This quantitative and correlational assessment investigated how a group of university students perceived their actual achievement of a series of media and critical reflection skills (media literacy) developed during a Media Education Workshop conducted through the use of Digital Storytelling techniques. The study carried out at the University saw the participation of 176 students of the average age of 21 who live within an “Infosphere”, i.e. an eco-system dominated by media frameworks and a continuous flow of information. In this workshop, the students designed 76 videos that were published on the Network. Four thematic areas were addressed: digital life, the environment, volunteering, the association movement and active citizenship. At the end of the activities, the students were presented with a questionnaire that analyzed their perception of the effectiveness of Digital Storytelling in the development of media skills from various perspectives; in particular, critical thinking on concrete and experiential issues.
L’indagine valutativa ha indagato la percezione di un gruppo di studenti universitari sull’effettivo raggiungimento di una serie di competenze mediali e di riflessione critica (media literacy) sviluppate durante un laboratorio di media education attraverso l’applicazione della metodologia del Digital Storytelling. La ricerca, di tipo qualitativo e correlazionale svolta all’Istituto Universitario Salesiano di Venezia ha visto la partecipazione di 176 studenti dell’età media di 21 anni che vivono all’interno dell’Infosfera intesa come l’eco-sistema dominato dalla logica dei media e da un flusso continuo di informazioni. Nel laboratorio in oggetto gli studenti hanno progettato 76 video pubblicati in Rete su quattro ambiti tematici: la vita digitale, l’ambiente, il volontariato, l’associazionismo e la cittadinanza attiva. Alla fine delle attività è stato proposto loro un questionario che ha analizzato da più dimensioni la loro percezione sull’efficacia del Digital Storytelling nello sviluppo delle competenze mediali, in particolare il pensiero critico su temi concreti ed esperienziali.
ADAMOLI M, PETRUCCO C (2020). La metodologia del Digital Storytelling come dispositivo di Media Education per l'apprendimento delle competenze di cittadinanza digitale in un corso universitario = The methodology of Digital Storytelling techniques in media education for learning digital citizenship skills as a part of a university course. PADOVA : Padova University Press.
La metodologia del Digital Storytelling come dispositivo di Media Education per l'apprendimento delle competenze di cittadinanza digitale in un corso universitario = The methodology of Digital Storytelling techniques in media education for learning digital citizenship skills as a part of a university course
ADAMOLI M;
2020
Abstract
This quantitative and correlational assessment investigated how a group of university students perceived their actual achievement of a series of media and critical reflection skills (media literacy) developed during a Media Education Workshop conducted through the use of Digital Storytelling techniques. The study carried out at the University saw the participation of 176 students of the average age of 21 who live within an “Infosphere”, i.e. an eco-system dominated by media frameworks and a continuous flow of information. In this workshop, the students designed 76 videos that were published on the Network. Four thematic areas were addressed: digital life, the environment, volunteering, the association movement and active citizenship. At the end of the activities, the students were presented with a questionnaire that analyzed their perception of the effectiveness of Digital Storytelling in the development of media skills from various perspectives; in particular, critical thinking on concrete and experiential issues.File | Dimensione | Formato | |
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AdamoliPetruccoLametodologiadelDigitalStorytellingcomedispositivodiMediaEducationperapprendimentodellecompetenzedicittadinanzadigitaleinuncorsouniversitario.pdf
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