Abstract

Digital Storytelling is one of the most recurrent art media used today to give a voice to invisible, silenced or marginalised groups. In this way, this methodology is framed within the cultural and educational sphere, and through a narrative approach it is capable of integrating multi-format resources that project information and stories of great richness from a hypermedia language. In fact, digital storytelling is occupying a priority role in identity studies in education. In this paper, we present a systematic review of the literature on digital storytelling in education. The methodological process was based on the PRISMA protocol. The results offer a qualitative and bibliographical synthesis of educational studies focused on digital storytelling. Firstly, there is a growing interest in the development of lines of research that focus on digital storytelling as a privileged vehicle for exploring digital stories. This is based on the premise of giving voice to the voiceless, a priority aspect in cultural, educational and social research. For this reason, throughout the systematic review we explored different research that decided to study these discourses from a democratic and participatory approach. Finally, we encourage future research to explore this new resource further.

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