Multimodal Discourse Strategies of Factuality and Subjectivity in Educational Digital Storytelling

• Autores: Patricia Bou Franch
• Localización: Digital Education Review, ISSN-e 2013-9144, Nº. 22, 2012, págs. 80-91
• Idioma: inglés
• Títulos paralelos:
  • Estrategias discursivas multimodales, factuales y subjetivas en el relato digital educativo
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• Resumen

  • As 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. 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.

    This 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.