Abstract
An open-ended mix of text, pictures and moving images in new genres characterises many emerging literacy practices and affinity-based online cultures in the 21st-Century. In contrast to analogue technologies, digital technology makes it possible to combine different modes of communication in seamless ways. For instance, digital editing technology has made it possible to work within the fields of photography, animation and moving images with editing software, and more recently with apps on a wide range of tablets.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bezemer, J., & Kress, G. (2008). Writing in multimodal texts: A social semiotic account of designs for learning. Written Communication, 25(2), 166–195.
Björkvall, A. (2012). Text-och resursorientering inom multimodalitetsforskningen: En teoretisk diskussion om förklaringsvärden. Språk & Stil, 22(1), 135–161.
Boeriis, M. (2009). Multimodal Socialsemiotik & Levende Billeder. (PhD thesis), Faculty of Humanities, SDU, Syd Dansk Universitet.
Boeriis, M., & Holsanova, J. (2012). Tracking visual segmentation: Connecting semiotic and cognitive perspectives. Visual Communication, 11(3), 259–281.
Bordwell, D. (1989). Making meaning: Inference and rhetoric in the interpretation of cinema. Cambridge, Mass.: Harvard University Press.
Brandtzæg, P. B. (2012). Social networking sites: Their users and social implications—A longitudinal study. Journal of Computer-Mediated Communication, 17(4), 467–488.
Danielsson, H. (1998). Video som språk & kommunikation: Barn och unga skapar med video i skolan: Pedagogiska instituttionen, Stockholms universitet.
Danielsson, H. (2002). Att lära med media. Stockholm: Pedagogiska institutionen.
Drotner, K. (1991). At skabe sig – selv: Ungdom, æstetik, pædagogik. København: Gyldendal.
Engebretsen, M. (2010). Skrift/bilde/lyd: Analyse av sammensatte tekster. Kristiansand: Høyskoleforlaget.
Erstad, O. (1997). Mediebruk og medieundervisning: En evaluering av medieundervisningen i norsk skole: Intensjoner, implementering og læring. (Dr. Polit thesis) University of Oslo, Department of Media and Communication, Oslo.
Erstad, O., & Silseth, K. (2008). Agency in digital storytelling: Challenging the educational context. In K. Lundby (Ed.), Digital storytelling, mediatized stories (pp. 213–232). New York: Peter Lang Publishers.
Gilje, Ø. (2011). Working in tandem with editing tools – iterative meaning-making in filmmaking practices. Visual communication, 11(3), 45–62.
Gilje, Ø. (2012). Making a Film-maker: Four pathways across school, peer culture and community. In J. Sefton-Green & O. Erstad (Eds.), Identity, Community, and Learning Lives in the Digital Age – New Publication (pp. 198–214). Cambridge: Cambridge University Press.
Gilje, Ø., Frölunde, L., Lindstrand, F., & Öhman-Gullberg, L. (2010). Scandinavian filmmakers across contexts of learning. In B. Arnolds-Granlund, O. Erstad, S. Högberg, P. Kotilainen, Lundgren & B. Tufte (Eds.), Media literacy and education: Nordic perspectives. Göteborg: Nordicom.
Goffman, E. (1959). The presentation of self in everyday life. Garden City, N.Y.: Doubleday.
Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, Mass.: Harvard University Press.
Haddon, L., & Livingstone, S. (Eds.). (2012). Kids online: Opporunities and risks for children. London: Policy Press.
Halliday, M. A. K. (1978). Language as social semiotic: The social interpretation of language and meaning. London: Edward Arnold.
Halliday, M. A. K., & Kress, G. (1976). Halliday: System and function in language: Selected papers. London: Oxford University Press.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar. London: Arnold.
Haug, K. H., Jamissen, G., & Ohlmann, C. (2012). Digitalt fortalte historier: Refleksjon for læring. Oslo: Cappelen Damm.
Hodge, B., & Kress, G. (1988). Social semiotics. Cambridge: Polity Press.
Iedema, R. (2001). Analysing film and television: A social semiotic account of hospital: An unhealthy business. In T v Leeuwen & C. Jewitt (Eds.), Handbook of visual analysis (pp. 183–206).
Jewitt, C. (2013). Multimodal methods for researching digital technologies. In S. Price, C. Jewitt & B. Brown (Eds.), Sage handbook of digital technology research. London: SAGE.
Jewitt, C., & Kress, G. (2003). Multimodal literacy. New York: Peter Lang (pp. 250–265).
Jordan, B., & Henderson, A. (1995). Interaction analysis: Foundations and practice. The Journal of the learning sciences, 4(1), 39–103.
