Digital Storytelling in the Multilingual Academic Writing Classroom: Expanding the Possibilities

  • Joel Bloch The Ohio State University
Keywords ESL, higher education, technology and digital media, academic writing, digital literacy, multimodality, Visual literacy, second language writing, textual borrowing, voice, intertextuality
Keywords ESL, higher education, technology and digital media, academic writing, digital literacy, multimodality, Visual literacy, second language writing, textual borrowing, voice, intertextuality

Abstract

Digital storytelling is a form of multimedia where personal narratives are remixed with images, photos, and music. In this paper, I explore the questions raised by implementing digital stories in multilingual academic writing classes. I first discuss the goals of the courses for introducing students to the values and norms for academic writing, with importance given to the voice of the author and the use of textual borrowing. In the second part of the paper, I discuss the ways in which digital storytelling, which has primarily been developed outside the classroom in workshops and after school activities, can be implemented in a second language classroom. I argue that digital storytelling is one of the best forms of digital literacy for introducing students to the goals of the academic classroom. In the final section, I provide examples of student digital stories to illustrate how the students developed their voices in their personal narratives and borrowed multimedia to expand on those narratives. I conclude with suggestions that future research explore ways to help students learn to transfer the approaches they take to digital storytelling to their traditional academic writing assignments.

Author Biography

Joel Bloch, The Ohio State University
Joel Bloch has a PhD in Rhetoric from Carnegie Mellon University. He has published books on technology and writing, intellectual property and plagiarism, and multimodality and articles on technology, plagiarism and intellectual property, and digital literacies. He is currently retired but teaches one course per year on publishing at Ohio State.

References

Anderson, K.T., Stewart, O.G., & Kachorsky, D. (2017). Seeing academically marginalized students’ multimodal designs from a position of strength. Written Communication, 34(2), 104-134. http://doi.org/10.1177/0741088317699897

Anson, C.M. & Moore, J.L. (2016). Critical transitions: Writing and the question of transfer. Fort Collins, CO: The WAC Clearinghouse. Retrieved from https://wac.colostate.edu/books/ansonmoore

Atkinson, D., Crusan, D. Matsuda, P.K. Ortmeier-Hooper, C. Ruecker, T. Simpson, S. & Tardy, C.M. (2015). Clarifying the relationship between L2 writing and translingual writing: An open letter to writing studies editors and organization leaders. College English, 77(4), 383-386.

Auferheide, P. & Jaszi, P. (2012). Reclaiming fair use: How to put balance back in copyright. Chicago, IL: University of Chicago Press.

Bates, A.W. (2015). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. Vancouver, BC: Tony Bates Associates Ltd. Retrieved from https://opentextbc.ca/teachinginadigitalage

Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison, WI: The University of Wisconsin Press.

Bazerman, C. (2013). A Rhetoric of literate action. Fort Collins, CO: The WAC Clearinghouse. Retrieved from http://wac.colostate.edu/books/literateaction/v1/

Belcher, D. D. (2017). On becoming facilitators of multimodal composing and digital design. Journal of Second Language Writing, 38, 80-85. http://doi.org/10.1016/j.jslw.2017.10.004

Belcher, D. D. & Hirvela, A. (Eds.). (2008). The oral/literate connection: Perspectives on L2 speaking, writing, and other media interactions. Ann Arbor, MI: University of Michigan Press.

Bloch, J. (2008). Blogging as a bridge between multiple forms of literacy: The use of blogs in an academic writing class. In D. Belcher & A. Hirvela (Eds.), Oral/Written Connections (pp. 288-309). Ann Arbor, MI: University of Michigan Press.

Bloch, J. (2010). A concordance-based study of the use of reporting verbs as rhetorical devices in academic papers. Journal of Writing Research, 2(2), 219-244. http://doi.org/10.17239/jowr-2010.02.02.7

Bloch, J. (2012). Plagiarism, intellectual property and the teaching of L2 writing. Bristol, U.K.: Multilingual Matters.

Bloch, J. (2015). The use of digital storytelling in an academic writing course: The story of an immigrant. In M. Roberge, K. M. Losey, & M. Wald (Eds.), Teaching U.S-educated multilingual writers: Practices from and for the classroom (pp. 178-204). Ann Arbor, MI: University of Michigan Press.

Bloch. J. & Wilkinson, M.J. (2013). Teaching digital literacies. Alexandria, VA: TESOL Press.

Blum, S.D. (2009). My word! Plagiarism and college culture. Ithaca, NY: Cornell University Press.

Bruner, J. S. (1994). Life as narrative. In A. H. Dyson & C. Genishi (Eds.), The need for story: Cultural diversity in classroom and community (pp. 28-37). Urbana, IL: National Council of Teachers of English.

Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. Modern Language Journal, 95(3), 401–417. http://doi.org/10.1111/j.1540-4781.2011.01207.x

Casanave, C.P. (2017). Controversies in second language writing: Dilemmas and decisions in research and instruction (2nd ed.). Ann Arbor: University of Michigan Press.

Christiansen, M. S., & Koelzer, M-L. (2016). Digital storytelling: Using different technologies for EFL. MEXTESOL Journal, 40, 1-14. Retrieved from http://www.mextesol.net/journal/index.php?page=journal&id_article=1338

DasBender, G. (2016). Liminal space as a generative site of struggle: Writing transfer and l2 students. In C. Anson & J. Moore (Eds.), Critical transitions: Writing and the question of transfer (pp. 273-298). Fort Collins, CO: The WAC Clearinghouse. Retrieved from http://wac.colostate.edu/books/ansonmoore/transfer.pdf

Gibson, J.J. (1979). A theory of affordances. In The ecological approach to visual perception. New York: Psychological Press.

