Digital Storytelling and Teachers' Disciplinary Multiliteracies

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Author(s): Sally Humphrey (Australian Catholic University, Australia), Thu Ngo (Australian Catholic University, Australia)and Tingjia Wang (Australian Catholic University, Australia)
Copyright: 2021
Pages: 26
Source title: Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education
Source Author(s)/Editor(s): Leslie Haas (Xavier University of Louisiana, USA)and Jill Tussey (Buena Vista University, USA)
DOI: 10.4018/978-1-7998-5770-9.ch004

Keywords: Digital Literacy / Information Science Reference / K-12 Education / Library & Information Science

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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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