Developing Literate Identities with English Language Learners through Digital Storytelling

Autor/inn/en	Skinner, Emily N.; Hagood, Margaret C.
Titel	Developing Literate Identities with English Language Learners through Digital Storytelling
Quelle	In: Reading Matrix: An International Online Journal, 8 (2008) 2, S.12-38 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Story Telling; Computer Mediated Communication; Technology Uses in Education; English Language Learners; Immigrants; Junior High School Students; Kindergarten; Social Influences; Cultural Influences; Ethnicity; Literacy Education; Mexican Americans; Chinese Americans; Video Technology; Films; Popular Culture; Photography; Personal Narratives + Suchen Sie Ihr Suchwort? Computerkonferenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Immigrant; Immigrantin; Immigranten; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Sozialer Einfluss; Cultural influence; Kultureinfluss; Ethnizität; Hispanoamerikaner; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Film; Popkultur; Fotografie; Erlebniserzählung
Abstract	Digital storytelling provides an opportunity for children and adolescents to design multimodal narratives that represent and reflect upon their lives and interests. In the article we look at how two English language learners, Diego, a male Mexican-American kindergartener, and Allie Feng, a female Chinese-American junior in high school, drew upon their sociocultural identities, foundational literacies practices, and new literacies competencies to design and present digital stories. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/journal.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01