https://padlet.com/acadmus2/yt1o0xyc1y6i2yor Anderson, J., & Macleroy, V. (2017). Connecting worlds: Interculturality, identity and multilingual digital stories in the making. Language and Intercultural Communication, 17(4), 494– 517. https​://doi.org/10.1080/14708​477.2017.1375592 en-us 2021-02-17 02:02:47 UTC 2021-04-30 00:33:21 UTC hello@padlet.com acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222198841 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. ]]> 2021-02-20 23:31:23 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222198841 acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222201117 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. ]]> 2021-02-20 23:34:38 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222201117 acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222202472 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. ]]> 2021-02-20 23:36:32 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222202472 acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222203963 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. ]]> 2021-02-20 23:38:47 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222203963 acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222205785 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. ]]> 2021-02-20 23:41:35 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222205785 acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222207944 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. ]]> 2021-02-20 23:44:41 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222207944 acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222209788 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. ]]> 2021-02-20 23:47:12 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222209788 acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222228661 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. ]]> 2021-02-21 00:16:12 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222228661 acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222229383 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. ]]> 2021-02-21 00:17:17 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222229383 acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222231109 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. ]]> 2021-02-21 00:20:02 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1222231109 acadmus2 https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1404383056 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. ]]> 2021-04-11 15:29:28 UTC https://padlet.com/acadmus2/yt1o0xyc1y6i2yor/wish/1404383056