Academic Librarians Supporting Digital Storytelling in the Sciences

Authors

  • Elise Gowen Earth and Mineral Sciences Library, The Pennsylvania State University

DOI:

https://doi.org/10.29173/istl35

Keywords:

science communication, storytelling, STEM curriculum

Abstract

Science curricula in academic settings increasingly emphasize the importance of fostering students’ science communication skills through coursework and projects. One technique used to build students’ multimedia communication skills is digital storytelling. Digital storytelling allows students to tell a subjective story that engages audience’s interest and empathy using a mixture of visual and audio cues. In the process, students develop their own skills building an emotionally engaging narrative through the interaction of words and imagery, skills that are not usually exercised in a STEM curriculum. At some institutions, instructors of this technique have partnered with librarians, who can offer valuable assistance in the form of copyright support, resource guidance, and technical support. This paper will discuss how science librarians can provide support for digital storytelling in the curriculum.

Downloads

Download data is not yet available.

References

Ball, T., Beckett, L. & Isaacson, M. 2015. Formulating the problem: Digital storytelling and the development of engineering process skills. In: 2015 IEEE Frontiers in Education Conference (FIE). DOI: 10.1109/FIE.2015.7344405.

Besley, J.C., Dudo, A. & Storksdieck, M. 2015. Scientists’ views about communication training. Journal of Research in Science Teaching 52(2):199–220. DOI: 10.1002/tea.21186.

Blithe, S.J., Carrera, W. & Medaille, A. 2015. Stories of service-learning: Guidelines for increasing student engagement with digital storytelling. Journal of Library Innovation 6(1):60-74.

Dahlstrom, M.F. 2014. Using narratives and storytelling to communicate science with nonexpert audiences. Proceedings of the National Academy of Sciences of the United States of America 111(Suppl 4):13614–13620. DOI: 10.1073/pnas.1320645111.

Daily, S.B. & Eugene, W. 2013. Preparing the future STEM workforce for diverse environments. Urban Education 48(5):682–704. DOI: 10.1177/0042085913490554.

Educational Uses of Digital Storytelling. What is digital storytelling? [Internet]. Houston (TX): University of Houston; c2019 [cited 2018 Nov 17]. Available from http://digitalstorytelling.coe.uh.edu/page.cfm?id=27&cid=27.

Fields, A.M. & Dı́az, K.R. 2008. Fostering Community Through Digital Storytelling: A Guide for Academic Libraries. Westport (CT): Libraries Unlimited.

Gubrium, A. 2009. Digital storytelling: An emergent method for health promotion research and practice. Health Promotion Practice 10(2):186–191. DOI: 10.1177/1524839909332600.

Gubrium, A.C., Hill, A.L. & Flicker, S. 2014. A situated practice of ethics for participatory visual and digital methods in public health research and practice: A focus on digital storytelling. American Journal of Public Health 104(9):1606–1614. DOI: 10.2105/AJPH.2013.301310.

Hill, S. & Grinnell, C. 2014. Using digital storytelling with infographics in STEM professional writing pedagogy. In: 2014 IEEE International Professional Communication Conference (IPCC). DOI: 10.1109/IPCC.2014.7020367.

Jarvinen, M.K., Jarvinen, L.Z. & Sheehan, D.N. 2012. Application of core science concepts using digital video: A “hands-on” laptop approach. Journal of College Science Teaching 41(6):16–24.

Lambert, J. 2009. Digital Storytelling: Capturing Lives, Creating Community. 3rd ed. Berkeley (CA): Digital Diner Press.

Malhotra, S. 2017. Evaluating FRAME (Faces Redefining the Art of Medical Education) videos: The impact of digital storytelling on medical students’ attitudes to disability and their learning preferences. Human Genetics Theses and Capstones. Available from https://digitalcommons.slc.edu/genetics_etd/38.

March, P. 2007. Broader impacts review criterion [Internet]. [cited 2018 Apr 8]. Available from https://www.nsf.gov/pubs/2007/nsf07046/nsf07046.jsp.

National Science Foundation. Perspectives on broader impacts [Internet]. Alexandria (VA): National Science Foundation. [cited 2018 Apr 8]. Available from https://www.nsf.gov/od/oia/publications/Broader_Impacts.pdf.

Schank, R.C. & Abelson, R.P. 1995. Knowledge and memory: The real story. In: Wyer Jr., R.S., editor. Advances in Social Cognition, Vol. 8. Hillsdale (NJ): Lawrence Erlbaum. p. 1-85.

Scott, S.D., Brett-MacLean, P., Archibald, M. & Hartling, L. 2013. Protocol for a systematic review of the use of narrative storytelling and visual-arts-based approaches as knowledge translation tools in healthcare. Systematic Reviews 2:19. DOI:10.1186/2046-4053-2-19.

StoryCenter. Our story [Internet]. [cited 2018 Apr 8]. Available from https://www.storycenter.org/press/.

Sundin, A., Andersson, K. & Watt, R. 2018. Rethinking communication: Integrating storytelling for increased stakeholder engagement in environmental evidence synthesis. Environmental Evidence 7(1):6. DOI: 10.1186/s13750-018-0116-4.

Teaching and Learning with Technology. 2019. What is Media Commons? [Internet]. University Park (PA): Pennsylvania State University. [cited 2019 Dec 18]. Available from https://mediacommons.psu.edu/about/.

Train, T.L. & Miyamoto, Y.J. 2017. Encouraging science communication in an undergraduate curriculum improves students’ perceptions and confidence. Journal of College Science Teaching 46(4):76-83.

Zak, P.J. 2015. Why inspiring stories make us react: The neuroscience of narrative. Cerebrum 2015:2. [Cited 2018 Aug 21]. Available from https://www.ncbi.nlm.nih.gov/pubmed/26034526.

Downloads

Published

2019-09-06

How to Cite

Gowen, E. (2019). Academic Librarians Supporting Digital Storytelling in the Sciences. Issues in Science and Technology Librarianship, (93). https://doi.org/10.29173/istl35

Issue

Section

Tips from the Experts
Share |