Transmediation and the Transparent Eye-ball: Approaching Literature through Different Ways of Knowing

The Heartbeat of Poetry: Student Videomaking in Response to Poetry

“…Previous research has demonstrated how meticulous students are in their digital work in response to literature; for example, they are acutely aware of the choices of video transition effects and juxtaposing images with lyrics (Carey, 2012; Jocius, 2013). This study adds to these previous findings by demonstrating how this meticulousness extends to the sound elements of student digital videomaking.…”

“…Digital video composing, for instance, has been shown to offer students different ways to engage with literary texts, including analysis, synthesis, symbolic and metaphoric thinking, and thematic abstraction (Miller, 2011). Studies have examined students’ multimodal composing goals during a literary analysis unit (Smith, 2018) and have shown how students have been attuned to choices related, for example, to video transition effects and juxtaposition of images with lyrics (Carey, 2012; Jocius, 2013). Kesler et al (2016), meanwhile, have argued that project-based digital responses in collaborative groups have been beneficial to student comprehension of literary texts.…”

“…Some scholars have referred to the recasting of meaning from one mode to another as transmediation, a process offering both the exploration of the original text and the creation of a representation in another sign system (Siegel, 2006). Research on transmediation of literary texts has demonstrated how transmediation processes expand the interpretive potential of the text under examination (e.g., Carey, 2012; Miller, 2011). To explore this process in detail, I adopted the social semiotic theory of multimodality to analyze student digital videomaking in response to poetry.…”