This is my story: Latinx learners create digital stories during a summer literacy camp

Castañeda, Martha; Shen, Xiang; Berlioz, Esther M. Claros

doi:10.1002/tesj.378

Cited by 10 publications

(5 citation statements)

References 33 publications

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“…Advances in technology have led to the digitalisation of storytelling and have resulted in the emergence of digital storytelling (DST), a multi-literacy practice of storytelling mediated by digital tools. In most cases DST results in the creation of a video output (Angay-Crowder et al 2013;Castanẽda et al 2018;Ohler 2013;Rubino et al 2018;Teehan 2006;Zellner 2018). Zellner (2018) piloted a DST intervention with her college students enrolled in an introductory astronomy course.…”

Section: Digital Storytelling and Science Disciplinary Literacy Develmentioning

confidence: 99%

Digital storytelling as a disciplinary literacy enhancement tool for EFL students

Chubko

Morris

McKinnon

et al. 2020

Education Tech Research Dev

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This research compared the process of disciplinary literacy acquisition of students who experienced two different pedagogical approaches to learning science, technology, engineering and mathematics through astronomy (STEM-A). The objective of this study was to explore the impact of a digital storytelling (DST) educational technology intervention in a STEM-A context on the process of disciplinary literacy acquisition of students who were learning English as a foreign language (EFL). The research was designed as a type IV case study with a sample of 30 students from Kyrgyzstan aged between 12 and 16 years. Data were collected from written responses to the astronomy diagnostic tests (ADT), which were coded against the structure of the observed learning outcomes (SOLO) and analysed using the analysis of variance (ANOVA) with repeated measures on the occasion of testing. Data from the Australian sample, native speakers of English, (N = 328) were used as a baseline. The results showed a positive effect of the DST intervention on EFL students’ astronomy disciplinary literacy acquisition. The research contributes to the body of knowledge on educational technology by exemplifying how the DST teaching intervention could bridge the gap between EFL and non-EFL students’ disciplinary literacy acquisition in STEM areas.

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Section: Digital Storytelling and Science Disciplinary Literacy Develmentioning

confidence: 99%

Digital storytelling as a disciplinary literacy enhancement tool for EFL students

Chubko

Morris

McKinnon

et al. 2020

Education Tech Research Dev

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“…In these studies, for example, it is investigated whether DST is a pedagogical tool for online inclusive pedagogy and reflective practice among students and teachers (Alcalá et al, 2016) or whether DST is an effective pedagogy or medium for student reflection in higher education (Austen et al, 2021), or whether a DST workshop as a multiliteracies practice can serve as a creative space for language learning (Castañeda et al, 2018).…”

Section: Research Issuesmentioning

confidence: 99%

Emotions and digital storytelling in the educational context: A systematic review

Sarıca

2023

Review of Education

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Both emotions and digital storytelling (DST) have an important role in learning‐teaching processes. Emotions are also important for DST. There is currently much interest in how emotion and DST are addressed together in education, how relations are established, how they are grounded and what the outcomes are. There is a need for a systematic review study in order to find answers to these questions and to give direction to new researches. This systematic review study presents an overview of emotion and DST research trends (in terms of their demographics, research foci and issues) in an educational context, how they are theoretically grounded, and their outcomes. Seventy research articles were reviewed using a mixed‐method approach combining systematic mapping and systematic review. In the studies reviewed, DST serves emotional outcomes as a learning design, multimodal pedagogy, pedagogical method, practice or tool for students, teachers, adults and families. DST provides an emotional connection, engagement, experience and safe space; supports the development of self‐dynamics such as self‐reflection and self‐awareness of emotions; facilitates emotional sharing and empathy; and develops emotional skills in the learning‐teaching process. In addition, it is found that there are deficiencies in the theoretical frameworks of the studies. Finally, the results are discussed and directions for future studies are suggested.

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“…In the context of the US, for children from immigrant families who speak a non-English home language, school provides a rich environment to develop English spoken language and reading skills. These dual-language speakers are thus found to be particularly vulnerable to school disruptions in their English literacy and other aspects of academic development (Castañeda et al, 2018;Hur & Suh, 2010;Lawrence, 2012). Experts have thus suggested that pandemic-related disruptions in schooling may be especially detrimental to bilingual speakers from immigrant families, noting that the pandemic limits both schooling access and also exacerbates other adversity factors such as the socioeconomic stability of immigrant families (e.g., Bao et al, 2020).…”

Section: Impacts Of Covid-19 On Language and Reading Development Amon...mentioning

confidence: 99%

Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States

Sun¹,

Marks²,

Zhang³

et al. 2022

Preprint

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Children who speak one language at home and a different language at school may be at higher risk of falling behind in their academic achievement when schooling is disrupted. The present study examined the effects of COVID-19-related school disruptions on English language and literacy development among monolingual and bilingual children in the US. All children attended English-only schools that implemented varied forms of virtual and hybrid schooling during the pandemic. Pre-COVID-19 and during-COVID-19 examinations were conducted with 237 children (M(SD)age = 7.78 (1.54) at Time 1) from relatively high SES homes, including 95 monolinguals, 75 Spanish-English and 67 Chinese-English bilinguals. The findings revealed different impacts of COVID-19 school disruptions on the present bilingual and monolingual participants. Specifically, between Time 1 and Time 2, monolingual children made age-appropriate improvements in all literacy measurements. Relative to monolinguals, both bilingual groups showed greater gains in vocabulary but lower gains in reading comprehension. Moreover, across groups, children’s independent reading practices during COVID-19 were positively associated with children’s literacy growth during the pandemic-related schooling disruptions. Taken together, these findings inform theoretical perspectives on learning to read in linguistically diverse children experiencing COVID-19-related schooling disruptions.

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This is my story: Latinx learners create digital stories during a summer literacy camp

Cited by 10 publications

References 33 publications

Digital storytelling as a disciplinary literacy enhancement tool for EFL students

Digital storytelling as a disciplinary literacy enhancement tool for EFL students

Emotions and digital storytelling in the educational context: A systematic review

Impacts of the COVID-19 disruption on the language and literacy development of monolingual and heritage bilingual children in the United States

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