Abstract
In the 21st century, the interplay among digital literacy, creativity, and knowledge co-making has garnered attention in Southeast Asian universities. Digital storytellers are encouraged to develop digital multimodal composing (DMC) skills, enhancing knowledge co-making and employability. Nwogwugwu (2022) emphasises that disseminating knowledge through digital assets not only supports students' digital translanguaging space but also empowers creative endeavours. In Hong Kong, plurilingual teachers and students are reshaping their meaning-making patterns under the influence of digital media and AI tools. However, pedagogy has yet to fully leverage digital storytelling in higher education. Addressing this gap, this chapter reviews trans-semiotic space in higher education, focusing on DMC genres for language learning and personal development. It introduces the Multimodalities-Entextualisation Cycle (MEC) as a heuristic tool for promoting creativity in EMI higher education. Through design-based research, a 13-week digital storytelling course demonstrates how MEC facilitated self-directed learning among students from China and Hong Kong, reaffirming their plurilingual identities.
| Original language | English |
|---|---|
| Title of host publication | Creativity and Higher Education in Southeast Asia |
| Subtitle of host publication | https://www.designresearchsociety.org/events/cfp-creativity-and-higher-education-in-southeast-asia |
| Publication status | Accepted/In press - 30 Mar 2025 |
Keywords
- Digital Storytelling
- Creativity
- Higher education