Blocked or Unlocked: Recognizing the Benefits and Challenges of Digital Literacy Storytelling Projects

Abstract

Increasingly, national standards require K-12 students to develop digital literacy practices. In literacy, teachers’ use of digital media platforms has unrecognized potential to impact students’ literacy engagement. Moreover, students gain English Language Arts skills and knowledge of the writing process when completing digital literacy storytelling projects. This study records the preparedness and willingness of participants in a graduate-level teaching English Language Arts to implement digital literacy storytelling projects in K-12 settings. Results indicate that some participants unlocked the possibilities of using the Digital Literacy. Storytelling Project as a learning tool for English Language Arts, while others remained blocked to the potential for the Digital Literacy Storytelling Project due to their challenges with technology. The study highlights the implications of supporting the digital development of K-12 teachers.

Keywords

digital literacy technology language arts digital storytelling literacy

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