Document Type
Article
Publication Date
4-2024
Publication Title
Middle School Journal
Publisher
Taylor & Francis
DOI
https://doi.org/10.1080/00940771.2024.2329511
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.
Recommended Citation
Ferguson-Sams, N., Howell, E., Kaminski, R., Pennington, V., Gazioglu, M., Mittapalli, K., & Banerjee, A. (2024). A crosswalk of digital storytelling and multilingual learning. Middle School Journal, 55(3), 27–36. https://doi.org/10.1080/00940771.2024.2329511