In this article, it is demonstrated how the authors created a context in which digital storytelling was designed and implemented to teach multilingual middle school students in a summer program. Tasks and activities were designed to align with the four components of a multiliteracies pedagogy (i.e., situated practice, overt instruction, critical framing, and transformative practice) in order to engage the students in exploring their multiple literacies and identities by using multiple semiotic modes and resources (e.g., texts, images, and sounds). The digital storytelling lesson shows that multiliteracies practices can be a powerful venue for second-language learners and teachers.
Authors: Tuba Angay-Crowder, Jayoung Choi & Youngjoo Yi
Source: Angay-Crowder, T., Choi, J. & Yi, Y. (2013). In the classroom: Putting multiliteracies into practice: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 30(2), doi: 10.18806/tesl.v30i2.1140
- In this article it is demonstrated how the theoretical concept of multiliteracies can be applied to a pedagogic practice.
- It is described how 12 adolescent multilingual students were engaged 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.
- The Digital Storytelling Class was designed 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.
- The term multiliteracies addresses the multiplicity of communication channels and media and the increasing saliency of cultural and linguistic diversity.
- The multiliteracies theory of pedagogy integrates four components: a) situated practice; b) overt instruction; c) critical framing; and d) transformed practice.
- Situated practice is an immersion in meaningful practices within a community of learners who are capable of playing multiple and different roles based on their background and experiences.
- Overt instruction includes active interventions on the part of the teacher and other experts that scaffold learning activities and allow the learners to gain explicit information.
- Through critical framing, which involves both cognitive and social dimensions of literacy pedagogy, students step back from what they have learned, critique their learning, and extend and apply their learning in new contexts.
- Transformed practice involves students’ transfer, reformulation, and redesign of existing texts and meaning-making practice from one context to another.
- Digital storytelling can provide students with rich opportunities a) to explore, express, and reflect on themselves; b) to enhance critical thinking; c) to foster academic achievement; and d) to build leadership skills.
- For multilingual adolescent students, digital storytelling can provide an opportunity to design multimodal narratives that represent and reflect on their sociocultural identities and their lives.