About
How do children and adults immerse themselves in and relate to place during augmented storytelling? What characterizes their ecological imagination in these engagements, and does it invite deliberation on ecological relations? How do past, present, and future connect in their stories, and what socio-ecological futures are imagined?
We explore how augmented reality (AR) and other modes of storytelling can enrich ecological imagination in place-based education. By overlaying images, audio, and narrative onto real environments, “augmented storying” lets past, present, and future intermingle as children walk, read, and craft stories with the places they inhabit. In K–12 settings, we explore how augmented storying entwines with children’s lives, opening new pathways for pedagogy, curriculum, and design attuned to the more-than-human.
Objectives. In our research, we examine how AR, paired with cultural and historical nature stories, supports children in creating stories with place; we trace how their ecological imagination evolves; and we co-develop pedagogies and curricula that foster such imagination.