Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education

Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education

Leslie Haas (Buena Vista University, USA) and Jill Tussey (Buena Vista University, USA)
ISBN13: 9781799857709|ISBN10: 1799857700|EISBN13: 9781799857716|DOI: 10.4018/978-1-7998-5770-9


The idea of storytelling goes beyond the boarders of language, culture, or traditional education, and has historically been a tie that bonds families, communities, and nations. Digital storytelling offers opportunities for authentic academic and non-academic literacy learning across a multitude of genres. It is easily accessible to most members of society and has the potential to transform the boundaries of traditional education. As concepts around traditional literacy education evolve and become more culturally and linguistically relevant and responsive, the connections between digital storytelling and disciplinary literacy warrant considered exploration.

The objective of this interdisciplinary publication is to develop a conceptual framework around pedagogical connections to digital storytelling within K-12 disciplinary literacy practices. Invited contributions will span a variety of research and practice protocols supporting student success through the integration of digital storytelling across content areas and grade levels. The target audience consists of all stakeholders interested in innovative K-12 disciplinary literacy skill development, research, and practice. Stakeholders include, but are not limited to curriculum directors, education faculty, educational researchers, instructional facilitators, literacy professionals, practicing teachers, pre-service teachers, professional development coordinators, and teacher preparation programs.

Table of Contents and List of Contributors

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