{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/422"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/422","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Everybody's got a story: examining the building of empathy and understanding for the bully, the bullied, and the bystander through digital storytelling","abstract":"Digital storytelling as a pedagogical practice has been extensively explored as a means of increasing engagement, developing 21st century skills such as creativity, critical thinking, collaboration and communication, and refining digital literacies in students. However, there is a lack of data on how the use of multimodal digital tools can be used to explore pervasive social issues such as bullying in adolescents. In this study, a group of grade seven students provided their views and self-assessed their levels of empathy and understanding for victims of bullying, bullies and bystanders prior to and after the completion of a digital storytelling project. Using Likert scale data, along with an in-depth content analysis of the stories and presentations the students produced, the study explored whether participation in this digital storytelling project led to a noticeable and measurable impact on their understanding of and empathy for victims of bullying, bullies and bystanders.","abstract_html":"Digital storytelling as a pedagogical practice has been extensively explored as a means of increasing engagement, developing 21st century skills such as creativity, critical thinking, collaboration and communication, and refining digital literacies in students. However, there is a lack of data on how the use of multimodal digital tools can be used to explore pervasive social issues such as bullying in adolescents. In this study, a group of grade seven students provided their views and self-assessed their levels of empathy and understanding for victims of bullying, bullies and bystanders prior to and after the completion of a digital storytelling project. Using Likert scale data, along with an in-depth content analysis of the stories and presentations the students produced, the study explored whether participation in this digital storytelling project led to a noticeable and measurable impact on their understanding of and empathy for victims of bullying, bullies and bystanders.","abstract_has_math":false,"creators":["Thompson, Stephanie"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education and Digital Technologies","degree_department":null,"school":null,"contributors":[],"advisors":["Hughes, Janette"],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-04-01","date_published":"2014-04-01","updated_at":"2026-07-24T05:35:32Z","subjects":["Digital storytelling","Bullying","Engagement","Digital literacies","Empathy"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/422","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Hughes, Janette"]},{"key":"dc:creator","label":"Author","values":["Thompson, Stephanie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-05-16T17:42:06Z","2022-03-25T18:44:35Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-05-16T17:42:06Z","2022-03-25T18:44:35Z"]},{"key":"dc:date.issued","label":"Date","values":["2014-04-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education and Digital Technologies"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Digital storytelling","Bullying","Engagement","Digital literacies","Empathy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/422"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Digital storytelling as a pedagogical practice has been extensively explored as a means of increasing engagement, developing 21st century skills such as creativity, critical thinking, collaboration and communication, and refining digital literacies in students. However, there is a lack of data on how the use of multimodal digital tools can be used to explore pervasive social issues such as bullying in adolescents. In this study, a group of grade seven students provided their views and self-assessed their levels of empathy and understanding for victims of bullying, bullies and bystanders prior to and after the completion of a digital storytelling project. Using Likert scale data, along with an in-depth content analysis of the stories and presentations the students produced, the study explored whether participation in this digital storytelling project led to a noticeable and measurable impact on their understanding of and empathy for victims of bullying, bullies and bystanders."]},{"key":"dc:title","label":"Title","values":["Everybody's got a story: examining the building of empathy and understanding for the bully, the bullied, and the bystander through digital storytelling"]}]}],"canonical_facts":{"dc:contributor.advisor":["Hughes, Janette"],"dc:creator":["Thompson, Stephanie"],"dc:date.accessioned":["2014-05-16T17:42:06Z","2022-03-25T18:44:35Z"],"dc:date.available":["2014-05-16T17:42:06Z","2022-03-25T18:44:35Z"],"dc:date.issued":["2014-04-01"],"dc:description.abstract":["Digital storytelling as a pedagogical practice has been extensively explored as a means of increasing engagement, developing 21st century skills such as creativity, critical thinking, collaboration and communication, and refining digital literacies in students. However, there is a lack of data on how the use of multimodal digital tools can be used to explore pervasive social issues such as bullying in adolescents. In this study, a group of grade seven students provided their views and self-assessed their levels of empathy and understanding for victims of bullying, bullies and bystanders prior to and after the completion of a digital storytelling project. Using Likert scale data, along with an in-depth content analysis of the stories and presentations the students produced, the study explored whether participation in this digital storytelling project led to a noticeable and measurable impact on their understanding of and empathy for victims of bullying, bullies and bystanders."],"dc:identifier.uri":["https://hdl.handle.net/10155/422"],"dc:language.iso":["en"],"dc:subject":["Digital storytelling","Bullying","Engagement","Digital literacies","Empathy"],"dc:title":["Everybody's got a story: examining the building of empathy and understanding for the bully, the bullied, and the bystander through digital storytelling"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education and Digital Technologies"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:32Z"}