'Designing' in the 21st century English Language Arts classroom: Processes and influences in creating multimodal video narratives.

摘要

This grounded theory study, set in the context of two English Language Arts classrooms, sought to explore the processes and influences involved in the reading and writing (Designing) activities of two groups of students using video as the storytelling medium. The research questions guiding this study were: (1) What processes do students use to Design with video text? (2) What influences students' decision-making while Designing video texts?; These questions were developed to help explore implications of students reading and composing video in an English Language Arts classroom, and what bearing those implications may have on the future of the English Language Arts curriculum. Through several data sources, including concurrent think-aloud protocols, interviews, and the students' video projects, this study demonstrated that the two case study groups were influenced heavily by their knowledge of genre and narrative structure in piecing together video narratives from pre-existing video footage. This study also demonstrated that the groups' processes of Designing were different in many ways, but shared the characteristics of being iterative and demonstrating attention to creating clarity of meaning for the audience.