Overview

This work demonstrates how digital storytelling fosters both traditional and non-traditional literacies and makes important connections between students' in-school and out-of-school literacy practices. The 44 students in the study demonstrated levels of technological and multimodal expertise not ordinarily validated in traditional classroom settings. In chapter one, the author provides the rationale for her study, followed by a definition of digital storytelling. Next a review of the literature that includes multiliteracies and multimodality, pedagogical practices which reflect a belief in multiliteracies and incorporate digital storytelling is presented. This is followed by a discussion of adolescent identity and agency and teacher education programs. Subsequent chapters provide a close-up look at three students: their personal backgrounds, academic histories, and digital stories. A detailed analysis of each digital story is included. For the purpose of maintaining confidentiality, all student names in Chapters three, four, and five are pseudonyms. In addition, the work presents additional findings regarding other students in the study. It illustrates the ways in which digital storytelling brought together traditional and multimodal learning. It includes a discussion of: the ways in which students built upon their strengths in both traditional and non-traditional (multimodal) reading and writing engagements, the impact of multimodal engagements on their interest and participation in the classroom, and the role of multimodal representation in the construction of their identities and sense of agency.

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... powerful, inspiring and optimistic, engagingly written, with a scholarly seriousness. (Prof. Gunther Kress University of London) [This] book offers new possibilities for teachng and learning in the digital age. (Prof. Barbara Cohen Hofstra University)

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