DIGITAL STORYTELLING AND DIGITAL LITERACY LEARNING

Natalia Churchill, Singapore International School, Hong Kong; Lim Cher Ping and Grace Oakley, Edith Cowan University, Australia; Daniel Churchill, The University of Hong Kong, Hong Kong

This paper describes key concepts from an on-going study that examines the use of digital storytelling for development of digital literacy in an English language classroom. Overall, this study explores how upper primary school students may be engaged in digital storytelling with the goal of increasing digital literacy necessary for meaning making and representing through electronic multimodal texts. Data is collected through classroom application of digital storytelling and involvement with a class in a naturalistic setting. The study aims to develop a set of recommendations for pedagogically sound applications of digital storytelling for development of digital literacy in primary school English language classrooms. The study also aims to contribute to theoretical debate in relation to literacy learning and learning with technology, and develop recommendations for further research. Key concepts and some preliminary results and examples of digital stories developed by students will be discussed and showcased.