Developing Multiliteracies Through Digital Storytelling

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Campo DC	Valore
dc.identifier	ECF_article_9156
dc.title	Developing Multiliteracies Through Digital Storytelling. A Case Study of Learners of Italian as a Foreign Language
dc.contributor.author	Compagnoni Ilaria
dc.publisher	Edizioni Ca’ Foscari - Venice University Press, Fondazione Università Ca’ Foscari
dc.type	Articolo
dc.language.iso	en
dc.identifier.uri	http://edizionicafoscari.it/it/edizioni4/riviste/elle/2022/2/developing-multiliteracies-through-digital-storyte/
dc.description.abstract	Multiliteracy approaches are based on enhancing students’ agency and participation, which can be fostered by integrating digital storytelling into linguistic activities. However, literature lacks practical examples of how students can develop multiliteracies in learning Italian as a foreign language with digital storytelling. This article attempts to fill this gap by presenting the results of task-based language learning activities conducted on students of Italian as a foreign language with the digital storytelling platforms Wakelet and izi.Travel. Evidence will show how multiliteracies manifested in agency, creativity and social engagement.
dc.relation.ispartof	EL.LE
dc.relation.ispartof	Vol. 11 \| Num. 2 \| Luglio 2022
dc.issued	2022-07-29
dc.dateAccepted	2022-07-09
dc.dateSubmitted	2022-04-26
dc.identifier.issn
dc.identifier.eissn	2280-6792
dc.rights	Creative Commons Attribution 4.0 International Public License
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/
dc.identifier.doi	10.30687/ELLE/2280-6792/2022/02/005
dc.peer-review	yes
dc.subject	Digital storytelling
dc.subject	Educational technologies
dc.subject	Italian language learning
dc.subject	Multiliteracies
dc.subject	Task-based language learning

Articolo
open access peer reviewed

A Case Study of Learners of Italian as a Foreign Language

Ilaria Compagnoni Università Ca’ Foscari Venezia, Italia

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abstract

Multiliteracy approaches are based on enhancing students’ agency and participation, which can be fostered by integrating digital storytelling into linguistic activities. However, literature lacks practical examples of how students can develop multiliteracies in learning Italian as a foreign language with digital storytelling. This article attempts to fill this gap by presenting the results of task-based language learning activities conducted on students of Italian as a foreign language with the digital storytelling platforms Wakelet and izi.Travel. Evidence will show how multiliteracies manifested in agency, creativity and social engagement.

Pubblicato

29 Luglio 2022

Accettato

09 Luglio 2022

Presentato

26 Aprile 2022

Lingua

Keywords: Educational technologies • Italian language learning • Digital storytelling • Task-based language learning • Multiliteracies

permalink http://doi.org/10.30687/ELLE/2280-6792/2022/02/005

Copyright: © 2022 Ilaria Compagnoni. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.

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