ABSTRACT
This chapter focuses on multimodal composition and examining the creative process of digital storytelling. The adoption of multimodal composition as a key process in language learning runs counter to many current educational practices and exposes the widening gap between children's experiences and knowledge outside school and what is viewed as powerful knowledge in school. In adopting a collaborative process-oriented approach there was a focus on effective teamwork and students rotated roles or took on multi-roles in the filmmaking process. In order to provide coherence to the creation of digital stories across project schools whilst allowing scope for digital stories to take many different directions, it was decided to suggest an overarching theme. In the planning and pre-production part of the filmmaking process emphasis was also placed on students developing research skills and shaping new forms of knowledge. As part of the Film Festival students completed a Film Festival Review Booklet encouraging active viewing and critical engagement with the filmmaking process.
