From local to global: Visual strategies of glocalisation in digital storytelling

Requejo, María Dolores Porto; Belmonte, Isabel Alonso

doi:10.1016/j.langcom.2014.05.001

Cited by 19 publications

(11 citation statements)

References 4 publications

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“…Recently, new editing software has allowed learners to create digital stories (DSs): story lines that integrate text, images, and sounds in an online environment. This allows learners to share their voices and views in an open and interactive environment (Gregori-Signes, 2008; Ohler, 2008; Sadik, 2008) and to integrate traditional writing skills and the latest digital media (Oskoz & Elola, 2014) into multimodal texts (Porto & Alonso Belmonte, 2014). Due to their potential value for second language (L2) writing development, DSs have been used in English as a second language (ESL) studies (Rance-Roney, 2008; Vinogradova, Linville & Bickel, 2011), in heritage speaker settings (Vinogradova, 2014), and in FL classrooms (Alcantud-Díaz, 2010; Castañeda, 2013; Gregori-Signes, 2008; Oskoz & Elola, 2014; Yang, 2012).…”

Section: Introductionmentioning

confidence: 99%

Digital stories: Bringing multimodal texts to the Spanish writing classroom

Oskoz

Elola

2016

ReCALL

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Despite the availability and growing use of digital story software for authoring and instructional purposes, little is known about learners’ perceptions on its integration in the foreign language writing class. Following both a social semiotics approach and activity theory, this study focuses on six advanced Spanish learners’ perceptions about the production of a digital story in which they integrated a variety of modes (written, oral, images, sounds) and manipulated the semiotic resources within each mode (size, color, lines in the image mode), to convey meaning. Analyzing participants’ reflections, questionnaires, and online journals, results highlight learners’ (a) interpretation of the tools and artifacts and their effect on their understanding of a final product, (b) connections between short-term goal-oriented actions and the longer-term object-oriented activity of developing a multimodal text, and (c) linguistic reorientations when creating a digital story.

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Section: Introductionmentioning

confidence: 99%

Digital stories: Bringing multimodal texts to the Spanish writing classroom

Oskoz

Elola

2016

ReCALL

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“…In addition, digital storytelling provides students with opportunities to reconstruct science knowledge related to scientific imagination the students have learned, including organizational capabilities, and conceptualization (Ohler, 2008;Ranieri & Bruni, 2013). Digital storytelling requires students tell personal stories, and collect and share personal images that combine text, images, music, and voice into integrated digital stories that play the important role of supporting text to contextualize a story within a specific perspective and domain (Porto & Belmonte, 2014).…”

Section: The Opportunities and Challenges And Of Using Dst To Presentmentioning

confidence: 99%

Learning Processes for Digital Storytelling Scientific Imagination

Cheng

Chuang

2018

EURASIA J MATH SCI T

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This article discusses an implementation research study that examined participating students' learning processes of scientific imagination in a marine science digital storytelling (DST) project. Twenty-two fourth-grade students in a primary school participated in the study. Data were collected via students' completed worksheets, digital storyboards, final digital storytelling products, and interviews. Results revealed that the lowest student performance occurred during the Dynamic Adjustment stage among the five stages of the digital storytelling scientific imagination framework. Students were not proficient in describing the relationships among scientific concepts and creating science stories based on their science knowledge. We also found opportunities for using DST tools in the conceptualization, organization, and formation of developing scientific imagination. The results suggested that interactive learning environments and fluent digital literacy are crucial in improving students' ability to explore and connect different ideas in the development of scientific imagination.

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“…Digital storytelling also encouraged students to collaborate and discuss their speaking skills (Thang et al, 2014). In a random review of various digital stories retrieved from the Internet, Porto and Belmonte (2014) concluded that digital storytelling enabled the producers to select specific images to effectively demonstrate the intended message, and also enabled them to deliver their personal experiences to a global community of viewers. Porto and Belmonte suggest that with further research it may be possible to review a large number of videos and thus begin to create a global thread between digital telling story genres and issues.…”

Section: Digital Video Storytellingmentioning

confidence: 99%

The Effect of Smartphone Video Camera as a Tool to Create Gigital Stories for English Learning Purposes

Gromik¹

2015

JEL

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The integration of smartphones in the language learning environment is gaining research interest. However, using a smartphone to learn to speak spontaneously has received little attention. The emergence of smartphone technology and its video recording feature are recognised as suitable learning tools. This paper reports on a case study conducted with 67 English as Foreign Language undergraduate students at Tohoku University, Japan. Students were encouraged to use their smartphone video recording feature to produce one 30-second video per week over a 12-week period addressing a teacher-selected theme. The results indicate that students were able to produce video digital stories to express their opinion regarding the teacher-selected themes, in the target language. The implications for teaching and learning clearly indicate that smartphone-based video storytelling is a relevant task for language learners who will have to become conversant with this medium of learning.

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From local to global: Visual strategies of glocalisation in digital storytelling

Cited by 19 publications

References 4 publications

Digital stories: Bringing multimodal texts to the Spanish writing classroom

Digital stories: Bringing multimodal texts to the Spanish writing classroom

Learning Processes for Digital Storytelling Scientific Imagination

The Effect of Smartphone Video Camera as a Tool to Create Gigital Stories for English Learning Purposes

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