Presentation on theme: "Awareness, Adaptation, and Audio-Visual Composing: Looking for Markers of Meta-Awareness through Video in First-Year Writing Crystal VanKooten PhD candidate,"— Presentation transcript:
Awareness, Adaptation, and Audio-Visual Composing: Looking for Markers of Meta-Awareness through Video in First-Year Writing Crystal VanKooten PhD candidate, University of
“…meta-awareness about writing, language, and rhetorical strategies in FYC may be the most important ability our courses can cultivate.” -Elizabeth Wardle, 2007 Crystal
Are there markers of meta-awareness that instructors and students can recognize throughout an assignment or across a course? And if so, what are these markers? In what ways do assignments that ask students to think about and use multiple modes of expression— such as audio-visual composing assignments— support students in developing such meta- awareness? ? ? Crystal
The Study: a qualitative study in 2 sections of first-year writing. Each instructor included a unit of video composition as part of the curriculum. The Data and Methods: multiple interviews with instructors and 6 key student participants, classroom observations during the AV composing unit, documents (student videos, reflection essays and goals, syllabi) Student and instructor images used with permission.
Preliminary Findings: Four over-arching markers that a student is developing meta-awareness about composition: Marker 1: The student has an understanding of composition as a process. Marker 2: The student has knowledge of specific compositional techniques. Marker 3: The student has an understanding of rhetoric and rhetorical situation. Marker 4: The student has an understanding of differences and similarities related to process, compositional techniques, and rhetoric that spans genres and modes of expression. Crystal
Case 1: Valerie, sees similarities between modes of expression Case 2: Aimee, connects process between video and prose writing Crystal
Valerie – on her own, she sees similarities between compositional techniques in video and writing, but doesn’t explore them, reflect on them, or think about how she might apply what she has noticed in the future Aimee – on her own, she sees similarities between her process for video and prose writing and participates in self-motivated reflection. She makes connections between the two, talks about what she might do differently in the future, and applies this knowledge to a new writing situation.
(A few) teaching implications… Specific, Guided Reflection! Develop targeted reflection activities about similarities and differences across genres and modes of expression Ask students to reflect about what similarities and differences might mean for composing across contexts Ask students to reflect about multiple aspects of composing, including and beyond process: composing techniques, genre conventions, and rhetorical situation Crystal
Questions to grapple with: 1.Assigning a reflection essay is one way to ask students to specifically reflect. What other pedagogical tools or assignments can we use to ask students to reflect on and explore connections between mode and media? 2.When are connections across genre, mode, and media important to pay attention to, and when are differences more important? ? Crystal
Thank you! And thanks also to my wonderful and brilliant study participants! Crystal VanKooten PhD candidate University of