Digital Storytelling and Cultural Historical Activity Theory: Engaging Secondary Readers With Information Texts

• In Event: Roundtable Session 35
  In Roundtable Session: Digital Storytelling, Process, and Product

Abstract

There is an inherent challenge in studying the engagement and interactions of readers as they participate in new digital literacy activities.
Eighty sixth-grade students were engaged in digital storytelling, creating videos based on informational texts read during a directed reading activity. Digital storytelling has been recommended for improving writing, but it has not been empirically studied as a comprehension activity. Cultural Historical Activity Theory (CHAT) was used as the theoretical framework for this study and Burke’s Pentad of Analysis to determine if the interactions observed during participation in directed reading activity reflected the principles promoted by CHAT.
There was ample evidence to support the claim that participation in digital storytelling instantiates the principles of CHAT and further study is recommended.

Authors

• Maryann Tatum Tobin, Nova Southeastern University

• Lina Lopez Chiappone, Nova Southeastern University