Storytelling and Education in the Digital Age While the importance of the role of storytelling can hardly be overestimated, the impact of digitalization on this role is more ambivalent. In this second book-length publication of the programme Media and Education in the Digital Age-MEDA, the authors take a critical stance towards the alleged emancipative affordances of digital storytelling in education. The collection is inspired by the effort of making professional educators aware of the risks of the digital turn in educational storytelling but also of the opportunities and the conditions for critical engagements. Based on their research and field experience, fifteen scholars discuss in nine chapters these risks and opportunities, providing ideas, evidence, references and inspiration to educators and researchers. Notes on the Contributors Cristina Aliagas-Marín (PhD) is a Postdoctoral Researcher in the Faculty of Education at Universitat Autònoma de Barcelona. Her interests in research encompass Ethnography and Digital Literacies. She researches on matters of literacy, youth culture, identity and digital reading/writing practices. Within this broad area, her publications cover a variety of topics: digital literacies in children's and youth life, the interface between digital literacies and the curriculum, and the role of digital literacies in curriculum innovation and change. Among her publications, she has recently published, with her colleague Ana María Margallo, the study "iPads, Emergent Readers and Families" in M. Manresa and N. Real (Eds.), Digital Literature for Children (2015, Peter Lang).