Digital storytelling is a powerful method for revitalizing literacy instruction. Past research suggested that digital storytelling activities improve students writing skills through construction of various types of stories. However, little research has investigated in what ways educators can promote students interests and actual abilities to express narrative discourse in a digital format. Recent research indicated that the use of story grammars help students develop sophisticated stories. From this perspective, Labovs story grammar emphasized two functions of good story structure: referencethe listeners (or readers) are told what happened, and evaluationthe speakers (or writers) reveal their attitude toward the events of the narrative. Meanwhile, current practitioner based research suggests that Lamberts seven elements approach of digital storytelling emerged as a practical guideline for creating effective digital stories in elementary classrooms. Therefore, the purpose of this study was to investigate the potential of three instructional approaches: Labovs story grammar only, Lamberts seven elements only, and both instructional approaches, as scaffolding(s) for students digital storytelling. Specifically, a quantitative research design with three experimental groups and one control group, pre-test and post-test, was employed. Participants included 104 second-graders (largely from high socioeconomic status families), with 26 in each of four classrooms. Therefore, the three instructional scaffold approaches and one non-scaffold supported approach were randomly assigned to each of four classrooms respectively to support students story writing, storytelling, story design and construction using Movie Maker software. Students understanding of narrative writing was assessed before and after the implementation of the intervention. The results indicated that the instructional scaffolding positively enhanced students performance in story writing, storytelling, as well as verbal and visual expression. In particular, the story grammar scaffolding motivated students to produce coherent, more sophisticated stories. The seven elements scaffolding sparked students creative verbal and visual expressions and stimulated them to elaborate using a variety of adjectives in their digital stories. When both scaffolding approaches were implemented, students significantly outperformed the other groups on the quality of story content, story coherency and narrative knowledge. The implications of these findings and recommendations for future research are discussed.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-04062017-204536 |
| Date | 25 April 2017 |
| Creators | Wen, Xue |
| Contributors | MacGregor, S. Kim, Kennedy, Eugene, Shport, Irina, Gibson, Todd |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-04062017-204536/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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