Abstract
This entry provides an overview of research on adolescents' use of digital video (DV) as a compositional tool. DV is situated within the multidisciplinary fields of media literacy, new literacies, multimodal literacies, semiotics, and compositional studies. This powerful literacy tool allows students to compose multimodal expressions of meaningful learning. This entry articulates a model of video composition that details the complex and recursive processes that allow for the sequential multimodal representation of thoughts and ideas. When students use DV as a compositional tool, there are multiple available affordances in the design considerations. Research indicates that, when DV is used with adolescents in school and out of school contexts, they demonstrate engaged learning, identity exploration, mobile and embodied learning, and collaborative, mediated, and reflective learning.
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