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ERIC Number: EJ1018826
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
Reference Count: 13
ISBN: N/A
ISSN: ISSN-0826-435X
Putting Multiliteracies into Practice: Digital Storytelling for Multilingual Adolescents in a Summer Program
Angay-Crowder, Tuba; Choi, Jayoung; Yi, Youngjoo
TESL Canada Journal, v30 n2 p36-45 Spr 2013
In this article we demonstrate how we created a context in which digital storytelling was designed and implemented to teach multilingual middle school students in the summer program sponsored by a local nonprofit organization, the Latin American Association, in a city in the southeastern United States. While implementing the notion of multiliteracies (New London Group, 1996) in the Digital Storytelling classroom, we designed tasks and activities that were aligned 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). Our digital storytelling lessons show that multiliteracies practices can be a powerful venue for second-language learners and teachers. We further discuss how multiliteracies practices like digital storytelling can be adapted to other educational contexts.
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail: admin@tesl.ca; Web site: http://www.tesl.ca
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A