Hafner, C.A. (2013). Digital composition in a second or foreign language. TESOL Quarterly, 47(4), 830-834. http://doi.org/10.1002/tesq.135

Hafner, C.A. (2015). Remix culture and English language teaching: the expression of learner voice in digital multimodal compositions. TESOL Quarterly, 49(3), 486–50. http://doi.org/10.1002/tesq.238

Hafner, C.A., Chik, A., & Jones, R.H. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1-7. Retrieved from http://llt.msu.edu/issues/october2015/commentary.pdf

Hoffman, R. (2014). The tensions of scientific storytelling. American Scientist, 102, 250-253.

Howard, R.M. (1999). Standing in the shadow of giants: Plagiarists, authors, collaborators. Stamford, CO: Ablex.

Howard, R.M. (2007). Understanding “internet plagiarism.” Computers and Composition, 24(1), 3-15. http://doi.org/10.1016/j.compcom.2006.12.005

Hull, G.A. & Nelson, M.E. (2005). Locating the semiotic power of multimodality. Written Communication, 22(5), 224-261. http://doi.org/10.1177/0741088304274170

Hull, G.A. & Katz, M.L. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41(1), 43-81. Retrieved from http://www.ncte.org/pubs/journals/rte/issues

Kress, G. (2003). Literacy in the new media age. London: Routledge.

Lambert, J. (2012). Digital storytelling: Capturing lives, creating community (3rd ed.). Berkeley, CA: Center for the Study of Digital Storytelling.

Latour, B. (1988). Science in action: How to follow scientists and engineers through society. Cambridge, MA: Harvard University Press.

Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford: Oxford University Press.

Lea, M. & Street, B. (2006). The “academic literacies” model: Theory and applications. Theory into Practice, 45(4), 368-377. https://doi.org/10.1207/s15430421tip4504_11

Lessig, L. (2009). Remix: Making art and commerce thrive in the hybrid economy. New York, NY: Penguin.

Lillis, T. & Scott, A. (2007). Defining academic literacies research: issues of epistemology, ideology and strategy. Journal of Applied Linguistics, 4(1), 5-32. http://doi.org/10.1558/japl.v4i1.5

Matsuda, P.K. (2001). Voice in Japanese written discourse: Implications for second language writing. Journal of Second Language Writing, 10(3), 35-53. http://doi.org/10.1016/S1060-3743(00)00036-9

Medawar, P. (1984). Pluto's republic: Incorporating the art of the soluble and induction and intuition in scientific thought. Oxford: Oxford University Press.

New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92.

Norman, D. (1988). The design of everyday things. New York, NY: Doubleday.

Palmeri, J. (2012). Remixing composition: A history of multimodal writing pedagogy. Carbondale, IL: Southern Illinois University Press.

Perkins, D.N. & Salomon, G. (1988). Teaching for transfer. Educational Leadership, 46(1), 22-32.

Potts, D. (2013). Plurilingualism as multimodal practice. TESOL Quarterly, 47(3), 625-630. http://doi.org/10.1002/tesq.118

Rose, M. (1989). Lives on the boundary: A moving account of the struggles and achievements of America’s educational underclass. New York, NY: Penguin Books.

Selber, S. (2004). Multiliteracies for a digital age. Urbana, IL: NCTE Press.

Selfe, C.L. (2009). The movement of air, the breadth of meaning: Aurality and multimedia composing. College Composition and Communication, 60(4), 616-663.

Shi, L. (2010). Textual appropriation and citing behaviours of university undergraduates. Applied Linguistics, 31(1), 1–24. http://doi.org/10.1093/applin/amn045

Swales, J.M. (1991). Research genres: Explorations and applications. Cambridge, UK: Cambridge University Press.

Soler Pardo, B. (2014). Digital storytelling: A case study of the creation, and narration of a story by EFL learners. Digital Education Review, 26, 74-84. Retrieved from https://files.eric.ed.gov/fulltext/EJ1058468.pdf

Tardy, C.M. (2016). Beyond convention: Genre innovation in academic writing. Ann Arbor, MI: University of Michigan Press.

Tendero, A. (2006). Facing versions of the self: The effects of digital storytelling on English education. Contemporary Issues in Technology and Teacher Education, 6(2), 174-194. Retrieved from http://www.citejournal.org/volume-6/issue-2-06/english-language-arts/facing-versions-of-the-self-the-effects-of-digital-storytelling-on-english-education/

Vinogradova, P., Linville, H.A., & Bickel, B. (2011). “Listen to my story and you will know me”: Digital stories as student-centered collaborative projects. TESOL Journal, 2(2), 173–202. http://doi.org/10.5054/tj.2011.250380

Yancey, K.B. (2004). Made not only in words: Composition in a new key. College Composition and Communication, 56(2), 297-328.

Yancey, K.B., Robertson, L. & Tacsak, K. (2014). Writing across contexts: Transfer, composition, and cultures of writing. Boulder, CO: University Press of Colorado.

Yang, Y.F. (2012). Multimodal composing in digital storytelling. Computers and Composition, 29(3), 221-238. http://doi.org/10.1016/j.compcom.2012.07.001

Yu, L.M. & Odlin, T. (2015). New perspectives on transfer in second language learning. Bristol, UK: Multilingual Matters.
Published
2018-02-22
Section
Articles