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Updated: Oct 26, 2025
07:21
Automated Interactive Video Playback for Studies of Animal Communication
Published on: February 9, 2011
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Participatory Media Literacy in Collaborative Video Annotation.
1The University of Tennessee Knoxville, Bailey Education Complex, 1122 Volunteer Blvd., Knoxville, TN 37996 USA.
Techtrends : for Leaders in Education & Training
|July 26, 2021
Summary
Collaborative Video Annotation (CVA) reveals varied undergraduate media literacy. Educators should explore and teach new literacies for converged media environments.
Area of Science:
- Educational Technology
- Media Studies
- Communication Studies
Background:
- Collaborative Video Annotation (CVA) facilitates shared learning experiences.
- Learners interact with video content and peer annotations dynamically.
- Undergraduate engagement in CVA discussions was observed.
Purpose of the Study:
- To analyze semiotic meaning-making practices in CVA discussions.
- To assess participatory media literacy levels among undergraduates.
- To understand how learners engage with multimodal media.
Main Methods:
- Analysis of three 20-second scenes from 14 CVA discussions.
- Focus on small group interactions (8-12 learners).
- Examination of semiotic practices and attention to media features.
Main Results:
- Varied levels of participatory media literacy were identified.
- Discussion topics were related but distinct across groups.
- Learner choices and media interplay influenced discussion evolution.
Conclusions:
- Converged media necessitate new forms of literacy.
- Educators should investigate and teach these emerging literacies.
- Understanding learner engagement with multimodal content is crucial.
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