Weaving Selves: Students’ Insights Into Identity, Learning and Storytelling in Digital Spaces
Date
Authors
Meiklejohn-Whiu, Selena
Jesson, Rebecca Ngaire
Supervisor
Item type
Journal Article
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
Emerald
Abstract
Purpose – This study aims to explore how digital learning design can create relational spaces for Moana students to share knowledge and express identity through (counter) storytelling. The authors report on how a Moana-centred website was used to support students’ digital composition of multimodal stories. Design/methodology/approach – Using a design-based research approach, qualitative data were gathered across three phases. Students’ insights informed the design and functionality of the website. Their engagement with the site and reflections inform our understanding of their developing educational identities. Findings – Findings highlighted how culturally responsive digital environments with embedded relational principles support identity exploration and meaningful engagement for Moana students. Practical implications – This research contributes to the understanding of how digital learning spaces can be designed to support the educational identity development of students. Originality/value – It demonstrates the application of culturally relevant digital spaces to foster meaningful educational experiences and offer practical insights for educators and designers aiming to create inclusive learning opportunities.Description
Keywords
47 Language, Communication and Culture, 4703 Language Studies, Workforce Diversity and Outreach, 7.1 Individual care needs, Generic health relevance, 1302 Curriculum and Pedagogy, 2003 Language Studies, Digital storytelling, Counter storytelling, Educational identities, Digital artefacts, Multimodal, Design-based research
Source
English Teaching: Practice & Critique, ISSN: 2059-5727 (Print); 1175-8708 (Online), Emerald, 1-17. doi: 10.1108/ETPC-08-2025-0197
Publisher's version
Rights statement
© Selena Meiklejohn-Whiu and Rebecca Ngaire Jesson. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at https://creativecommons.org/licenses/by/4.0/