Published: June 2020
Link to e-book:
This review discusses:
Acknowledging the concept of transfer’s complexity and slipperiness, VanKooten studies digital composing processes of first-year writing students to build her central argument that “video provides useful opportunities for transfer across media through multimodal production.” Building on Stuart Selber’s (2004) Multiliteracies for a Digital Age and Rebecca Noawcek’s (2011) Agents of Integration: Understanding Transfer as a Rhetorical Act, VanKooten investigates students’ digital video compositions and written essays attempting to strengthen knowledge transfer across medium. The book presents and analyzes VanKooten’s empirical research highlighting the “voices, bodies, and experiences of eighteen students from six separate courses who were all working through different video assignments, as well as the experiences of their teachers” and her own as a researcher.
While the concepts of multiliteracies, transfer, and meta-awareness aren’t new to Writing studies, VanKooten’s exploration adds richness and multi-sensory understanding that puts student learning, described by students themselves, at the forefront. Her reliance on video (from class sessions, interviews with students and teachers, samples of student video projects) and her own research synthesis and reflections offer an accessible, approachable pedagogical model to include video assignments in ways that support transfer.