Digital Storytelling and Multimodal Literacy in Education

  1. Gregori Signes, Carmen
Zeitschrift:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Datum der Publikation: 2014

Nummer: 22

Seiten: 237-250

Art: Artikel

DOI: 10.30827/DIGIBUG.53745 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Ziele für nachhaltige Entwicklung

Zusammenfassung

This article argues in favour of using digital storytelling to encourage a critical socio-educational focus in education and include multimodal explicit teaching in the curriculum. The analysis of fifty digital stories indicates that the students developed a certain awareness of the issue chosen for their story (e.g. violence, racism, war) since the final product transmits a critical perspective on the topic itself. Further work, however, needs to be invested in the development of the digital story content itself and on the issue of multimodal learning, with especial emphasis on the interface between multimodal elements and more traditional modes of transmitting ideas

Bibliographische Referenzen

  • Alcantud Díaz, M. (2010). "El relato digital educativo como herramienta de incorporación de las nuevas tecnologías a la educación superior: una experiencia práctica en filología inglesa", in Lenguaje y Textos, 31: 35-48.
  • Alcantud-Díaz, M. and Gregori-Signes, C. (eds.) (2013). Experiencing Digital Storytelling. Valencia: JPM Ediciones.
  • Barrett, H.C. (2004a). "Tutorials for Digital Storytelling", available from: http://electronicportfolios.com/digistory/index.html, accessed 1 April, 2007.
  • Barrett, H.C. (2004b). "Electronic Portfolios as Digital Stories of Deep Learning. Emerging Digital Tools to Support Reflection in Learner-Centered Portfolios", available from: http://electronicportfolios.com/digistory/index.html, accessed 1 Abril, 2007.
  • Barrett, H.C. (2006). "Digital Stories in ePortfolios: Multiple Purposes and Tools", available from: http://electronicportfolios.com/digistory/index.html, accessed 1 Abril, 2007.
  • Behmer, S., Schmidt, D. and Schmidt, J. (2006). "Everyone has a story to tell: Examining Digital Storytelling in the Classroom", in C. Crawford et al. (eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2006. Chesapeake, VA: AACE, accessed 22 October, 2013 from http://www.editlib.org/p/22118, 655-662.
  • Benick, G. (2012). "Digital storytelling in diasporic identities in higher education," in CELT, 5, available from http://ojs.uwindsor.ca/ojs/leddy/index.php/CELT/issue/view/378, accessed 1 April, 2011, 147-152.
  • Bjorgen, A.M. (2010). "Boundary crossing and learning identities-digital storytelling in primary schools", in Seminar.net, 6, 2.
  • Blocher, M. (2008). "Digital storytelling and reflective assessment", in K. McFerrin et al. (eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008, Chesapeake, VA: AACE, 892, 90, available from http://www.editlib.org/f/27286, accessed 20 February, 2010.
  • Castelló, M. (2002). "De la investigación sobre el proceso de composición a la enseñanza de la escritura", in Revista Signos, 35:149-162.
  • Castelló, M. (2008). "La organización de la enseñanza estratégica en los centros de educación secundaria", in C. Monereo, A. Badia, M. Baixeras, V., Boadas, E., y M. Graó (eds.) Ser estratégico y autónomo aprendiendo. Unidades didácticas de enseñanza estratégica para la ESO. Barcelona: Grao, 29-40.
  • Center for Digital Storytelling. http://www.storycenter.org/index1.htm, accessed, 1 June, 2006.
  • Concejo Educativo de Castilla y León (1995). "Hacia una práctica educativa escuela-entorno en Castilla y León", Valladolid: Concejo Educativo de Castilla y León. (Policopia), available from: www.concejoeducativo.org/alternat/entorno.htm, & www.concejoeducativo.org/alternat/tres_enf.htm, accessed 23 January, 2011.
