Digital storytelling and teachers' disciplinary multiliteracies

Book chapter

Humphrey, Sally Louise, Ngo, Thu Thi Bich and Wang, Tingjia. (2021). Digital storytelling and teachers' disciplinary multiliteracies. In Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education pp. 59-84 IGI Global. https://doi.org/10.4018/978-1-7998-5770-9.ch004
AuthorsHumphrey, Sally Louise, Ngo, Thu Thi Bich and Wang, Tingjia
Abstract

This chapter reports on a multidisciplinary research collaboration which aims to explore how digital stories may be used to support pre-service teachers across disciplinary boundaries of English, science, and health education. Digital stories play a distinct role in enacting disciplinary practices within each of these curriculum areas and provide a valuable context for expanding students' semiotic repertoire. By integrating digital storytelling in initial teacher education (ITE), the authors provide a pathway for teachers to develop pedagogic knowledge of genres that are distinctly disciplinary in their purpose but which draw on semiotic affordances and pedagogic practices from across boundaries of traditional literacy education. Drawing on digital stories produced for a range of purposes, they report on the metalanguage we have developed in our collaborative work to inform a coherent multiliteracies framework to build on and extend pre-service teachers' semiotic repertoire for functional, critical, and creative disciplinary practice.

KeywordsStorytelling in education; Media literacy; Computer literacy
Page range59-84
Year01 Jan 2021
Book titleConnecting Disciplinary Literacy and Digital Storytelling in K-12 Education
PublisherIGI Global
Place of publicationUnited States
ISBN9781799857709
Digital Object Identifier (DOI)https://doi.org/10.4018/978-1-7998-5770-9.ch004
Web address (URL)https://www.igi-global.com/gateway/chapter/268212
Open accessPublished as non-open access
Research or scholarlyResearch
Output statusPublished
Publication dates
Print2021
Publication process dates
Deposited22 Feb 2024
Permalink -

https://acuresearchbank.acu.edu.au/item/90334/digital-storytelling-and-teachers-disciplinary-multiliteracies

Log in to edit
  • 10
    total views
  • 0
    total downloads
  • 4
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Modelling Paralanguage Using Systemic Functional Semiotics - Theory and Application
Ngo, Thu Thi Bich, Hood, Susan, Martin, J, Painter, Claire, Smith, Bradley and Zappavigna, Michele. (2022). Modelling Paralanguage Using Systemic Functional Semiotics - Theory and Application Bloomsbury Academic.
Exploring a systemic functional semiotics approach to understanding emotional expression in singing performance : Implications for music education
Ngo, Thu and Spreadborough, Kristal. (2022). Exploring a systemic functional semiotics approach to understanding emotional expression in singing performance : Implications for music education. Research Studies in Music Education. 44(3), pp. 451-474. https://doi.org/10.1177/1321103X211034694
Multimodal literacy in school science
Unsworth, Len, Tytler, Russell, Fenwick, Lisl, Humphrey, Sally, Chandler, Paul, Herrington, Michele and Pham, Lam. (2022). Multimodal literacy in school science Routledge. https://doi.org/10.4324/9781003150718
Teacher orchestration of language and gesture in explaining science concepts in images
Ngo, Thu, Unsworth, Len and Herrington, Michele. (2022). Teacher orchestration of language and gesture in explaining science concepts in images. Research in Science Education. 52(3), pp. 1013-1030. https://doi.org/10.1007/s11165-021-10011-z
The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies
Humphrey, Sally. (2021). The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies. Language and Education. 35(2), pp. 140-159. https://doi.org/10.1080/09500782.2020.1772282
New Descriptions of Metalanguage for Supporting English Language Learners’ Writing in the Early Years : A Discourse Perspective
Humphrey, Sally Louise and Hao, Jing. (2019). New Descriptions of Metalanguage for Supporting English Language Learners’ Writing in the Early Years : A Discourse Perspective. In The Handbook of TESOL in K-12 pp. 213-229 Wiley-Blackwell. https://doi.org/10.1002/9781119421702.ch14
Reading nominalizations in senior science
