%0 Journal Article
%T Multimodal Discourse Strategies of Factuality and Subjectivity in Educational Digital Storytelling
%A Patricia Bou-Franch
%J Digital Education Review
%D 2012
%I University of Barcelona
%X 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 discourse-analytic 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 (Kress & Van Leeuwen 2001; Patrona 2005). 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.
%K Digital storytelling
%K education
%K multimodal discourse
%K factuality
%K subjectivity
%U http://greav.ub.edu/der/index.php/der/article/view/208