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  <journal>
    <title>HANA: Humanities and Academic Narratives in Education</title>
    <issnOnline>3123-7045</issnOnline>
    <issnPrint></issnPrint>
  </journal>
  <article id="510">
    <title><![CDATA[Narrative Literacy and Digital Storytelling in Indonesian Language Education: A Humanistic Framework for Values, Identity, and Critical Digital Literacies]]></title>
    <abstract><![CDATA[Humanities-centered education positions language learning as a space where identity, values, and meaning are negotiated through narrative. In Indonesia, persistent challenges in reading performance, alongside rapid digital transformation, create an urgent need for pedagogy that strengthens narrative literacy while cultivating critical digital literacies (OECD, 2023a; OECD, 2023b). This article develops a humanistic framework for integrating digital storytelling (DST) into Indonesian language education to support (a) narrative competence, (b) value formation and cultural identity, and (c) ethical, critical, and creative participation in digital culture (UNESCO, 2024; Katadata & Sibercakap Digital, 2023). Using a scoping review approach, literature from 2021–2025 on DST, multimodal composing, multiliteracies pedagogy, and narrative inquiry is synthesized (Jiang & Hafner, 2024; Veyis et al., 2025). The synthesis highlights mechanisms through which DST contributes to writing development and engagement (Ajabshir, 2024; Meletiadou, 2022), and it foregrounds GenAI-era risks and equity issues that demand critical ethical literacy (Kim et al., 2025; Rapanta et al., 2025). The paper proposes design principles, an instructional sequence, assessment indicators, and safeguards to guide Indonesian language teachers.]]></abstract>
    <doi>10.63203/hana.v1i2.510</doi>
    <publicationDate>2026-04-10</publicationDate>
    <pages>50-55</pages>
    <url>https://journal.aapbk.org/index.php/hana/article/view/510</url>
    <pdfUrl>https://journal.aapbk.org/index.php/hana/article/view/510/134</pdfUrl>
    <keywords>
      <keyword><![CDATA[Narrative literacy]]></keyword>
      <keyword><![CDATA[digital storytelling]]></keyword>
      <keyword><![CDATA[multiliteracies]]></keyword>
      <keyword><![CDATA[critical digital literacy]]></keyword>
    </keywords>
    <authors>
      <author>
        <name>Zathu Restie Utami</name>
        <email>zathurestieutami@radenintan.ac.id</email>
        <affiliation><![CDATA[UIN Raden Intan Lampung]]></affiliation>
        <orcid></orcid>
      </author>
      <author>
        <name>Agus Kurniawan</name>
        <email>aguskurniawan@radenintan.ac.id</email>
        <affiliation><![CDATA[UIN Raden Intan Lampung]]></affiliation>
        <orcid></orcid>
      </author>
    </authors>
    <references>
      <reference order="1">
        <content><![CDATA[Ajabshir, Z. F. (2024). Empowering EFL writing through digital storytelling: A quasi-experimental assessment of CALF measures and multidimensional engagement. Acta Psychologica. https://doi.org/10.1016/j.actpsy.2024.104564]]></content>
        <doi>10.1016/j.actpsy.2024.104564</doi>
      </reference>
      <reference order="2">
        <content><![CDATA[Ciğerci, F. M., & Yıldırım, M. (2023). From Freytag pyramid story structure to digital storytelling: Adventures of pre-service teachers as story writers and digital story tellers. Education and Information Technologies. https://doi.org/10.1007/s10639-023-12042-7]]></content>
        <doi>10.1007/s10639-023-12042-7</doi>
      </reference>
      <reference order="3">
        <content><![CDATA[Darvin, R., & Hafner, C. A. (2022). Digital literacies in TESOL: Mapping out the terrain. TESOL Quarterly, 56(3), 1–18.]]></content>
      </reference>
      <reference order="4">
        <content><![CDATA[Ergül Sönmez, E., & Urfalı Dadandı, P. (2023). Does digital storytelling have an effect on writing outcomes? Malaysian Online Journal of Educational Technology, 11(2), 147–157. https://doi.org/10.52380/mojet.2023.11.2.441]]></content>
        <doi>10.52380/mojet.2023.11.2.441</doi>
      </reference>
      <reference order="5">
        <content><![CDATA[Jiang, L. G., & Hafner, C. A. (2024). Digital multimodal composing in L2 classrooms: A research agenda. Language Teaching. https://doi.org/10.1017/S0261444824000107]]></content>
        <doi>10.1017/S0261444824000107</doi>
      </reference>
      <reference order="6">
        <content><![CDATA[Katadata & Sibercakap Digital. (2023). Status Literasi Digital di Indonesia 2023 (Report). https://cdn1.katadata.co.id/media/Report_LITDIG_2023.pdf]]></content>
      </reference>
      <reference order="7">
        <content><![CDATA[Kim, N., Lee, V. W. Y., Mecham, S., & De Costa, P. I. (2025). Problematizing and addressing equity issues in multiliteracies and the use of generative AI: Why critical ethical literacy matters. Pedagogies. https://doi.org/10.1080/1554480X.2025.2557481]]></content>
        <doi>10.1080/1554480X.2025.2557481</doi>
      </reference>
      <reference order="8">
        <content><![CDATA[Meletiadou, E. (2022). Using educational digital storytelling to enhance multilingual students’ writing skills in higher education. IAFOR Journal of Education: Technology in Education, 10(2), 111–130.]]></content>
      </reference>
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        <doi>10.1016/j.techfore.2023.122664</doi>
      </reference>
      <reference order="10">
        <content><![CDATA[OECD. (2023a). Education GPS: Indonesia—Student performance (PISA 2022). https://gpseducation.oecd.org/CountryProfile?primaryCountry=IDN&topic=PI]]></content>
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        <content><![CDATA[OECD. (2023b). PISA 2022 results (Volume I and II): Country notes—Indonesia. https://www.oecd.org/en/publications/pisa-2022-results-volume-i-and-ii-country-notes_ed6fbcc5-en/indonesia_c2e1ae0e-en.html]]></content>
      </reference>
      <reference order="12">
        <content><![CDATA[Rapanta, C., Bhatt, I., Bozkurt, A., Chubb, L. A., Erb, C., Forsler, I., ... Jandrić, P. (2025). Critical GenAI literacy: Postdigital configurations. Postdigital Science and Education, 7, 1296–1333. https://doi.org/10.1007/s42438-025-00573-w]]></content>
        <doi>10.1007/s42438-025-00573-w</doi>
      </reference>
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        <content><![CDATA[Sevilla-Liu, A. (2021). From Mori Akira to narrative education: Weaving the tapestry of narrative philosophy, analysis, therapy, pedagogy, and research. Human Arenas. https://doi.org/10.1007/s42087-021-00202-5]]></content>
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        <content><![CDATA[UNESCO. (2024). UNESCO framework for culture and arts education. https://www.unesco.org/sites/default/files/medias/fichiers/2024/02/WCCAE_UNESCO%20Framework_EN_0.pdf]]></content>
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        <content><![CDATA[Veyis, F., Gözüyeşil, E., & Ciğerci, F. M. (2025). The effect of digital storytelling on students’ language skills performance: A meta-analytic study. Education and Information Technologies, 30, 24463–24501. https://doi.org/10.1007/s10639-025-13722-2]]></content>
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    </references>
  </article>
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