Deconstructing Video Clips in Class
Enhancing Secondary School Students’ Critical Literacy in Digital Domains
DOI:
https://doi.org/10.24834/educare.2022.1.5Keywords:
critical literacy, design research, digital multimodal texts, secondary education instructionAbstract
Due to the recent decades of rapid digitalization digital multimodal texts have become increasingly common. Almost anyone can also produce, edit and publish texts which have resulted in an increasing necessity for critical literacy in order to handle texts in digital domains. The purpose of this article is to explore how students’ critical literacy can be developed through in situ classroom activities. Grounding the study in sociocultural theories of learning and the concept of critical literacy, a design research approach was adopted, and an intervention was jointly designed by the researcher and the teachers. In focus was a class of 14-15-year-olds who were involved in activities of deconstructing a video clip from a popular teenage online series. Through interaction analysis of the classroom observations, it became evident that, by means of a step by step lesson structure, opportunities arise for increasing students’ awareness of how modes function concurrently and carry both separate and interconnected meanings. Through this process, students also discovered that different modes can be contradictory, enabling enhanced critical analysis in their making meaning of the text.
References
Ajayi, L. (2015). Critical multimodal literacy: How Nigerian female students critique texts and reconstruct unequal social structures. Journal of Literacy Research, 47(2), 216–244. https://doi.org/10.1177/1086296X15618478
Allcott, H., & Gentzkow, M. (2016). Social media and fake news in the 2016 election. NBER Working paper no. w23089. https://ssrn.com/abstract=2903810
Avila, J., & Zacher Pandya, J. (2013). Critical digital literacies as social praxis: Intersections and challenges. Peter Lang Publishing.
Bearne, E. (2009). Multimodality, literacy and texts: Developing a discourse. Journal of Early Childhood Literacy, 9(2), 156–187.
Bom, A-K. (2018). På tvers av grenser og lag: Skam i et transmedialt og multimodalt perspektiv [Across borders and layers: Shame from a transmedial and multimodal perspective]. In S. Skarsboe Lindther & D. Skarstein (Eds.), Dramaserien Skam: Analytiska perspektiver og didaktiske muligheter [The drama series Skam: Analytical perspectives and didactical opportunities] (pp. 53–72). Fagbokforlaget.
Boske, C., & McCormack, S. (2011). Building an understanding of the role of media literacy for Latino/a high school students. High School Journal, 94(4), 167–186.
Brown, A. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions. Journal of the Learning Sciences, 2, 141–178.
Carlsson, H., & Sundin, O. (2018). Sök- och källkritik i grundskolan: En forskningsrapport [Information search and source criticism in compulsory education: A research report]. Lund University Publications.
Duranti, A. (1997). Linguistic anthropology. Cambridge University Press.
Elf, N., Gilje, Ö., Olin-Scheller, C., & Slotte, A. (2018). Nordisk status og forskningsperspektiver i L1: Multimodalitet i styredokumenter og klasserumspraksis. [Multimodal literacy practices in L1 – a Nordic perspective]. In M. Rogne & L. Rune Waage (Eds.), Multimodalitet i skole- og fritidstekstar: Ein vitskapleg antologi (pp. 71–104). Fagbokforlaget.
Fleischer, H., & Kvarnsell, H. (2015). Digitalisering som lyfter skolan: teori möter praktik [Digitalisation lifting education: Theory and practice]. Gothia fortbildning.
Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. An Australian Journal of TESOL, 5(3), 7–16.
Freire, P. (1972). Pedagogy of the oppressed. Herder and Herder.
Gibbons, P. (2014). Scaffolding language, scaffolding learning, second edition: Teaching English language learners in the mainstream classroom. Heinemann.
Greiffenhagen, C. (2008). Unpacking tasks: The fusion of technology with instructional work. Computer Supported Cooperative Work, 17, 35–62.
Hinrichsen, J., & Coombs, A. (2014). The five resources of critical digital literacy: A framework for curriculum integration. Research in Learning Technology, 21(1). https://doi.org/10.3402/rlt.v21.21334
Huang, S. (2017). Critical multimodal literacy with moving-image texts. English Teaching: Practice & Critique, 16(2), 194–206.
