[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-601507-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-601507-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","enriching-middle-school-students-learning-through-digital-storytelling-a-multimodal-analytical-framework","Enriching Middle School Students’ Learning Through Digital Storytelling - A Multimodal Analytical Framework","","The study investigates how middle school students experience learning through digital storytelling, using a multimodal analytical framework to reveal patterns within their digital stories. A qualitative case study design selects three 12-year-old female students from an urban school in the northern United States. Data from digital stories, interviews, classroom observations, and reflective journals show students engage in both teaching and reflection, constructing representational and interpersonal meanings.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/enriching-middle-school-students-learning-through-digital-storytelling-a-multimodal-analytical-framework/601507/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/enriching-middle-school-students-learning-through-digital-storytelling-a-multimodal-analytical-framework/601507.png","ImageObject",300,407,{"name":42,"@type":43},"anakgang17","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of this study?","Question",{"text":63,"@type":64},"The study examines middle school students’ learning experiences through digital storytelling, using a multimodal analytical framework to identify patterns in their stories.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted?",{"text":68,"@type":64},"The research uses a qualitative case study and includes three 12-year-old female students. Analysis draws on digital stories plus interviews, classroom observations, and reflective journals.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the findings emphasize about student engagement?",{"text":72,"@type":64},"The findings describe participants’ learning experiences and show students engage in both teaching and reflection. The study also analyzes how students construct representational and interpersonal meanings in their digital stories.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},601507,1792497108,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Enriching Middle School Students’ Learning Through Digital Storytelling: A Multimodal Analytical Framework  \nDeoksoon Kim (김덕순) Boston College  \nHo-Ryong Park (박호룡)  \nMurray State University Oksana Vorobel City University of New York  \nECNU Review of Education 2024, Vol. 7(2) 357–383 © The Author(s) 2023 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/20965311231182159](DOI: 10.1177/20965311231182159)[ ](DOI: 10.1177/20965311231182159)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: This study investigates middle school students’ learning experiences through digital storytelling, applying a multimodal analytical framework to uncover patterns in digital stories. This study explores how participants engage in pedagogical activities, reflect on their learning experiences, and articulate their voices through digital stories.  \nDesign/Approach/Methods: Employing qualitative case study methods, we purposefully selected three 12-year-old female students at an urban school in the northern US. Analyses of digital stories and other data sources (interviews, classroom observations, and reflective journals) show that the students were engaged in both teaching and reflection.  \nFindings: The findings describe (1) participants and their learning experiences, (2) students’representational and interpersonal constructs as used in their digital stories, and (3) their  \nCorresponding author:  \nDeoksoon Kim, Boston College Lynch School of Education -Teaching, Curriculum, and Society, 140 Commonwealth Avenue, Chestnut Hill, Massachusetts 02467-3800, USA.  \nEmail: [deoksoon.kim@bc.edu](deoksoon.kim@bc.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nparticipation as teachers as well as learners.  \nOriginality/Value: Our multimodal analytical framework illuminates how students express themselves through digital stories. Our discussion focuses on students’ learning, their identity development, the effectiveness of the analytical framework, and pedagogical implications.  \nKeywords  \nAnalytical framework, digital stories, identity, middle school students, multimodality Date received: 20 June 2022; revised: 6 March 2023; accepted: 7 March 2023  \nOwing to COVID-19, most teaching in schools shifted to remote formats (UNESCO, 2020) . The wide and increasing use of technology in all spheres of our lives continues to change students’learning and pathways toward academic and professional success. While in the past, students worked on developing literacy as key to their academic progress, students today also need to be digitally literate and use technology effectively to access information, read, write, communicate, collaborate, and share their work with others online (Hobbs, 2017) . One promising way to create and share digital content (Jones, 2017) is digital storytelling.  \nDigital storytelling emerged in the 1990s, when it was introduced by the Center for Digital Storytelling (renamed the StoryCenter in 2015) in Berkeley, California (StoryCenter, n.d.) . This innovation emphasizes storytelling by using technology, combining multiple modalities, and using various tools. Digital stories are 2–5-min narratives created with the use of visuals (e.g., photos, images, animation, and text; Kim, Coenraad, et al., 2021), and audio (e.g., narrative voice-over and music; Park, 2019) . Digital storytelling has been used for various purpos","cbCaibt1Y4tBIfZf","https://ap.wps.com/l/cbCaibt1Y4tBIfZf","pdf",3630336,27,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Introduction and Background\n## COVID-19 Remote Learning and Digital Literacy\n## Digital Storytelling Origins and Definition\n# Study Focus and Framework Development\n## Purpose of Investigating Student Teaching Experiences\n## Modified Multimodal Analysis Framework\n# Theoretical Framework\n## Ecological Perspective and Identity as Socially Situated Action","[{\"question\":\"What is the purpose of this study?\",\"answer\":\"The study examines middle school students’ learning experiences through digital storytelling, using a multimodal analytical framework to identify patterns in their stories.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The research uses a qualitative case study and includes three 12-year-old female students. Analysis draws on digital stories plus interviews, classroom observations, and reflective journals.\"},{\"question\":\"What do the findings emphasize about student engagement?\",\"answer\":\"The findings describe participants’ learning experiences and show students engage in both teaching and reflection. The study also analyzes how students construct representational and interpersonal meanings in their digital stories.\"}]","Enriching Middle School Students’ Learning Through Digital Storytelling - A Multimodal Analytical Framework | PDF",1792092751,68]