{"id":1521,"date":"2020-08-17T17:19:41","date_gmt":"2020-08-17T22:19:41","guid":{"rendered":"https:\/\/slam.app.vanderbilt.edu\/?page_id=1521"},"modified":"2024-11-14T17:25:47","modified_gmt":"2024-11-14T17:25:47","slug":"research-and-references","status":"publish","type":"page","link":"https:\/\/lab.dev.vanderbilt.edu\/slamstories\/research-and-references\/","title":{"rendered":"Research and References"},"content":{"rendered":"\r\n
Bridging Learning in Urban Extended Spaces (BLUES)<\/h1>\r\n \r\n\r\nNSF Cyberlearning Grant #1623690\r\n\r\n\r\n\r\nOur research supports an argument for storytelling as a tool and practice, which\r\nprovides a new way to engage people in learning about local history. Data\r\nanalysis gathered during iterations using the framework indicates that the\r\npractice of storytelling as part of the curation and sharing of map-based story\r\ntours allowed participants to develop an understanding of history as a\r\nperspective on the past as opposed to a set of facts to be learned. We suggest\r\nthe increased sense of agency which students demonstrated in their choice of\r\nstory theme and selection of their own media helped them to view history as a\r\nversion of events told from someone\u2019s point of view.\r\n\r\n\r\n\r\n\r\n\r\nThe intellectual toolkit which students work with as part of the DSSL framework contains conceptual tools for making sense of their place in the world, which is especially relevant to students who have developed master or schematic narratives from interactions with only dominant accounts of the past. The contextual historical knowledge and understanding, and the conceptual tools students utilize during their storyline research, curation and sharing challenge their preexisting schematic narratives. Over time, the DSSL framework may enable them to develop a more sophisticated understanding of history and their place in the historical present (Wills, 2011; O\u2019Neill, Guloy & Sensoy, 2014).\r\n\r\n\r\n\r\n\r\n\r\nThe pre- and post-task \u2018Day in the Life\u2019 story telling activities can be used by educators as an assessment of learning within the DSSL framework. From analyzing the pre- and post-task stories which groups have produced, we have found that students\u2019 learning appears to develop in a number of ways:\r\n\r\n\r\n\r\n\r\n\r\n\u2022Recall of historical facts and dates increases\r\n\r\n\r\n\r\n\r\n\r\n\u2022Spatial awareness of city streets, neighborhoods and regions increases\r\n\r\n\r\n\r\n\r\n\r\n\u2022Post-task stories are longer and more developed than pre-task stories\r\n\r\n\r\n\r\n\r\n\r\n\u2022Post-task stories include multiple perspectives indicating that students appreciate that a historical narrative is a perspective on the past from a particular point of view\r\n\r\n\r\n\r\n\r\n\r\n\u2022Students report finding the post-task easier than the pre-task as they have better historical contextual understanding and have increased agency when authoring historical fiction.\r\n\r\n\r\n\r\n\r\n\r\n\u2022Participants ask more questions about the past, including those which challenge the version of history they are reading and the perspective that has been represented in the archival material.\r\n\r\n\r\n\r\n\r\n
\r\n<\/figure>\r\n<\/figure>\r\n<\/figure>\r\nExamples of pre- and post-task stories from the \u2018Day in the Life\u2019 activity, authored by graduate students in 2015.<\/figcaption><\/figure>\r\n<\/div>\r\n\r\n\r\n\r\n
Papers and Presentations<\/strong><\/p>\r\n
Lubbock, H., Hostetler, A. L., Hall, R. & SLaM. (2022). Using digital spatial storylines to explore local history. Social Education<\/em>, Fall 2022, 86<\/em>(4), 278-284.<\/p>\r\n
Hall, R., Shapiro, B., Hostetler, A. L., Lubbock, H., Owens, D., Daw, C., Fisher, D., & the Spatial Learning and Mobility (SLaM) Lab. (2020). Here and then: Learning by making places with digital spatial story lines. <\/span>Journal of Cognition and Instruction<\/span><\/em> \u2013 <\/span>Learning on the Move Special Issue,<\/span><\/em> 1-26. DOI:<\/span> 10.1080\/07370008.2020.1732391<\/span><\/a><\/p>\r\n
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\r\n\r\nOur research supports an argument for storytelling as a tool and practice, which\r\nprovides a new way to engage people in learning about local history. Data\r\nanalysis gathered during iterations using the framework indicates that the\r\npractice of storytelling as part of the curation and sharing of map-based story\r\ntours allowed participants to develop an understanding of history as a\r\nperspective on the past as opposed to a set of facts to be learned. We suggest\r\nthe increased sense of agency which students demonstrated in their choice of\r\nstory theme and selection of their own media helped them to view history as a\r\nversion of events told from someone\u2019s point of view.\r\n\r\n\r\n\r\n\r\n\r\nThe intellectual toolkit which students work with as part of the DSSL framework contains conceptual tools for making sense of their place in the world, which is especially relevant to students who have developed master or schematic narratives from interactions with only dominant accounts of the past. The contextual historical knowledge and understanding, and the conceptual tools students utilize during their storyline research, curation and sharing challenge their preexisting schematic narratives. Over time, the DSSL framework may enable them to develop a more sophisticated understanding of history and their place in the historical present (Wills, 2011; O\u2019Neill, Guloy & Sensoy, 2014).\r\n\r\n\r\n\r\n\r\n\r\nThe pre- and post-task \u2018Day in the Life\u2019 story telling activities can be used by educators as an assessment of learning within the DSSL framework. From analyzing the pre- and post-task stories which groups have produced, we have found that students\u2019 learning appears to develop in a number of ways:\r\n\r\n\r\n\r\n\r\n\r\n\u2022Recall of historical facts and dates increases\r\n\r\n\r\n\r\n\r\n\r\n\u2022Spatial awareness of city streets, neighborhoods and regions increases\r\n\r\n\r\n\r\n\r\n\r\n\u2022Post-task stories are longer and more developed than pre-task stories\r\n\r\n\r\n\r\n\r\n\r\n\u2022Post-task stories include multiple perspectives indicating that students appreciate that a historical narrative is a perspective on the past from a particular point of view\r\n\r\n\r\n\r\n\r\n\r\n\u2022Students report finding the post-task easier than the pre-task as they have better historical contextual understanding and have increased agency when authoring historical fiction.\r\n\r\n\r\n\r\n\r\n\r\n\u2022Participants ask more questions about the past, including those which challenge the version of history they are reading and the perspective that has been represented in the archival material.\r\n\r\n\r\n\r\n\r\n![\"\"](\"https:\/\/lab.dev.vanderbilt.edu\/slamstories\/wp-content\/uploads\/sites\/227\/2020\/08\/Day-in-the-Life-task-sharing-300x256.jpg\")
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