Edinburgh Napier University

  The paper reflects on digital story-telling as an approach designed to apply the theory of authentic learning in a co-productive context. It seeks to examine the theory of authenticity through the lens of digital stories. Design: A participant group (n=7) comprising family carers, people with experience of mental health issues and mental health nursing students were invited to join two facilitated workshops. The group reviewed four contrasting forms of digital stories with the aim of eliciting and sharing perspectives. Findings: Digital audio compared less well to visual media in authenticity scales. Still photography was perceived as less authentic than dramatic film. The theory of authenticity can be articulated through a dialogic learning approach within which, the essence of authenticity is richer as the process of co-productive engagement becomes more secure. Conclusion: It is proposed that exploring individual experience about what is perceived as authentic within a co-productive group is more likely to enhance the qualitative experience of the digital story as learning tool. Digital media must be selected carefully, with cognisance to social and cultural norms of the student group. The co-productive process provides a relational environment in which the essence of authenticity can be felt and expressed.