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My Story Map: review of literature

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The study lays the foundation for the ensuing development work of the My Story Map project. It sums up the results of national and transnational desk-based research activities. Early School Leavers are a non-homogeneous group. The youngsters with difficulties at school are mainly studying in a vocational high school rather than secondary schools. The main causes of dropping out are: i) the school environment, ii) pupil-related such as low levels of performance and family-related like single parenthood. The state of the art focuses on three key areas, firstly the current situation regarding prevention of, intervention against, and compensation of early leavers from education and training in the countries participating in the project (AT, BE, FR, SI, UK, IT) and in other European countries and at European level. Secondly, the research examines some solutions and progress made within the strategic framework Education and Training 2020 and synthesises the present state of research on the potential for story-telling and digital story mapping to engage young people at risk (Marta, 2015). Finally, the report explores policies at different scales, strategies for engagement, the reported use of tools, pedagogical approaches, success stories and concludes with recommendations that influence the rest of the My Story Map project.
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Atlas Tours consist of collections of animated maps and other elements woven together to make a narrative, they are a commonly used format on the web. Recent developments in software platforms such as Esri Story Maps have made producing them possible by Geography students. The study uses student written feedback and focuses groups about a module where students produce an Atlas Tour as an assignment. This is used to advocate the use of student-produced Atlas Tours in Geography teaching, the main argument proposed is that Atlas Tours are an excellent format to enable students to learn and practise graphical literacy (graphicacy). Despite this educational opportunity, Atlas Tours can cause practical problems for students and suggestions are made to mitigate this issue. Two other pedagogical strands are also advocated: Students being empowered to exercise creativity in creating Atlas Tours and how Atlas Tours are particularly well suited to fieldwork assignments.
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Walters is an occupational therapy educator who is also a psychiatric system survivor. In this chapter, she discusses her experience with, and interest in, digital storytelling as an explicitly therapeutic activity. She draws on her own cathartic encounter making a digital story about her own illness experience and includes insights from storytellers who have taken part in digital storytelling workshops she helped make happen in partnership with the Patient Voices Programme. It also offers some thoughts on what makes digital stories explicitly therapeutic, using an application of the terms distillation and amplification to begin to explain the processes that happen within workshops and as a result of them.