The Participation Gap
Before reading "Film as Identity Exploration: A Multimedia Analysis of Youth- Produced Films", I wasn't exactly sure how multimedia and identity could be intertwined. However, after reading this article, it was interesting to see that the creation of multimedia, especially by youth, is an expression of their own identity. It's not always clear to see how exactly their creations are showcasing their identities, so it is important to be able to analyze multimodal production accurately. In Halverson's article, she mentions that "The formal analysis of films (Bordwell &
Thompson, 2004) guides the development of a coding scheme within
these units of analysis. Following this tradition, films can be understood
through the four key cinematic techniques employed by filmmakers: mise
en scène, sound, editing, and cinematography" (p 2359). Keeping these techniques in mind, it is easier to see how students can express themselves through multimedia productions.
To talk specifically about "The Participation Gap", I feel as if it exists more commonly than we might think. During my student teaching experience, I could definitely see some students who would fall into that "gap". From my perspective, these students would often be struggling English Language Learners or students with special needs, as I was in inclusion classrooms with both. I feel as if their identities were overshadowed by their generalized categories, especially since they would often struggle with communicating effectively with their general education peers. In a way, their challenges would limit their ability to express themselves in traditional contexts. Since my time in both classrooms was limited, I was not able to observe an overcoming of that gap, however I feel as if it was narrowed by subtle differentiation and efforts for inclusion by the teachers.
If these students had the opportunity to learn about creating film and other multimodal means of production, then they would benefit greatly from it and be able to express themselves as an individual. According to Halverson, "...multimodal spaces [are] sites for identity construction" (p 2353) and it has become increasingly powerful as it speaks beyond words and can communicate a message that goes beyond traditional participation in class.
Reference:
Halverson, E. R. (2010). Film as Identity Exploration: A Multimodal Analysis of Youth-Produced Films. Teachers College Record,112(9), 2352-2378.
Thanks for addressing the students who are weak English and struggle to communicate! They certainly do struggle to express themselves and find their own identities as they shift to a new culture and new language. I appreciate that you pointed out that even when a youth expresses themselves through various media outlets, it can be difficult to understand exactly what they're trying to express and how effectively they expressed it!
ReplyDeleteI love how technology can be an excellent way for students to differentiate work assigned. An ELL student cam used technology as a form of expression different than a gifted student yet they are both meeting standards. I also found it interesting how technology is fused with student identity. I think technology can be used to close the gap in learning and it can be also used to challenge gifted students
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