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ERIC Number: ED553880
Record Type: Non-Journal
Publication Date: 2013
Pages: 351
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-1925-5
Of Movies and Multimodality: Film Design and Modal Complexity as Literacy Practices in the Elementary Classroom
Husbye, Nicholas E.
ProQuest LLC, Ph.D. Dissertation, Indiana University
As technology becomes less costly and more ubiquitous in contemporary lives, utilizing these technologies in the elementary classrooms becomes an educational imperative in the quest to prepare students for success in the larger world. There is, however, a disconnect between the meaning-making possibilities for students in elementary school spaces; traditionally print-centric literacy practices are valued more highly than those drawing upon alternative ways of constructing meaning. Research on multiliteracies, multimodality, and technology in literacy education frame this case study of the filmmaking practices of elementary students. The questions addressed in this work include: How do students utilize flexible spaces in school to engage in filmmaking? How do students understand the affordances of modes and combine multiple modes to create meaning in film? How are students positioning themselves as creative producers while drawing upon their experiences as consumers? Using an ethnographic case study methodology, students' existing competencies in media production were foregrounded, allowing them to expand upon their existing knowledge of story, technology, and modal affordance. Engaging K-8 students in an elective filmmaking class at a public charter school, production teams worked to construct final films. An analysis of their production process reveal complex understandings of media production, particularly in the ways modes are networked in the process of making meaning. Highlighting the rich opportunities the production of multimodal texts, particularly film, provide for students, I argue for the dedicated inclusion of these practices in an elementary space as well as for an expanding understanding of the competencies of elementary students in regards to multimodal production. Emphasis is placed upon the film as a product of histories of production, asserting that an understanding of student learning is impossible by examining the final product alone. Lastly, filmmaking as literacy practice is highlighted as a viable pathway to forming literate identities, one possible process through which students can engage in powerful, engaging, and thoughtful meaning making. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A