Enriching Middle School Students’Learning Through Digital Storytelling:A Multimodal Analytical Framework  

作　　者：Deoksoon Kim Ho-Ryong Park Oksana Vorobel 

机构地区：[1]Boston College Lynch School of Education-Teaching,Curriculum,and Society,I40 Commonwealth Avenue,Chestnut Hill,Massachusetts 02467-3800,US [2]Murray State University [3]City University of New York

出　　处：《ECNU Review of Education》2024年第2期357-383,共27页华东师大教育评论（英文）

摘　　要：Purpose 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.Design/Approach/Methods 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.Findings 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.Originality/Value 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.

关 键 词：Analytical framework digital stories identity middle school students MULTIMODALITY 

分 类 号：G455[文化科学—教育学]