Writing digital stories as learning strategy for students with specific learning disabilities

Abstract

This action research study examines the potential for utilizing digital storytelling in a Learning Support teacher role to better support students with Specific Learning Disabilities. Written output can pose a challenge for these students. The action research project explores digital literacy for 21st century learners in relation to digital storytelling. Qualitative data included a researcher’s journal, students’ digital stories, assessment rubrics, and semi-structured interviews with the participants. Emergent themes included: enjoyment and engagement, technology and ease of access, organization and scaffolding, authentic ownership and audience, creativity and choice, and ensuring student confidence. The study concluded that participation in the production of digital stories can have a positive impact on the quantity and quality of written output for students with SLD. This action research study found value in the implementation of digital storytelling practices for supporting students with SLD and written output challenges, and suggests that it might be a useful strategy in other classrooms and contexts.