Telling Tales with Talking Texts: Developing Language and Literacy with Digital Tools

Telling Tales with Talking Texts: Developing Language and Literacy with Digital Tools

Sheila Flihan (The College of Saint Rose, USA)
DOI: 10.4018/978-1-4666-6042-7.ch055
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Abstract

Using a case study design, this study examined how Microsoft Photo Story 3 for digital storytelling influenced the language and literacy development of an eighteen-year-old English Language Learner. It describes the role of digital storytelling in the development of oral fluency, word knowledge, grammar, and language use. Data included semi-structured participant interviews, conversations with the parent as key informant, and artifacts including the participant's notes, written and recorded drafts, and final digital text. From a sociocognitive perspective, findings indicate that Microsoft Photo Story 3 is a collaborative tool that creates student centered teaching and learning experiences. Findings indicate that multiple written and recorded drafts composed during the digital storytelling process provided focus for language and literacy instruction and encouraged use of reading, writing, listening, and speaking during all stages of the composing process. Findings have the potential to inform how we teach and learn with digital tools and texts.
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A Sociocognitive Perspective Of Language And Literacy

A sociocognitive perspective of language and literacy informs this study of digital storytelling. Based on this perspective, literacy is the processes and practices of constructing and communicating meaning that are valued and fostered among members of particular social or cultural groups (Langer, 1987). Members of these groups develop and refine their literacy through their interactions with other, more skilled group members who model literacy by creating and conveying meaning in ways deemed appropriate and valuable within the community (Rogoff, 1990; Vygotsky, 1962, 1978; Wertsch, 1993). From a sociocognitive perspective, literacy is never static. The tools, processes and practices of literacy are constantly evolving based on the needs and values of the community members. In the 21st century, membership in actual and virtual communities requires the use of digital tools and texts to create and communicate meaning (Coiro, Knobel, Lankshear, & Leu, 2008; Leu, Kinzer, Coiro, & Cammack, 2004).

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