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Culturally-Informed Digital Storytelling as a Digital Pedagogy for Multimodal Literacy: A Case Study in Upper Secondary Education

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Title: Culturally-Informed Digital Storytelling as a Digital Pedagogy for Multimodal Literacy: A Case Study in Upper Secondary Education
Language: English
Authors: Wulan Handayani (ORCID 0009-0003-0002-4651), Sumiyadi (ORCID 0000-0002-0599-250X), Yulianeta (ORCID 0000-0002-6009-3371)
Source: Digital Education Review. 2026 (48):209-223.
Availability: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
Peer Reviewed: Y
Page Count: 15
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Grade 12
High Schools
Descriptors: Foreign Countries, Computer Mediated Communication, Story Telling, Secondary School Students, Grade 12, Case Studies, Culturally Relevant Education, Learning Modalities, Multimedia Materials, Cultural Education, Learner Engagement, Learning Motivation, Collaborative Writing, Language Arts, Computer Uses in Education
Geographic Terms: Indonesia
ISSN: 2013-9144
Abstract: This study examines the use of culturally-informed digital storytelling as a form of digital pedagogy to support the development of multimodal literacy in upper secondary education. In contemporary learning environments, students are increasingly required to communicate meaning through the coordinated use of text, visuals, audio, and audiovisual elements. Adopting a qualitative case study design, the research was conducted with Grade 12 students who participated in a collaborative digital storytelling project within Indonesian language instruction. The learning process was organised through successive phases of narrative planning, multimedia production, and collective viewing accompanied by reflective discussion. Data were generated from classroom observations, analysis of student-produced digital artefacts, and semistructured interviews with both students and teachers. The findings suggest that engaging learners in the creation of culturally grounded digital narratives contributes to the development of multimodal communication skills, supports cultural identity and meaning-making, and fosters student motivation and collaborative engagement. The study further highlights the pedagogical value of reflection and shared audience interaction within digital storytelling practices. Overall, the findings contribute to digital education research by illustrating how culturally responsive and reflective digital pedagogy can meaningfully support multimodal literacy development in upper secondary school contexts, particularly within Global South educational settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500387
Database: ERIC
FullText Text:
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  Data: Culturally-Informed Digital Storytelling as a Digital Pedagogy for Multimodal Literacy: A Case Study in Upper Secondary Education
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  Data: <searchLink fieldCode="AR" term="%22Wulan+Handayani%22">Wulan Handayani</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0003-0002-4651">0009-0003-0002-4651</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sumiyadi%22">Sumiyadi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0599-250X">0000-0002-0599-250X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yulianeta%22">Yulianeta</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6009-3371">0000-0002-6009-3371</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Digital+Education+Review%22"><i>Digital Education Review</i></searchLink>. 2026 (48):209-223.
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  Data: Universitat de Barcelona. Passeig de la Vall d'Hebron 171, Edifici Llevant P3, Barcelona, 08035 Spain. e-mail: der@greav.net; Web site: http://revistes.ub.edu/index.php/der
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Story+Telling%22">Story Telling</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Culturally+Relevant+Education%22">Culturally Relevant Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modalities%22">Learning Modalities</searchLink><br /><searchLink fieldCode="DE" term="%22Multimedia+Materials%22">Multimedia Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Education%22">Cultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Uses+in+Education%22">Computer Uses in Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink>
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  Data: This study examines the use of culturally-informed digital storytelling as a form of digital pedagogy to support the development of multimodal literacy in upper secondary education. In contemporary learning environments, students are increasingly required to communicate meaning through the coordinated use of text, visuals, audio, and audiovisual elements. Adopting a qualitative case study design, the research was conducted with Grade 12 students who participated in a collaborative digital storytelling project within Indonesian language instruction. The learning process was organised through successive phases of narrative planning, multimedia production, and collective viewing accompanied by reflective discussion. Data were generated from classroom observations, analysis of student-produced digital artefacts, and semistructured interviews with both students and teachers. The findings suggest that engaging learners in the creation of culturally grounded digital narratives contributes to the development of multimodal communication skills, supports cultural identity and meaning-making, and fosters student motivation and collaborative engagement. The study further highlights the pedagogical value of reflection and shared audience interaction within digital storytelling practices. Overall, the findings contribute to digital education research by illustrating how culturally responsive and reflective digital pedagogy can meaningfully support multimodal literacy development in upper secondary school contexts, particularly within Global South educational settings.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 209
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Computer Mediated Communication
        Type: general
      – SubjectFull: Story Telling
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: Case Studies
        Type: general
      – SubjectFull: Culturally Relevant Education
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      – SubjectFull: Learning Modalities
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      – SubjectFull: Multimedia Materials
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      – SubjectFull: Cultural Education
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Learning Motivation
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      – SubjectFull: Collaborative Writing
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      – SubjectFull: Language Arts
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      – SubjectFull: Computer Uses in Education
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      – SubjectFull: Indonesia
        Type: general
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      – TitleFull: Culturally-Informed Digital Storytelling as a Digital Pedagogy for Multimodal Literacy: A Case Study in Upper Secondary Education
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