Students as Digital Multimodal Text Designers: A Study of Resources, Affordances, and Experiences

Autor/in	Dahlström, Helene
Titel	Students as Digital Multimodal Text Designers: A Study of Resources, Affordances, and Experiences
Quelle	In: British Journal of Educational Technology, 53 (2022) 2, S.391-407 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dahlström, Helene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.13171
Schlagwörter	Student Developed Materials; Design; Multimedia Materials; Story Telling; Multiple Literacies; Photography; Film Production; Prior Learning; Affordances; Mastery Learning; Prerequisites + Suchen Sie Ihr Suchwort? Fotografie; Filmproduktion; Vorkenntnisse; Voraussetzung
Abstract	This paper addresses how students design multimodal digital text when making digital stories in school. Drawing on the perspective of 'multiliteracies', multimodal analysis of video recordings was used to understand the data. Findings revealed that: (1) multimodal digital text making requires particular digital and modal text-making skills and knowledge, such as knowledge of photography, film, film editing, image searching, and audio recording; (2) students' prior knowledge was crucial for mastering the digital and modal affordances offered when making digital stories; and (3) making multimodal digital texts in school offers increased opportunities for students to perform and succeed in text making. These findings point to the need for schools to offer education that makes it possible for all students to gain knowledge and master skills needed for contemporary text making. Such knowledge goes beyond skills and practices needed when making paper-based text, and borders on other disciplines such as art and technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01