Jason Ranker
Biographic Data
| ID | 6601185 |
|---|---|
| NAME | Jason Ranker |
| GIVEN NAMES | Jason |
| FAMILY NAME | Ranker |
| SIGNATURE | RANKER J |
| AFFILIATIONS | Portland State University |
| ORCID | 0000-0002-2663-3880 |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
The operation of différance in a student-produced digital video
In this article, the author presents a multimodal discourse analysis of a student-produced video, drawing upon Jacques Derrida’s theorization of différance. He analyzes the film as a signifying chain, drawing specifically upon the differing and deferring aspects of différance in order to conceptualize the movement of signification in the video. The focus of his analysis is on how différance, as a constitutive force, splits and divides attempts to…
The sliding of the signified
In this article, the author presents a multimodal discourse analysis of a digital video composed by five students (ages 11–12) in an urban, public-school classroom. The focal mockumentary video is distinctive in that it is difficult to interpret and has an artistic quality that turns the process of meaning-making back on itself, resisting the very idea of a single, determinable meaning. He examines this phenomenon as the sliding of the signified …
Uses of multimodal statements on the playground
In this study, I draw upon the concept of a statement (l’énoncé), Foucault’s fundamental discursive unit, as developed in The Archaeology of Knowledge, extending and applying the concept to a group of children’s multimodal discourse operations on the playground, and thereby developing the concept of a multimodal statement. I do this by focusing on Foucault’s semiotic grounding of the statement, which he describes as being constituted by a group o…
The Affordances of Blogs and Digital Video
In this article, the author presents examples of two ninth‐grade students’ literacy processes as they used blogs and digital video (amongst other media) to inquire into the subject matter of fast food. The author discusses the students’ uses of these focal media through the concept of affordances, a concept that refers to the distinct possibilities and limitations of a particular mode or medium. Blogs afforded a means of responsive, written socia…
New Directions for Digital Video Creation in the Classroom
In recent years, we have both produced scholarship in the area of digital video production or filmmaking in classroom and after school settings. This email conversation between us is a great way for us to share our current thinking on this topic, and the new areas of video composing pedagogy that we are exploring
Young students’ uses of visual composing resources in literacy classroom contexts
In this study, the author draws upon a social semiotic framework, exploring the ways in which students can use visual semiotic resources while composing texts in literacy classroom contexts. His multi-case study involving three cases of students in primary-level classrooms focuses specifically on how several focal students created, accessed, and assembled sets of visual semiotic resources that they used while engaged in the literacy processes at …
Making Meaning on the Screen
As part of an inquiry and digital documentary video project, two 12‐year‐old students studied the Dominican Republic. Over the course of their research, the boys (one of whose parents moved from the Dominican Republic) focused their project on two aspects of the culture of the Dominican Republic: contemporary music (bachata and merengue) and famous baseball players who have familial ties to the country. Through the use of digital video software a…
Designing Meaning with Multiple Media Sources
This case study closely examines how John (a former student of mine, age eight, second grade)composed during an informal writing group at school. Using qualitative research methods, I found that John selectively took up conventions, characters, story grammars, themes, and motifs from video games, television, Web pages, and comics
Uses of multimodal statements on the playground
In this study, I draw upon the concept of a statement (l’énoncé), Foucault’s fundamental discursive unit, as developed in The Archaeology of Knowledge, extending and applying the concept to a group of children’s multimodal discourse operations on the playground, and thereby developing the concept of a multimodal statement. I do this by focusing on Foucault’s semiotic grounding of the statement, which he describes as being constituted by a group o…
Designing Meaning with Multiple Media Sources
This case study closely examines how John (a former student of mine, age eight, second grade)composed during an informal writing group at school. Using qualitative research methods, I found that John selectively took up conventions, characters, story grammars, themes, and motifs from video games, television, Web pages, and comics
Making Meaning on the Screen
As part of an inquiry and digital documentary video project, two 12‐year‐old students studied the Dominican Republic. Over the course of their research, the boys (one of whose parents moved from the Dominican Republic) focused their project on two aspects of the culture of the Dominican Republic: contemporary music (bachata and merengue) and famous baseball players who have familial ties to the country. Through the use of digital video software a…
Young students’ uses of visual composing resources in literacy classroom contexts
In this study, the author draws upon a social semiotic framework, exploring the ways in which students can use visual semiotic resources while composing texts in literacy classroom contexts. His multi-case study involving three cases of students in primary-level classrooms focuses specifically on how several focal students created, accessed, and assembled sets of visual semiotic resources that they used while engaged in the literacy processes at …
New Directions for Digital Video Creation in the Classroom
In recent years, we have both produced scholarship in the area of digital video production or filmmaking in classroom and after school settings. This email conversation between us is a great way for us to share our current thinking on this topic, and the new areas of video composing pedagogy that we are exploring
The Affordances of Blogs and Digital Video
In this article, the author presents examples of two ninth‐grade students’ literacy processes as they used blogs and digital video (amongst other media) to inquire into the subject matter of fast food. The author discusses the students’ uses of these focal media through the concept of affordances, a concept that refers to the distinct possibilities and limitations of a particular mode or medium. Blogs afforded a means of responsive, written socia…
Uses of multimodal statements on the playground
In this study, I draw upon the concept of a statement (l’énoncé), Foucault’s fundamental discursive unit, as developed in The Archaeology of Knowledge, extending and applying the concept to a group of children’s multimodal discourse operations on the playground, and thereby developing the concept of a multimodal statement. I do this by focusing on Foucault’s semiotic grounding of the statement, which he describes as being constituted by a group o…
The sliding of the signified
In this article, the author presents a multimodal discourse analysis of a digital video composed by five students (ages 11–12) in an urban, public-school classroom. The focal mockumentary video is distinctive in that it is difficult to interpret and has an artistic quality that turns the process of meaning-making back on itself, resisting the very idea of a single, determinable meaning. He examines this phenomenon as the sliding of the signified …
The operation of différance in a student-produced digital video
In this article, the author presents a multimodal discourse analysis of a student-produced video, drawing upon Jacques Derrida’s theorization of différance. He analyzes the film as a signifying chain, drawing specifically upon the differing and deferring aspects of différance in order to conceptualize the movement of signification in the video. The focus of his analysis is on how différance, as a constitutive force, splits and divides attempts to…
Literacy, Media, and Education (8 works) · Computer Science (7 works) · Digital Storytelling and Education (7 works) · Psychology (6 works) · Sociology (6 works) · Linguistics (5 works) · Pedagogy (5 works) · Mathematics education (4 works) · Multimedia (4 works) · Art (3 works)