Doctor of Education


The ability for all adults to be able to successfully participate in employment recruitment processes is a social justice issue. This study investigated the reconceptualisation of the job interview through the use of a digital story résumé to inform and mediate the process based on the experiences of the creator and the viewer.

Digital stories have changed the way we tell stories, and they have been promoted as a new form of literacy which can empower marginalised voices through the use of multiliteracies to share images, words and ultimately perspectives in new ways. The aims of creating digital stories are many. They include, for example, for therapy, for advocacy, and to educate the viewer. The multimodalities within digital stories, the interplay of images and sounds, have the ability to provoke empathy, foster polyvocality, and engage communities. While there have been investigations into the creation of digital stories, to date there has been little evidence of digital stories being used to their full potential.

Young adults with learning challenges are required by society to write résumés as their initial step to finding employment. Many of these young adults struggle to express themselves in the written format. If they are “lucky” they are then invited to attend a job interview where a high portion are not successful. Many of these young adults also struggle to express their strengths, weaknesses and visions in oral form. This reveals that traditional job seeking conventions have prevented these people from being able to successfully enter the employment market. This has resulted in a need to consider new ways – new literacies – that may enable this cohort to truly present their skills and qualifications from the beginning to the end of the recruitment process.



Unless otherwise indicated, the views expressed in this thesis are those of the author and do not necessarily represent the views of the University of Wollongong.