Potter, John (2010) Embodied memory and curatorship in children’s digital video production. English Teaching: Practice and Critique, 9 (1). pp. 22-35. ISSN 1175-8708
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Digital video production in schools is often theorised, researched and written about in two ways: either as a part of media studies practice or as a technological innovation, bringing new, “creative”, digital tools into the curriculum. Using frameworks for analysis derived from multimodality theory, new literacy studies and theories of embodied identity, this study examines a video production made by two children who were taking part in a video project on the theme of self-representation and identity. Evidence was collected in the form of production notes, video interviews and the media text itself. The findings suggest that this way of working in new media can be thought of as a new literacy practice, metaphorically conceived as a form of “curatorship” of children’s own lives in the uses of multimodal editing tools for the intertextual organisation of digital media assets and their subsequent exhibition to peer groups and beyond.
|Additional Information:||This refereed paper in an international online journal is drawn from an empirical, ethnographic study of primary school children’s authoring strategies in digital video production. It proposes an original hypothesis around the children's activities in production as a form of "curatorship" drawing on theories of memory and identity to describe a literacy and cultural practice in new media.|
|Controlled Keywords:||literacy practices, digital video, identity, curatorship|
|Divisions:||IOE Departments > Departments > London Knowledge Lab|
|Depositing User:||IOE Repository Editor (2)|
|Date Deposited:||28 Jun 2010 15:20|
|Last Modified:||26 Nov 2013 11:39|
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