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Despite growing scholarly interest, limited research has examined digital narratives from a discourse-analytic perspective. This paper investigates multimodal discourse strategies of factuality and subjectivity in historical-cultural educational narratives, using a corpus of 16 digital stories analyzed through a multidisciplinary framework spanning digital storytelling, computer-mediated communication, media studies, and multimodal discourse analysis. 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One such tool, which is increasingly used in higher education, is digital storytelling, i.e . multi-media digital narratives . Despite the increasing attention that education and media scholars have paid to digital storytelling, there is scant research examining digital narratives from a discourseanalytic perspective .  \nThis paper addresses this gap in the literature and, in line with the belief that individuals make meaning through a range of semiotic devices, including, among others, language, sound, graphics and text, it aims to examine discourse strategies of factuality and subjectivity in historical-cultural digital narratives and their multimodal realisations . To carry out this study a corpus of 16 digital stories was compiled and analysed from a multidisciplinary framework which draws from studies on digital storytelling, computer-mediated communication, media studies, and multimodal discourse analysis . Results show that students/digital story tellers resort to a number of varied multimodal discursive strategies which are constitutive of their identity as capable students in an educational setting.  \nKeywords  \nDigital storytelling ; Education; Multimodal discourse; Factuality; Subjectivity.  \nP.Bou-Franch  \nDigital Education Review-Number 22, December 2012-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 80)[ 80](http://greav.ub.edu/der/ 80)  \nEstrategias discursivas multimodales, factuales y subjetivas en el  \nrelato digital educativo  \nPatricia Bou-Franch  \n[patricia.bou@uv.es](patricia.bou@uv.es)  \nDepartamento de Filología Inglesa y Alemana  \nUniversitat de València, España  \nResumen  \nLas nuevas tecnologías ofrecen a estudiantes y profesores nuevas herramientas educativas . Entre éstas destaca el relato digital, una herramienta que se emplea cada vez más en educación superior . Pese a la gran atención que el relato digital harecibido por parte de expertos en educación y en medios, existen escasos estudios de relatos digitales desde la perspectiva del análisis del discurso .  \nEste trabajo se hace eco de esta escasez y, partiendo de la premisa de que los individuos construimos el significado a través de variados medios semióticos que incluyen, entre otros, lenguaje, sonido, gráficos y textos, examina las estrategiasdiscursivas, factuales y subjetivas, en narrativas histórico-culturales y surealización multimodal. Para desarrollar este estudio se recogió un corpus de 16 relatos digitales que se analizó desde un enfoque multidisciplinar que se apoya enestudios previos de relato digital, de comunicación por ordenador, estudios de medios de comunicación y análisis del discurso multimodal. Los resultadosmuestran que los estudiantes/narradores digitales recurren a una gran variedad de estrategias discursivas multimodales que contribuyen a formar su identidad de estudiantes capaces en el entorno educativo .  \nPalabras clave  \nDigital storytelling ; Education; Multimodal discourse; Factuality; Subjectivity.  \nP.Bou-Franch  \nDigital Education Review-Number 22, December 2012-[http://greav.ub.edu/der/](http://greav.ub.edu/der/ 81)[ 81](http://greav.ub.edu/der/ 81)  \nI. Introducción  \nAs new technologies continue to emerge, students and lecturers are provided with new educational tools . One such tool, which is increasingly used in higher education, is digital storytelling, i.e . multi-media digital narratives .  \nDigital narratives constitute a hybrid social practice/action that shares features with traditional forms of oral/written storytelling, television documentaries, video games and research reports (Hartley an","cbCaipMKEnHk2OaF","https://ap.wps.com/l/cbCaipMKEnHk2OaF","pdf",4232967,12,"English","# Abstract\n# I. Introducción","[{\"question\":\"What does the paper aim to examine in educational digital storytelling?\",\"answer\":\"It examines discourse strategies of factuality and subjectivity in historical-cultural digital narratives, and how these are realized through multimodal resources.\"},{\"question\":\"How is the study conducted?\",\"answer\":\"A corpus of 16 digital stories is compiled and analyzed using a multidisciplinary framework drawing on digital storytelling, computer-mediated communication, media studies, and multimodal discourse analysis.\"},{\"question\":\"What do the results show about students who create digital stories?\",\"answer\":\"Students/storytellers use a variety of multimodal discursive strategies that help constitute their identity as capable students in an educational context.\"}]","Multimodal Discourse Strategies of Factuality and Subjectivity in Educational Digital Storytelling - Analysis | PDF",1792092973]