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Both in their multi-modal complexity and in the significant shifts from their original telling, the digital stories produced seem to offer something in excess of the storyteller’s conscious intention. Here we consider what these unexpected self-expressions might mean for theories of narrative and practices of narrative inquiry: How do the unconscious dynamics of storytelling complicate our notions of narrative? How can narrative inquiry account for the unconscious? To explore these questions, we begin with a conceptual exploration of narrative and its limits and possibilities, followed by a discussion of two case studies that illustrate a range of dynamics – telling several different stories, telling a contradictory story and repeating the same story over and over.", "publicationTitle": "International Journal of Qualitative Studies in Education", "publisher": "", "place": "", "date": "February 1, 2013", "volume": "26", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "216-237", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/09518398.2012.666286", "citationKey": "", "url": "http://dx.doi.org/10.1080/09518398.2012.666286", "accessDate": "2016-10-08T15:34:37Z", "PMID": "", "PMCID": "", "ISSN": "0951-8398", "archive": "", "archiveLocation": "", "shortTitle": "Unexpected self-expression and the limits of narrative inquiry", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Womens Education" }, { "tag": "community education" }, { "tag": "digital storytelling", "type": 1 }, { "tag": "immigrants" }, { "tag": "narrative", "type": 1 }, { "tag": "narrative inquiry", "type": 1 }, { "tag": "psychoanalysis", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2016-10-10T22:46:54Z", "dateModified": "2016-10-10T22:46:54Z" } }, { "key": "KRPQCR9B", "version": 2, "library": { "type": "group", "id": 748469, "name": "IT_546_Philosophy_Joy", "links": { "alternate": { "href": "https://www.zotero.org/groups/it_546_philosophy_joy", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/748469/items/KRPQCR9B", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/it_546_philosophy_joy/items/KRPQCR9B", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3387284, "username": "kristyn1967", "name": "Kristyn Joy", "links": { "alternate": { "href": "https://www.zotero.org/kristyn1967", "type": "text/html" } } }, "creatorSummary": "Kearney", "parsedDate": "2011-06-01", "numChildren": 2 }, "data": { "key": "KRPQCR9B", "version": 2, "itemType": "journalArticle", "title": "A learning design for student‐generated digital storytelling", "creators": [ { "creatorType": "author", "firstName": "Matthew", "lastName": "Kearney" } ], "abstractNote": "The literature on digital video in education emphasises the use of pre‐fabricated, instructional‐style video assets. Learning designs for supporting the use of these expert‐generated video products have been developed. However, there has been a paucity of pedagogical frameworks for facilitating specific genres of learner‐generated video projects. Informed by two studies, this article describes the development of a learning design for a popular genre: learner‐generated digital storytelling. A particular learning design representation is used to present a structured description of an approach to digital storytelling, and issues are raised relating to future iterations of the design.", "publicationTitle": "Learning, Media and Technology", "publisher": "", "place": "", "date": "June 1, 2011", "volume": "36", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "169-188", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "10.1080/17439884.2011.553623", "citationKey": "", "url": "http://dx.doi.org/10.1080/17439884.2011.553623", "accessDate": "2016-10-08T15:49:30Z", "PMID": "", "PMCID": "", "ISSN": "1743-9884", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "Taylor and Francis+NEJM", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "Digital Storytelling" }, { "tag": "learner‐generated digital storytelling", "type": 1 }, { "tag": "learning design", "type": 1 }, { "tag": "teacher education" }, { "tag": "video production", "type": 1 } ], "collections": [], "relations": {}, "dateAdded": "2016-10-10T22:46:54Z", "dateModified": "2016-10-10T22:46:54Z" } }, { "key": "586R5DUR", "version": 2, "library": { "type": "group", "id": 748469, "name": "IT_546_Philosophy_Joy", "links": { "alternate": { "href": "https://www.zotero.org/groups/it_546_philosophy_joy", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/748469/items/586R5DUR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/it_546_philosophy_joy/items/586R5DUR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 3387284, "username": "kristyn1967", "name": "Kristyn Joy", "links": { "alternate": { "href": "https://www.zotero.org/kristyn1967", "type": "text/html" } } }, "creatorSummary": "Terrill", "parsedDate": "2000-07", "numChildren": 2 }, "data": { "key": "586R5DUR", "version": 2, "itemType": "journalArticle", "title": "Benefits and Challenges in Using Computers and the Internet with Adult English Learners.", "creators": [ { "creatorType": "author", "firstName": "Lynda", "lastName": "Terrill" } ], "abstractNote": "Although resources and training vary from program to program, adult English as a Second or Other Language (ESOL) teachers and English learners across the country are integrating computers and Internet use with ESOL instruction. This can be seen in the growing number of ESOL resources available on the World Wide Web. There are very good reasons for this: learners like computers and technology; the Internet levels the playing field for immigrants; and numerous skills can be developed through Internet activities. There are also several challenges in successfully bringing the use of the Internet and World Wide Web into the ESOL context. These challenges include the fact that both content and language difficulty may keep learners from benefiting; many adult ESOL programs have limited or no Internet access; training needs and costs are high; and language learning is largely a communicative process. 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