東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

From real to reel: Performances of i...

Kozdras, Deborah.

Linked to FindBook

Google Book

Amazon

博客來

From real to reel: Performances of influential literacies in the creative collaborative processes and products of digital video composition.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	From real to reel: Performances of influential literacies in the creative collaborative processes and products of digital video composition./
Author:	Kozdras, Deborah.
Description:	325 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3970.
Contained By:	Dissertation Abstracts International71-11A.
Subject:	Education, Performing Arts. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425688
ISBN:	9781124267203

From real to reel: Performances of influential literacies in the creative collaborative processes and products of digital video composition.
Kozdras, Deborah.

From real to reel: Performances of influential literacies in the creative collaborative processes and products of digital video composition. - 325 p.

Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3970.

Thesis (Ph.D.)--University of South Florida, 2010.

In this study, I used a lens of performance theory to examine the creative collaborative processes of middle school students who composed digital videos. More specifically, I investigated the multiliteracies involved in a filmmaking camp and how students performed those literacies in ways that influenced the composition processes and the resulting texts. In order to study collaborative composition processes, I used ethnographic methods. In order to analyze data, I employed a mixed methodology of constant comparative analysis and dramaturgical analysis of interactions in three main informant groups in order to understand how students used multiple literacies to influence the composition processes and products. During these processes, students employed tactics and style to gain authority over designing group attention to their ideas. This resulted in an overall model of PAID Attention (p&barbelow;aying attention, a&barbelow;ttracting attention, i&barbelow;mmersing attention, and d&barbelow;esigning attention). The use of influential literacies in this project was two-fold: students used literacies to influence texts, and as a result, those texts required the students' attention. Furthermore, when the students paid attention to the emerging task-at-hand, they were able to gain authority and agency for designing attention (to their texts by an audience) through influential performances of literacies. As found in this study, these patterns were not a solid package of cultural norms. Rather, the style emerged with the text and transformed with the different multiliteracies required during composition processes as students performed literacy knowledge. This study initiated an examination of influential literacy performances as the use of creative tactics during collaborative composition processes. I recommend further work examining multiliteracies as knowledge performances in a variety of settings in order to develop models to help students influence texts with their creative ideas and gain authority in collaborative groups.

ISBN: 9781124267203Subjects--Topical Terms:

1674506
Education, Performing Arts.

From real to reel: Performances of influential literacies in the creative collaborative processes and products of digital video composition.
LDR:03006nam 2200277 4500 001 1395801
005 20110526085812.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124267203
035 $a (UMI)AAI3425688
035 $a AAI3425688
040 $a UMI $c UMI
100 1 $a Kozdras, Deborah. $3 1674534
245 1 0 $a From real to reel: Performances of influential literacies in the creative collaborative processes and products of digital video composition.
300 $a 325 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-11, Section: A, page: 3970.
500 $a Adviser: James R. King.
502 $a Thesis (Ph.D.)--University of South Florida, 2010.
520 $a In this study, I used a lens of performance theory to examine the creative collaborative processes of middle school students who composed digital videos. More specifically, I investigated the multiliteracies involved in a filmmaking camp and how students performed those literacies in ways that influenced the composition processes and the resulting texts. In order to study collaborative composition processes, I used ethnographic methods. In order to analyze data, I employed a mixed methodology of constant comparative analysis and dramaturgical analysis of interactions in three main informant groups in order to understand how students used multiple literacies to influence the composition processes and products. During these processes, students employed tactics and style to gain authority over designing group attention to their ideas. This resulted in an overall model of PAID Attention (p&barbelow;aying attention, a&barbelow;ttracting attention, i&barbelow;mmersing attention, and d&barbelow;esigning attention). The use of influential literacies in this project was two-fold: students used literacies to influence texts, and as a result, those texts required the students' attention. Furthermore, when the students paid attention to the emerging task-at-hand, they were able to gain authority and agency for designing attention (to their texts by an audience) through influential performances of literacies. As found in this study, these patterns were not a solid package of cultural norms. Rather, the style emerged with the text and transformed with the different multiliteracies required during composition processes as students performed literacy knowledge. This study initiated an examination of influential literacy performances as the use of creative tactics during collaborative composition processes. I recommend further work examining multiliteracies as knowledge performances in a variety of settings in order to develop models to help students influence texts with their creative ideas and gain authority in collaborative groups.
590 $a School code: 0206.
650 4 $a Education, Performing Arts. $3 1674506
650 4 $a Education, Reading. $3 1017790
690 $a 0457
690 $a 0535
710 2 $a University of South Florida. $3 1020446
773 0 $t Dissertation Abstracts International $g 71-11A.
790 1 0 $a King, James R., $e advisor
790 $a 0206
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3425688