| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | From Homer to Memes: The Evolution and Technologies of
Storytelling |
| Unit ID: | BATCC1001 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | (FLMES1002 and LITCI1001) |
| ASCED: | 091523 |
| Other Change: | |
| Brief description of the Unit |
This unit examines the history of storytelling from its origins in oral traditions through to contemporary incarnations faciliated by the digital revolution. A core focus of the unit is the exploration of how the technologies of storytelling shape the stories we tell and how we tell them. This focus on the relationship between technology and storytelling form enables students to consider the social, political, economic and cultural contexts that pertain to the technical production of literary, screen and digital texts. Broad themes include the ways in which technologies enable different forms of social interaction, understandings of community and identity, conceptions of space and time, and the relationship between storytelling and social change. The unit addresses a diverse variety of texts and storytelling traditions. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify theoretical frames and conceptual tools for making sense of the contexts pertaining to the production of literary, screen, and digital texts. |
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| K2. | Appraise key debates, issues and perspectives related to the understanding of storytelling across time and in different modes. |
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| K3. | Identify and utilise some of the key theoretical developments in analysing literary, screen, and digital texts across history. |
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| Skills: |
| S1. | Read and write in a critically informed manner. |
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| S2. | Express informed, substantiated and reasoned arguments and discussion in response to issues, themes, concepts and theories presented in unit topics. |
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| S3. | Interpret and synthesize relevant material beyond set unit readings to deepen understanding of key concepts and issues. |
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| Application of knowledge and skills: |
| A1. | Construct and communicate a clear and coherent argument in verbal, written or visual form, making appropriate use of evidence from texts covered in the unit. |
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| A2. | Relate and apply the issues, debates, concepts and themes studied to an analysis of storytelling across time and in different modes |
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| A3. | Reflect on learning and experiences |
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| Unit Content: |
Topics may include:
1.Theories of storytelling across time
2.Orality, literacy and the digital revolution
3.The changing role and type of storytelling related to changes in technology over time
4.Theories of context, including gender, sexuality, race and class
5.Political and cultural concerns of particular times and places in which selected texts were produced and read
6.The historical development of particular forms of storytelling
7.The impact of technologies on new kinds of social interaction, understandings of community and identity and conceptions of space and time
8.The relationship between storytelling and social change
9.Discussion of a variety of texts and traditions, such as indigenous storytelling, classic literature genres, early film, televisual storytelling, contemporary literature and film, digital storytelling, comics and graphic novels, fan fiction, twine games, memes, social media stories and YouTube creative practice
10.Consideration of a variety of contextual factors influencing storytelling, such as production and form, authorship, gender, race, class, sexuality, history, socio-cultural contexts, geography, political and philosophical contexts, psychological contexts and reception |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K2, K3, S2, A1, A3 | Presentation on ideas and texts covered in specified topics. Completion of engagement tasks. | Presentation or short report in written and/or audio format. Participation tasks throughout semester. | 20-30% | | 2. | K1, K2, K3, S1, S2, S3, A1, A2 | Analysis of selected storytelling technologies, their contextual factors, and textual forms. | Written and/or multimedia format | 30-45% | | 3. | K2, K3, S1, S2, A1, A2, A3 | Students will respond to a series of theoretical and creative exercise prompts designed to promote critical engagement with and/or reflection on unit content. | Folio | 30-45% |
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