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Digital Storytelling and Teachers' Disciplinary Multiliteracies

Digital Storytelling and Teachers' Disciplinary Multiliteracies

Sally Humphrey, Thu Ngo, Tingjia Wang
Copyright: © 2021 |Pages: 26
ISBN13: 9781799857709|ISBN10: 1799857700|EISBN13: 9781799857716
DOI: 10.4018/978-1-7998-5770-9.ch004
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MLA

Humphrey, Sally, et al. "Digital Storytelling and Teachers' Disciplinary Multiliteracies." Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education, edited by Leslie Haas and Jill Tussey, IGI Global, 2021, pp. 59-84. https://doi.org/10.4018/978-1-7998-5770-9.ch004

APA

Humphrey, S., Ngo, T., & Wang, T. (2021). Digital Storytelling and Teachers' Disciplinary Multiliteracies. In L. Haas & J. Tussey (Eds.), Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education (pp. 59-84). IGI Global. https://doi.org/10.4018/978-1-7998-5770-9.ch004

Chicago

Humphrey, Sally, Thu Ngo, and Tingjia Wang. "Digital Storytelling and Teachers' Disciplinary Multiliteracies." In Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education, edited by Leslie Haas and Jill Tussey, 59-84. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-5770-9.ch004

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Abstract

This chapter reports on a multidisciplinary research collaboration which aims to explore how digital stories may be used to support pre-service teachers across disciplinary boundaries of English, science, and health education. Digital stories play a distinct role in enacting disciplinary practices within each of these curriculum areas and provide a valuable context for expanding students' semiotic repertoire. By integrating digital storytelling in initial teacher education (ITE), the authors provide a pathway for teachers to develop pedagogic knowledge of genres that are distinctly disciplinary in their purpose but which draw on semiotic affordances and pedagogic practices from across boundaries of traditional literacy education. Drawing on digital stories produced for a range of purposes, they report on the metalanguage we have developed in our collaborative work to inform a coherent multiliteracies framework to build on and extend pre-service teachers' semiotic repertoire for functional, critical, and creative disciplinary practice.

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