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How the social structure of intercultural ‘come_IN’ computer clubs fosters interactive storytelling

How the social structure of intercultural ‘come_IN’ computer clubs fosters interactive storytelling Narratives constitute an important framework for the shared computer practice of children and adults in intercultural computer clubs ‘come_IN’. Located in schools in socially and culturally diverse neighbourhoods in Germany, the clubs’ aim is twofold: they are a place for children and adult members of the neighbourhood community to voluntarily gather and: a) share and develop ideas and perspectives, at the same time; b) acquiring and broadening skills and thus technological fluency in the use of modern media and computer technology. Our comparative analysis of a film project that was conducted in two different ‘come_IN’ computer clubs shows the potential of this informal learning setting with regard to children’s interactive storytelling. The study is built on qualitative data from active and observing participation in the club sessions, as well as the analysis of artefacts created during the project work in the two clubs. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Arts and Technology Inderscience Publishers

How the social structure of intercultural ‘come_IN’ computer clubs fosters interactive storytelling

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References (16)

Publisher
Inderscience Publishers
Copyright
Copyright © Inderscience Enterprises Ltd. All rights reserved
ISSN
1754-8853
eISSN
1754-8861
DOI
10.1504/IJART.2014.058944
Publisher site
See Article on Publisher Site

Abstract

Narratives constitute an important framework for the shared computer practice of children and adults in intercultural computer clubs ‘come_IN’. Located in schools in socially and culturally diverse neighbourhoods in Germany, the clubs’ aim is twofold: they are a place for children and adult members of the neighbourhood community to voluntarily gather and: a) share and develop ideas and perspectives, at the same time; b) acquiring and broadening skills and thus technological fluency in the use of modern media and computer technology. Our comparative analysis of a film project that was conducted in two different ‘come_IN’ computer clubs shows the potential of this informal learning setting with regard to children’s interactive storytelling. The study is built on qualitative data from active and observing participation in the club sessions, as well as the analysis of artefacts created during the project work in the two clubs.

Journal

International Journal of Arts and TechnologyInderscience Publishers

Published: Jan 1, 2014

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