Learning by storytelling and critiquing : a peer assessment-enhanced digital storytelling approach to promoting young students’ information literacy, self-efficacy, and critical thinking awareness

Gwo-Jen HWANG, Di ZOU*, Ying-Xuan WU

*Corresponding author for this work

Research output: Journal PublicationsJournal Article (refereed)peer-review

9 Citations (Scopus)

Abstract

Most conventional information literacy classes apply direct instruction where students focus on memorizing target knowledge. As this approach promotes little active learning, while digital storytelling could effectively involve students, we proposed a digital storytelling approach to enhancing students’ information literacy development in this study. In this research, we applied student-centered digital storytelling to enhance learners’ development of information literacy. As the literature indicates that appropriate scaffolding is essential for effective digital storytelling, and learners need guidance on how to produce digital stories with in-depth content to achieve satisfactory learning outcomes, we integrated peer assessment (PA) into digital storytelling to guide learners to reflect on and critique their videos based on assessment rubrics and peer feedback, and then further improve their videos. We also conducted a quasi-experiment with two groups of elementary students to test the effectiveness of this strategy. The target knowledge was copyright and public license issues. The experimental group learned the content through the PA-enhanced digital storytelling approach, and the control group through the teacher feedback-enhanced approach. The results showed that the PA-enhanced approach to digital storytelling significantly outperformed the teacher feedback-enhanced approach in promoting students’ learning of information literacy, self-efficacy, and critical thinking abilities; on the other hand, no significant differences existed between the two groups in terms of their learning motivation.

Original languageEnglish
Pages (from-to)1079-1103
Number of pages25
JournalEducational Technology Research and Development
Volume71
Issue number3
Early online date9 Jan 2023
DOIs
Publication statusPublished - Jun 2023
Externally publishedYes

Bibliographical note

Funding Information:
This study is supported in part by the Ministry of Science and Technology of the Republic of China under Contract Numbers MOST-106-2511-S-011-005-MY3 and MOST-108-2511-H-011-005-MY3. Di Zou’s research is supported by the UGC Special Grant for Strategic Development of Virtual Teaching and Learning, The Education University of Hong Kong.

Publisher Copyright:
© 2023, Association for Educational Communications and Technology.

Keywords

  • Critical thinking
  • Digital storytelling
  • Information literacy
  • Peer assessment
  • Teacher feedback

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