Deoksoon Kim (김덕순), Ho-Ryong Park (박호룡), Oksana Vorobel
{"title":"Enriching Middle School Students’ Learning Through Digital Storytelling: A Multimodal Analytical Framework","authors":"Deoksoon Kim (김덕순), Ho-Ryong Park (박호룡), Oksana Vorobel","doi":"10.1177/20965311231182159","DOIUrl":null,"url":null,"abstract":"This study investigates middle school students’ learning experiences through digital storytelling, applying a multimodal analytical framework to uncover patterns in digital stories. This study explores how participants engage in pedagogical activities, reflect on their learning experiences, and articulate their voices through digital stories. Employing qualitative case study methods, we purposefully selected three 12-year-old female students at an urban school in the northern US. Analyses of digital stories and other data sources (interviews, classroom observations, and reflective journals) show that the students were engaged in both teaching and reflection. The findings describe (1) participants and their learning experiences, (2) students’ representational and interpersonal constructs as used in their digital stories, and (3) their participation as teachers as well as learners. Our multimodal analytical framework illuminates how students express themselves through digital stories. Our discussion focuses on students’ learning, their identity development, the effectiveness of the analytical framework, and pedagogical implications.","PeriodicalId":33103,"journal":{"name":"ECNU Review of Education","volume":" ","pages":""},"PeriodicalIF":2.7000,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"ECNU Review of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/20965311231182159","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
This study investigates middle school students’ learning experiences through digital storytelling, applying a multimodal analytical framework to uncover patterns in digital stories. This study explores how participants engage in pedagogical activities, reflect on their learning experiences, and articulate their voices through digital stories. Employing qualitative case study methods, we purposefully selected three 12-year-old female students at an urban school in the northern US. Analyses of digital stories and other data sources (interviews, classroom observations, and reflective journals) show that the students were engaged in both teaching and reflection. The findings describe (1) participants and their learning experiences, (2) students’ representational and interpersonal constructs as used in their digital stories, and (3) their participation as teachers as well as learners. Our multimodal analytical framework illuminates how students express themselves through digital stories. Our discussion focuses on students’ learning, their identity development, the effectiveness of the analytical framework, and pedagogical implications.