Journal of Convergence for Information Technology (융합정보논문지)

Convergence Society for SMB (중소기업융합학회)
권호 표지
DOI QR코드

DOI QR Code

Digital Multimodal Storytelling: Understanding Learner Perceptions

디지털 멀티모달 스토리텔링: 학습자 인식에 대한 이해

  • Chung, Sun Joo (Department of English Language and Literature, Gachon University)
  • 정선주 (가천대학교 영미어문학과)
  • Received : 2021.02.04
  • Accepted : 2021.03.20
  • Published : 2021.03.28
Download PDF
⟨ Previous Next ⟩

Abstract

The present study intends to understand how multimodality can be implemented in a content course curriculum and how students perceive multimodal tasks. Twenty-eight students majoring in English were engaged in a digital storytelling assignment as a part of the content curriculum. Findings from the questionnaire and reflective essays that investigated students perceptions of digital storytelling showed that students felt that the assignment helped them engage in the task and felt motivated. In comparison to traditional writing tasks, students perceived digital storytelling to be more engaging and motivating, but felt that the assignment required more mental effort and caused more anxiety. By supporting students to explore technology and implement multimodal aspects in the learning process, digital storytelling can encourage engagement and autonomous learning to create meaningful works that are purposeful and enjoyable.

본 연구는 다중양식의 대학 전공수업에의 적용 가능 여부와, 학생들의 다중양식 과업에 대한 인식을 살펴보는 것을 목적으로 한다. 이 연구를 위해 28명의 영어를 전공하는 학생들이 전공수업의 일환으로 디지털 스토리텔링 과제를 수행하였다. 디지털 스토리텔링에 대한 학생들의 인식을 조사한 설문지와 성찰지를 분석해 본 결과, 디지털 스토리텔링 과제가 학생들의 적극적 참여와 동기부여를 제공한다는 사실을 알게 되었다. 그러나 다른 한편으로, 디지털 스토리텔링 과제는 학생들에게 더 많은 정신적 노력을 요구하고 더 많은 긴장을 초래한다는 사실도 알게 되었다. 디지털 스토리텔링은 학생들로 하여금 다양한 기술을 공부하게 하고 학습 과정 중에 다중양식 측면을 적용할 수 있도록 지원함으로써, 학생들의 적극적 참여를 유도하고 유의미하고 재미있는 결과를 가져오는 자기주도 학습을 유도할 수 있다.

Keywords

References

  1. M. Li. (2020). Multimodal pedagogy in TESOL teacher education. System, 94, 1-13. DOI : 10.1016/j.system.2020.102337
  2. K. Mills. (2007). "Have you seen Lord of the Rings?" Power, pedagogy, and discourses in a multiliteracies classroom. Journal of Language, Identity, and Education, 6(3), 221-241. DOI : 10.1080/15348450701454247
  3. C. A. Hafner & L. Miller. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning & Technology, 1(3). DOI : 10125/44263
  4. The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
  5. C. P. Casanave. (2017). Controversies in second language writing: Dilemmas and decisions in research and instruction (2nd ed.). Ann Arbor: University of Michigan Press.
  6. M. C. Hagood, M. Provost, E. Skinner & P. Egelson. (2008). Teachers' and students' literacy performance in and engagement with new literacies strategies in underperforming middle schools. Middle Grades Research Journal, 3, 57-95.
  7. Y. Kim & D. Belcher. (2020). Multimodal composing and traditional essays: Linguistic performance and learner perceptions. RELC Journal, 51(1), 86-100. DOI : 10.1177/0033688220906943
  8. C. A. Hafner, L. Miller & C. K. F. Ng. (2013). A tale of two genres: narrative structure in students' scientific writing. In M. Gotti, C. Sancho Guinda (Eds) Narratives in Academic and Professional Genres. Bern: Peter Lang, 235-256.
  9. L. Jiang & J. Luk. (2016). Multimodal composing as a learning activity in English classrooms: Inquiring into the sources of its motivational capacity. System, 59, 1-11. DOI : 10.1016/j.system.2016.04.001
  10. J. Hur & S. Suh. (2012). Making learning active with interactive whiteboards, podcasts, and digital storytelling in ELL classrooms. Computers in The Schools, 29(4), 320-338. https://doi.org/10.1080/07380569.2012.734275
  11. J. M. Lim. (2020). Language in multimodal writing processes and performance: Developing multimodal writing tasks for L2 learners. Doctoral dissertation. Michigan State University, East Lansing.
  12. H. Chung & P. Park. The perceptions of making digital English stories using a digital storytelling method. The Journal of Yeolin Education, 25(1), 23-45. DOI : 10.18230/tjye.2017.25.1.23
  13. P. Park & H. Chung. (2016). The effects of proficiency-levelled elementary English classes using a creative digital story writing method. Modern English Education, 17(1), 227-250. DOI : 10.18095/meeso.2016.17.1.11
  14. T. N. Yoon. (2013). Are you digitized? Ways to provide motivation for ELLs using digital storytelling. International Journal of Research Studies in Educational Technology, 2(1), 25-34.
  15. G. Kress. (2003). Literacy in the new media age. London: Routledge.
  16. A. Tendero. (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.
  17. P. Vinogradova, H. A. Linville & B. Bickel. (2011). "Listen to my story and you will know me": Digital stories as student-centered collaborative projects. TESOL Journal, 2(2), 173-202. DOI : 10.5054/tj.2011.250380
  18. C. A. Hafner, A. Chik & R. H. Jones. (2015). Digital literacies and language learning. Language Learning & Technology, 19(3), 1-7.
  19. C. A. Hafner. (2015). Remix culture and English language teaching: the expression of learner voice in digital multimodal compositions. TESOL Quarterly, 49(3), 486-50. DOI : 10.1002/tesq.238
  20. G.A. Hull & M. L. Katz. (2006). Crafting an agentive self: Case studies of digital storytelling. Research in the Teaching of English, 41(1), 43-81.
  21. M. Reid, D. Parker & A. Burn. (2002) Evaluation report of the BECTA digital video pilot project. Coventry : BECTA.
  22. V. Ramanathan & D. Atkins. (1999). Individualism, academic writing, and ESL writers. Journal of Second Language Writing, 8(1), 45-75. DOI : 10.1016/S1060-3743(99)80112-X
  23. T. Banaszewski. (2002). Digital storytelling finds its place in the classroom(MultiMedia Schools). (Online). http://www.infotoday.com/MMSchools/jan02/banas zewski.htm
  24. J. Bloch. (2018). Digital storytelling in the multilingual academic writing classroom: Expanding the possibilities. Dialogues: An Interdisciplinary Journal of English Language Teaching and Research, 2(1), 96-110. DOI : 10.30617/dialogues.2.1.6
  25. A. Sadik. Digital storytelling: A meaningful technology-integrated approach for engaged student learning. Educational Technology Research & Development, 56(4), 487-506. DOI : 10.1007/s11423-008-9091-8
  26. M. E. Castaneda. (2013). "I am proud that I did it and it's a piece of me": Digital storytelling in the foreign language classroom. CALICO Journal, 30(1), 44-62. DOI : 10.1558/cj.30.1.44-62
  27. B. R. Robin. (2008). Digital storytelling: A powerful technology tool for the 21st century classroom. Theory Into Practice, 47, 200-228. DOI : 10.1080/00405840802153916
  28. V. Braun & V. Clarke. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77-101. DOI : 0.1191/1478088706qp063oa https://doi.org/10.1191/1478088706qp063oa
  29. D. P. Ausubel. (1963). The psychology of meaningful verbal learning. New York : Grune & Stratton.