Digital Storytelling: Boosting Literacy Practices in Students at A1-Level

Autor/in	González Mesa, Pedro Alejandro
Titel	Digital Storytelling: Boosting Literacy Practices in Students at A1-Level
Quelle	In: HOW, 27 (2020) 1, S.83-104 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (González Mesa, Pedro Alejandro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0120-5927
Schlagwörter	Story Telling; Computer Uses in Education; Foreign Countries; English (Second Language); Second Language Instruction; Grade 11; Literacy; Writing (Composition); High School Students; Media Literacy; Cooperative Learning; Oral Language; Colombia + Suchen Sie Ihr Suchwort? Computernutzung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; School year 11; 11. Schuljahr; Schuljahr 11; Alphabetisierung; Schreib- und Lesefähigkeit; Schreibübung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Media skills; Medie competence; Medienkompetenz; Kooperatives Lernen; Oral interpretation; Mündlicher Sprachgebrauch; Kolumbien
Abstract	This article describes the implementation of digital storytelling in an English language class of eleventh graders at a private school in Mosquera, Colombia. It is a descriptive qualitative study, carried out for about six months by using digital tools to foster language production in the language learners. The implementation contained digital storytelling as a pedagogical strategy for developing the writing literacy practice. The personal stories and media literacy allowed the participants to combine both narratives and digital elements when writing in English in a collaborative work-group in which they co-constructed their stories. The data collected was analyzed by using ATLAS ti. Open questions looked for information about the writing process and the digital tools implemented when creating the stories. The findings revealed that the participants developed writing and speaking manners while assuming different roles. In addition, the digitalization of stories strengthened their multi-literacies. The participants' recordings of their voices helped them improve their oral production without worrying about their classmates' opinion. Finally, negotiation in the group roles, as writer, designer and media creator, played an important role when working in groups. (As Provided).
Anmerkungen	ASOCOPI, the Colombian Association of Teachers of English. Cra 27 A #53-06, oficina 405, Bogota, Colombia. +57-2115018; Fax: +57-2115018. e-mail: asocopicolombia@gmail.com; Web site: https://www.howjournalcolombia.org/index.php/how
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01