College English Sep 2016

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

Crystal VanKooten

Abstract

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

Journal
College English
Published
2016-09-01
DOI
10.58680/ce201628692
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Open Access
Closed
Topics
writing pedagogy qualitative research
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Citation Context

Cited by in this index (5)

  1. Amicucci et al. (2025)
    From “Text-heavy slides” to “That image did a lot of the work”: Five faculty tr…
    Computers and Composition
  2. Frattarola et al. (2024)
    Transformative transmediation: Eliciting student self-evaluation of academic wr…
    Computers and Composition
  3. Butler et al. (2023)
    Audience Awareness and Access: The Design of Sound and Captions as Valuable Com…
    College Composition and Communication
  4. VanKooten et al. (2021)
    Searching for Street's "Mix" of Literacies through Composing Video: Conceptions…
    Literacy in Composition Studies
  5. Cardinal (2019)
    Participatory Video: An Apparatus for Ethically Researching Literacy, Power and…
    Computers and Composition

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