Theorizing the Self: Digital Storytelling, Applying Theory, and Multimodal Learning

ABSTRACT

This article discusses the use of digital storytelling, a pedagogical tool, to enhance student learning and meaning-making. During the process of creating and sharing their digital stories, students engaged in self-reflexivity and demonstrated the ability to apply theories of student development to their personal experiences. Findings have implications for educators concerned with assisting students in making meaning of abstract theories and in connecting theory to practice.

KEYWORDS:

• Digital storytelling
• multimodal learning
• college student development theory

Author Notes

Carrie Kortegast is an assistant professor of higher education for the Department of Counseling, Adult and Higher Education at Northern Illinois University.

Jonathan Davis is a doctoral student in the Division of Urban Schooling at the University of California Los Angeles.