Digital Video Production as a Literacy Practice in UK

By

ABSTRACT

Digital video production has the ability to alternate between modes of reception and production as students view and transform their texts. Film language may present an opportunity to teach kids how to be communicatively competent across different discourse communities with particular emphasis on the ways in which film makers use language in their everyday lives to make meaning and tell their stories. The purpose of this study is to understand the use of digital video production as literacy practice in UK.

TABLE OF CONTENTS

ABSTRACTii

CHAPTER 1: IDEA/CONCEPT DEVELOPMENT1

Background1

Problem statement1

Aims and objective2

CHAPTER 2: LITERATURE REVIEW3

A Divide between Literacy and Technology3

Digital Video Production as a Literacy Practice3

CHAPTER 3: METHODOLOGY6

REFERENCES8

BIBLIOGRAPHY10

CHAPTER 1: IDEA/CONCEPT DEVELOPMENT

Background

Some media literacy theorists suggest that students can use digital video production in educational settings to help them develop efficacy with other modes of communication such as printed text and school-sanctioned media like books or standardized tests.

Digital video production is more than a technical, cognitive or communicative literacy practice but also one that holds powerful affective capacity for making sense of and effecting changes to peoples' lives. Video production is only important as it relates to one's efficacy with printed texts.

Problem statement

Digital video production is a social practice presents a different way of thinking about language and literacy and marks a deviation from autonomous approaches to the ways in which youth use language and literacy through digital video production. Students might use digital video production as a one of many ways of being literate depending on the socio-cultural context in which a text is created and used as well as the needs/purposes of the people using digital video production.

Unfortunately, there is little research that provides a detailed account of how students engage with film language, use film language to participate in the film making community, or even what film language means in terms of media literacy. This represents a need for researchers to understand how students learn to participate in a film making community through learning film language.

Aims and objective

The aim of this study is to understand the use of digital video production as literacy practice in UK. This study has the following objectives:

To understand the concept of digital video production as a literacy practice.

To examine the use of language and literacy to create moving image texts in educational settings for specific purposes such as communicating ideas, constructing identities, and changing how youth participate in society.

To identify whether the inclusion of digital video production in new definitions of literacy is essential.

CHAPTER 2: LITERATURE REVIEW

A Divide between Literacy and Technology

With an instrumental view of technologies, technologies are perceived as tools, things used to accomplish a specific purpose. An instrumental view isolates technologies and reinforces a modem approach based upon technologies as "fixed objects with a use and a purpose". Evaluation of technologies by educators then is contingent upon its use and purpose rather than a socio-cultural understanding of its meaning within a specific context.

Digital Video Production as a Literacy Practice

There is research that suggests ...