ABSTRACT
While much existing work on digital storytelling with young people has focused prominently upon presenting their own personal narratives and viewpoints, relatively little attention has been given to learning that could arise from digital adaptations by young children of existing and well-known stories. This article reports work exploring learning activities through a case study involving three pupils (aged 8, 10 and 12) and their teachers engaged over a 6-month period in digitally retelling a fairy tale from a printed storybook. In addition to considering the role of the printed text and the learning opportunities arising from its digital retelling, discussion focuses on how the findings cohere with more recently developing theoretical perspectives on learning that in addition to the social take into account the role of the material.
Acknowledgements
This work was supported by the Paul Hamlyn Foundation under the title: Critical Connections I and II: Multilingual Digital Storytelling.
Our thanks and appreciation go to the young participants who made this work possible and to Marc Smith, Art and Design teacher, for his contribution and expertise.
Disclosure statement
No potential conflict of interest was reported by the author(s).