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Digitil Video Production About the Dominican Republic Author(S): Jason Ranker Source: Journal of Adolescent & Adult Literacy, Vol Making Meaning on the Screen: Digitil Video Production about the Dominican Republic Author(s): Jason Ranker Source: Journal of Adolescent & Adult Literacy, Vol. 51, No. 5 (Feb., 2008), pp. 410-422 Published by: International Reading Association Stable URL: http://www.jstor.org/stable/40017667 . Accessed: 25/05/2011 17:35 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=ira. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. International Reading Association is collaborating with JSTOR to digitize, preserve and extend access to Journal of Adolescent & Adult Literacy. http://www.jstor.org ^^^^^^^MS^^EMS^^mM^^^^^^^^^^^^SM^MS^^^^^m Making meaning on the screen: Digitil video production about toe Dominican Republic Jason Ranker Digital video preduction can help students in helpingstudents to become part of this chang- worldof communicationthat is takingplace while ing explore topics "midtimodatty" (Knobel& Lankshear,2006; New LondonGroup, enhancing the readingswritings 2000). and discussion processes that Rankerteaches at Portland In this article,I exploreone way StateUniversity, Oregon, that teacherscan help studentsto de- would normally be part of a USA;e-mail [email protected]. velop new literacies:by using digital traditional inquiry project. video productionin conjunctionwith student inquiryprojects. The use of It is no longerpossible to thinkabout literacy in isola- digitalvideo productionin educationalsettings is tion froma vastarray of social,technological and eco- a growingarea of interestfor literacyeducators. nomicfactors.... These are, on the one hand,the Researchershave focused on how digitalvideo broadmove fromthe now dominance centuries-long productionenables storytelling in multiple of to the new dominanceof the and,on writing image modes & 2005;Waire, and the otherhand, the move fromthe dominanceof the (Hull Nelson, 2006), mediumof the book to the dominanceof the screen. how studentsform a concept of audience (Kress,2003, p. 1) (Buckingham& Harvey,2001) for the texts they author.The use of digitalvideo in school-based Inthe midstof the changesin literacythat Kress curriculaalso has overlapswith approachessuch (2003) described,literacy researchers have been as media literacy(Beach, 2007; Luke, 1999) and consideringhow digitalmedia (the WorldWide media education (Buckingham& Sefton-Green, Web,e-mail, video, instantmessaging) are chang- 1994),which involvestudents in both reading ing the natureof literacypractices (Lewis & Fabos, and producingpopular media texts.In the pages 2005;Luke & Elkins,1998; Snyder, 1998). For ex- that follow,I build upon this work by offeringan ample,instant messaging and e-mail havecreated illustrativecase study of the researchprocesses of new waysof using writingto communicate;these two 12-year-oldstudents, William and Alex (all new uses have,in turn, shapednew types of social names are pseudonyms),as they workedon an interactions.As anotherexample, reading on the inquiryproject about the Dominican Republic Webnot only involvesprint but also imagesand and produceda digitaldocumentary video based sound. Digitalmedia have created new types of upon what they learned.By readingabout Alex readingpractices. In the midst of the migrationof and William'sliteracy work, teachers who wish to literacypractices to digitalmedia and the rise of try video projectsin their own classroomsmight images(in relationto texts),literacy researchers use this articleas a frameof referencefor delving haveraised questions about the role of the school into this largelyuncharted curricular territory. 