Media Analysis and Production: Developing Multiliteracies in Technology-Enhanced Environments

1. Media Analysis and Production: Developing Multiliteracies in Technology-Enhanced Environments • Natalie CooperPhD Candidate • Faculty of Education • University of Wollongong, Australia

2. Background • Globalised society • National goals for schooling • Implications for literacy education • Educational outcomes

3. Purpose • Potential of innovative programs to support the development of multiliteracies. • Explore whether the implementation of teaching and learning strategies based on constructivist approaches within a technology-rich environment supports the development of multiliteracies in students.

4. Theoretical Framework • This study draws on theoretical perspectives from literature in the fields of • Multiliteracies Pedagogy (Anstey, 2002; Frye, 1997, Harste, 2003; Kellner, 2000; New London Group, 1996; Smolin & Lawless, 2003; Tyner, 1998; Unsworth, 2002; Wright, 2004) • Constructivism (Bonk & King, 1998; Gabler & Schroeder, 2003; Jonassen, Peck & Wilson, 1999; Roblyer & Edwards, 2000)

5. Literature • Multiliteracies(Chandler-Olcott & Mahar, 2003; Gallego & Hollingsworth, 1992) • Information Literacy (Hepworth, 2003; Schutz, 2000; Wolf, Brush & Saye.2003) • Visual Literacy (Begoray, 2001; Mendelson, 2004) • Media Literacy (Emery & McCabe, 2003a; Hobbs & Frost, 2003; Quinn & McMahon, 1993) • Technology Literacy (Coulter, 2001; Emery & McCabe, 2003b) • Technology-enhanced environments (Clayton, 2002; Fluck & Roberston, 2002; Hopson, Simms & Knezek, 2001; Kearney & Schuck2003; Luchs & Emery, 2004; Yildiz, 2004)

6. Context • Analysis of current Australian syllabi • English, media studies, technology • Focus group sessions • New South Wales English Syllabus - middle school

7. Questions • What processes do students undertake when they engage in the analysis and production of media? • What learning outcomes, associated with multiliteracies are achieved through engaging in media analysis and production? • How does the technology-enhanced learning environment support the development of the learning outcomes?

8. Study Overview • Trial and evaluation of the educational program • Unit of work designed to integrate multiliteracy concepts and digital video production. • Test proposed data collection methods • The case • Late Stage 5 (Year 10) class, public high school, Illawarra region, New South Wales, Australia • Mixed-ability class, 25 students, two teachers

9. Educational Program • Unit of work • Followed an analyse, construct, deconstruct learning design • Supporting resources • Website • Camera, microphone, tripod, tapes • Raw footage shot professionally • Access to chief of staff • CD-ROM of media resources

10. Learning Activities

11. Pre-program Teacher Interviews Introduction Artefact: worksheet Individual journal You and the Media Artefact: worksheet Artefact: worksheet Crossing Media Artefact: worksheet TV Media Observations Individual journal The News Process Individual journal Group process journal Wild Vision Artefact: video Group process journal Real Stories Individual journal Wrapping It Up Artefact: video Student Interviews Artefact: worksheet Teacher Interviews Final reflection statement Design

12. Findings • What processes do students undertake when they engage in the analysis and production of media? Enjoyment “Overall this whole media task has been fun…because it was more hands on” “ Overall I think this unit of work had been very interesting and different.” Technical issues “ …during this topic there have been a few things wrong…the number of cameras available.” “…last week two cameras could not be used because they were not charged up and this week our work can not be saved.” Training in use of equipment and software “And, um, the cameras we didn’t really know how to use properly…So I think they should have done more like training, how to use the cameras.” “iMovie, we didn’t really know how to use it for a while.”

13. Findings • What processes do students undertake when they engage in the analysis and production of media? Mixed experiences in group work “I got to work as part of a team and I would say that overall it made english periods this term more enjoyable.” “I feel that it’s easier for me to work as an individual then in groups…” “Had many team problems, not getting along having fights , 2 many members away at a time.” Students struggled to see connection between some tasks “We didn’t know what it was leading up to…we didn’t know we were going to start our own news program after we got the basics done.” “Yeah a bit more instruction would have helped. Like tell us why we’re doing this and how it’s going to lead up to the final project. “But I s’pose it is like you need to do theory as well as other stuff but still.”

14. Findings • What learning outcomes, associated with multiliteracies are achieved through engaging in media analysis and production? Better understanding of news media process “This task was a great way to educate us in the processes involved to present a news report” “Well I’ve learnt what it’s like to go through the news process like editing and all that stuff. I’ve learnt how to make a news report, how it has to have a limit of a minute twenty seconds.” Gained skills in use of camera and filming equipment, loading and editing footage “…learnt how to use the camera. I finally learnt how to zoom the camera and I actually use the computers now more than I used to.”

15. Findings • What learning outcomes, associated with multiliteracies are achieved through engaging in media analysis and production? Some level of learning in relation to editing software “I also learned a lot based around editing and how to import footage to the computer.” “I learnt some more things…It’s really good ‘cause I learnt like how to actually put audio on there, cut audio and all sorts of stuff.” Visual aspects of filming “Like you have to make sure the cameras positioned right and light and all that kind of stuff just to get it right…” Presentation of different perspectives “We had to figure out what was the most important to keep.”

16. Outcomes • Guidance for teacher’s to structure other educational programs to meet similar objectives / outcomes. • Adding to the theoretical understanding of multiliteracies • Lead into further research within the field

17. Directions • Implications for future implementation • Revise unit of work • In-service teachers • Explicit instructions and connection between activities • Refine website and other resources • Build training in filming equipment and editing software into activities • Provide more support for student blog entries and forum use