Digital storytelling as a community and participatory dimension

The various ways of applying Digital Storytelling (DST) in educational contexts have shown its qualities regarding the sharing of both cognitive and emotional contents. Although DST can be considered a personal and collective storytelling practice, perhaps it would be limiting to believe in DST only as a way of telling stories through digital tools. This article aims to provide a contribution to the debate in order to analyse the attitude towards DST as a support the participation of different social actors in a process of the continuous meaning-making necessary to understand the reality we are absorbed in and interact with. In particular, it is suggested to interpret DST in two ways: the first one thinks of DST as a technology of community, a paradigm that considers digital technologies as an oppor- tunity to facilitate the construction and development of relational bonds, assuming the perspective of community development as well. The second way considers DST as a third space for the negotiated construction of knowledge through the logics of non-formal learning.