This chapter is founded on the idea that literacy is the cornerstone of teaching and learning across disciplines and is the scaffold for quality communication across modes. Therefore, it contends that the ever-widening education and opportunity gaps seen throughout United States school systems have the potential to be bridged through engaging communicative literacy experiences. Information and resources provided are supported through a theoretical framework based on engagement theory, equitable access as a construct, and multiple literacies theory. As educational equity gaps continue to develop and widen for students based on race, income, language, and technology, it is imperative that innovative practices be researched, reviewed, and put into practice. By utilizing digital storytelling and game-based learning, this chapter attempts to provide the reader with a deeper understanding of issues related to classroom practice, educational equity, learning engagement, and literacy opportunities.
TopIntroduction
Literacy is embedded within all K-12 disciples. Therefore, it can be argued that literacy is the cornerstone of K-12 educational practice and that the definition of literacy education should embrace the ideas of digital equity and digital inclusion (ILA, 2018). Providing underserved K-12 students with equitable, engaging, digital opportunities across disciplines via literacy learning requires educators, parents and policy makers to take notice. Technology, used in conjunction with storytelling and game-based learning, has the promise to provide students with equitable digital experiences regardless of race, income, and/or language.
The National Storytelling Network (n.d.), defines storytelling as “the interactive art of using words and actions to reveal the elements and images of a story while encouraging the listener’s imagination” (para 5). However, the concept of digital storytelling goes a step further to include a variety of modes such as image, sound, text, and video (Lau, 2018). These digital components allow students to engage with relevant technological tools to extend and enhance literacy interactions (Alrubail, 2015). Lau (2018) further defines the term educational storytelling as a method which “aims to help students to attain the six cognitive objectives of the revised Bloom’s taxonomy and develop various literacy skills” (p. 3309).
Menon and Romero (2020) define game-based learning as a method accomplishing targeted learning goals through the use of games. Digital game-based learning can be defined as a method of learning that uses games as tools to support understanding (Aurora University, 2016). As a learning tool, digital game-based learning provides interaction with multimodal digital literacy and supports high levels of engagement during the learning process by helping “students learn subject matter in context, as part of an interactive system” (Aurora University, 2016, para. 4).
Theoretical Framework
The theoretical foundation of this chapter is based on Engagement Theory, Equitable Access as a Construct, and Multiple Literacies Theory. Each frame supports the work related to both equity and engagement. Additionally, each reinforces the promise of digital storytelling and game-based learning as avenues for equity and engagement.
Engagement Theory (Kearsley & Shneiderman, 1998) is a framework for technology-based teaching and learning that focuses on communication. Kearsley and Shneiderman state that “engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom” (1998, p. 20). The theory is guided by three components characterized as relate, create, and donate; meaning that learning is collaborative, project-based, and has an authentic focus.
Equitable Access as a Construct is based on the idea that K-12 education “has persisted for generations and is tied to long-standing historical marginalization of youth based on race, class, and gender” (International Literacy Association, 2018, p. 4). Therefore, it is essential that educational equity be on the forefront of teaching and learning. One way to support educational equity is through the effective use of technology which “removes barriers to learning materials, supports students where they are across varied learning contexts and needs, and gives educators more insight into the learning environments they’re creating” (Anderson, 2019, para 1).
Multiple Literacies Theory (Cope & Kalantzia, 2009; New London Group, 1996) allows for a variety of literacy modes that differ based on culture and context and are constantly changing by and for users based on specific cultural purposes. This is in direct relation to a change in which learners are “required to be users, players, creators and discerning consumers rather than spectators, delegates, audiences or quiescent consumers” (Cope & Kalantzia, 2009, p. 172). Its framework consists of four constructs: situated practice, overt instruction, critical framing, and transformed practice. Each construct is part of the whole and does not need to be implemented in a specific order.