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Mobile video literacy: Negotiating the use of a new visual technology.

Journal article
Authors Alexandra Weilenmann
Roger Säljö
Arvid Engström
Published in Personal and Ubiquitous Computing
Volume 18
Issue 3
Pages 737-752
ISSN 1617-4909
Publication year 2014
Published at The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS)
Department of Applied Information Technology (GU)
Department of Education, Communication and Learning
Pages 737-752
Language en
Links dx.doi.org/10.1007/s00779-013-0703-...
Keywords mobile technologies, literacy, visualization
Subject categories Educational Sciences, Learning, Human Aspects of ICT, Information Systems, Social aspects

Abstract

In this article, we examine the practice of learning to produce video using a new visual technology. Drawing upon a design intervention at a science centre, where a group of teenagers tried a new prototype technology for live mobile video editing, we show how the participants struggle with both the content and the form of producing videos, i.e., what to display and how to do it in a comprehensible manner. We investigate the ways in which video literacy practices are negotiated as ongoing accomplishments and explore the communicative and material resources relied upon by participants as they create videos. Our results show that the technology is instrumental in this achievement and that as participants begin to master the prototype, they start to focus more on the narrative aspects of communicating the storyline of a science centre exhibit. The participants are explicitly concerned with such issues as how to create a comprehensible storyline for an assumed audience, what camera angles to use, how to cut and other aspects of the production of a video. We consider these observed activities to be candidate steps in an emerging mobile video literacy trajectory that involves developing a capacity to document and argue by means of this specific medium.

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