ABSTRACT

In this essay I view writing as a communicative practice, and ask how and in what ways teachers and students define the role of writing in relation to digital video composition. While there is much research on the importance of multimodal composition, and teachers are being encouraged to incorporate more digital making into their curricula, we need to more fully examine children’s classroom writing and meaning-making practices as they work in newer modes like video. I use a sketch of the work of one student to examine what I see as the continued primacy of paper-and-pencil or computer-screen writing even in a digital video making process. I also discuss the ways children saw writing along a continuum of utility, from more to less useful, depending on their own perspectives on writing in general and on writing’s role in the production of videos. I show how the boundaries that teachers maintain between writing and speaking matter less to some students than they do to teachers. I close with some suggestions for how we should approach the theoretical and pragmatic challenges of writing for digital video production in school.

摘要

在本文中，我将写作视为一种交流实践，并询问教师和学生如何以及以何种方式定义写作在数字视频合成方面的作用。尽管人们对多模式组合的重要性进行了很多研究，并且鼓励教师将更多数字制作方法纳入其课程，但我们需要更全面地研究儿童在以视频等较新模式工作时的课堂写作和意义练习。我用一个学生的作品草图来检查我认为纸和铅笔或计算机屏幕书写的持续首要地位，即使在数字视频制作过程中也是如此。我还讨论了孩子们从实用性到实用性从小到大的看待写作的方式，这取决于他们对一般写作和视频在视频制作中的作用的看法。我展示了教师在写作和口语之间保持的界限如何对某些学生而言比对教师而言更重要。最后，我提出了一些建议，建议我们如何应对学校中用于数字视频制作的写作的理论和实用挑战。