Open-eyed towards the future. The role of digital storytelling in participatory planning of guidance pathways

Journal title EDUCATIONAL REFLECTIVE PRACTICES
Author/s Antonio Borgogni, Marco Lazzari, Alice Ponzoni, Stefano Tomelleri
Publishing Year 2021 Issue 2021/1 Language Italian
Pages 15 P. 78-92 File size 0 KB
DOI 10.3280/erpoa1-2021oa11520
DOI is like a bar code for intellectual property: to have more infomation click here

View article Download Open Access article

FrancoAngeli is member of Publishers International Linking Association, Inc (PILA), a not-for-profit association which run the CrossRef service enabling links to and from online scholarly content.

The project described in this contribution has been planned to support, through a peer tutoring based on digital storytelling, students coming from vocational upper secondary schools to find their pathways in the Educational Sciences bachelor’s degree course.The project has been grounded on two main conceptual frames. The phenomenological approach, reflecting on authentic and unauthentic existential planning and discussing the words choice and difference. The paradigm of complexity, debating against the underground ruler represented by the paradigm of simplification.Therefore, the university guidance is presented in its political relevance in the light of the low grade of social mobility in Italy, which is affecting those, here named meta-frails – as school-leaver aiming at university bachelor’s degree, who unlikely could achieve antifragility.The actions (tutoring, guidance through ICTs, self-assessment of the attitudes towards the placement, training for the students and for the university’s tutors) and the meanings of the narrative approach through digital storytelling have been reviewed focusing on the link between organizational context and expectations in the light of the semiotic irreducibility of the narration.In conclusion, the entire pathway of the project has been recontextualized in the actual pandemic emergency focusing on the opportunities for a transformative organizational learning of the university.

Keywords: university guidance; digital storytelling; narrative; existential planning; complexity; transformative learning

  1. Albano, G., Dello Iacono, U., & Mariotti, M. A. (2016). L’argomentazione in matematica: la mediazione attraverso il digital interactive storytelling. Form@re, 16(1), pp. 105-115.
  2. Barbier, R. (1996). La recherche-action. Paris: Anthropos.
  3. Barbier, R. (1983). La recherche-action existentielle. Pour, La recherche-action, 90, juin-juillet, pp. 27-31.
  4. Baschiera, B. (2014). L’uso del Digital storytelling in contesti di apprendimento cooperativo per l’inclusive education e l’acquisizione delle competenze chiave di cittadinanza. Formazione & Insegnamento, XII(3), pp. 181-188.
  5. Berger, P., & Luckmann, T. (1966). The Social Constrution of Reality: a Treatise in the Sociology of Knowledge. New York: Doubleday (trad. it.: La realtà come costruzione sociale. Bologna: il Mulino, 1969)
  6. Bertin, G. M., & Contini, M. G. (1983). Costruire l’esistenza. Roma: Armando.
  7. Bettelheim, B. (1976). The uses of enchantment: the meaning and importance of fairy tales. New York, USA: Knopf.
  8. Bocchi, G., & Ceruti, M. (2004). Educazione e globalizzazione. Milano: Raffaello Cortina.
  9. Bruner, J. (1986). Actual minds, possible worlds. Cambridge, USA: Harvard University Press.
  10. Canevaro, A. (1976). I bambini che si perdono nel bosco: identità e linguaggi nell'infanzia. Firenze, Italy: La nuova Italia.
  11. Cassell, J., & Ryokai, K. (2001). Making space for voice: technologies to support children’s fantasy and storytelling. Personal and Ubiquitous Computing, 5(3), pp. 169-190.
  12. Ceruti, M., & Bellusci, F. (2020). Abitare la complessità. Milano-Udine: Mimesis.
  13. Di Blas, N., Paolini, P., Sabiescu, A.G. (2012). Collective digital storytelling at school: a whole-class interaction. International Journal of Arts and Technology, 582-4), pp. 271-292.
  14. Fabbri, L., & Romano, A. (2017). Metodi per l’apprendimento trasformativo. Roma: Carocci.
  15. Foucault, M. (1971). L’ordre du discours. Paris: Gallimard (trad. it.: L’ordine del discorso e altri interventi. Torino: Einaudi, 2004).
  16. Lakoff, G., & Johnson, M. (1980). Metaphors We Live By. Chicago: University of Chicago Press (trad. it.: Metafora e vita quotidiana. Milano: Bompiani, 1998)
  17. Mezirow, J. (2016). La teoria dell’apprendimento trasformativo. Milano: Raffello Cortina.
  18. Openpolis (2020). La mobilità sociale passa da un’istruzione di qualità per tutti -- «testo disponibile al sito: https://www.openpolis.it/la-mobilita-sociale-passa-da-unistruzione-di-qualita-per-tutti/», ultima consultazione 7 febbraio 2021.
  19. Petrucco, C. (2015). Digital storytelling as a reflective practice tool in a community of professionals. European Journal of Open, Distance and E-learning, 18(2), pp. 112-128.
  20. Rai Radio 3 (2021). Uomini e profeti. Trasmissione del 31 gennaio.
  21. Save the children (2020). I giovani al tempo del coronavirus, -- «testo disponibile al sito: https://s3.savethechildren.it/public/files/uploads/pubblicazioni/i-giovani-ai-tempi-del-coronavirus.pdf », ultima consultazione 7 febbraio 2021.
  22. Taleb, N. N. (2013). Antifragile. Milano: Il Saggiatore.

Antonio Borgogni, Marco Lazzari, Alice Ponzoni, Stefano Tomelleri, Ad occhi aperti verso il futuro. Il ruolo del digital storytelling nella progettazione partecipata di percorsi di orientamento in "EDUCATIONAL REFLECTIVE PRACTICES" 1/2021, pp 78-92, DOI: 10.3280/erpoa1-2021oa11520