Video Composition As Multimodal Writing: Rethinking the Essay As Post-Literacy

This essay describes an academic experience that both authors shared during a research visit to Russia in November 2018. The goal of this experience was to introduce participants (students and professors) to the notion of multimodal writing as an alternative to how we create texts in class. The essay first contextualizes the idea of “post-literacy” as part of a worldwide move to rethink literacy, especially in this century. The essay then conceptualizes the notion of multimodality as a feature of these “post-literacies” and contextualizes this concept within the practical experience as both authors undertook in a masterclass at a Russian institution. For the masterclass, the authors asked everybody to make videos using only one smartphone and any other resources they had right beside them. After sharing what the activity was about and what attendants did, the authors provide a final moment of reflexivity for others who may want to consider implementing multimodal texts in their classrooms. Keywords: Post-literacy, multimodality, design, video essays, text creation

A Data Encryption and Fast Transmission Algorithm Based on Surveillance Video

Video surveillance is an effective way to record current events. In view of the difficulty of efficient transmission of massive surveillance video and the risk of leakage in the transmission process, a new data encryption and fast transmission algorithm is proposed in this paper. From the perspective of events, the constraints of time and space dimension is broken. First, a background and moving object extraction model is built based on video composition. Then, a strong correlation data encryption and fast transmission model is constructed to achieve efficient data compression. Finally, a data mapping mechanism is established to realize the decoding of surveillance video. Our experimental results show that the compression ratio of the proposed algorithm is more than 60% under the premise of image confidentiality.

Experiences in Digital Video Composition as Sources of Self-Efficacy Toward Technology Use

As teachers' self-efficacy has been shown to be a crucial factor in technology integration, there is a need to understand the mechanisms that may raise teachers' self-efficacy toward technology integration. This article seeks to understand what sources of self-efficacy hands-on experiences with technology may provide to pre-service teachers. The participants were 37 students who were taking a course on digital literacies, where they composed a digital video in small groups. The data consists of students' individually written post-course self-evaluation reports. In the analysis of the reports, the authors identified text fragments that indicated either 1) sources of self-efficacy related to technology use, 2) students' willingness to use technology in their teaching, or 3) perceived value of technology use. Almost half of the students indicated some source of self-efficacy in their reports mastery experiences being the most frequent source of self-efficacy. The results suggest that digital video composition may be a good way to enhance students' self-efficacy related to technology use.