Kress, G. (1997). Before writing: Rethinking the paths to literacy. London: Routledge.
Kress, G. (2001). Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum.
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Kress, G. (2004). English in urban classrooms: A multimodal perspective on teaching and learning: RoutledgeFalmer.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. London: Routledge.
Kress, G., & Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. London: Arnold.
Kress, G., & Van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). London: Routledge.
Liestøl, G., Hannemyr, G., & Fagerjord, A. (2009). Sammensatte tekster: Arbeid med digital kompetanse i skolen. Oslo: Cappelen akademisk forlag.
Lindstrand, F. (2006). Att göra skillnad: Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers work and communication with film]... (PhD thesis), Stockholm: HLS Förlag.
Lindstrand, F. (2008). Interview with Gunther Kress. Designs for Learning, 1(2), 59–71.
Lindstrand, F., Frölunde, L., Gilje, O., & Öhman-Gullberg, L. (2011). Interests in motion: The film medium through the eyes and lenses of young Scandinavian filmmakers. In J. E. Fisherkeller (Ed.), International perspectives on youth media: Cultures of production and education. New York; Peter Lang Publishers.
Lundby, K. (2008). Digital storytelling, mediatized stories: Self-representations in new media. New York: Peter Lang Publishers.
Norris, S. (2004). Analyzing multimodal interaction: A methodological framework: Routledge.
O’Halloran, K. L., & Smith, B. A. (2011). Multimodal studies: Exploring issues and domains. New York: Routledge.
O’Toole, L. M., & Shukman, A. (1981). Film theory and general semiotics. Oxford: RPT Publications.
Öhman Gullberg, L. (2008). Laddade bilder: Representation och meningsskapande i unga tjejers filmberättande [Ambiguous Images: Representation and meaning in young girls film making]. (PhD thesis), Stockholm: Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
Pahl, K., & Rowsell, J. (2005). Literacy and education: Understanding the new literacy studies in the classroom. London: Paul Chapman.
Pink, S. (2006). The future of visual anthropology: Engaging the senses. London: Routledge.
Pink, S. (2007). Doing visual ethnography: Images, media and representation in research. London: Sage.
Prior, P. A., & Hengst, J. A. (2010). Exploring semiotic remediation as discourse practice. Basingstoke: Palgrave Macmillan.
Scollon, R., & Scollon, S. (2004). Nexus analysis: Discourse and the emerging internet. London: Routledge.
Scollon, R., & Scollon, S. W. (2003). Discourses in place: Language in the material world. London: Routledge.
Sefton-Green, J. (1998). Digital diversions: Youth culture in the age of multimedia. London: UCL Press.
Sefton-Green, J. (1999). Young people, creativity and new technologies: The challenge of digital arts. London; New York: Routledge.
Sefton-Green, J. (2012). Learning at not-school: A Review of study, theory, and advocacy for education in non-formal settings. MIT Press (MA).
Selander, S. (2008). Designs for learning – A theoretical perspective. Designs for Learning, 1(1), 9–22.
Selander, S., & Kress, G. (2010). Design för lärande: Ett multimodalt perspektiv. Stockholm: Norstedts.
Stein, P., & Newfield, D. (2006). Multiliteracies and multimodality in English in education in Africa: Mapping the terrain. English Studies in Africa, 49(1), 1–21.
Svoen, B., & Gilje, Ø. (2012). Policy making and practices of production across contexts of learning. Nordic Journal of Digital Literacy, 7(4), 284–301.
Thompson, K., & Bordwell, D. (2003). Film history: An introduction. Boston: McGraw-Hill.
Tønnessen, E. S. (2010). Sammensatte tekster: Barns tekstpraksis. Oslo: Universitetsforlaget.
Tønnessen, E. S., & Vollan, M. (2010). Begynneropplæring i en sammensatt tekstkultur: Kristiandsand; Høyskoleforlaget
Tufte, B. (1998). Tv på tavlen. Om børn, skole og medier. København: Akademisk Forlag.
Wikan, G., Mølster, T., Faugli, B., & Hope, R. (2010). Digital multimodal texts and their role in project work: Opportunities and dilemmas. Technology, Pedagogy and Education, 19(2), 225–235.
Author information
Authors and Affiliations
Rights and permissions
Copyright information
© 2013 Sense Publishers
About this chapter
Cite this chapter
Gilje, Ø. (2013). Approaching Filmmaking as Digital Composing. In: New Voices in Norwegian Educational Research. New Research – New Voices. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-464-2_8
Download citation
DOI: https://doi.org/10.1007/978-94-6209-464-2_8
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-464-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)