  • Concejo Educativo de Castilla y León (1995b). "El enfoque socioeducativo crítico comparado con el transmisivo y el activo", available from: http://www.concejoeducativo.org/alternat/tres_enf.htm, accessed 23 January, 2011.
  • Concejo Educativo de Castilla y León (2002b). Para una ciudadanía crítica: educación, movimientos sociales y cultura transformadora, available from www.concejoeducativo.org\alternat\edu_mmss.htm, accessed 23 January, 2011.
  • Connolly, E.M. and Kress, G. (2011). The Incorporation of Multimedia and Multimodal Learning Tools into the Teaching of Research: A Case Study of Digital Storytelling in a High School English Class. New York: Edwin-Mellen.
  • Couldry, N. (2008). "Digital storytelling, media research and democracy: Conceptual choices and alternative futures", in K. Lundby (ed.) Digital Storytelling, Mediatized Stories. Self-representations in New Media. New York: Peter Lang, 41-60.
  • Crawford, C. et al. (eds.) (2006). Proceedings of Society for Information Technology & Teacher Education International Conference 2006. Chesapeake, VA: AACE, available from: http:// urlwww.editlib.org/p/22118, accessed 3 March, 2010.
  • De Simone, M., Scott S., and Lambrides L. (2006) Digital Storytelling. The New Literacy.
  • Dogan, B. and Robin, B. (2008). "Implementation of digital storytelling in the classroom by teachers trained in a digital storytelling workshop", in K. McFerrin et al. (eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2008 (pp. 902-907). Chesapeake, VA: AACE, available from: http://www.editlib.org/p/27287, accessed, 16 February 2010.
  • Erstad, O. and Silseth, K. (2008). "Agency in Digital Storytelling", in K. Lundby, (ed.) Digital storytelling, mediatized stories: Self-representations in new media. New York: Peter Lang, 213-232.
  • García Gómez, A. (2008). "Laddish Behaviour and Gender Performativity in British and Spanish Personal Weblogs, English Studies" in Revista de Filología Inglesa, 2: 43-69.
  • García Gómez, A. (2010). "Disembodiment and Cyberspace: Gendered Discourses in Female Adolescents' Personal Information Disclosure", in Discourse and Society, 21, 2: 131-165.
  • Gregori Signes, C. (2008a). "Integrating the old and the new: Digital Storytelling in the EFL language classroom", in Greta, 16, 1/2: 29-35.
  • Gregori-Signes, C. (2008b). Practical uses of digital storytelling. INTED2007. Proceedings. (CD Rom) (ISBN: 978-84-611-4517-1), availablefrom http://uv.academia.edu/CarmenGregori-Signes/Papers, accessed 12 may 2009.
  • Gregori-Signes, C. and Pennock-Speck, B. (2012). "Digital Story as a genre of self-mediated representation: an introduction", in Digital Education Review, 22: 1-8.
  • Gregori-Signes, C. and Alcantud-Díaz, M. (eds.) (2013). Experiencias con el Relato Digital. Valencia: JPM Ediciones.
  • Huffaker, D. A. and Calvert, S. L. (2005). Gender, Identity, and Language Use in Teenage Blogs, in Journal of Computer-Mediated Communication, 10: 100. doi:10.1111/j.1083-6101.2005. tb00238.x.
  • Hull, G. A., and Nelson, M. E. (2005). "Locating the semiotic power of multimodality written communication", Research in the Teaching of English, 22, 2: 224-261.
  • Ibáñez Herrán, J. E. (2006). Las TIC en una educación y acción cultural transformadora, available from http://jei.pangea.org/edu/c/e-tic-edu-transf.htm, accessed April 1, 2007.
  • Kress, G., Charalampos, G., and Jewitt, C. (2006). Multimodality Teaching and Learning. Royston: BookEns, Ltd.
