Bridging Divides Through Collaborative Digital Storytelling: Identity Expression Among Afghan Refugee Women

• In Event: Adult Learners and Community Spaces

Abstract

This study examines the impact of collaborative digital storytelling (CDST) on literacy learning and identity representation among Afghan refugee women in a U.S. community-based ESL program. Findings reveal that CDST supports identity expression,contributes to bilingual literacy learning through translanguaging and multimodal engagement, and enhances participants’ agency despite generational gaps in opportunities for agency enactment. Aligned with the 2025 LRA theme, this research demonstrates how literacy fosters productive action across cultural and linguistic divides.

Authors

• Melissa Wicker, Tarleton State University

• Jiening Ruan, University of Oklahoma

• Jacey Chakrabarty, University of Oklahoma