How Do I Know What I Think until I See What I Produce in My Video?: A Case for Video Reflection

Abstract

Purpose

To describe the use of a Composer’s Cut video as a tool for reflecting on and celebrating one’s experience creating multimodal compositions for personal and social audiences.

Methodology/approach

Two adolescents designed and produced digital video stories about their prior experience composing a webpage and a multimodal literary analysis hypertext in response to the Vietnam war novel, The Things They Carried.

Findings

Each student remixed Camtasia screen capture video, class video, and images, enhanced with text overlays and music, to showcase their unique vision as a multimodal designer and to highlight their composing processes. They viewed the Composer’s Cut video as a powerful vehicle for reflection and appreciated that their videos would have a public audience.

Practical implications

Reflection often tends to be oral or written. Digital video supports students in showing, as well as telling their experience through multiple modes. The Composer’s Cut video is one example of how video might be used for reflection that is both personal and social.

Citation

Dalton, B. and Smith, B.E. (2015), "How Do I Know What I Think until I See What I Produce in My Video?: A Case for Video Reflection", Video Research in Disciplinary Literacies (Literacy Research, Practice and Evaluation, Vol. 6), Emerald Group Publishing Limited, Leeds, pp. 231-248. https://doi.org/10.1108/S2048-045820150000006011