Examining 7th Graders’ Tablet-Created Screencasts to Promote Safe Driving

Abstract

This study explores patterns emerging from 7th grade students’ digital multimodal compositions created in response to a service-learning project focused on safe driving. Through a descriptive content analysis of three case-study groups’ digital products, this chapter presents educators with tangible ideas of what the digital composition process can yield when students are offered multimodal tools for self-expression. Three themes, collaboration, experimentation, and choice, describe the classroom contexts that are supportive of students’ creation of digital screencasts. Findings suggest that collaboration engages students in a participatory culture that invites those students who may be less proficient with alphabetic writing but who have unique perspectives to share and rich ideas to communicate. This study stands as a useful starting point for guiding teachers toward ways to incorporate an expanded set of writing practices, including digital multimodal composition, that engage all students in finding their voice.