THE EFFECT OF LIBRARY-BASED DIGITAL STORYTELLING ON STUDENTS’ READING MOTIVATION IN KACHIA LOCAL GOVERNMENT AREA, KADUNA STATE
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Background of the Study
Digital storytelling, a contemporary approach to literacy development, integrates multimedia elements such as images, video, and narration to enhance traditional storytelling methods. This educational tool has gained popularity in school libraries as a strategy to engage students and cultivate reading interest. Library-based digital storytelling creates immersive experiences that encourage students to interact with texts beyond printed words, thereby increasing reading motivation (Okonkwo & Musa, 2023). In Kachia Local Government Area, where reading culture among students is reportedly low, libraries are increasingly adopting digital methods to promote literacy. Digital storytelling offers an opportunity to present stories in a relatable, entertaining, and memorable format, which appeals especially to digital-native learners. Existing research shows that students exposed to digital storytelling demonstrate improved comprehension, vocabulary retention, and increased willingness to read independently (Tanko & Yusuf, 2024). By combining the cognitive benefits of storytelling with the motivational impact of digital media, school libraries play a crucial role in fostering a culture of reading. However, the specific impact of these initiatives on students' reading motivation in rural and semi-urban settings like Kachia remains under-researched. Understanding this relationship is crucial for informing library programming and resource allocation. This study, therefore, explores how digital storytelling implemented through school libraries affects students’ interest and motivation to read regularly.
Statement of the Problem
Despite efforts to improve reading culture, many students in Kachia still show low levels of reading motivation. Traditional literacy programs in libraries often fail to capture the interest of modern learners who are more attuned to multimedia experiences. Although digital storytelling has been introduced in some school libraries, its effectiveness in boosting reading motivation has not been empirically assessed. Without data-driven insights, educational stakeholders may miss an opportunity to scale impactful literacy interventions. There is a need to critically examine whether library-based digital storytelling effectively motivates students to read.
Objectives of the Study
To determine the extent to which digital storytelling is used in school libraries in Kachia.
To assess the impact of digital storytelling on students' motivation to read.
To identify challenges associated with implementing digital storytelling in school libraries.
Research Questions
How prevalent is the use of digital storytelling in school libraries in Kachia?
What is the effect of digital storytelling on students’ reading motivation?
What challenges do school libraries face in implementing digital storytelling programs?
Significance of the Study
This study offers valuable insights into the role of technology in literacy development. It will inform librarians, educators, and policymakers on how to design engaging library programs that harness digital media to foster a love for reading. The findings will also contribute to the growing literature on technology-enhanced education in Nigerian schools.
Scope and Limitations of the Study
This study is limited to investigating the effect of library-based digital storytelling on students’ reading motivation in Kachia Local Government Area, Kaduna State.
Definitions of Terms
Digital Storytelling: A multimedia approach to storytelling using audio, video, images, and text to convey a narrative.
Reading Motivation: A student’s interest and willingness to read independently and regularly.
Library-Based Program: Educational initiatives implemented within or by the school library.
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