Hao, Jing and Humphrey, Sally. (2019). Reading nominalizations in senior science. Journal of English for Academic Purposes. 42, p. Article: 100793. https://doi.org/10.1016/j.jeap.2019.100793
Teaching multimodal literacy : A focus on the comprehension and representation of gesture in oral interactions
Ngo, Thu. (2019). Teaching multimodal literacy : A focus on the comprehension and representation of gesture in oral interactions. In In de Silva Joyce, Helen and Feez, Susan (Ed.). Multimodality across classrooms : Learning about and through different modalities pp. 115-127 Routledge. https://doi.org/10.4324_9780203701072-8
‘We can speak to the world’ : Applying meta-linguistic knowledge for specialized and reflexive literacies
Humphrey, Sally. (2018). ‘We can speak to the world’ : Applying meta-linguistic knowledge for specialized and reflexive literacies. In In Harman, Ruth (Ed.). Bilingual learners and social equity : Critical approaches to systemic functional linguistics pp. 45-69 Springer. https://doi.org/10.1007/978-3-319-60953-9_3
Gesture as transduction of characterisation in children's literature animation adaptation
Ngo, Thu. (2018). Gesture as transduction of characterisation in children's literature animation adaptation. Australian Journal of Language and Literacy. 41(1), pp. 30 - 43.
Gesture as transduction of characterisation in children’s literature animation adaptation
Ngo, Thu. (2018). Gesture as transduction of characterisation in children’s literature animation adaptation. Australian Journal of Language and Literacy. 41(1), pp. 30 - 43.
We can speak to the world': applying meta-linguistic knowledge for specialized and reflective literacies
Humphrey, Sally. (2017). We can speak to the world': applying meta-linguistic knowledge for specialized and reflective literacies. In In R. Harman (Ed.). Bilingual Learners and Social Equity: Critical Approaches to Systemic Functional Linguistics pp. 45 - 69 Springer. https://doi.org/10.1007/978-3-319-60953-9
Academic literacies in the middle years: a framework for enhancing teacher knowledge and student achievement
Humphrey, Sally. (2017). Academic literacies in the middle years: a framework for enhancing teacher knowledge and student achievement Routledge.
Developing a differentiated model for the teaching of creative writing to high performing students
Ngo, Thu Thi Bich. (2016). Developing a differentiated model for the teaching of creative writing to high performing students. English in Australia. 51(2), pp. 63 - 73.
Direct instruction fit for purpose: Applying a metalinguistic toolkit to enhance creative writing in the early secondary years
Humphrey, Sally Louise and Feez, Susan. (2016). Direct instruction fit for purpose: Applying a metalinguistic toolkit to enhance creative writing in the early secondary years. Australian Journal of Language and Literacy. 39(3), pp. 207 - 219.
Genre pedagogy in higher education: The SLATE Project
Dreyfus, Shoshana J., Humphrey, Sally Louise, Mahboob, Ahmar and Martin, James R.. (2016). Genre pedagogy in higher education: The SLATE Project Palgrave Macmillan.
Developing teachers' professional knowledge for discipline literacy instruction
Humphrey, Sally and Macnaught, Lucy. (2016). Developing teachers' professional knowledge for discipline literacy instruction. In In H. de Silva Joyce (Ed.). Language at work: Analysing language use in work, education, medical and museum contexts pp. 68 - 86 Cambridge Scholars Publishing.
EAP in school settings
Humphrey, Sally Louise. (2016). EAP in school settings. In In K. Hyland and P. Shaw (Ed.). The Routledge handbook of English for academic purposes pp. 447 - 460 Routledge.
Building a critical stance in academic and civic discourse : Burnishing and tarnishing
Humphrey, Sally. (2015). Building a critical stance in academic and civic discourse : Burnishing and tarnishing. TESOL International Journal. 10(1), pp. 47 - 61.
Peeling the onion - A textual model of critical analysis
Humphrey, Sally and Economou, Dorothy. (2015). Peeling the onion - A textual model of critical analysis. Journal of English for Academic Purposes. 17, pp. 37 - 50. https://doi.org/10.1016/j.jeap.2015.01.004
How one school has developed a metalinguistic toolkit for supporting multilingual students as writers
Humphrey, Sally L.. (2015). How one school has developed a metalinguistic toolkit for supporting multilingual students as writers. English in Australia. 50(1), pp. 55 - 65.
