MyStory: Digital Storytelling Toolbox for Diversit..
MyStory: Digital Storytelling Toolbox for Diversity Training in Schools
Start date: Nov 1, 2016,
End date: Oct 31, 2018
The MYSTY Project provides a means for teachers to share and embed innovative teaching practice to enhance awareness of cultural diversity. At the same time it will increase pupils’ cultural awareness and expression and enhance their social and civic competence. MYSTY will also support teacher and pupil digital competence.MYSTY involves the collection, editing and uploading of digital stories to the MYSTY Digital Storytelling Toolbox website. These stories focus on ‘food’, ‘family’ and ‘festival’ and act as a platform for diversity awareness and digital upskilling. Teachers will be trained in the use of digital media for storytelling and pupils will conduct and lead on their collection and editing.The MYSTY Project is driven by the principle that innovative teaching resources form part of broader pedagogic strategies that can actively help tackle issues of diversity. It facilitates actions that address issues of diversity common across the EU as highlighted in the Paris Declaration, 2015. The importance of enhancing social, civic and intercultural competences, critical thinking and media literacy as well as fostering the education of disadvantaged children and young people were at the heart of the Paris Declaration and MYSTY’s aim and objectives are closely aligned with many of the recommendations made in the declaration.With a network of teachers, media and education academics, and technicians, the main objective is to create an online resource called the MYSTY Digital Storytelling Toolbox. In order to achieve this overall objective, there are three sub-objectives:Obj1: Develop Curriculum Integration Methodologies to support school use of the ToolboxObj2: Create a Pupil Guide for Digital Storytelling to facilitate the creation of digital storiesObj3: Produce a Collection of Themed Digital Stories for use in school and community settingsMYSTY seeks to bring the participating organisations together to develop and share practice, in order to produce resources that other schools can use. This will enable teachers across the EU to develop a shared understanding of the key issues, which will help them in their practice. The Consortium consists of eight Partners, bringing together a balanced mix of high education institutions, schools and NGOs from the UK, Austria, Hungary and Italy. All have expertise in the development of skills for teachers with the aim of creating intercultural and digital learning for pupils in European schools. Coming from different national experiences of migration they make a varied and committed Consortium.The methodology is based on a balanced collaborative approach with different Partners taking responsibility for and leading on different outputs and activities to maximise each Partners’ individual expertise as well as reinforce the shared EU added value principle.MYSTY will have three key impacts: 1) Participants (pupils and teachers) will be encouraged to reappraise their attitude towards minority groups within their peer group. It will enable them to reassess prejudice, re-calibrate their views and attitudes towards minority groups and re-educate them in diversity matters2) Teachers will embrace new/ digital media technologies and pupils will realise the educational potential for technologies associated primarily for leisure, so affording a connection for effective and fun learning3) MYSTY will enable minority groups to share and spread their migration experience to other communities, groups, schools and civic organisationsThe long term potential of MYSTY is assured by the Partners’ commitment to maintain the MYSTY website for a three year period subsequent to the official Project end date. Maintenance/ technical support will be the responsibility of UOG. As other schools and organisations will be encouraged to use and add to the MYSTY Digital Storytelling Toolbox the resource will be continuously updated with new digital stories.
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