Abstract 
In the age of globalization and digitalization, professional translation and interpreting require a growing set of ever more complex skills. We aim to present a set of case studies from the field of translation didactics by leaning on critical pedagogy and digital storytelling. The necessary traditional skills to become a competent translator or interpreter have included near-native or bilingual language proficiency in at least one language pair, sophisticated code-switching skills and a great deal of cultural knowledge. Due to the recent success of neural machine translation, however, the profile of translator competencies is transforming considerably. Today, the real challenge in training transcultural communication experts is to develop intertwined and sophisticated multiliterate skills and competencies. According to some traditionalist educators, however, learning facilitators first need to set clearly-defined tasks before students are able to develop procedural and in turn professional skills. As a flexible and socio-constructivist teaching method, digital storytelling has the potential to develop multiliterate translation skills through project-based assignments. This paper discusses the experience the authors have gained with digital storytelling in translation theory and translation practice classrooms and why digital storytelling can be considered a suitable tool for the development of multiliterate skills. Significantly, however, we would like to set these experiences in a broader context of liberationist transgressive pedagogies, which, paradoxically, keep blossoming in an ever more commodifying (inter)national educational landscape.