  • Lambert, J. (2010). Cookbook for Digital Storytelling. New York: Digital Diner Press.
  • LOE-Currículo Educación Secundaria (Orden ECI/2220/2007 de 12 de julio, BOE no 174 de 21 de julio de 2007), available from. http://www.boe.es/boe/dias/2007/07/21/pdfs/A3168031828.pdf
  • Lowenthal, P. (2009). "Digital Storytelling in Education: an emerging institutional technology?", in J. Hartley and K. McWilliam (eds.). Story circle: digital storytelling around the world, Oxford: Wiley-Blackwell, 37-76.
  • Lundby, K. (2008). Digital storytelling, mediatized stories: Self-representations in new media. New York: Peter Lang.
  • McWilliam, K. (2009). "The global diffusion of a community media practice. Digital storytelling online", in J. Hartley. and K. McWilliam (eds.) Story circle: digital storytelling around the world. Oxford: Wiley-Blackwell, 37-76.
  • Meadows, D. (2003). "Digital Storytelling: Research-Based Practice in New Media", Visual Communication, 2, 2: 189-93.
  • Palomo-Martín, R. (2007). Auxiliadora TIC. Colegio María Auxiliadora Valencia, available from http://www.youtube.com/user/auxiliadoratic?ob=0&feature=results_main, accessed April 1, 2007.
  • Paul, N. and Fiebich, C. (2005). "The elements of digital storytelling", available from http://www.inms.umn.edu/elements, accessed May 2007.
  • Pennock-Speck, B. and del Saz-Rubio, M. (eds.) (2013). The multimodal analysis of television commercials, Valencia: Publications de la Universitat de València.
  • Pérez-Cañado, M.L. (2010). "La adaptación de la enseñanza de lenguas al EEES: un espacio europeo", in Revista de Linguística y Lenguas Aplicadas, 5: 155-176.
  • Porter, B. (2005). The art of telling stories, available from http://www.digitales.us, accessed 2007.
  • Robin, B.R. (2005). "The Educational Uses of Digital Storytelling", available from http://digitalliteracyintheclassroom.pbworks.com/f/Educ-Uses-DS.pdf, accessed 1st April 2006.
  • Robin, B.R. and S. G. McNeil, S. (2012). "What teachers should know about Digital Storytelling", Digital Education Review, 22:37-51.
  • Robin, B.R. (2012). An Evolving Framework for Teaching and Learning with Digital Storytelling, available from http://mmedia.uv.es/buildhtml?user=asamar4&path=/cream/Storytelling_2012/&name=bernard_dst.mp4, accessed 2012.
  • Rodríguez Illera, J.L. and Londoño Monroy, G. (2009). "Los relatos digitales y su interés educativo", Educação, Formação & Tecnologias, 2(1), 5-18, available from http://eft.educom.pt, accessed 2 March 2011.
  • Taub-Pervizpour, L. (2009). Digital storytelling with youth: whose agenda is it?, in J. Hartley, and K. McWilliam (eds.). Story circle: digital storytelling around the world, Oxford: Wiley-Blackwell, 245-251.
  • Walsh, M. (2011). Multimodal Literacy: Research Classroom Practice. Newtown: Primary English Teaching Association (e:lit).
  • Watkins, J. and Russo, A. (2009). "Working with Cultural Institutions", in J. Hartley and K. McWilliam (eds.). Story circle: digital storytelling around the world, Oxford: Wiley-Blackwell, 269-279.
  • Wikan, G., Bjørn F., Mølster, T. and Hope, R. (2010). "Does MS Photo Story 3 Make a Difference? The Views and Experiences of a Group of Norwegian Secondary School Teachers", in Seminar.net, 6, 1.
  • Xu, Y., Park, H., and Baek, Y. (2011). "A New Approach Toward Digital Storytelling: An Activity Focused on Writing Self-efficacy in a Virtual Learning Environment", Educational Technology & Society, 14,4: 181-191.
  • Zaragoza Ninet, G. and Brígido Corachán, A. (2011). "Creative Evaluation of Communicative Competence through Digital Story", The Grove: Working Papers in English Studies, 18, 285-304.
Fuente de los datos: Dialnet