ABSTRACT

This article presents the work of two female students in a rural school who were assigned to respond to a Shakespearean text with a Digital Video (DV) project. The study shows how the teacher provided students appropriate time, mediation, and space in allowing them to bring their out-of-school literacies and interests within an academic context. The students composed a DV interpretation of the “tomorrow and tomorrow and tomorrow” speech from Macbeth. The research examines both the product and process of the students’ work. They recursively planned, drafted, and edited as they composed a multimodal response that purposefully attended to the orchestration of visuals, audio, and text. Implications from this study demonstrate the importance of valuing students’ identities in classroom settings, emphasizing multiple audiences for student work, highlighting the complexity of compositional decisions students made throughout the entire process of creating their video response, and providing multimodal assessments in academic contexts.

摘要

本文介绍了农村学校两名女学生的工作，她们被指派通过数字视频 (DV) 项目对莎士比亚文本做出回应。该研究展示了教师如何为学生提供适当的时间、调解和空间，使他们能够在学术环境中发挥校外素养和兴趣。学生们对麦克白的“明天明天明天”演讲进行了DV解读。该研究检查了学生工作的产品和过程。他们递归地计划、起草和编辑，因为他们组成了一个多模式响应，有目的地参与视觉、音频和文本的编排。这项研究的意义表明重视学生在课堂环境中的身份，强调学生工作的多个受众，