iTell: Transliteracy and Digital Storytelling

Sukovic, Suzana

doi:10.1080/00048623.2014.951114

Cited by 32 publications

(28 citation statements)

References 18 publications

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“…DST also builds on the constructivist learning model in which students play a central role in exploring and building knowledge in a digital learning environment as creators, producers, and discussants rather than as mere passive listeners. Many studies (e.g., Lambert, 2013;McGee, 2015;Multisilta & Niemi, 2017;Niemi & Multisilta 2015;Sadik, 2008;Shelby-Caffey, Úbéda, & Jenkins, 2014;Sukovic, 2014;Woodhouse, 2008) have shown evidence that DST highlights participatory and constructive practices when creating the story.…”

Section: Digital Storytellingmentioning

confidence: 99%

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

et al. 2018

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The aim of this digital storytelling (DST) study was to investigate how students acquire twentyfirst-century competencies, here focusing on active knowledge creation and collaboration in math learning. The study also examined how engaged the students were in DST lessons and what teachers' perceptions of DST were as a learning method. DST was implemented in four Chinese and two Finnish classes with 10-and 11-year-old students. Data were collected quantitatively and qualitatively. The students assessed their learning experiences with structured questionnaires during and after the study. Students' behavior was also observed, and the teachers were interviewed. Quantitative data were analyzed using descriptive statistics and a linear regression analysis, and the qualitative data were analyzed using a content analysis. The study showed that the DST method guided students toward active collaborative learning; the students learned how to work in groups to produce new ideas, and they learned not only about math but also about how math relates to everyday life. The students were highly engaged throughout the study. Similarly, the teachers reported that the students displayed active knowledge creation and increased motivation and engagement. Results indicate that DST encourages students to apply new technology in their learning and supports students' development in math literacy and twenty-first-century competencies.

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Section: Digital Storytellingmentioning

confidence: 99%

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

et al. 2018

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“…One of digital storytelling tools which gather the writers around the globe is Storybird. Despite numerous literature on digital storytelling (Conrad, 2013;Robin, 2008;Sadik, 2008, Sukovic, 2014, there has been a scarce literature pertaining to writing using Storybird (Herrera, 2013;Menezes, 2012;Wertz, 2014) and a lack of research done in exploring on the students' view towards using Storybird in writing. As highlighted by Mustapha, Rahman, & Yunus (2010), looking into students' perception is important, for it delves into the classroom realities.…”

Section: Introductionmentioning

confidence: 99%

Students’ Experience of Using Storybird in Writing ESL Narrative Text

Zakaria¹,

Yunus²,

Nazri³

et al. 2016

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Equipping students with 21 st century skills has become the main focus among educators. In line with the Ministry of Education initiatives in transforming the framework of Malaysia Education system, 11 shifts charted are steered to witness the nation stay abreast, if not ahead of global trends. One of the major shifts is to leverage Information and Communications Technology (ICT) in order to escalate quality learning experience in the classrooms across the country. Therefore, preparation of teaching materials with meaningful technology integration is imperative to prepare students for the mastery of 21 st century skills. Thus, the assimilation of online tool into teaching and learning of writing skills is stimulating to elevate students' writing competency and motivations along the process. This study aims to identify students' experiences in using digital storytelling tool called Storybird in writing English as a Second Language (ESL) narrative text. Semi-structured interviews and observation are the instruments employed to collect data from 15 diploma students of a private university in Malaysia. The findings show that majority of the respondents reflect their positive experiences in using Storybird in writing ESL narrative text. This study has significant implications to shed some light on the potential use of Storybird as a pedagogical tool for English course.

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“…a certain level of complexity in developing new literacies in educational curricula posed a necessity for creating a unifying concept of transliteracy (Sukovic 2016), which is a "fluidity of movement across the field -between a range of contexts, modalities, technologies, and genres" (Sukovic 2014(Sukovic : 207, 2016. a concept of transliteracy "comes to the fore in information-and technology-rich environments, so it is based on information and Ict (information and communications technology) capabilities" (Sukovic 2016: 29).…”

Section: Cultural Change and New Literaciesmentioning

confidence: 99%

Acquisition of artistic literacy in multimodal learning via intersemiotic translation

Fadeev¹

2020

Punctum.

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The topic of teaching competence in artistic perception in school curricula has been investigated in the fields of education (Kindelan 2012), psychology (Vygotsky 1991), and semiotics (Ojamaa et al. 2019). Previous scholarship emphasizes the need to offer learners the opportunity to develop meaning-making abilities concerning different types of artistic texts. They also emphasized the educational value of establishing communication with and by means of such texts. This paper argues the educational value of acquiring artistic literacy in school education in the context of digital culture. We consider this acquisition process as the development of meaning-making abilities in relation to artistic texts and fostering learners’ ability to use artistic literacy as a symbolic psychological tool (Vygotsky 1978). We address this question by accentuating the role of semiotic mediation of artistic literacy. At the same time, we argue that artistic literacy acquisition can be established through intersemiotic translation among various multimodal artistic texts. In a practical sense, the paper attempts to develop a methodological framework for acquiring artistic literacy, conceptualized in terms of contemporary educational skills and competences. This paper also analyses the process of acquiring artistic literacy in relation to mediation in learning, the representation of texts, artistic work, and educational assessment. The analysis keeps account of the Tartu-Moscow Semiotic school framework and Lev Vygotsky’s theoretical framework, especially in addressing artistic work in education (Vygotsky 1971, 1978, 1991).

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iTell: Transliteracy and Digital Storytelling

Cited by 32 publications

References 18 publications

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland

Students’ Experience of Using Storybird in Writing ESL Narrative Text

Acquisition of artistic literacy in multimodal learning via intersemiotic translation

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