Reworking the appraisal framework in ESL research : Refining attitude resources
Ngo, Thu and Unsworth, Len. (2015). Reworking the appraisal framework in ESL research : Refining attitude resources. Functional Linguistics (online). 2(1), pp. 1 - 24. https://doi.org/10.1186/s40554-015-0013-x
A 4X4 literacy toolkit for employment English language learners for academic literacies
Humphrey, Sally. (2015). A 4X4 literacy toolkit for employment English language learners for academic literacies. In In K. Malu and M. B. Schaefer (Ed.). Research on teaching and learning with the literacies of young adolescents pp. 49 - 72 Information Age Publishing.
Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years
Humphrey, Sally and Macnaught, Lucy. (2015). Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years. TESOL Quarterly. 50(4), pp. 792 - 816. https://doi.org/10.1002/tesq.247
Supporting the transference of knowledge about language within teacher education programs
Fenwick, Lisl, Endicott, Michele, Quinn, Marie and Humphrey, Sally. (2014). Supporting the transference of knowledge about language within teacher education programs. Australian Journal of Teacher Education. 39(11), pp. 81 - 107. https://doi.org/10.14221/ajte.2014v39n11.6
Developing deep understanding about language in undergraduate pre-service teacher programs through the application of knowledge
Fenwick, Lisl, Humphrey, Sally, Quinn, Marie and Endicott, Michele. (2014). Developing deep understanding about language in undergraduate pre-service teacher programs through the application of knowledge. Australian Journal of Teacher Education. 39(1), pp. 1 - 38. https://doi.org/10.14221/ajte.2014v39n1.4
Marginal words-sophisticated attitudinal meaning making resources in the Vietnamese language: Implications for the shaping of Vietnamese teaching in the Australian curriculum: Languages (Vietnamese)
Ngo, Thu Thi Bich. (2014). Marginal words-sophisticated attitudinal meaning making resources in the Vietnamese language: Implications for the shaping of Vietnamese teaching in the Australian curriculum: Languages (Vietnamese). Babel. 49(1), pp. 26 - 35.
Empowering adolescents for activist literacies
Humphrey, Sally. (2013). Empowering adolescents for activist literacies. Journal of Language and Literacy Education. 9(1), pp. 114 - 135.
And the word became text: A 4x4 toolkit for scaffolding writing in secondary English
Humphrey, Sally. (2013). And the word became text: A 4x4 toolkit for scaffolding writing in secondary English. English in Australia. 48(1), pp. 46 - 55.
Deconstructing written genres in Undergraduate Biology
Humphrey, Sally and Hao, Jing. (2013). Deconstructing written genres in Undergraduate Biology. Linguistics and the Human Sciences. 7(1), pp. 29 - 53.
Designing a reading pedagogy for undergraduate biology students
Humphrey, Sally. (2013). Designing a reading pedagogy for undergraduate biology students. Linguistics and the Human Sciences. 7(1), pp. 55 - 76. https://doi.org/10.1558/lhs.v7i1-3.55
Resourcing teachers to tide the semantic wave to whole school literacy development
Humphrey, Sally and Robinson, Sandra. (2012). Resourcing teachers to tide the semantic wave to whole school literacy development. In J. Wright (Ed.). Proceedings of the Joint AARE-APERA International Conference. Australia: Australian Association for Research in Education. pp. 1 - 12
Enhancing expressions of attitudes: Achieving equity for international students in everyday communication
Unsworth, Len, Feez, Susan and Ngo, Thu. (2012). Enhancing expressions of attitudes: Achieving equity for international students in everyday communication. TESOL in Context. S3, pp. 1 - 10.
Using a 4x4 framework for whole school literacy development
Humphrey, Sally L. and Robinson, Sandra H.. (2012). Using a 4x4 framework for whole school literacy development. In J S Knox (Ed.). To boldly proceed: Papers from the 39th International Systemic Functional Congress. Australia: The 39th International Systemic Functional Congress. pp. 81 - 86
A multi-level language toolkit for the Australian curriculum: English
Love, Kristina and Humphrey, Sally. (2012). A multi-level language toolkit for the Australian curriculum: English. Australian Journal of Language and Literacy. 35(2), pp. 173 - 191.
