This paper explores how digital storytelling is reshaping the way educators encourage critical literacy in today’s classrooms. Drawing on peer-reviewed research published between 2007 and 2024, it pulls together what works, what’s promising, and what educators should watch out for when using digital storytelling to help students think more deeply and critically. The research shows that digital storytelling doesn’t just boost traditional literacy, it brings students into the process through multimedia, inspires emotional investment, and invites active creation. As a result, students see real gains in how they read, analyze information, and navigate digital worlds. The review also reveals practical strategies that make digital storytelling work, like building in structure, encouraging peer feedback, and honoring students’ cultural backgrounds. There’s strong evidence that these approaches especially benefit multilingual learners and help create more universal classrooms. At the same time, the paper acknowledges the challenges and points to the need for thoughtful implementation, ongoing support, and further study as technology evolves. Ultimately, this synthesis offers some perspectives and actionable ideas for educators eager to integrate digital storytelling into their approach to teaching critical literacy.
Mst. Rasna Afroz (2025) studied this question.