“Listen to My Story and You Will Know Me”: Digital Stories as Student‐Centered Collaborative Projects

Vinogradova, Polina; Linville, Heather A.; Bickel, Beverly

doi:10.5054/tj.2011.250380

Cited by 69 publications

(46 citation statements)

References 13 publications

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“…For example, ESL or EFL teachers of large classes could create collaborative pair or group digital storytelling projects that are shorter in length and could invite other teachers (e.g., media specialists or content-area teachers) to integrate digital storytelling into a thematic unit as part of an interdisciplinary project. Regardless of the modifications that teachers make in their contexts, providing specific guidance to students throughout the digital storytelling process and creating a collaborative environment in which both students and the teachers learn from one another (Vinogradova, Linville, & Bickel, 2011) are essential to an efficacious multiliteracies pedagogy.…”

Section: Resultsmentioning

confidence: 99%

Putting Multiliteracies Into Practice: Digital Storytelling for Multilingual Adolescents in a Summer Program

Angay‐Crowder¹,

Choi²,

Yi³

2013

TESL

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In this article we demonstrate how we created a context in which digital storytelling was designed and implemented to teach multilingual middle school students in the summer program sponsored by a local nonprofit organization, the Latin American Association, in a city in the southeastern United States. While implementing the notion of multiliteracies (New London Group, 1996) In this article we demonstrate how we applied the theoretical concept of multiliteracies to a pedagogical practice. We describe how we, three volunteer teachers from a university, engaged 12 adolescent multilingual students in the multiliteracies practice of digital storytelling (i.e., multimedia composing that consists of texts, images, and sounds to tell stories) during a summer program sponsored by the Latin American Association (LAA) in a city in the southeastern United States. Each summer, teacher candidates in our English to Speakers of Other Languages (ESOL) teacher education program offer individual tutoring to students at the LAA. In summer 2012, university faculty and the LAA staff members met to discuss goals to accomplish in our partnership in general and in tutoring in particular. During the meeting, the LAA staff asked us to make sure that our teacher candidates emphasized several critical issues during tutoring such as the importance of first language (L1) or heritage language development, positive identity construction, and 21st-century literacies development. We, two faculty members and a doctoral student, volunteered to design and teach a class in which these critical issues could be discussed with multilingual adolescent students, and the LAA staff members allowed us to design a class that could be part of their summer program. We set out to design the Digital Storytelling Class in order: (a) to examine how a theoretical framework (i.e., multiliteracies) could be translated into teaching multilingual adolescents; and (b) to create a context in which students could explore their multiple literacies and identities using multiple semiotic modes and resources (e.g., visuals, sound, gesture, gaze, and spatial concepts). In the following sections, we explain the theoretical framework that we drew on for designing and conducting our multiliteracies curriculum (i.e., digital storytelling lessons), followed by a detailed description of each session in which students engaged in digital storytelling practice. In the conclusion, we discuss how our pedagogical approach can be adapted to other ESL/EFL settings.

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Section: Resultsmentioning

confidence: 99%

Putting Multiliteracies Into Practice: Digital Storytelling for Multilingual Adolescents in a Summer Program

Angay‐Crowder¹,

Choi²,

Yi³

2013

TESL

View full text Add to dashboard Cite

show abstract

“…Although research generally has highlighted how digital storytelling can be a powerful tool of self‐representation (see, e.g., Lenette, Cox, & Brough, ), some scholars specifically have drawn attention to its inherent multimodal properties. For example, Vinogradova, Linville, and Bickel () demonstrated how working with various artifacts in a digital storytelling project can foster the development of ELs’ multimodal design skills as they learn to purposively use different modes to create meaning. Hull and Katz () argued that the use of multiple resources in digital storytelling enables individuals to express key events in their lives from a position of strength.…”

Section: Digital Storytelling As a Multimodal Pedagogymentioning

confidence: 99%

“Impossible Is Nothing”: Expressing Difficult Knowledge Through Digital Storytelling

Johnson¹,

Kendrick²

2016

J Adolescent & Adult Lit

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The study focuses on a digital storytelling project conducted in a school district's transition program, in which adolescent refugee and immigrant English learners were invited to share aspects of their identities and social worlds through a range of modes. In this article, the authors look closely at one student's digital story through a multimodal analysis of three slides. The findings show how engaging with nonlinguistic modes provided enhanced opportunities for the student to explore and make visible complex and abstract facets of his life and identity, particularly as they relate to difficult past experiences.

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“…Others examined digital storytelling in L2 classrooms. Sadik (2008) explored the use of digital stories in various content areas including English as a foreign language (EFL) while Cloud, Lakin, and Leininger (2011) and Vinogradova, Linville, and Bickel (2011) documented the use of digital storytelling with adolescent and adult English language learners (ELLs). These studies found that digital stories can advance cognitive development, self-authoring, and identity construction (Davis, 2004;Sadik, 2008).…”

Section: The Gift Of Voicementioning

confidence: 99%

“I am proud that I did it and it’s a piece of me”: Digital Storytelling in the Foreign Language Classroom

Castañeda¹

2013

CALICO Journal

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This case study examines students' experiences regarding the infusion of digital storytelling in their high school fourth-year Spanish class. The aim of this case study is to determine if digital storytelling can be an effective tool for language learners to communicate emotion and present information to an audience. Sources of information for this case study include pre-and post-open-ended questionnaires, pre-and postfocus groups, semi-structured subsequent interviews, as well as observation and reflection journals. The findings reveal an epistemological shift that frames students' perspectives. The data recount a shift in the understanding of the purpose of the digital storytelling task in the sense that the learners' focus changes from the elements of language and technology to a meaningful project as a whole. The findings also confirm that digital storytelling projects adhere to the presentational mode of communication, follow the writing process, and engage students in a meaningful, real world task in the foreign language classroom.

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“Listen to My Story and You Will Know Me”: Digital Stories as Student‐Centered Collaborative Projects

Cited by 69 publications

References 13 publications

Putting Multiliteracies Into Practice: Digital Storytelling for Multilingual Adolescents in a Summer Program

Putting Multiliteracies Into Practice: Digital Storytelling for Multilingual Adolescents in a Summer Program

“Impossible Is Nothing”: Expressing Difficult Knowledge Through Digital Storytelling

“I am proud that I did it and it’s a piece of me”: Digital Storytelling in the Foreign Language Classroom

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