Digital Discourse: Composing with Media in the Writing Classroom - 1 views
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None of these students had created a video composition before. And yet, using archival footage from Rauner and on-campus interviews, these first-time filmmakers produced a moving short film about student activism and apathy. As you watch the film, note that the filmmakers’ choices (of image, interviews, music, and transitions) are very clearly rooted in an awareness of the effect that they hoped to have on their audience.
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One might argue—and argue correctly—that teaching students an awareness of audience does not require that we study or assign multimedia compositions. But students are deeply engaged with these media, often relying on them to make very important life decisions, like whom to vote for in the next presidential election and why. This engagement leads students to feel that multimedia compositions matter, and that these compositions have a power that other compositions don’t have—perhaps because they believe multimedia compositions have a broad and genuinely interested audience are therefore more likely to be seen.
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Indeed, a group of students working on a short film reported to me that they had spent an hour heatedly arguing about a single transition in their film. These were students who often overlooked transitions in their written work.
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Across More Classes, Videos Make the Grade - Technology - The Chronicle of Higher Educa... - 0 views
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At USC, officials have set up a center where non-film majors can go to get help crafting videos for classes. It's called the Institute for Multimedia Literacy. Among recent projects: a geology class that asked students to make short documentaries instead of writing term papers.
Defining Literacy in a Digital World - ReadWriteThink - 2 views
Films & Digital Stories | gnovis - 0 views
Remixing Media Literacy Education: Students 'Writing' with New Media Technologies - 0 views
50+Ways to Tell a Digital Story - 0 views
Featured Articles - 0 views
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The typewriter prized one particular kind of intelligence, but with the Web, we suddenly have a medium that honors multiple forms of intelligence-abstract, textual, visual, musical, social, and kinesthetic. As educators, we now have a chance to construct a medium that enables all young people to become engaged in their ideal way of learning. The Web affords the match we need between a medium and how a particular person learns.
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The first dimensional shift has to do with literacy and how it is evolving. Literacy today involves not only text, but also image and screen literacy. The ability to "read" multimedia texts and to feel comfortable with new, multiple-media genres is decidedly nontrivial.
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The real literacy of tomorrow entails the ability to be your own personal reference librarian-to know how to navigate through confusing, complex information spaces and feel comfortable doing so
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