Magister Educationis - MEd / In this study, I seek to explore the potential that digital storytelling has in the teaching of
undergraduate academic writing skills. I will focus on first year students' academic writing
skills, how they are taught currently and how technology in the form of digital storytelling can
help first year students improve their academic writing skills. The theoretical framework for
the study is largely based on the New Literacies Studies which is championed by members of
the New London Group such as Street and Street (1984) Lea and Street (2006) among others.
The theoretical framework will draw on the notion of literacy as social practice rather than a
set of reading and writing skills which explains why educators need to find new ways of
teaching academic writing skills. I use semiotics and multimodality as a foundational concept
for using digital storytelling in academic writing. That is because semiotics and multimodality
further support the idea that literacy goes beyond words but that audio and visual elements are
also part of learning and can help engage students in their academic work. The main aim of
this proposed research is to explore both students and lecturer practices of digital literacies in
the teaching and learning of academic writing at The Cape Peninsula University of Technology
(CPUT).
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uwc/oai:etd.uwc.ac.za:11394/8298 |
| Date | January 2019 |
| Contributors | Mkaza, Linda |
| Publisher | University of the Western Cape |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Rights | University of the Western Cape |
Page generated in 0.002 seconds