"The video was what did it for me": Developing Meta-Awareness about Composition across Media

In this article, I draw from a qualitative case study supported by theoretical framing from John Dewey and Gregory Schraw to explore how and why video composition could be a particularly useful site for the development of meta-awareness about composition within a writing course. Specifically, video...

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Veröffentlicht in:	College English 2016-09, Vol.79 (1), p.57-80
1. Verfasser:	VanKooten, Crystal
Format:	Artikel
Sprache:	eng
Schlagworte:	Articulation Audiences Barriers Case studies Cognition Cognition & reasoning College English Educational Psychology Judgment Knowledge Learning Learning Processes Literary Genres Metacognition Recorded interviews Recursion Researchers Rhetoric Students Teaching Methods Video editing Video Technology Writing assignments Writing instruction Writing revision Writing Skills Written composition
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Zusammenfassung:	In this article, I draw from a qualitative case study supported by theoretical framing from John Dewey and Gregory Schraw to explore how and why video composition could be a particularly useful site for the development of meta-awareness about composition within a writing course. Specifically, video opened space for rhetorically layered actions, metacognitive articulations, and interest, which led students to consider, plan for, or recount the transfer of compositional knowledge across media
ISSN:	0010-0994 2161-8178
DOI:	10.58680/ce201628692