What is distinctive about the kinds of immersion we witness in research, production, and presentation that is specific to digital storytelling?
A central concern of our investigations has been to try to tease out the distinctive effects for student learning in digital storytelling’s use of multimedia. However, our analysis of student and faculty reflections on the act of digital storytelling have allowed us to identify six dimensions along which we can begin to map out some specific protocols attendant on digital storytelling:
- the overall process of creating a digital story;
- particular ways of using images;
- the ways in which digital storytelling allows for communication across multiple channels of audio and video;
- the compressive quality of this way of arguing;
- the editing process itself;
- and finally, the relationship between traditional writing assignments and digital story creation
Our investigations have allowed us to discover some partial, incomplete answers to this question, although we have grown keenly aware that the ‘multimedia distinctive’ themes connect and inform every part of student learning in digital storytelling.