When in Doubt, Map it Out: Teachers’ Digital Storytelling Researched through Documentation


  • Amélie Lemieux Mount Saint Vincent University
  • Stephanie Mason Mount Saint Vincent University




Making, teacher education, MakerMap, storytelling, cartography, multimodality


This article considers how documentation enriches literacies learning in higher education, specifically in a graduate course designed for language teachers. Building on a one-year research study with graduate students at a university in the Atlantic region of Canada, the authors demonstrate how participant-generated documentation, including cartography, presents relational understandings impacting literacies. Specifically, the authors look at a case study of two teachers enrolled in a graduate literacy course who crafted and designed digital stories using Scratch and used multimodal dimensions from music to animation and movement. Teachers’ documentation challenges the idea that making is solely a question of doing, and considers instead long-lasting processes that influence teacher practice and development.

Author Biographies

Amélie Lemieux, Mount Saint Vincent University

Amélie Lemieux, PhD, is an assistant professor in the Department of Didactics at the Université de Montréal, Canada. She received federal funding to study adolescents’ and teachers’ literacy practices in the digital era, and is deeply invested in relational conditions of learning. She authored De/constructing Literacies (Peter Lang, 2020) and co-authored Mapping Holistic Learning (Peter Lang, 2017) with Boyd White.

Stephanie Mason, Mount Saint Vincent University

Stephanie Mason, PhD, is a postdoctoral fellow and part-time faculty at Mount Saint Vincent University in Halifax, Nova Scotia, Canada. She holds advanced Education and Literature degrees, with experience in facilitation and academic writing. Her research interests include arts-informed research methodologies, adults' informal learning, place-based studies, and unpaid caregiving.


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