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Examining 7th Graders’ Tablet-Created Screencasts to Promote Safe Driving: Reflections from a Service-Learning Project

Examining 7th Graders’ Tablet-Created Screencasts to Promote Safe Driving: Reflections from a Service-Learning Project

Jill Castek, Heather Cotanch
Copyright: © 2014 |Pages: 15
ISBN13: 9781466643451|ISBN10: 1466643455|EISBN13: 9781466643468
DOI: 10.4018/978-1-4666-4345-1.ch012
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MLA

Castek, Jill, and Heather Cotanch. "Examining 7th Graders’ Tablet-Created Screencasts to Promote Safe Driving: Reflections from a Service-Learning Project." Exploring Multimodal Composition and Digital Writing, edited by Richard E. Ferdig and Kristine E. Pytash, IGI Global, 2014, pp. 186-200. https://doi.org/10.4018/978-1-4666-4345-1.ch012

APA

Castek, J. & Cotanch, H. (2014). Examining 7th Graders’ Tablet-Created Screencasts to Promote Safe Driving: Reflections from a Service-Learning Project. In R. Ferdig & K. Pytash (Eds.), Exploring Multimodal Composition and Digital Writing (pp. 186-200). IGI Global. https://doi.org/10.4018/978-1-4666-4345-1.ch012

Chicago

Castek, Jill, and Heather Cotanch. "Examining 7th Graders’ Tablet-Created Screencasts to Promote Safe Driving: Reflections from a Service-Learning Project." In Exploring Multimodal Composition and Digital Writing, edited by Richard E. Ferdig and Kristine E. Pytash, 186-200. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-4345-1.ch012

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Abstract

This study explores patterns emerging from 7th grade students’ digital multimodal compositions created in response to a service-learning project focused on safe driving. Through a descriptive content analysis of three case-study groups’ digital products, this chapter presents educators with tangible ideas of what the digital composition process can yield when students are offered multimodal tools for self-expression. Three themes, collaboration, experimentation, and choice, describe the classroom contexts that are supportive of students’ creation of digital screencasts. Findings suggest that collaboration engages students in a participatory culture that invites those students who may be less proficient with alphabetic writing but who have unique perspectives to share and rich ideas to communicate. This study stands as a useful starting point for guiding teachers toward ways to incorporate an expanded set of writing practices, including digital multimodal composition, that engage all students in finding their voice.

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