Digital Storytelling Revisited: An Educator's Use of an Innovative Literacy Practice

Autor/inn/en	Shelby-Caffey, Crystal; Úbéda, Edwin; Jenkins, Bethany
Titel	Digital Storytelling Revisited: An Educator's Use of an Innovative Literacy Practice
Quelle	In: Reading Teacher, 68 (2014) 3, S.191-199 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1273
Schlagwörter	Story Telling; Blended Learning; Reading Skills; Writing Skills; Grade 5; Elementary School Teachers; Teaching Methods; Technology Integration; Technology Uses in Education; Literacy Education; Films + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Film
Abstract	Digital storytelling has emerged as an innovative practice that allows students deeper engagement with content while encouraging the use of critical thinking and technological skills needed to navigate the ever changing digital terrain of the 21st century. The integration of traditional and new literacy practices is evident throughout the process of creating a digital story. Students use and enhance their reading and writing skills during the creation of a story that ultimately plays out as a digital movie. Within this article, the authors describe how a traditionally trained fifth grade teacher moved beyond her initial avoidance of technology and reframed literacy instruction in her classroom to incorporate digital storytelling. The article provides an illustration of how traditional literacy practices can be merged with new literacy practices to enhance teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10