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Reading-to-Learn from Subject Matter Texts: A Digital Storytelling Circle Approach

Reading-to-Learn from Subject Matter Texts: A Digital Storytelling Circle Approach

Maryann Tatum Tobin, William E. Blanton
Copyright: © 2014 |Pages: 24
ISBN13: 9781466659827|ISBN10: 1466659823|EISBN13: 9781466659834
DOI: 10.4018/978-1-4666-5982-7.ch011
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MLA

Tobin, Maryann Tatum, and William E. Blanton. "Reading-to-Learn from Subject Matter Texts: A Digital Storytelling Circle Approach." Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson and Clif Mims, IGI Global, 2014, pp. 219-242. https://doi.org/10.4018/978-1-4666-5982-7.ch011

APA

Tobin, M. T. & Blanton, W. E. (2014). Reading-to-Learn from Subject Matter Texts: A Digital Storytelling Circle Approach. In R. Anderson & C. Mims (Eds.), Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings (pp. 219-242). IGI Global. https://doi.org/10.4018/978-1-4666-5982-7.ch011

Chicago

Tobin, Maryann Tatum, and William E. Blanton. "Reading-to-Learn from Subject Matter Texts: A Digital Storytelling Circle Approach." In Handbook of Research on Digital Tools for Writing Instruction in K-12 Settings, edited by Rebecca S. Anderson and Clif Mims, 219-242. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5982-7.ch011

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Abstract

Digital storytelling circles (DSCs) are multimodal platforms aimed at improving students' comprehension of subject matter texts. In a small group, students in a DSC engage in reading, writing, speaking, listening, viewing, using digital tools, and manipulating texts and instructional strategies. Roles are assigned to each group member as they use the tools provided by the multimodal platform to create a digital story. Most of the literature supports the notion that the experience of creating digital stories can have a positive impact on students' acquisition of literacy skills and their motivation to engage with the text. This chapter presents a model for using DSCs in the post-reading phase of a Directed Reading Activity (DRA). Case study findings highlight two DSCs that exhibited qualities of developing the literacy strategies necessary in reading-to-learn with complex content area texts.

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