“Digital storytelling for academic literacy: Culturally responsive multimodal composition course design”
Prado researches language and literacy development in neuro-diverse populations, language teacher professional development, and technology applications in language and literacy teaching. She has more than 10 years of education management and teaching experience in the realm of literacy in non-profit, private, and public organizations, including UC Irvine's School of Education, Pepperdine University, First 5 California, Scholastic, and AmeriCorps. Prado earned an Ed.M. degree in Language and Literacy from Harvard Graduate School of Education and a B.A. degree in Psychology from Stanford University.
Successfully teaching writing to learners with diverse profiles in US schools is one of our nation’s greatest educational challenges (Murphey, 2014). The increasing role of digital media in schools and society adds to this challenge. On one hand, differences in access to and use of technology threaten to amplify existing social and educational gaps (Warschauer & Matuchniak, 2010). On the other hand, if used well, technology can potentially ameliorate achievement gaps (Zheng, Warschauer, & Farkas, 2013). Current approaches to use of technology with underserved students, which typically focus on remediation, have not delivered on their promise to address these gaps (Warschauer & Matuchniak, 2010). To overcome these challenges, we introduce a course design that uses multimodal composition and digital storytelling (DST) in a college writing course [EDUC 179W: Advanced Writing for Education Sciences, taught by Dr. Vu]. We discuss how the integration of DST into a multimodal composition course functions as a culturally responsive pedagogical strategy servicing the academic literacy needs of diverse 21st century learners.