Reimagining Traditional Stories into Fractured Stories through Digital Storytelling: Fostering Creativity and Digital Literacy
Keywords:
Creativity, Digital Storytelling, Fractured Traditional Stories, Kurikulum Merdeka, Pre-service English TeachersAbstract
Digital storytelling (DST) has been widely recognized as an effective pedagogical approach in English language teaching. However, its integration with fractured narratives to promote creativity and digital literacy in pre-service teacher education remains underexplored. This best-practice study aims to describe the implementation of DST integrated with fractured traditional stories in an English teacher education program at IKIP Siliwangi and examine its pedagogical contributions. Employing a qualitative best-practice approach, the project was conducted in a fifth-semester instructional media course, where pre-service English teachers collaboratively transformed Indonesian traditional stories into fractured digital storybooks using digital publishing platforms. The findings indicate that the project enhanced students’ creativity, digital literacy, critical thinking, collaboration, and pedagogical competence while encouraging them to reinterpret local cultural heritage through contemporary perspectives. The resulting digital storybooks demonstrate how DST can serve as authentic multimodal learning media that integrate language learning with technology and cultural preservation. These findings suggest that combining fractured narratives with DST offers an innovative pedagogical model that supports the goals of Kurikulum Merdeka and prepares future English teachers to design creative, culturally responsive, and technology-enhanced learning experiences.
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