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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.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Nicole Ferguson-Sams
Nicole Ferguson-Sams, M.Ed., is a doctoral student in the College of Education at Clemson University. E-mail: [email protected].
Emily Howell
Emily Howell, Ph.D., is a faculty member in literacy in the College of Education at Clemson University. E-mail: [email protected].
Rebecca Kaminski
Rebecca Kaminski, Ed.D., is a faculty member in literacy in the College of Education at Clemson University. E-mail: [email protected].
Victoria Pennington
Victoria Pennington, M.Ed., is a doctoral student in the College of Education at Clemson University. E-mail: [email protected].
Mihaela Gazioglu
Mihaela Gazioglu, Ph.D., is an education associate in the College of Education at Clemson University. E-mail: [email protected].
Kavita Mittapalli
Kavita Mittapalli, Ph.D., is the CEO of MN Associates, Inc., a program evaluation company. E-mail: [email protected].
Amlan Banerjee
Amlan Banerjee, Ph.D., is a statistician at MN Associates, Inc. E-mail: [email protected].