![]() ![]() E-STEAM 1 identity as used here is a meaning one can attach to oneself or that can be ascribed externally by others as individuals interact and engage in the environment, science, technology, engineering, arts, and mathematics fields in ways that foreground the environment. This approach leverages community-based environmental action, technology and digital media, and arts and storytelling as entry points for engaging learners in STEM. In this conceptual piece, we introduce Eco-Digital Storytelling (EDS) as an innovative informal educational approach for increasing STEM identity and career interest of teens, especially those from historically excluded groups in STEM fields (e.g., African Americans/Blacks, Hispanics/Latinx, Native Americans/American Indians, non-dominant gender identities and low-income students historically excluded is used herein). Examples of rich digital media presentations developed to communicate the EDS approach and local environmental opportunities, challenges, and projects are provided that exemplify how both participation in and communication of environmental action can contribute to more promising and sustainable futures. EDS is designed to increase teens’ content knowledge within multiple E-STEAM fields and to provide numerous technology-rich experiences in both application of geospatial technologies (i.e., GPS, interactive maps) and digital media creation (i.e., video, animation, ArcGIS StoryMaps) as a way to shape teens’ cultural learning pathways. The EDS approach leverages community-based action, technology and digital media, and arts and storytelling as entry points for engaging learners. E-STEAM identity is a meaning one can attach to oneself or that can be ascribed externally by others as individuals interact and engage in E-STEAM fields in ways that foreground the environment. This approach offers structured learning opportunities connected to learner interests and community needs with the aim of increasing E-STEAM identity and career interest of teens from groups historically excluded from E-STEAM fields. Consequently, this conceptual paper describes an eco-digital storytelling (EDS) approach to engaging historically excluded populations in science, technology, engineering, and mathematics (STEM). These new pathways hold promise for increasing innovation within these fields and ensuring a multiplicity of representation as these fields are shaped and reshaped to attend to the plural interests of diverse communities. Consequently, building pathways for historically excluded students to enter economically viable and ecologically influential E-STEAM professions is critically important. However, historically excluded groups remain underrepresented in science and technology professions, particularly in environmental and digital media fields. The environment, science, technology, engineering, arts, and mathematics fields (a collection of fields we call E-STEAM) continue to grow and remain economically and ecologically important. 4Department of Extension, University of Connecticut, Storrs, CT, United States. ![]() ![]() 3Department of Digital Media and Design, University of Connecticut, Storrs, CT, United States.2Department of Curriculum and Instruction, University of Connecticut, Storrs, CT, United States.1Department of Natural Resources and the Environment, University of Connecticut, Storrs, CT, United States.Laura Cisneros 1 Todd Campbell 2 * Nicole Freidenfelds 1 Anna Lindemann 3 Heather Elliot-Famularo 3 Cary Chadwick 4 David Dickson 4 Byung-Yeol Park 2 ![]()
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