Abstract
With the emergence and advancement of technology, the wide number of technological devices that can be used to manipulate information and improve student education is increasing every day (Alismail, 2015). Specifically, digital storytelling is one form of multimedia that is becoming more popular in educational settings because educators are realizing the possibilities for using this tool in the classroom (Alismail, 2015). Students who are exposed to digital storytelling are more likely to develop enhanced communication skills by learning and organizing ideas properly, ask questions, express opinions, and construct narratives (Robin, 2016). Additionally, storytelling can be an empowering way to explore identity. It allows individuals to share personal thoughts, feelings, experiences, and behaviors from their own unique perspective. This qualitative study introduces digital storytelling as an effective educational tool for educators to encourage First-Generation Latinx CAMP Students (FGLCS) to explore self-identity in college. Drawing on Yosso’s (2005) Community Cultural Wealth (CCW) theoretical framework, and on literature pertaining to the benefits of using digital storytelling this study reveals that FGLCS share common conditions that may impede them from exploring self-identity during adolescence and in college.