iTell: Transliteracy and Digital Storytelling.

This paper considers concepts of transliteracy and digital storytelling (DS), and reports on the research findings of the DS project, iTell. The project involved the development of digital stories based on a creative reading task and an investigation into transliteracy and student engagement with learning in a high school setting. Findings indicate that iTell provided an environment conducive to the development of transliteracy skills, aided student engagement with learning and had some impact on participants beyond the span of the project. The results are discussed in relation to transliteracy and DS, which have attracted considerable interest in information and educational professions, with scarce research-based evidence. The paper contributes to the literature about transliteracy and DS, and provides some research evidence for their role in learning. It further contributes to bridging a gap between discussions in the profession and academic literature. [ABSTRACT FROM PUBLISHER]