Abstract:
While articulation gap describes skill deficiencies displayed by university entrants emerging from
underperforming schools, the high attrition and articulation gap at postgraduate levels demonstrate inadequacies
of the entry-level intervention programmes implemented to address these challenges. Since inadequate socialization
into postgraduate research and limited supervisor support contribute to the articulation gap and
attrition rates at South African universities, digital storytelling (DST) potentially addresses these challenges.
DST tends to foreground rigorous research, script writing, collective engagement and public expression of subdued
voices to ensure effective participation in higher education. The research explores the potential of DST to
externalize personal knowledge among postgraduate students at a South African university. It employs a Knowledge
Audio Repository (KAR) for the generation and archiving of knowledge for future access and reuse. Findings
suggest that DST is ideal for information generation, collaborative engagement and tracking of the developmental
trajectory of postgraduates involved in cognitively-demanding research activities.
