“Ditch the Study Guide”: Creating Short Films to Analyze Literature Circle Texts

Abstract

Implementation of digital literacies in secondary literature study can result in increased textual engagement and explorations of identity. The author describes the results of practitioner research at a Midwestern U.S. high school in which senior AP students created short films as a way to analyze literature circle texts. The purpose of the study was to understand how video storytelling can support young adult readers’ literary analysis. The author used qualitative content analysis to analyze a focal participant's screenplay and film, as well as his transcribed commentary and interviews. Findings showed that his film reflected analyses that demonstrated engagement with literature, increased appetite for reading, and text‐driven social interaction.

“To Be, or Not to Be”: Modernizing Shakespeare With Multimodal Learning Stations

“…Grande and Pontrello () cited the immediacy of QR codes in accessing author information. Adolescent readers can effectively analyze literature through video (Marlatt, ), and 75% of U.S. teens use their smartphones for daily classroom operations (Madden, Lenhart, Duggan, Cortesi, & Gasser, ). Multimodal tools are not only appropriate for studying Shakespeare but can also help students access complex texts in general.…”

Renewing Literature Circles: Pedagogies for Curated Multimodal Responses

“…Many literacy educators have continued to overlook the pedagogical benefits of digital media and tools (Siddiq, Scherer, & Tondeur, ), tending to focus on technical aspects rather than cognitive processes of interpreting and communicating meaning. Some educators are embedding the use of technologies in literature circles with secondary school students (Marlatt, ) and preservice teachers (Bromley et al., ); studies have also recommended use with younger students who can also benefit from responding through multimodal technologies.…”