Student voices in the digital hubbub

As critical educators, our goal is to support students in understanding their worlds—the nature of power and their possibilities for action—and working together to build more just and peaceful futures. In this chapter, we argue that dialogic student voice, authentic to students’ sense of self but also strategically seeking ways to be heard and understood, is central to these goals. Our society’s increasing reliance on digital media and computational technologies has transformed our worlds, the working of power within them, and opportunities for student voice. We explore how interactive storytelling, a hybrid of prose writing and computer programming, can be used pedagogically to support critical computational literacies. In the following sections, we look broadly at the relational and pedagogical possibilities of interactive storytelling. We first provide an introduction to a free open-source web application and programming language students used to write interactive stories, and then we analyze a case study from a workshop which took place over 2 weeks in a high school’s English and sociology classes. As part of a broader design-based research project to develop tools and pedagogy for literacy-based computer science education, this case study applies a reader-response lens to analyze how one student developed voice through her interactive story. We focus on three pedagogical challenges particular to supporting student voice in digital literacy spaces: authoring identities, channeling voices, and developing critical awareness.

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Proctor, C. & Garcia, A. (2020). Student voices in the digital hubbub. In L. Hogg, K. Stockbridge, C. Achieng-Evensen, & K. Stockbridge (Eds.), Pedagogies of With-ness: Students, teachers, voice and agency. (pp. 119-132). Myers Education Press.


  title = {Student Voices in the Digital Hubbub},
  booktitle = {Pedagogies of {{With-ness}}: {{Students}}, {{Teachers}}, {{Voice}}, and {{Agency}}},
  author = {Proctor, Chris and Garcia, Antero},
  editor = {Hogg, L and Stockbridge, K and {Achieng-Evenson}, C and SooHoo, S},
  year = {2020},
  pages = {119--132},
  publisher = {{Myers Educational Press}},
  address = {{Gorham, USA}},
  isbn = {978-1-975503-10-9}