Janks, H. (2010). Literacy and power. Routledge.
Janks, H. (2018). Texts, identities, and ethics: Critical literacy in a post-truth world. Journal of Adult and Adolescent Literacy, 62(1), 95–99.
Jefferson, G. (1984). Transcription notation. Cambridge University Press.
Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32(1), 241–267.
Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the Learning Sciences, 4(1), 39–103.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.
Kress, G., & van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Edward Arnold.
Lankshear, C., & Knobel, M. (2004). Text-related roles of the digitally 'at home. American Education Research Association Annual Meeting, San Diego, CA.
Leu, D., Kinzer, C., Coiro, J., Castek, J., & Henry, L. (2013). New literacies: A dual-level theory of the changing nature of literacy instruction, and assessment. In D. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 1150–1182). International Reading Association. 10.1598/0710.42
Lim, F., & Kok Yin Tan, S. (2018). Developing multimodal literacy through teaching the critical viewing of films in Singapore. Journal of Adolescent & Adult Literacy, 62(1), 291–300.
Luke, A. (2012). Critical literacy: Foundational notes. Theory into Practice, 51(1), 4–11.
Luke, A., & Freebody, P. (1999). Further notes on the four resources model. Reading online. http:www.readingonline.org/research/luke-freebody.html
McKenney, S., & Reeves, T. (2012). Conducting educational research design. Routledge.
McNicol, S. (2016). Critical literacy for information professionals. Facet Publishing.
Molin, L., Godhe, A-L., & Lantz-Andersson, A. (2018). Instructional challenges of incorporating aspects of critical literacy work in digitalised classrooms. Cogent Education, 5(1), 1-17. https://doi.org/10.1080/2331186X.2018.1516499
New London Group (2000). A pedagogy of multiliteracies: Designing social futures. In B. Cope & M. Kalantzis (Eds.), Multiliteracies (pp. 9–42). Routledge.
Pangrazio, L. (2017). Reconceptualising critical digital literacy. Studies in the Cultural Politics of Education, 37(2), 163–174.
Pikelis, A. (2014). Seinfeld’s muffin bottoms. Course presentation in Critical Media Literacy, LCM 286, American Jewish University.
Schmier, S. (2013). Designing space for student choice in a digital media studies classroom. In J. Avila & J. Zacher Pandya (Eds.), Critical digital literacies as social praxis: Intersections and challenges (pp. 15–40). Peter Lang Publishing.
Street, B. (1998). New literacies in theory and practice: What are the implications for language in education? Linguistics and Education, 10(1), 1–24.
Swedish National Agency of Education. (2019). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 [Curriculum for the compulsory school, preschool class and the recreation centre]. Fritzes.
Swedish Research Council. (2017). God forskningssed. Vetenskapsrådet. https://publikationer.vr.se/produkt/god-forskningssed/
Swedish Schools Inspectorate. (2018). Undervisning om källkritiskt förhållningssätt i svenska och samhällskunskap [Teaching source criticism in the subjects of Swedish and social science]. Skolinspektionen.
UNESCO. (2013). Global media and information literacy assessment framework: Country readiness and competencies. UNESCO.
Unsworth, L. (2014). Multimodal reading comprehension: Curriculum expectations and large-scale literacy testing practices. Pedagogies: An International Journal, 9(1), 26–44. https://doi.org/10.1080/1554480X.2014.878968
Van Leeuwen, T. (2015). Critical discourse analysis. The International Encyclopedia of Language and Social Interaction, 1–7.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wertsch, J. V. (1998). Mind as action. Oxford University Press.
Wood, D., Bruner, J., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology & Psychiatry and Allied Disciplines, 17, 89–100.
Zacher Pandya, J., Pagdilao, K., Kim, A., & Marquez, E. (2015). Transnational children orchestrating competing voices in multimodal, digital autobiographies. Teachers College Record, 117(7), 1–32.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Lisa Molin
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
