with problem-based learning in elementary classrooms (in Taiwan). The study aims to understand how digital storytelling can be used to develop learning tasks as a project-based learning activity in an elementary science classroom. The text highlights that student interaction in narrative development, particularly regarding their own school projects, increases learning engagement and appropriate use of technology in schools.
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Chun-Ming Hung, Gwo-Jen Hwang, & Iwen Huang. (2012). A Project-based Digital Storytelling Approach for Improving Students’ Learning Motivation, Problem-Solving Competence and Learning Achievement. Journal of Educational Technology & Society, 15(4), 368–379. http://www.jstor.org/stable/jeductechsoci.15.4.368
The Problem of Identity: South Africa, Storytelling, and Literary History
Notes
Referencing Huntington and Brzezinskin in the explorations of global neighborhood that will be primarily “neither ideological nor economic, but cultural” (p. 86)
“Story” is site where sensibility and cultural identity is prominently shaped
Discusses the dangers of “amnesia” of a society trying to emerge from tyranny of the past
Two (or more) cultural narratives of colonialism
Keywords
National identity, cultural identity, national narrative, transgressing boundaries, postcolonial identities, retreat from social exchange, coexistence, poststructuralism
Summary
This literature discusses the function of media storytelling in the presentation of historical-cultural identity, namely in the case of South Africa. Chapman discusses residual effects of Enlightenment and colonial thinking in non-Eurocentric nations, noting that Japanese, South African, and other culturally distinct entities all interact with Euro-centric capitalism in a different way. He presents issues with contemporary storytelling which place traditional African cultural identity within the context of post-colonial, English-speaking South Africa. The topic raises significant questions of how to create a national storytelling narrative that is both respectful of cultural identity yet accessible to other cultures for intellectual assessment. The text also expands on Schneider’s literature, discussing how to formulate a national narrative that is historically accurate (in regards to colonial invasion) while still maintaining a sense of cultural independence.
Chapman, M. (1998). The Problem of Identity: South Africa, Storytelling, and Literary History. New Literary History, 29(1), 85–99. http://www.jstor.org/stable/20057469