| Title: |
A Crosswalk of Digital Storytelling and Multilingual Learning |
| Language: |
English |
| Authors: |
Nicole Ferguson-Sams; Emily Howell; Rebecca Kaminski; Victoria Pennington; Mihaela Gazioglu; Kavita Mittapalli; Amlan Banerjee |
| Source: |
Middle School Journal. 2024 55(3):27-36. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
10 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Office of English Language Acquisition (OELA) (ED) |
| Contract Number: |
T365Z210089 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Technology Uses in Education; Story Telling; Multilingualism; Middle School Students; Electronic Learning; Educational Environment; Multiple Literacies; Literacy Education; Critical Literacy; Technology Integration; Self Concept; Web 2.0 Technologies; Second Language Learning |
| DOI: |
10.1080/00940771.2024.2329511 |
| ISSN: |
0094-0771; 2327-6223 |
| Abstract: |
This study draws on the practice of digital storytelling (DST) to address the limited use of technology in middle school multilingual classrooms. Through critical and multiliteracy frameworks, DST can help create a more engaging and inclusive learning environment that supports the literacy development of multilingual learners (MLs). After reviewing and synthesizing empirical studies on DST as it applies to the middle school years, we provide a crosswalk focusing on four core areas: content, context, communication and language, and student identity. The crosswalk reveals how DST integrates Web 2.0 technology and promotes language and literacy development among middle school MLs. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1420929 |
| Database: |
ERIC |