2019
DOI: 10.1111/bjet.12808
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Collaborative filmmaking and affective traces of belonging

Abstract: In order to explore how experiences with youth media production resonate with people throughout their lives, we conducted video interviews with alumni from the Educational Video Center's youth documentary programs across the organization's history of more than 30 years. We talked with alumni and watched their films together to see what memories and feelings they would share through revisiting their filmmaking. We devised a multimodal analysis method that places the films alongside the interview footage in orde… Show more

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Cited by 4 publications
(5 citation statements)
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“…They also gain enhanced opportunities to express, negotiate, and develop their identities as well as their authorial and expert voices (e.g., Jiang 2018;Smith 2014). Importantly, media production can be a highly collaborative effort, and in such cases it has been shown to enhance interaction and collaboration among youth (e.g., Vasudevan and Riina-Ferrie 2019). Indeed, for its potential to engage learners in thinking and interaction through multiple modes, researchers have suggested that media production can support academic content learning across the curriculum, which still represents an emerging area of research (Smith et al 2020).…”
Section: Educational Affordances Of Digital Media Productionmentioning
confidence: 99%
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“…They also gain enhanced opportunities to express, negotiate, and develop their identities as well as their authorial and expert voices (e.g., Jiang 2018;Smith 2014). Importantly, media production can be a highly collaborative effort, and in such cases it has been shown to enhance interaction and collaboration among youth (e.g., Vasudevan and Riina-Ferrie 2019). Indeed, for its potential to engage learners in thinking and interaction through multiple modes, researchers have suggested that media production can support academic content learning across the curriculum, which still represents an emerging area of research (Smith et al 2020).…”
Section: Educational Affordances Of Digital Media Productionmentioning
confidence: 99%
“…Understood from a multiliteracies, sociocultural perspective, the recording and editing tools that refugee-background youth employed to expand, strengthen, or maintain social networks served as cultural tools (Vygotsky 1978;Wertsch 2009). Through their affordances, these tools mediated particular ways in which youth collaborated with others (a recognized affordance of media production (Vasudevan and Riina-Ferrie 2019)) and connected across national, cultural, and geographical boundaries. Considered from a transnational literacies perspective, these multimodal literacy practices were implicated in multistranded and boundary-crossing relationships that need to be recognized for their value (Lam and Warriner 2012)-notwithstanding Leurs et al's (2018) caution-in classroom learning and in supporting resettlement and community building.…”
Section: Expanding Strengthening or Maintaining Social Networkmentioning
confidence: 99%
“…Youth media facilitators speak of this type of program's potential to function as an "intergenerational learning tool linked to social justice pedagogies" (Chavez & Soep, 2005, p. 410) and how media production offers a place for youth voices that are often ignored by the mainstream media, while promoting authorial and entrepreneurial practices for youth participants (Blum-Ross & Livingstone, 2016;Chavez & Soep, 2005). Scholarship further explores how involvement with these types of programs shape educational possibilities and become "conduits and means of connection between both people and the social situations they contend with" (Vasudevan & Riina-Ferrie, 2019, p. 1570. Afterschool clubs led by interested educators and sometimes supported by researcher-practitioners are also important; researchers emphasize that often the additional labour and materials they bring into these spaces play a significant role in the running of these resource-heavy programs (Dahya & King, 2018;Jenson et al, 2014).…”
Section: Community and Extracurricular Youth Media Programsmentioning
confidence: 99%
“…These methods further shift video technology away from being "an extension of adult gaze" towards creating and conveying "what children want to communicate in the manner they wish to communicate" (Prosser & Burke, 2008, p. 412). There are myriad terms that refer to participant-centered research methods that use digital media storytelling and often in youth-specific contexts, including: participatory filmmaking (Blum- Ross, 2013;Lunch & Lunch 2006;Shaw & Robertson, 1997;White, 2003), collaborative documentary (Coffman, 2009), cocreative media (Spurgeon, 2013(Spurgeon, , 2015, collaborative media making (Vasudevan & Riina-Ferrie, 2019), and community-based media (Low et al, 2017). At their core, all of these approaches involve engaging participants in media-based storytelling on topics of significance to their lives and scaffolding their learning/supporting training as needed to utilize these tools and communicate their ideas more effectively.…”
Section: The Documentary/non-fiction Media Genrementioning
confidence: 99%
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