The relationship between digital storytelling creation and self-efficacy beliefs on media production skill sets in first year college students

Abstract

Advancements in technology, digital media, evolution in teaching methods, and a recognition that new digital media literacy skill sets are necessary to navigate this digital environment, have converged to provide new opportunities for innovative teaching and learning in higher education. One example of this progress is visible in the form of the student produced digital story project, a collection of text, images, audio and video produced together to communicate ideas on a range of topics from the student's point of view. Participation in this new form of digital writing requires the development of a new series of skill sets. This study seeks to better understand the role of an assigned media project on production skill sets gained by examining the experiences and perceived self-efficacy beliefs on media production in a class of 13 first year students in a Post Secondary Teaching and Learning writing course, each tasked with producing their own digital story on water sustainability. A secondary research question examines student preferences for equipment and media production support to assist in the successful creation of these projects.