Digital Storytelling and Multimodal Literacy in Education

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

ISSN: 1697-7467

Année de publication: 2014

Número: 22

Pages: 237-250

Type: Article

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

D'autres publications dans: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Objectifs de Développement Durable

Résumé

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

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La source de données: Dialnet