Advertisement

Multilingual Regional Contest of Student-Created Videos: Pilot Project

  • Marina BovtenkoEmail author
  • Maiya Morozova
Conference paper
First Online:
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 907)

Abstract

The article presents the Novosibirsk State Technical University’s (NSTU) pilot project on regional contest of student videos in foreign languages «My University» in the context of current approaches to new literacies—digital, media, multimodal. The study is based on analysis of 60 video projects in four languages created by students of 28 universities from 15 cities of Russia and Kazakhstan and on the feedback from students and teachers.

According to new literacies concepts, video is considered as a multimodal message, which requires a wide range of competences to create it - from functional digital and media to linguistic, audio, video, gestural, spatial. The contest procedures and contest specific rubric developed for summative assessment are described; the strong and weak points of the projects and current level of students’ media competences revealed are presented. Recommendations are offered regarding further contest development to be a valuable resource for improvement of students’ and teachers’ media and multiliteracy competences.

Keywords

Student video Media literacy Multiliteracy Video project contest Foreign languages 
This is a preview of subscription content, log in to check access.

References

  1. 1.
    Abramova, I., Sherekhova, O., Shishmolina, E.: Student created videos in English language teaching. Vysshee obrazovanie v Rossii 6(213), 36–43 (2017)Google Scholar
  2. 2.
    Baldwin, K.M.: Multimodal assessment in action: what we really value in new media texts, Doctoral Dissertation (2016), https://scholarworks.umass.edu/dissertations_2/851. Last accessed 15 Aug 2018
  3. 3.
    Bowen, T., Whithaus, C. (eds.): Multimodal Literacies and Emerging Genres. University of Pittsburgh Press, Pittsburgh (2013)Google Scholar
  4. 4.
    Bulger, M., Davison, P.: The promises, challenges and futures of media literacy. J. Media Lit. Educ. 10(1), 1–21 (2018)CrossRefGoogle Scholar
  5. 5.
    Chelysheva, I.: Strategii razvitiya rossiickogo mediaobrazovaniya: tradicii i innovacii. Mediaobrazovanie 1, 71–77 (2016)Google Scholar
  6. 6.
    Copyright on YouTube. Rights enforcement with Content ID.: In: YouTube Creators Academy. https://creatoracademy.youtube.com/page/course/copyright?hl=en. Last accessed 15 Aug 2018
  7. 7.
    Fedorov, A.: Levels of university students’ media competence: analysis of test results. Magister Dixit 1, 17–56 (2011)Google Scholar
  8. 8.
    Forester, L.A., Meyer, E.: Implementing student-produced video projects in language course. Unterrichtspraxis 2(48), 192–210 (2015)Google Scholar
  9. 9.
    Gaparyan, L.A.: Metod videoproektov kak sredstvo formirovaniya umenii inoyazuchnogo dialogicheskogo vzaimodeistviya. Pedagogicheskoe obrasovanie v Rossii 3, 80–86 (2012)Google Scholar
  10. 10.
    Godwin-Jones, R.: Technologies digital video revisited: storytelling, conferencing, remixing. Lang. Learn. Technol. 16, 1–9 (2012)Google Scholar
  11. 11.
    Goldstein, B., Driver, P.: Language Learning with Digital Video. Cambridge University Press, Cambridge (2015)Google Scholar
  12. 12.
    Gremler, C., Wielander, E.: The benefits of student-led video production in the language for business classroom. In: Xiang, C.H. (ed.) Cases on Audio-Visual Media in Language Education, pp. 155–193 (2018)CrossRefGoogle Scholar
  13. 13.
    Keddie, J.: Bringing Online Video into the Classroom. Oxford University Press, Oxford (2014)Google Scholar
  14. 14.
    Kibrik, A.A.: Multilodalnaya lingvistika. Cognitivnue issledovaniya 4, 134–152 (2010)Google Scholar
  15. 15.
    Kolesnikova, N., Ridnaja, Ju: Zhanrovaja kompetencija kak komponent mezhkul’turnoj inojazychnoj kompetencii magistrantov. In: Kuznetsova, D.I., Almazova, N.I., Valieva, F.I., Haljapina, L.P. (eds.) Innovacionnye idei i podhody k integrirovannomu obucheniju inostrannym jazykam i professional’nym disciplinam v sisteme vysshego obrazovanija, International school-conference, pp. 62–64. Peter the Great St. Petersburg Polytechnic University, St. Petersburg (2017)Google Scholar
  16. 16.
    Leontyeva, T.: Videotechnologii v processe podgotovki stydentov izuchaucshih inostrannue yazyki k krosskukturnoy kommunikazii. Jazyk i kul’tura 4, 81–88 (2008)Google Scholar
  17. 17.
    Millar, D.: Promoting genre awareness in the EFL classroom. Engl. Forum 2, 2–10 (2011)Google Scholar
  18. 18.
    Mogoș, A., Trofin, C.: YouTube video genres. Amateur how-to videos versus professional tutorials. Acta Universitatis Danubius. Communicatio 9(2), 38–48 (2015)Google Scholar
  19. 19.
    New London Group: A pedagogy of multiliteracies: designing social futures. Harv. Educ. Rev. 66(1), 60–93 (1996)CrossRefGoogle Scholar
  20. 20.
    Paesani, K., Allen, H.W., Dupuy, B.A.: Multiliteracies Framework for Collegiate Foreign Language Teaching. Pearson, London (2015)Google Scholar
  21. 21.
    Ross, J., Bell A., Curwood J.S.: Assessment in a digital age: rethinking multimodal artefacts in higher education. Learning & Teaching Conference 2018 Outputs. University of Edinburgh, Edinburgh (2018)Google Scholar
  22. 22.
    RUBISTAR. Customizonable Rubrics. http://rubistar.4teachers.org/index.php?screen=NewRubric&section_id=1#01. Last accessed 15 Aug 2018
  23. 23.
    Sills, E.: Multimodal assessment as disciplinary sensemaking: beyond rubrics to frameworks. J. Writ. Assess. 9(2), 1–27 (2016)Google Scholar
  24. 24.
    Thoman, E., Jolls, T.: Literacy for the 21 Century: An Overview & Orientation Guide to Media Literacy Education. A Framework for Learning and Teaching in a Media Age. Center for Media Literacy, Ontario (2005)Google Scholar
  25. 25.
    Wierszewski, E.: Something old, something new: evaluative criteria in teacher responses to student multimodal texts. In: McKee, H.A., DeVoss, D.N. (eds.) Digital Writing Assessment & Evaluation, pp. 389–411 (2013)Google Scholar
  26. 26.
    Wilson, C., Grizzle, A., Tuazon, R., Akyempong, K., Cheung, Chi K.: Media and In-formation Literacy Curriculum for Teachers. United Nations Educational, Scientific and Cultural Organization, Paris (2011)Google Scholar
  27. 27.
    Yeh, H.-C.: Exploring the perceived benefits of the process of multimodal video making in developing multiliteracies. Lang. Learn. Technol. 22(2), 28–37 (2018)Google Scholar
  28. 28.
    Zelenina, T., Butorina, N.: Mnogoyazychnaya olimpiada mladshih shkolnikov “Yunuy poliglot-2017” (v proektnom setevom vzaimodeystvii). Pedagogicheskoe obrazovanie v Rossii 12, 153–157 (2017)Google Scholar
  29. 29.
    Zettl, H.: Sight, Sound, Motion: Applied Media Aesthetics. Wadsworth Cengage Learning, Boston (2011)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Novosibirsk State Technical UniversityNovosibirskRussian Federation

Personalised recommendations

Cite paper

Buy options