David L. Bruce – författare

The edited volume, Digital Video Composing: Multimodal Teaching & Assessment, provides an in-depth examination of teachers' intentional use of learning, teaching, and assessment practices with digital video (DV) across a range of educational contexts. As a versatile multimodal educational tool, DV has become ubiquitous in twenty-first-century culture, allowing users to produce, share, and view others' work.The chapters in this book contain grounded portrayals using DV for in-school, out-of-school, and online educational contexts across a range of ages. Divided into three sections foundational aspects of DV, portraits of educational practice, and DV in teacher preparation and professional development the chapters present tangible examples of DV educational applications that promote critical and constructive thinking and life-long learning. The authors employ various frameworks including multimodality, semiotics, anti-racism, critical literacies, trauma-informed care, and critical media literacy while exploring a range of subject matter. Chapter topics include rhetorical features and affordances of reading and composing with DV, cultural counterstories, social and political inquiry and critiques, and connections between print and video.Together, these examples of research and practice represent a montage of how DV is being used across different multimodal learning spaces, including urban, rural, and online settings.

The edited volume, Digital Video Composing: Multimodal Teaching & Assessment, provides an in-depth examination of teachers’ intentional use of learning, teaching, and assessment practices with digital video (DV) across a range of educational contexts. As a versatile multimodal educational tool, DV has become ubiquitous in twenty-first-century culture, allowing users to produce, share, and view others’ work.The chapters in this book contain grounded portrayals using DV for in-school, out-of-school, and online educational contexts across a range of ages. Divided into three sections—foundational aspects of DV, portraits of educational practice, and DV in teacher preparation and professional development—the chapters present tangible examples of DV educational applications that promote critical and constructive thinking and life-long learning. The authors employ various frameworks—including multimodality, semiotics, anti-racism, critical literacies, trauma-informed care, and critical media literacy—while exploring a range of subject matter. Chapter topics include rhetorical features and affordances of reading and composing with DV, cultural counterstories, social and political inquiry and critiques, and connections between print and video.Together, these examples of research and practice represent a montage of how DV is being used across different multimodal learning spaces, including urban, rural, and online settings.

The edited volume, Digital Video Composing: Multimodal Teaching & Assessment, provides an in-depth examination of teachers' intentional use of learning, teaching, and assessment practices with digital video (DV) across a range of educational contexts. As a versatile multimodal educational tool, DV has become ubiquitous in twenty-first-century culture, allowing users to produce, share, and view others' work.The chapters in this book contain grounded portrayals using DV for in-school, out-of-school, and online educational contexts across a range of ages. Divided into three sections foundational aspects of DV, portraits of educational practice, and DV in teacher preparation and professional development the chapters present tangible examples of DV educational applications that promote critical and constructive thinking and life-long learning. The authors employ various frameworks including multimodality, semiotics, anti-racism, critical literacies, trauma-informed care, and critical media literacy while exploring a range of subject matter. Chapter topics include rhetorical features and affordances of reading and composing with DV, cultural counterstories, social and political inquiry and critiques, and connections between print and video.Together, these examples of research and practice represent a montage of how DV is being used across different multimodal learning spaces, including urban, rural, and online settings.