Teaching Writing Strategies Through Multimedia Authorship1
Shannon M. Carlin-Menter, Thomas J. Shuell, State University of New York at Buffalo, United States
Journal of Educational Multimedia and Hypermedia Volume 12, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study investigates the possibility that multimedia authorship may help students become more proficient writers. Four classes of 8th-grade students in an urban setting participated in the study, which took place over seven successive class periods. Students were given a 7-paragraph article on teen smoking to use in developing a nonlinear presentation with HyperStudioä. Organizational skills necessary for successful writing were emphasized throughout the unit. The students wrote an essay on an assigned topic in a counterbalanced manner both before and after they completed the multimedia project. There was a significant increase in students' scores on the organizational quality of the essays from the pretest to the posttest, especially for students who received low scores on the preessay. Data on the multimedia projects created by the students are also presented, and the relationship between multimedia composition and traditional writing is discussed.
Carlin-Menter, S.M. & Shuell, T.J. (2003). Teaching Writing Strategies Through Multimedia Authorship1. Journal of Educational Multimedia and Hypermedia, 12(4), 315-334. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)