Abstract
I have been using video as a mode of student composition in my former high school and current college classrooms for 18 years. During that time, I have seen powerful classroom learning experiences in reaching a wide range of students and accomplishing a number of English language arts (ELA) applications in meaningful group settings. Throughout my career, I have encountered non-print skeptics who asked, “So what”? So what if they are making a video poem? They still need to pass a high-stakes test based around print literacy skills. So what if your teacher educators know how to use video in the classroom? They still need to follow standardsbased instruction.
| Original language | English |
|---|---|
| Title of host publication | Media Literacy |
| Subtitle of host publication | New Agendas in Communication |
| Publisher | Taylor and Francis |
| Pages | 101-123 |
| Number of pages | 23 |
| ISBN (Electronic) | 9781135269739 |
| ISBN (Print) | 9780415872201 |
| DOIs | |
| State | Published - Jan 1 2009 |
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