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Student use of video production

, University of Virginia, United States

University of Virginia . Awarded


The purpose of this case study was to examine the meanings high school media production students ascribe to the use of video production. The study focused on the choices, decisions, and intentions of students regarding the application of the formal properties and symbol systems comprising this particular form of representation. The parameters of the study centered on two high school media production students involved in the production of an original, long-term, independent video project.

This study proceeded from a symbolic/interpretive paradigm and a constructivist research orientation. The conceptual framework guiding this inquiry relied extensively on: (a) the curricular ideology of cognitive pluralism, (b) a symbol systems approach to meaning-making, (c) media literacy concepts, (d) constructivist principles of learning, and (e) formalist film theory. A prolific body of research exists on the instructional effectiveness of film and television viewing, and an expanding body of literature advocates instructing students in critical viewing skills. Research concentrating on the student as media producer, however, remains scarce. This instrumental case study connects the findings to existing concepts raised in the literature to develop theoretical issues based on a constructivist, symbol systems perspective on media literacy.

This inquiry responded to research questions regarding: (a) student perceptions of video as a form of representation, (b) student decisions about the use of formal properties, and (c) student decisions about the arrangement and integration of multiple symbol systems. The findings propose that: (a) the students perceived of video as a unique form of representation incorporating many other forms to construct one integrated presentation, (b) the students demonstrated deliberate decision-making about the use of formal properties to convey intended meanings, and (c) the students simultaneously arranged and integrated (both vertically and horizontally) multiple symbol systems during the video production process to construct one form of representation. The findings suggest broader implications for student thinking and understanding that connect to theoretical issues from the literature. Discussion includes recommendations for further research.


Nicholson, D.W. Student use of video production. Ph.D. thesis, University of Virginia. Retrieved November 17, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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