Transmedia Storytelling and the New Era of Media Convergence in Higher Education

272 Pages·2014·1.347 MB·English

by  Stavroula Kalogeras (auth.)

Transmedia Storytelling and the New Era of
Media Convergence in Higher Education
This page Intentionally left blank
Transmedia Storytelling
and the New Era of
Media Convergence in
Higher Education
Stavroula Kalogeras
Business College of Athens, Greece
Tiffin University, USA
Queens University of Charlotte, USA
© Stavroula Kalogeras 2014
Foreword © Patrick Lynch 2014
Softcover reprint of the hardcover 1st edition 2014 978-1-137-38836-0
All rights reserved. No reproduction, copy or transmission of this
publication may be made without written permission.
No portion of this publication may be reproduced, copied or transmitted
save with written permission or in accordance with the provisions of the
Copyright, Designs and Patents Act 1988, or under the terms of any licence
permitting limited copying issued by the Copyright Licensing Agency,
Saffron House, 6–10 Kirby Street, London EC1N 8TS.
Any person who does any unauthorized act in relation to this publication
may be liable to criminal prosecution and civil claims for damages.
The author has asserted her rights to be identified as the author of this work
in accordance with the Copyright, Designs and Patents Act 1988.
First published 2014 by
PALGRAVE MACMILLAN
Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited,
registered in England, company number 785998, of Houndmills, Basingstoke,
Hampshire RG21 6XS.
Palgrave Macmillan in the US is a division of St Martin’s Press LLC,
175 Fifth Avenue, New York, NY 10010.
Palgrave Macmillan is the global academic imprint of the above companies
and has companies and representatives throughout the world.
Palgrave® and Macmillan® are registered trademarks in the United States,
the United Kingdom, Europe and other countries
ISBN 978-1-349-48198-9 ISBN 978-1-137-38837-7 (eBook)
DOI 10.1057/9781137388377
This book is printed on paper suitable for recycling and made from fully
managed and sustained forest sources. Logging, pulping and manufacturing
processes are expected to conform to the environmental regulations of the
country of origin.
A catalogue record for this book is available from the British Library.
A catalog record for this book is available from the Library of Congress.
In loving memory of my dear father, Nikolao.
I dedicate this book to him.
To my mom, Evangelia. Thank you for believing in me
and for giving me opportunities that you never had.
With gratitude and affection to my grandmother
and guardian angel; yiayia, Sophia.
Thank you for sharing your life stories.
This page Intentionally left blank
Contents
List of Figures x
Foreword xi
Patrick Lynch
Preface xiii
Acknowledgments xv
1 Introduction, Theory, and the Media–Education
Landscape 1
1.1 I ntroduction 1
1.2 O verview of the route to discovery 4
1 .2.1 N arrative theory and perspective 5
1 .2.2 S creenplay 5
1 .2.3 E -module 6
1 .2.4 Q uestionnaire 7
1 .2.5 F raming the research question 7
1 .2.6 Gathering information 8
1.3 M edia–education convergence theory 9
1.4 M edia–education landscape 1 3
2 Media Convergence’s Impact on Storytelling,
Marketing, and Production 18
2.1 N arratives and folk culture 18
2.2 T ransmedia storytelling 21
2.3 Digital storytelling 28
2 .3.1 Transmedia and digital storytelling in
collaboration 33
2.4 Theorizing transmedia storytelling from a film
perspective 34
2 .4.1 The Hollywood System Abroad:
Hollywood to Bollywood 37
2 .4.2 Transnational cinema 40
2 .4.3 The disdain for popular entertainment 4 2
2.5 Era of convergence 43
vii
viii Contents
2.6 The Internet: media and content 4 5
2.6.1 A udience and advertising 4 7
2.7 Branded story worlds 48
2.8 Digital marketing 51
2.9 Social convergence and peer production 53
2.10 Peer-to-peer file sharing 55
2.10.1 Peer production and user-generated content 57
2.11 Fandom culture and communities 6 1
2.12 Communities of practice and collaborative learning 6 2
2.13 Minority talks, Beavis and Butt-head walks 6 4
3 Media Convergence’s Impact on Education 67
3.1 The education system 67
3.2 The history of educational media 6 9
3.3 Media and information literacy 71
3.4 Learning through play 74
3.5 Multimedia and multimodal theory of learning 7 6
3.6 E-learning 83
3 .6.1 Story-centered pedagogy in e-learning 8 7
3.6.2 F aculty and constructivist-learning
environments 88
3.7 Emotional engagement, motivation, and retention
in e-learning 90
3.7.1 E -learning and the net generation 9 9
3.8 Transliteracy through transmedia storytelling 1 03
4 Challenges, Concerns, and Critiques of Transmedia
Storytelling Edutainment 112
4.1 Critical success factors 112
4.2 Learning disabilities 117
4.3 The cultural representation of film:
The Goddess Within 118
4.4 Minorities and representation 120
4.5 Technology-supported approaches to pedagogy 1 22
4.6 The era of screen education: performance, digital
text, and transformation 1 24
4.7 Entertainment-education and social change 1 31
4.8 Transformational education: a model for social change 1 44
4.9 Pedagogy of the Oppressed 1 46
4.10 Tranformative learning through transmedia
storytelling: a critical-creative pedagogy 1 50
Contents ix
5 Fiction: A Screenplay-to-Understanding 155
5.1 The representation of knowledge through fiction 155
5.2 Realities of fiction: the identity and representation
of a diasporic narrative and the mythology of my
own life story 1 61
5.3 The screenplay 167
5.4 The twelve stages of the hero’s journey 170
5.5 The archetypes 175
5.6 Transmedia storytelling framework: the five Fs 177
5.7 Schön’s model of reflective practice 1 78
6 E-Module Case Study 182
6.1 Theoretical framework 182
6.2 Reflection on the instructional theories, practice,
and the screentext 187
6.3 Student feedback 190
6.4 Evaluation 195
7 Interviews and Discussion 198
7.1 Developing the questionnaire 198
7.2 Theoretical sample: professional feedback 200
7 .3 Remarks on the feedback 2 07
8 Conclusion 209
8.1 Research contribution 212
8.2 Future research 2 13
Appendix 217
About the Author 225
Bibliography 227
Index 253