ABSTRACT

While much existing work on digital storytelling with young people has focused prominently upon presenting their own personal narratives and viewpoints, relatively little attention has been given to learning that could arise from digital adaptations by young children of existing and well-known stories. This article reports work exploring learning activities through a case study involving three pupils (aged 8, 10 and 12) and their teachers engaged over a 6-month period in digitally retelling a fairy tale from a printed storybook. In addition to considering the role of the printed text and the learning opportunities arising from its digital retelling, discussion focuses on how the findings cohere with more recently developing theoretical perspectives on learning that in addition to the social take into account the role of the material.

摘要

虽然现有的许多与年轻人进行数字故事讲述的工作主要集中在展示他们自己的个人叙述和观点上，但对幼儿对现有故事和知名故事的数字改编可能产生的学习给予的关注相对较少。本文通过一个案例研究报告了探索学习活动的工作，该案例研究涉及三名学生（8 岁、10 岁和 12 岁）和他们的老师，他们在 6 个月的时间里从印刷的故事书中以数字方式复述童话故事。除了考虑印刷文本的作用及其数字复述所带来的学习机会外，讨论的重点还在于这些发现如何与最近发展的学习理论观点相一致，除了社会考虑材料的作用。