Multimedia


 * New Literacies for Multimedia Content Creation**

The term "new literacies" refers to "the skills, strategies, and dispositions required for successful learning on the Internet" (UConn New Literacies Research Team) and for the creation of effective multimedia content. Student-created audio, video and mashup content demands skills, knowledge and ways of thinking that may differ from more traditional school projects. The chart below lists some of these new literacies and defines the role they play in multimedia content creation for students. Keep in mind that almost by definition, new literacies are changing and evolving alongside the technology and media that makes them necessary. (Mayer, et al) || The effective use of multimedia presentations must be guided by a research based theory of how students learn (Mayer, 2001).
 * Writing for multimedia || * Scripted audio or video content calls for a writing style that differs from traditional academic writing
 * Students should be particularly aware of their 'target audience'
 * Students should have a specific goal to aim to the target audience.
 * Scripts, dialogue, narration, interview questions and story boards are a few examples of the types of writing that may be necessary as part of the multimedia production process ||
 * Use of visuals || * Creation of video or still image content requires skillful use of camera angles, careful choice of the images to be used, effects of lighting and deliberate pairing of information and images
 * Photos, old video clips and speeches can also be added to the video making in order to bring credibility or to reinforce the topic. ||
 * Use of audio || * Consideration of music, sound effects, voice over and narration to enhance presentation of content, set tone, elicit audience response ||
 * Legal/Ethical considerations || * The use of music, images, or video created by others may help make multimedia content more effective, but students should be aware of their responsibilities is reusing another person's original work
 * When using copyrighted material, with permission or under the fair use guidelines, always give the author, artists, or composer full credit by citing sources or providing all pertinent information about the work quoted or used
 * Students must consider the authenticity of the information they are collecting. Is the information accurate and correct?
 * [|Fair Use Guidelines for Educational Multimedia]
 * Creative Commons licensing as a source for content and a licensing option for student work ||
 * Teamwork/Collaboration || * Multimedia content creation often involves social construction of learning (Leu, et al.)
 * Group and individual accountability (each participant must contribute to the group to set and achieve goals)
 * Peer and self assessment
 * Promote interaction (helping each other learn, applauding success and efforts)
 * Participation in different roles at different times (researching, writing, acting, filming, recording, narrating, editing) -- delegation of tasks
 * Communication. Be flexible and open to new ideas.
 * Considerations must be made for students who lack the basic technological access needed for effective team participation ||
 * Technical Skills || * Familiarity with a variety of software and hardware that may be used to produce multimedia content
 * Selection of the best best tools/media available to present information/content effectively
 * Students and teachers do not need to be experts in every program or the use of every tool, but can share responsibilities and learn from each other
 * Teachers should assess the technical skills students possess for the proposed software and hardware they will be required to use and teach weak or missing skills to those who require such instruction ||
 * Media Literacy Skills || * Analyzing the source and purpose of information on a website
 * Reading text on the screen
 * Navigation of the web
 * Correctly citing a website ||
 * Five Principles of Media Desgin Based on Cognitive Learning Theory
 * Multiple Representation Model: It is better to present an explanation in words and pictures rather than solely in words.
 * Contiguity Principle: Present corresponding words and pictures contiguously rather than separately.
 * Split-Attention Principle: When giving a multimedia presentation present words as auditory narration rather than visual on-screen text.
 * Individual Differences Principle: The first 3 principles are more important for low-knowledge rather than high-knowledge learners and high-spatial rather than low- spatial learners.
 * Coherence Principle: When giving a multimedia explanation, use few rather than many words and pictures. ||



Reference List Leu, D.J., Jr., Kinzer, C.K., Coiro, J., & Cammack, D.W. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R.B. Ruddell, & N. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1570-1613). Newark, DE: International Reading Association. Available: http://www.readingonline.org/newliteracies/lit_index.asp?HREF=leu/ Mayer, R. E. & Moreno, R. (1998, April). //A Cognitive Theory of Multimedia Learning: Implications for Design Principles//. Paper presented at the annual meeting of the ACM SIGCHI Conference on Human Factors in Computing Systems, Los Angeles, CA.