P. 1
Curating the Self - PhD Thesis (2009) by John Potter

Curating the Self - PhD Thesis (2009) by John Potter

|Views: 1,605|Likes:
Published by JohnP_P
This is the full, final version of my doctoral thesis, submitted in July 2009, examined successfully at a viva in London in October 2009. Hopefully it will be of interest to educators and researchers in the fields of media literacy and education, particularly those working with younger learners with digital video editing. Please cite using the following:
Potter, J. (2009), Curating the self: Media literacy and identity in digital video production by young learners. Institute of Education, University of London, London.
This is the full, final version of my doctoral thesis, submitted in July 2009, examined successfully at a viva in London in October 2009. Hopefully it will be of interest to educators and researchers in the fields of media literacy and education, particularly those working with younger learners with digital video editing. Please cite using the following:
Potter, J. (2009), Curating the self: Media literacy and identity in digital video production by young learners. Institute of Education, University of London, London.

More info:

Published by: JohnP_P on Nov 16, 2009
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as PDF, TXT or read online from Scribd
See more
See less

10/26/2014

pdf

text

original

Two primary schools were chosen as sites for the two video projects. In the first
school, the self-representational video production was linked to ongoing and planned
work on transition from primary to secondary school. The self-representational nature
of the piece could represent the children at that time in their lives and communicate
aspects of their life to their peers, parents, carers and, potentially, their new schools.
In the second school, the project was linked to work with children with special
educational needs who were withdrawn from the mainstream for an afternoon a week
for mainly behavioural reasons. The representational work here was centred on how
they could communicate aspects of their life to the wider school community, their
parents and carers using a short video piece. Access to the schools was gained through
personal contacts in the immediate local area, close to where I live (see section 4.6
below for more on this).

132

On the equipment side, in both schools, the cameras which were used allowed the
children to record straight to digital videotape, in the mini-DV format. It was then
downloaded for editing on a laptop computer. Pinnacle Studio 8, running in Windows
XP, was the editing software used. Each group of children had access to one laptop
computer and to one camera. The ratios, software and task were identical in both
schools.

The software provided the children with a user-friendly interface, allowing them to
manipulate the ordering of individual clips, the transition between the clips, the use of
sound (including the importing of music from home) and the titling (including the use
of visual effects and rollovers). Fig.10 shows the onscreen workspace:

Fig. 10 Editing workspace in software used in video projects in school A and in school B

Technical instruction for shooting was limited to a brief introduction to the camera
during the filming stages and the connection to the laptops for the editing stages. The
editing was also introduced in a brief session and backed up with support sessions at
particular moments around adding sound and transitions using a projector and screen
arrangement.

133

In both schools, children were given materials in the form of planners which
incorporated a version of a storyboard, a to-do list and a shooting log. The emphasis
was on the “unmarked” nature of the log books (the children were not to be subject to
corrections of any kind on their work), the personal ownership by the children and the
fact that they could take them home. The message here was the partnership between
the formal and informal settings and the location of the work outside their normal
curriculum activity.

Further contextual information about each school follows.

You're Reading a Free Preview

Download
scribd
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->