This will be a busy weekend of writing as I prep for our series on mentor texts in the digital writing workshop.
I would like to say that I can write most of these posts as the week progresses, but my past history as a blogger (being somewhat irregular in my posting patterns) as well as the start of the new semester next week tells me that I need to get some things organized this weekend. Also, I want to respond to what Bill, Katie, Kevin, Tony and Franki post over the next few days as well, so I am getting as much of my writing done as possible this weekend.
To that end, I have decided to focus my attention on digital mentor texts that are professionally produced videos, readily available on YouTube. I’ve chosen to do this for a variety of reasons, not the least of which is that when I talk with teachers about digital writing it seems that the most difficult week for them to make — moving from traditional, textual form of writing into more multimodal pieces — is this shift to composing video. I think that most teachers can see the value in creating a piece of writing and having a student read it aloud to be recorded as a podcast, and that all teachers recognize the need for our students to become public speakers and to be able to prepare a slide deck for an oral presentation. I also think that many of them see value in using particular tools such as screencasting or Prezi, although the projects that get created sometimes did not go through an entire “writing process” in the way that we would expect the traditional essay, book review, or research paper to go through.
Yet, creating videos, good videos — whether they are live-action, a series of images either digital or hand-drawn, a demonstration via screencast, or animation — takes time, energy, and effort that goes above and beyond simply asking students to “make a video” without much direction or support. Many teachers asked me whether or not video production really falls under the purview of English class, rather hoping to delegate it to no luck of course in film production or simply ignoring it altogether. It is one thing to put a flip video camera into a child’s hands and asked them to create something where is this something entirely different to frame that video production process through the lens of writing or, more broadly, composing.
For instance, while I appreciate what Alan Sitomer did with his “digital book report” contest last year, I feel that the production value of the short films could have been much higher had students thought more carefully about the craft of composing video. For instance, the middle school winners who produced the video report on Holes were on target with their general script for the video and the major events they wanted to include from the book. Yet, the video itself moves forward in a very haphazard way, and it is clear that the students are only using the props and locations easily available to them rather than doing any kind of set design or other planning. I mention these aspects not to criticize the students for what they did, because obviously Alan and the other judges for this contest from the video entertaining and useful. Still, I think that there could be other examples of how students might compose the digital book report that would show more complexity of thought, as well as artistic expression. It’s the difference between handing them a flip camera and giving them an hour to pull something together as compared to spending time talking about the craft of digital writing.
Thus, in focusing on digital video (and on professionally produced digital videos in particular), I want to invite teachers and students to think about how the video was made as well as their emotional and intellectual response to it, yet to also think about how writing — from brainstorming initial ideas, to creating a script and storyboard, to imagining the types of processes that one must go through to compose a visual text — plays a major part of the process of creating such a video. I also want to think about some tech tools that we use, like screen casting, and how we might be able to repurpose those tools as a way for reflection and assessment. I will also try to connect the video for each post that I write to some of the larger goals that we have for teaching writing, such as stating a clear thesis, adding appropriate details and examples, and making connections to other texts. Finally, of course, the production of video automatically brings up a number of concerns about copyright and fair use, as well as Creative Commons licensing. since this is a component of our work as English teachers that will only continue to become more and more a part of what we do each day, I think that digital video offers us good opportunities to discuss these issues.
So, those are some thoughts from a Friday morning as I prepare to find some digital mentor texts to write about this weekend. I already received one great lead for my editor at Heinemann, and I have a few other ideas to follow up on. I look forward to the conversation that will unfold over the next week.
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