Burnishing and tarnishing in academic literacy
Hao, Jing and Humphrey, Sally. (2012). Burnishing and tarnishing in academic literacy. In J. S. Knox (Ed.). To boldly proceed: Papers from the 39th International Systemic Functional Congress. Australia: The 39th International Systemic Functional Congress. pp. 15 - 20
Understanding joint construction in the tertiary context
Dreyfus, S. J., MacNaught, L. and Humphrey, Sally. (2011). Understanding joint construction in the tertiary context. Linguistics and the Human Sciences (print version). 4(2), pp. 135 - 160. https://doi.org/10.1558/lhs.v4i2.135
Revisiting joint construction in the tertiary context
Humphrey, Sally Louise and MacNaught, Lucy. (2011). Revisiting joint construction in the tertiary context. Australian Journal of Language and Literacy. 34(1), pp. 98 - 116.
Working Grammar: An introduction for secondary English teachers
Humphrey, Sally, Love, Kristina and Droga, Louise. (2011). Working Grammar: An introduction for secondary English teachers Pearson Australia Group Pty Ltd.
Genre pedagogy meets e-learning: The LCC project in English Language Education
Mahboob, Ahmar, Humphrey, Sally, Webster, Jonathan, Wong, Eva, Wong, Crusher and Chan, A. (2010). Genre pedagogy meets e-learning: The LCC project in English Language Education. 5th International Symposium on Teaching English at Tertiary Level Hong Kong Polytechnic University. China: Department of English, The Hong Kong Polytechnic University. pp. 23 - 36
Appliable Linguistics and English Language Teaching: the Scaffolding Literacy in Adult and Tertiary Environments (SLATE) project
Mahboob, Ahmar, Dreyfus, Shoshana, Humphrey, Sally and Martin, J. R.. (2010). Appliable Linguistics and English Language Teaching: the Scaffolding Literacy in Adult and Tertiary Environments (SLATE) project. In Appliable Linguistics: Texts, contexts, and meanings pp. 25 - 43 Continuum International Publishing Group Ltd.
The 3x3: setting up a linguistic toolkit for teaching academic writing
Humphrey, Sally, Martin, J. R., Dreyfus, Shoshana and Mahboob, Ahmar. (2010). The 3x3: setting up a linguistic toolkit for teaching academic writing. In Appliable Linguistics: Texts, contexts, and meanings pp. 185 - 199 Continuum International Publishing Group Ltd.
Enacting rhetoric in the civic domain
Humphrey, Sally. (2010). Enacting rhetoric in the civic domain. English in Australia. 45(3), pp. 9 - 20.
Modelling Social Affiliation and genre in the Civic Domain
Humphrey, Sally. (2010). Modelling Social Affiliation and genre in the Civic Domain. In Appliable Linguistics: Texts, contexts, and meanings pp. 76 - 91 Continuum International Publishing Group Ltd.
The role of coupling in biological experimental reports
Hao, Jing and Humphrey, Sally. (2009). The role of coupling in biological experimental reports. Linguistics and the Human Sciences. 5(2), pp. 169 - 194. https://doi.org/10.1558/lhs.v5i2.169
Senior secondary English and its goals: making sense of 'The Journey'
Christie, F and Humphrey, Sally. (2008). Senior secondary English and its goals: making sense of 'The Journey'. In In Unsworth, Len (Ed.). New Literacies and the English Curriculum: Multimodal Perspectives pp. 215 - 237 Continuum International Publishing Group Ltd.
Games and law: History, content, practice and law
Fitzgerald, Brian, Humphrey, Sal, Banks, John A., Done, Keith and Suzor, Nic P.. (2007). Games and law: History, content, practice and law. In Brian F. Fitzgerald (Ed.). Open Content Licensing: Cultivating the Creative Commons. Sydney, NSW: Sydney University Press. pp. 196 - 229