Digital Storytelling, Book Trailers and Literacy Competence in Initial Teacher Education
Aliagas, Cristina (Universitat Autònoma de Barcelona)
Margalló González, Ana María (Universitat Autònoma de Barcelona)

Publicació:	Berlin : Peter Lang, 2016
Descripció:	10 pàg.
Resum:	Storytelling and digital skills are core abilities that trainee teachers should be confident in as future educators in primary and secondary classrooms, and therefore both setsof skills should be integrated into formal instruction in initial teacher education coursesin higher education. How can technologies and storytelling be combined in the ITE classroom in order to enhance the literary competence and pedagogic insights of our futureteachers? What are the pros and possible cons of making a vernacular literacy practicesuch as digital storytelling central in formal learning? Can the new forms of expression,exploration, cooperation and communication associated with digital storytelling involverelevant areas of learning? This chapter analyses, in the light of these questions, an educational intervention on digital storytelling through the writing of a book 'trailer', designedas an assignment in a module on literary education for the BA in Primary Education at theAutonomous University of Barcelona (Catalonia/Spain, academic year 2012-13). The studyshows the contribution and possibilities that digital storytelling brings to initial teachereducation, and the impact that it has on the development of literary and technologicalskills of trainee teachers.
Ajuts:	Ministerio de Ciencia e Innovación EDU2011-28381 Ministerio de Ciencia e Innovación EDU2011-26141
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució i la comunicació pública de l'obra, sempre que es reconegui l'autoria de l'obra original. No es permet la creació d'obres derivades.
Llengua:	Anglès
Document:	Capítol de llibre ; recerca ; Versió publicada
Publicat a:	Storytelling and Education in the Digital Age. Experiences and Criticisms, 2016, p. 89-107, ISBN 978-3-653-06976-1

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