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It describes the methodical yet non-linear steps needed for successful DS implementation in the L2 classroom, and evaluates observed linguistic and rhetorical gains in speaking, listening, and writing, including grammar, vocabulary, and writing conventions. 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The article first reviews the methodical and planned, albeit non-linear, steps required for successful implementation of DSs in the L2 classroom and then assesses the observed linguistic and rhetorical gains learners may experience in their language skills (speaking, listening, and writing), including their use of correct grammar, vocabulary, and writing conventions. This article also points out the shift from a traditional literacy concept to a new concept of multi-literacies, exploring the notions of new genres and the application of social-semiotic perspectives to understanding the development of DSs. The final section illustrates limitations of current DS research and concludes with a discussion of the future roles of DSs in CALL.  \nKeywords: Digital stories; linguistic and rhetorical gains; literacies; genre; multimodality  \n1. Introduction  \nDigital storytelling, which was first developed in the 1990s by the Center of Digital Storytelling (currently known as StoryCenter) in Berkeley, California, has been increasingly integrated into second language (L2) classrooms. Digital storytelling, at its core,“is the practice of using computer-based tools to tell stories” (University of Houston, 2015, para. 1) . Digital stories (DSs) are storylines, two to five minutes in length, that require the complementary  \nAffiliations  \n1University of Maryland Baltimore County.  \n[email: aoskoz@umbc.edu](email: aoskoz@umbc.edu)  \n[2](2Texas Tech University)[Texas Tech University](2Texas Tech University).  \nemail: [idoia.elola@ttu.edu](idoia.elola@ttu.edu)  \ncalico journal vol 33.2 2016 157–173 doi : 10.1558/cj.v33i2.29295  \n©2016, equinox publishing   \n158 Digital stories: Overview  \nintegration of text, images, and sound. Traditionally DSs were focused on personal stories (Lambert, 2012), but current educational uses also include historical documentaries or stories designed to inform or instruct viewers on particular concepts or practices (Robin, 2006) and, as Gregori-Signes suggests, sociopolitical themes (as cited in Gregori-Signes & Pennock-Speck, 2012) . Regardless of its focus, a DS is a form of self-representation through media (Hull & Nelson, 2005), which generally engages learners in both traditional ways (e.g., research, writing, interviewing) and novel ways (e.g., graphics, animation, music) to convey a story, allowing for a more far-reaching definition of the telling of stories (Gregori-Signes, 2008) . Different from traditional forms of knowledge distribution, which are commonly related to narrative, expository, or argumentative genres, DSs involve “narratives with ordinary people’s stories, digitalized and displayed on publicly available websites and made through cultural institutions in society”(Alcantud-Díaz, Ricart Vayá, & Gregori-Signes, 2014, p. 188). DSs engage “the whole range of personal stories being told in potentially public form using digital media resources”(Couldry, 2008 p. 374) . Developed with user-friendly software, such as Photo Story 3, Windows Movie Maker, or other similar programs that are downloadable for free from easy-to-access websites, DSs create opportunities for second language (L2) learners to share their voices and views in open and interactive environments (Gregori-Signes, 2008; Ohler, 2008; Robin, 2008; Sadik, 2008), discuss cultural topics (Bataller Catalá, 2013; Brígido-Corachán, 2013), and develop language skills (Lee, 2014a; Pascual Lence, 2013) . DSs help students to integrate academic writing knowledge and processes into the development of multimodal texts (Porto & Alonso Belmonte, 2014; Oskoz & Elola, 2014), which involves the merging of different modes such as text, visuals, and sound. Although DSs help l","cbCaihRIEVhOo60x","https://ap.wps.com/l/cbCaihRIEVhOo60x","pdf",543521,18,"English","# Introduction\n# Digital stories\n## Design consideration","[{\"question\":\"What are digital stories (DSs) in an L2 context?\",\"answer\":\"DSs are storylines that integrate text, images, and sound, typically lasting two to five minutes. They require complementary use of multiple modes to tell a story.\"},{\"question\":\"How does the article describe implementing DSs in L2 classrooms?\",\"answer\":\"Implementation involves methodical, planned steps even though the process is non-linear. It also requires tight control of content, narrative structure, and organization, plus efficient use of storytelling software.\"},{\"question\":\"What gains are learners reported to achieve through DS use?\",\"answer\":\"The article discusses observed linguistic and rhetorical gains across speaking, listening, and writing, including correct grammar and vocabulary as well as writing conventions and genre structure.\"}]","Digital stories: Overview - Review Article | PDF",1792081564,45]