Literature in

Education
Diah Retno Widowati
Universitas Negeri Surabaya
 Comic-based Digital Storytelling
for Content and Language
Integrated Learning

Carolina Beniamina Ruttaa, Gianluca Schiavo,

Massimo Zancanaro, and Elisa Rubegni

Using Digital Storytelling as a Turn-

Around Pedagogy

Stephanie Anne Schmier

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1.
Let’s start with the first set of slides
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Research Questions

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Method
Case Study  Mixed Research

 Qualitative  Ethnographic
observation, written interviews to
children, narrative composition, and
teachers’ interviews

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Case Study  Mixed Research

◂ Quantitative  Children’ pre and

post questionnaires to measure: Ease
of use, Engagement, Collaboration,
Use of predefined textual elements,
and Willingness to use ComicsCLIL
in future

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 Location and Subjects A primary school, small
town, Europe

M = 10
18 F=8

A Geography teacher
and a teacher
specialized in CLIL

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Phase 1: intervention design
ComicsCLIL was presented to
the teachers and they could give
it a try collaboratively on a
single PC and individually. And
propose the potential options and
scenarios of using the tool in the
classroom.
Our process is easy
Phase 2: Content creation
process
The content creation process
was finalized in two meetings
with the teachers. In these
meetings, the teachers, with the
support of the researchers,
selected visual and textual
elements – considering
backgrounds, objects,
characters and predefined
textual elements – to be
included in ComicsCLIL’s
library.
Phase 3: study in class
• First, children were
introduced to the project
and received a training
on ComicsCLIL
• Second, they were to
produce comics in pair
• Next, they composed a
narrative through
ComicsCLIL on PC
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Data Analysis

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In two or three columns

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 Teachers’ Experience

◂ Children Engagement
◂ Children Technology Awareness
◂ Children CLIL Ability
◂ Children Constrained Sensation
◂ Digital Comics Support
◂ Technology Ease of Use
◂ Collaboration

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 Narrative Analysis

◂ Structure of the ◂ Coherence and ◂ Narrative elements

narration: an opening Meaningfulness of the such as the number
scenario, development story of words balloons,
of the story and an end, comics’ strips,
and a conclusion of the objects, and
story. characters are taken
into consideration
too.

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 Teachers’ Experience

It emerges that comic-based digital storytelling seems a promising way for

supporting CLIL lesson because a digital tool, such as ComicsTool, can
help to support this practice, being engaging, easy to use, fully educational
while considering the collaboration aspect. The functionalities offered by
the tool (the use of a library for images and predefined textual elements)
were useful for structuring and supporting the narrative task although.
Graphical and textual elements were widely used in the comics strip, and
they facilitate CLIL approach on Geography in English topic. In
conclusion, this case study provides initial evidence for the potential
benefits of using digital storytelling in the form of comics as a didactic
approach in CLIL.
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 Comment

◂ The topic is interesting

◂ Author also provide gap for further researchers
◂ This topic of research is worth to do in Indonesian context
◂ Yet, different technology mastery might affect the result of the study.

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2.
Let’s start with the second set of
slides
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 Purpose

explore how providing students and teachers opportunities to use

multiple modes to represent students’ literate identities through
digital storytelling might facilitate students’ abilities to reposition
themselves from struggling readers to powerful learners in the
classroom.

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 Research Question

“in what ways are preservice teachers and primary

students making meaning of their individual and shared
learning multimodally through the process of digital
storytelling?”

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 Location and Subjects
135 Northeastern US

2nd and 3rd grade

students

Collaboration
between small public
primary school and a
public university
teacher education
program

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Researcher Position
 Data Collection

Generated data for this research evolved over the 2 years of the
project, as preservice teachers and I learned about new techniques
and technologies that supported the project goals. As such, the
research presented in this article represents the analysis of 21 digital
storytelling collaborations from the most recent 10-week session
of the reading collaboration that took place in Fall 2019

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 Data Analysis

• Viewing and transcribing each of the 21 digital stories in order to identify

genre, format and modes.
• Identified two genre categories (Kress, 2003), clinical academic, which
mirrored the linear diagnostic, instruction, assessment procedure required on
the state certification exam and personal narratives, which included reflection
and connection by the preservice teachers

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 Comment

• This article is interesting

• In term of article writing, seems that this journal mixes the method, finding and discussion
• Lack of reference

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Thanks!

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