Before and After: Digital Storytelling with social work students in Northern Ireland

Denise Mac Dermott, Caoimhe Harkin-MacDermott, Siobhan Wylie

Research output: Contribution to journalArticle

Abstract

This article is developed from a presentation given at the 12th International practice teaching conference in Oxford (2018). The authors share their experiences as academics and practice educators of using digital storytelling with social work students in Northern Ireland. Storytelling took place at two distinct points of the students’ learning journey before and after placement. Undergraduate social work students (n=40) in their first semester of year one teaching participated in classroom based digital storytelling with the first author. Placement students created digital stories at two key points during their placements, at the beginning (1st – 3rd week of placement) and at the end (16th – 18th week of placement). Several themes emerged including; self-evaluation and reflection, producing and receiving feedback and team work. This collaborative article offers a basis for practice development and professional discussions across disciplines on the use of digital storytelling with students studying for a professional qualification.

Fingerprint

social work
student
teaching practice
qualification
semester
educator
classroom
Teaching
evaluation
learning
experience

Keywords

  • Social Work Education
  • digital storytelling
  • Placement
  • preparing for practice

Cite this

@article{681ef5ae6f5249a3afc573c0ec64ecd3,
title = "Before and After: Digital Storytelling with social work students in Northern Ireland",
abstract = "This article is developed from a presentation given at the 12th International practice teaching conference in Oxford (2018). The authors share their experiences as academics and practice educators of using digital storytelling with social work students in Northern Ireland. Storytelling took place at two distinct points of the students’ learning journey before and after placement. Undergraduate social work students (n=40) in their first semester of year one teaching participated in classroom based digital storytelling with the first author. Placement students created digital stories at two key points during their placements, at the beginning (1st – 3rd week of placement) and at the end (16th – 18th week of placement). Several themes emerged including; self-evaluation and reflection, producing and receiving feedback and team work. This collaborative article offers a basis for practice development and professional discussions across disciplines on the use of digital storytelling with students studying for a professional qualification.",
keywords = "Social Work Education, digital storytelling, Placement, preparing for practice",
author = "{Mac Dermott}, Denise and Caoimhe Harkin-MacDermott and Siobhan Wylie",
note = "Conference special issue journal",
year = "2019",
month = "5",
day = "20",
language = "English",
volume = "16",
journal = "The Journal of Practice Teaching and Learning",
issn = "1746-6113",
publisher = "Whiting and Birch",
number = "1",

}

Before and After: Digital Storytelling with social work students in Northern Ireland. / Mac Dermott, Denise; Harkin-MacDermott, Caoimhe; Wylie, Siobhan.

In: The Journal of Practice Teaching and Learning, Vol. 16, No. 1, 20.05.2019.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Before and After: Digital Storytelling with social work students in Northern Ireland

AU - Mac Dermott, Denise

AU - Harkin-MacDermott, Caoimhe

AU - Wylie, Siobhan

N1 - Conference special issue journal

PY - 2019/5/20

Y1 - 2019/5/20

N2 - This article is developed from a presentation given at the 12th International practice teaching conference in Oxford (2018). The authors share their experiences as academics and practice educators of using digital storytelling with social work students in Northern Ireland. Storytelling took place at two distinct points of the students’ learning journey before and after placement. Undergraduate social work students (n=40) in their first semester of year one teaching participated in classroom based digital storytelling with the first author. Placement students created digital stories at two key points during their placements, at the beginning (1st – 3rd week of placement) and at the end (16th – 18th week of placement). Several themes emerged including; self-evaluation and reflection, producing and receiving feedback and team work. This collaborative article offers a basis for practice development and professional discussions across disciplines on the use of digital storytelling with students studying for a professional qualification.

AB - This article is developed from a presentation given at the 12th International practice teaching conference in Oxford (2018). The authors share their experiences as academics and practice educators of using digital storytelling with social work students in Northern Ireland. Storytelling took place at two distinct points of the students’ learning journey before and after placement. Undergraduate social work students (n=40) in their first semester of year one teaching participated in classroom based digital storytelling with the first author. Placement students created digital stories at two key points during their placements, at the beginning (1st – 3rd week of placement) and at the end (16th – 18th week of placement). Several themes emerged including; self-evaluation and reflection, producing and receiving feedback and team work. This collaborative article offers a basis for practice development and professional discussions across disciplines on the use of digital storytelling with students studying for a professional qualification.

KW - Social Work Education

KW - digital storytelling

KW - Placement

KW - preparing for practice

M3 - Article

VL - 16

JO - The Journal of Practice Teaching and Learning

T2 - The Journal of Practice Teaching and Learning

JF - The Journal of Practice Teaching and Learning

SN - 1746-6113

IS - 1

ER -