Story Apps as Didactic Multimodal Resources for Multiliteracies Practices

This article aims to contribute to the understanding of the use of interactive story apps as didactic resources for fostering the learning and teaching of multiliteracies. It presents the multimodal discourse analysis of an interactive story app showing a dense net of intermodal meaning relations, such as convergence, complementarity, and divergence, in the representation of ideational and interpersonal meanings. The results allow the characterization of the story app as a complex multimodal ensemble and point to the need of a renewed readers and teacher’s agency in the pedagogical use of interactive story apps in the learning and teaching of multiliteracies. The article finishes by identifying the limitations of the study and some future developments

Art · Humanities · Point (geometry) · Sociology · Cultural, Media, and Literary Studies · Digital Storytelling and Education · Education and Digital Technologies · Mathematics