ql-align-justify"> Technological advancement over several decades has led to the rise of digitally mediated multimodal texts and platforms, such as social networking sites, podcasts, blogs, vlogs, animations, infographics, videogames, virtual reality, augmented reality, and more. These develop-ments have changed how people organize and document their lives,revolutionized personal communication, information processing, social participation and blurred the boundaries between private and public. (Barton & Lee, 2013). Language and literacy educa-tors can learn how digital environments facilitate student-initiated and student-controlled—i.e., autonomous—language learning (Barton &Lee, 2013). One way to integrate such an agenda inEnglish Language Teaching is engaging students in digital multi-modal composing (DMC), deﬁned as the use of digital tools to con-struct various genres of texts that draw on multiple modes (e.g.,languages, visuals, sounds, etc.; Hafner, 2019).

One of the strengths of digital storytelling is that it makes students more creative and interested in what they're doing because they get to make stories that are based on their own interests and experiences. It also encourages multimodal literacy which helps students learn how to combine text with pictures, sounds and other types of media. Collaboration is often encouraged, further developing communication and critical thinking skills. However, digital storytelling can take a long time or can be time consuming and need technology which can be a problem in some classrooms. Students who are not as sure of their multimedia skills may also need extra help to fully participate.

Digital storytelling has taught me that learning to write isn't just about memorizing rules or copying examples. students write their own stories using text pictures, audio or video in this method which makes writing feel personal and important. I like that it lets students share their thoughts, feelings and creativity instead of just trying to make a “perfect” sentence. It also encourages people to work together because telling stories and giving feedback helps us see things from different perspectives and improve our work together. One thing I noticed is that digital storytelling can take a long time and not everyone may be comfortable with technology but I think it's worth the work because it teaches skills that are useful outside of school like how to talk to people, be creative and of course to think critically. Digital storytelling is more alive and relevant than traditional teacher-centered methods that focus on memorization. It also shows me that literacy is not just about knowing the rules but also about using words and media to share ideas with others.

References:

Kendrick, M., Early, M., Michalovich, A., & Mangat, M. (2022). Digital Storytelling with youth from Refugee Backgrounds: Possibilities for language and digital literacy learning. TESOL Quarterly, 56(3), 961–984. https://doi.org/10.1002/tesq.3146

Shahid, M., & Khan, M. R. (2022). Use of digital storytelling in classrooms and beyond. Journal of Educational Technology Systems, 51(1), 63–77. https://doi.org/10.1177/00472395221112599

Authentic Literacy Pedagogy: Digital Storytelling