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Anderson and Macleroy (2017) researched the use of multilingual digital storytelling in the classroom. They specifically investigated how multilingual digital storytelling offered students the opportunity to explore their identity and the identity of the Other, to explore the interaction of language and culture in storytelling, and practice agency and responsibility in creating and managing their own stories.

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The stories were told using the language students were learning as a second language in the classroom and subtitles were placed in students' native language to allow for more people to view and understand the digital stories. Students translated their stories in the language they were learning and their native language.

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Each student brings their own culture to the storytelling activity and students discuss how characters with different cultures interact within the digital stories students create.

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Students use knowledge and skills from other content areas to create their digital stories. They use skills from drama classes to perform their stories. They use language arts skills to create a story for an international audience. They use art and music skills to create and choose what will be displayed and the soundtrack that accompanies their digital story.

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Families can be included to help with many aspects of the multilingual digital storytelling process. For example, families can assist with translating to and from their native languages, sharing their own cultural stories, providing technical help, and viewing the final product at the premiere.

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Students have agency and responsibility to tell their own digital stories and stay on track throughout the process. Many teachers in the study reported higher levels of student engagement due to students' feelings of agency and ownership of their projects, even when a whole class collaborated to tell one digital story.

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Be open to and allow students to explore complex topics in their digital storytelling. In the researched digital stories, many students created stories based on themes of war and migration.

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Prioritize allowing the project to be led by the learners and to include each students' voice. For students to explore their identities, they have to be able to fully explore and control their storytelling.

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Make sure that your use of digital storytelling allows students to have many opportunities for meaning making and international communication across the globe. Students should be allowed to be creative and critical in their portrayals of the world around them.

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I love projects that allow students to see their native language and the language they are learning as resources and as ways to communicate with different communities around the world. I could definitely see myself having students explore their world through a multilingual digital storytelling project, especially students at higher levels who have a lot of Spanish that they could use to complete something like this. This might be a really neat thing to do after AP tests happen in an AP Spanish class to allow students to still have meaningful things to do in class even though they already completed the AP test.

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Anderson and Macleroy (2017) do not mention the technological knowledge students would need to record and edit their digital storytelling videos. It also would be a lot of work for one person, if there was only one parent volunteer who was knowledgeable about video editing. I think that the authors should have provided other options that were less technology reliant, like live performances, one-shot videos that do not require editing or splitting the videos into 1-shot episodes that are played one after another, and utilizing video editing technologies students are already familiar with. For example, many students use and make TikTok videos, so the final product could utilize a TikTok video and editing format that many students are already familiar with.