Rights statement: This is an Accepted Manuscript of an article published by Taylor & Francis in Education Media International on 02/06/2021, available online: https://www.tandfonline.com/doi/abs/10.1080/09523987.2021.1908499
Accepted author manuscript, 406 KB, PDF document
Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License
Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - Comic-based Digital Storytelling for Content and Language Integrated Learning
AU - Rutta, C.B.
AU - Schiavo, G.
AU - Zancanaro, M.
AU - Rubegni, E.
N1 - This is an Accepted Manuscript of an article published by Taylor & Francis in Education Media International on 02/06/2021, available online: https://www.tandfonline.com/doi/abs/10.1080/09523987.2021.1908499
PY - 2021/6/30
Y1 - 2021/6/30
N2 - This work explores how comic-based digital storytelling can support children and teachers in combining foreign language and content teaching in the Content and Language Integrated Learning (CLIL) framework. In particular, we focus on investigating three specific aspects: (1) the use of digital storytelling in terms of collaboration, engagement and ease of use, (2) the adoption of comic-based digital storytelling in the CLIL framework, and (3) the benefits and limitations in using digital storytelling in comparison to a paper-based version. In order to investigate these aspects, we develop a case study in a primary school in Italy. A class of 18 children and 2 teachers used a digital tool, named ComicsCLIL, with the aim of creating digital narratives in the CLIL framework. The results provide some evidences that comicbased digital storytelling can be a beneficial educational tool for approaching CLIL lessons. It emerged, in fact, that digital storytelling, as supported by ComicsCLIL, can facilitate this practice by being engaging, easy to use, fully educational while considering the collaborative aspect.
AB - This work explores how comic-based digital storytelling can support children and teachers in combining foreign language and content teaching in the Content and Language Integrated Learning (CLIL) framework. In particular, we focus on investigating three specific aspects: (1) the use of digital storytelling in terms of collaboration, engagement and ease of use, (2) the adoption of comic-based digital storytelling in the CLIL framework, and (3) the benefits and limitations in using digital storytelling in comparison to a paper-based version. In order to investigate these aspects, we develop a case study in a primary school in Italy. A class of 18 children and 2 teachers used a digital tool, named ComicsCLIL, with the aim of creating digital narratives in the CLIL framework. The results provide some evidences that comicbased digital storytelling can be a beneficial educational tool for approaching CLIL lessons. It emerged, in fact, that digital storytelling, as supported by ComicsCLIL, can facilitate this practice by being engaging, easy to use, fully educational while considering the collaborative aspect.
KW - CLIL
KW - comics
KW - Digital storytelling
KW - educational technology
U2 - 10.1080/09523987.2021.1908499
DO - 10.1080/09523987.2021.1908499
M3 - Journal article
VL - 58
SP - 21
EP - 36
JO - Educational Media International
JF - Educational Media International
SN - 0952-3987
IS - 1
ER -