In this essay, we examine the relationship between students’ spatial literacies of their neighborhoods and communities and their transnational identities, the latter which have complex, broad spatial and temporal dimensions. Over four months, we, a team of university researchers, led a series of instructional activities with a class of racially, ethnically, and linguistically diverse first- and second-generation immigrant students in an 11th grade introduction to research course. Here, we document the ways in which students learned about various data sources for inquiry to create digital, layered map-based stories about the factors that shape their (and others’) immigrant experiences in their local community. We offer two illustrations that respectively speak to how students' spatial literacies of their neighborhoods included their self-positioning within the local sociopolitical landscape and at the same time, the signs and symbols they chose in their story maps reflected broader sociopolitical forces. We raise considerations and questions for educators who want to engage transnational and immigrant adolescent youth in multimodal, digital spatial storytelling.
Stories from Islita Libre: Digital spatial storytelling as an expression of transnational and immigrant identities.
Occasional Paper Series,