Cam-capture literacy and its incorporation into multiliteracies
Cole, D and Vaughan, VV, Cam-capture literacy and its incorporation into multiliteracies, Multiliteracies and Technology Enhanced Education: Social Practice, Information Science Reference, Pulle, D & Cole, D (ed), USA, pp. 114-130. ISBN 978-1-60566-673-0 (2009) [Research Book Chapter]
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It could be argued that the current literacy landscape is changing very quickly (Anstey & Bull, 2004), and that at the heart of this change one may position the notion of multiliteracies (Cope & Kalantzis, 2000; The New London Group, 1996). The concept of mulliliteracies acts to infuse literacy practice
with multimodality. This is the 'switching' between the different aspects of meaning and representation - such as the audio, visual, spatial, linguistic and gestural (Anstey & Bull, 2004, p. 83). Yet contrary to these processes, research into mainstream literacy environments has consistently shown that print
literacy reading and writing activities still dominate these spaces (Winch, Johnston, March, Ljungdahl & Holliday 2004). This chapter offers a bridge between the potential misfit between multiliteracies theory and mainstream literacy practice by investigating the use of small cameras attached to computers as educational devices - and this is henceforth called cam-capture. This writing reports on students who have used the cameras to record their thoughts about their literacy classroom activities, and changes in their literacy skills over one academic year. In so doing, the students are using digital technology to represent their ideas and providing a pertinent commentary all current print literacy practice in middle schools through a multiliterate lens.