Using Digital Storytelling as a Tool for Reflection in the Libyan EFL Literature Classroom

Introduction

It is not always possible to grasp the importance of reflective practice for learning. Reflection is generally considered a way of thinking with a purposeful outcome. It is therefore an important part of how we process thoughts, ideas, and situations. Dewey (1991) places great importance on reflection for human experience by explaining that we do not learn from experience; we learn by reflecting on experience. Dewey’s words have many implications for learning. When we reflect, we process knowledge, insights, and emotions that we already have (Moon, 2004). This process requires higher-order thinking skills (Imel, 1992), essential for learning. This shows how closely linked reflection and learning are, as higher levels of reflection lead to better learning opportunities. Learning itself is considered a reflective process because it draws on experience. Reflection is, therefore, “a process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, resulting in a changed conceptual perspective” (Boyd & Fales, 1983, p. 99). Thus, enhancing such higher-order skills is necessary across disciplines, especially in higher education, and educators should be able to evaluate instances where meaningful learning has taken place.

In classroom practice, evaluating students' learning would often require teachers to be selective in choosing practical tools and techniques. For example, digital storytelling (DST) has been widely used as a technique for learning (Rajendran & Yunus, 2021). As a modern expression for the ancient art of storytelling, DST uses multimedia technology, including computer-based tools like graphics, video clips, audio recordings, music, and text, to tell stories (Robin, 2008). In addition, research has shown its potential to develop language skills (Bull & Kajder, 2004) and improve student engagement, reflection, and critical thinking (Jenkins & Lonsdale, 2007; Robin, 2008; Sadik, 2008). It can be a powerful educational tool for engaging students in profound, meaningful learning (Barret, 2004).

Research studies have also shown the effectiveness of DST as a tool for reflection (Barret, 2004; McDrury & Alterio, 2003; Ohler, 2016; Welsch & Devlin, 2007). However, much of the research focuses on teacher education and professional training (Sonday, 2021), where trainees reflect on their teaching practice and share insights with others to develop as professionals. There is little empirical evidence on the application of DST in other contexts, such as reading and the literature classroom. There is, therefore, a lack of understanding of how DST helps learners develop their reflective practice and how the production of digital stories could enhance students' meaning-making skills when reading literature.

In Libyan higher education, the most recent research argues for independent learning and the need to move away from traditional classroom practices that do not value learners as the creators of knowledge (Abubaker, 2017; El Abbar, 2016; Elmahjoub & Lamb, 2019; Mohamed, 2017). By putting reflection at the heart of constructivist views of learning (Dewey, 1992) that focus on the learner, this chapter proposes using DST to develop Libyan EFL learners' understanding of and response to literary texts. The chapter reports on a case study investigating how DST could be used as a reflective tool to teach literature online during and beyond the COVID-19 pandemic. It, therefore, argues for its potential to move Libyan EFL classrooms towards learner-centeredness because, as the findings suggested, the unique multimodal features of DST helped students become active, independent learners, creating both an aesthetic and meaningful learning experience. Students engaged in critical thinking, self-reflection, creativity, and emotionally connected with the literary text.