Capturing Photo Narratives in Short-Term Study Abroad
DOI:
https://doi.org/10.36366/frontiers.v33i1.517Keywords:
Short-Term Study Abroad, Photo Narratives, Intercultural LearningAbstract
In a qualitative study, photo narratives from eight students covering eighty total photos were collected and analyzed to understand the existing student experience across eight short-term study abroad programs from three different institutions in Texas. Photos and their connected narrative interviews were examined for compositional focus, statements connected to intercultural growth, and whether photos were related to planned program activities. Given the growing visual libraries of students, this research provides an initial look at ways digital media already exists in study abroad. Moving forward, photo narratives offer the potential for education abroad leaders to embrace digital media while enhancing intercultural learning through structured assessments rooted in visual theory and photoethnography to better prepare and reveal students’ stories, learning, and intent.
Abstract in Vietnamese
Trong một nghiên cứu định tính, những câu chuyện bằng hình ảnh của tám sinh viên bao gồm tám mươi bức ảnh được chọn, sau đó phân tích để hiểu được trải nghiệm của các sinh viên hiện có trong tám chương trình du học ngắn hạn từ ba cơ sở dại học khác nhau ở Texas. Các bức ảnh và các cuộc phỏng vấn về các câu chuyện được kết nối của họ đã được kiểm tra về trọng tâm thành phần, về các tuyên bố liên quan đến sự phát triển giữa các nền văn hóa, và về việc liệu các bức ảnh này có liên quan đến hoạt động của chương trình đã được lên kế hoạch hay không. Với các thư viện trực quan ngày càng tăng của các sinh viên, nghiên cứu đã cung cấp một cái nhìn ban đầu về các phương tiện truyền thông kỹ thuật số hiện có trong chương trình du học. Trong tương lai, việc tường thuật bằng hình ảnh sẽ mang lại tiềm năng cho các nhà lãnh đạo giáo dục ở nước ngoài tiếp nhận phương tiện truyền thông kỹ thuật số trong việc tăng cường học tập giữa các nền văn hóa thông qua các bài đánh giá có cấu trúc bắt nguồn từ lý thuyết trực quan và việc mô tả dân tộc học bằng ảnh để chuẩn bị và trình bày tiểu sử, quá trình học tập, và ý định của các sinh viên được tốt hơn.
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