Providing teachers with assistance to incorporate digital literacies in the classroom is not always readily available. Many school literacy practices continue to ignore youths' digitally mediated subjectivity as it has been shaped by the new media age. Particularly the notion that digital storytelling, if done well, provides more than a means of engaging students in the practice of multimedia literacy, but allows them to make meaning from experience and become wholly engage in the process of foreign/second language learning and use. These materials will allow students and teachers alike to explore the potential that digital storytelling in the language learning and teaching context affords. To reinforce this model, a compilation of useful resources along with classroom handouts will be made available. Illustration of the digital storytelling development process will come to present a model of best practice for practitioners to follow.

Focus will center on illustrating suitable digital storytelling types for use in educational contexts, as well as establishing effective means for the evaluation of student-developed projects. The use and applicability of digital storytelling, relative to the teaching and learning of TEFL/TESOL, will be presented. This collection will appeal not only to educators, but to anyone invested in better understandingand perhaps participating inthe significant shift towards everyday people producing their own digital media. Each chapter opens with an overview of a specific DIY media practice, includes a practical how-to tutorial section, and closes with suggested applications for classroom settings. Specific DIY media practices addressed in the chapters include machinima, anime music videos, digital photography, podcasting, and music remixing.

As such, it is organized around three broad areas of digital media: moving media, still media, and audio media. This book is very much concerned with engaging students in do-it-yourself digitally mediated meaning-making practices. DIY Media addresses this issue head-on, and describes expansive and creative practices of digital literacy that are increasingly influential and popular in contexts beyond the school, and whose educational potential is not yet being tapped to any significant degree in classrooms. Schools remain notorious for co-opting digital technologies to business as usual approaches to teaching new literacies.

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