Young Children Discovering Multiliteracies

Running head: YOUNG CHILDREN DISCOVERING MULTILITERACIES
YOUNG CHILDREN DISCOVERING MULTILITERACIES
Name of the Student
Name of the university
Author’s note

YOUNG CHILDREN DISCOVERING MULTILITERACIES1
Experience
We used digital storytelling activity as a multi-literacy activity in the classroom.
The objective of the experience
The learners of the 21st century interact with multiliteracies and he identifies by the use
of several semiotic modes in their everyday lives. Digital storytelling can be considered as an
appropriate way for the students for sharing their stories with the help of the technological tools,
for designing, creating and presenting stories in multiples formats by the use of various
modalities. By using the digital storytelling activities children can use their understanding of the
multimodalities for the creation of the meanings and engage the audiences in multimodal texts
that have been designed and created by various resources (Angay-Crowder, Choi, & Yi, 2013).
Hence, the main objective of the study is to engage the students in multimodal learning and to
enhance the use of technologies in the childhood classroom.
Teaching strategies that have been implemented
Digital storytelling has been one of the innovative pedagogical approaches, providing
students with strong technological skills since the early years. The demonstration method is a
teaching method that is often used to teach technical subjects and even information technologies
(Ramadhan & Surya, 2017). Hence, demonstrations, like making a PowerPoint presentation and
showing how the customizations are being done, can be demonstrated to the students. The
introduction of new technologies in early years classrooms is beneficial for the students who are
at a proficient level and they demonstrate more social skills and fewer behavioral problems in the

YOUNG CHILDREN DISCOVERING MULTILITERACIES2
Kindergarten (Abiola, 2014). It can be said that when educators add technologies as teaching
tools, the interface can be different, but the impact stays the same.
Evaluation of the multi-literacy learning
Digital storytelling has been recognized as a valuable tool for helping the teachers to
motivate the early years students to engage in interactions, participate in the interactions and
assist in the understanding of the texts (Abiola, 2014). The ubiquity of the digital tools and the
texts can be utilized for the manipulation of the information and to improve the education of the
student (O'Byrne, Stone & White, 2018). Over the past few decades, the introduction of the
tools, practices, and spaces has motivated educators to utilize more than one approach and
technological tools for assisting the learners as they get the opportunity to learn to develop their
digital stories (O'Byrne, Stone & White, 2018). As per the observations, it can be seen that the
storytelling activity has been useful to develop their communication skills because it was
observed that the children communicated widely for organizing their ideas. They asked questions
and expressed their ideas. The task is again in compliance with the EYLF outcomes, where it has
been mentioned that children tend to engage with a range of texts and obtain meanings from the
texts, or make use of media to express their ideas. They should also use a range of texts and
should obtain meanings from these texts (Council of Australian Governments, 2015).
It has also been stated by Guo & Waniganayake, (2016) that technology-based play or
learning or storytelling activity can help build intercultural connection. It should be mentioned
that children are growing up in an environment that is characterized by a unique level of cross-
cultural interaction. To make children become the global ethic citizens, they require experience,
learn and develop knowledge, skills, and attitudes required to engage in communicating