410 JOURNAL OF HiLESCEil I ADULT LITERACY 51:5 FEiiiJJtif 2008 BIM As Alex and Williamresearched and pro- tion from literacyscholars in recentyears (Kress, duced their documentaryon the Dominican 2003; Siegel,2006). This areaof study is impor- Republic,they used two digitalmedia: (1) the tant becauseit recognizesthat the linguisticmode Web (as they conductedresearch for texts and (althoughthe most heavilyfavored mode at images)and (2) digitalvideo-production soft- school) is not the only mode availablefor com- ware (Video Studio Editor8 for the PC). They municatingand exploringmeanings. Recognizing also used more traditionalinquiry methods such the potentialof multiple modes of communica- as notebookwriting and book reading.Over the tion in literacycurricula is importantbecause courseof the project,they narrowedtheir study studentsbenefit from exploringthe full spectrum of the Dominican Republicto focus on baseball of meaning-makingpossibilities. In addition,in- playerswith familialties to the Dominican cluding multiple modes of meaningmaking in Republic(who play on U.S. teams) and music of the curriculumpromises to bring school-based the Dominican Republic. literacycurricula "in sync"with the changesin communicationthat surroundthe school Alex and William used both texts and public in the broadersociety. images extensivelythroughout the project. Throughtheir video production process,they searchedfor visual of various of images aspects Background the Dominican Republicon the Web,selected and savedthese images for later use, and then As a formerteacher and currentprofessor with ' imported and arrangedthe images in Video interestsin and experienceswith new literacies,I Studio Editor.Video Studio allowed the boys to teamed up with a colleagueof mine- a teacher weave these images togetherwith audio tracks who was also interestedin using video produc- (which they wrote and narrated)into a single, tion as part of student inquiryprojects. Mr. Clark polished movie project.In the process of pro- and I collaboratedin designinga projectthat re- ducing these audio tracks,the boys conducted sulted in student-produceddocumentary videos Web searcheson their topics by selecting, read- about topics of interestto the students.I worked ing, and organizingthe information that they with Mr.Clark and the studentson this video found. They used this information to write their projectover the course of seven months (one to narrativesin their writing notebook and then two dayseach week). Using qualitativecase-study later recordedand imported these narratives methods and principles(Dyson & Genishi,2005; into their movie project. Merriam,1998), I closely studiedthe students'lit- eracyprocesses as they workedcollaboratively The boys'video productionprocess served while reading,writing, and producingtheir video as an organizing,integrative center for their re- at the computer.Although my primaryresponsi- searchabout the Dominican Republic.Their bility was for gatheringdata, I also participatedin work on the computerin Video Studio drove the researchby helping Mr.Clark plan the project their inquiryprocesses in other modes and media and helping the studentswith their work along (webpages,writing, audio). As Alex and William the way. used the video productionprocess to organize and understandtheir subjectmatter, they ex- Alex and Williammet dailywith Mr.Clark ploredthe Dominican Republic"multimodal- and six other studentsfor their English/language ly"- throughmultiple representationalmodes artsblock. This group of studentswas designated (visual,audio, linguistic; Kress, 2000). The con- as strugglingwith academicliteracy performance cept of multimodality- or the idea that meaning in relationto their peers (accordingto test scores can be representedand communicatedthrough and grade-levelstandards). Mr. Clark and I de- multiplechannels - has drawnincreasing atten- cided that the studentsneeded engaging,motivat- JDURNAL OF liOLESCEll & ADULT LITERACY 51.5 FEBRUARY 2008 411 j^^ ing, and intellectuallychallenging opportunities led to his and Alex'schoice of the Dominican to use print and producemeanings in diverseand Republicas their inquirytopic. multifaceted Our was that ways. assumption Figure1 is a reproductionof the firstpage of students- as much as other stu- struggling any the researchnotebook that William and Alex kept dents- will need to literaciesfor a develop digital overthe courseof their researchproject on the in which new of rapidlychanging society ways DominicanRepublic. At the top of the figure,they and are a using literacy technology necessity listed their threepotential research topics (the London the (New Group,2000). During project, DominicanRepublic, Vietnam, and video games). the studentspaired up and chose topics of inter- At the bottom of Figure1 is a brainstorminglist of est, includingthe Dominican Republic,African possiblesubtopics or headingsfor the different AmericanHistory, electricity, World War II, and chaptersof their eventualvideo (food,
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