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Today’s guest blogger is Cassandra Stephens (Bishop), a PhD candidate in rhetoric and composition at Southern Illinois University Carbondale, where she is writing her dissertation on an empirical classroom study. Her project combines an identity theme and a quest narrative essay format in a research writing course; the model was designed to bridge potential disconnects between narrative writing and formal academic writing. Her academic interests also include tutoring and teaching ESL students, mentoring graduate students, and advising undergraduate students. The study described in this blog was presented at the 2015 CCCCs in Tampa. Contact Cassandra at cassandrapstephens@gmail.com.
During the fall of 2013, I taught a technical writing course in which students collectively requested to try something innovative. My developing interest in digital media and multimodal literacies led me to propose that we incorporate video résumés as a tool for the revision of the students’ written résumés. I obtained IRB approval from my university and proceeded with a formal study. A comparable alternative assignment was offered to students with concerns regarding videotaping. One student chose to complete the alternative assignment.
Learning Objectives
Origin of Idea as a Visual Teaching Model
The idea originated after I recalled a television sitcom and its use of the video résumé; the concept had a resonating appeal, and I was certain that it had a place in the classroom. That particular episode titled “The Possimpible,” from the popular television series How I Met Your Mother, aired in 2009. Robin Scherbatsky, one of the lead characters, distributes her flamboyant video résumé to potential employers. It is a desperate effort to quickly find a job and maintain her visa status; it works.
The episode references a real life dissemination of a video résumé that did not end quite so well. In 2006, a Yale graduate, Aleksey Vayner, distributed his “over the top” video résumé titled “Impossible is Nothing” to prospective Wall Street employers. Instead of setting him apart from other candidates, the video went viral on the internet, leaving Vayner widely ridiculed and ostracized from Wall Street. While the approximately seven minute video is still available on the internet, it tends to change locations. (You can likely find a version by doing a quick YouTube search.)
As it turns out, Vayner may have just been a bit ahead of his time. After all, he was the catalyst that inspired a television show episode, which in turn may have had an effect on the manner in which many job seekers market themselves to employers through media. In 2010 and 2011, career websites offering to host video résumés attained a larger internet presence. However, while many multimedia career websites utilizing videos are operational, they have not yet gained a strong grounding or reputation due to affirmative action concerns and other liability issues. Even with reservations regarding current market viability, these videos still offer students the opportunity to approach their writing and revision in a multimodal manner that encourages the use of digital rhetoric as a valuable tool for revising their essays.
Background Reading for Students and Instructors
Ask students to prepare for class by reading relevant content from your handbook or rhetoric:
Classroom Application of Video Résumé Overview
After reviewing and revising their graded written résumés, students planned one to three minute presentations for the filming of their video résumés. They were encouraged to capitalize on information from their written résumés in designing their oral presentations and were reminded to remain focused on an audience of potential employers. The university’s Center for Teaching Excellence staff offered to film a professional recording; however, some students chose to film their own, using computer or cell phone cameras.
Scaffolding of Major Assignments and Group Work
The first assignment required students to complete a written résumé. The final assignment was a threefold project that included a video résumé, a revised hardcopy résumé, and a reflection on any changes in perspective or presentation of the written résumé after creating and viewing the video résumé. The course design allowed the students separation and incubation time away from their written résumés after the first round of revisions while they moved on to other projects.
The interim assignments included
Recommended Guidelines for Recording Sessions
Want to collaborate with Andrea on a Multimodal Mondays assignment or be a guest blogger? Send ideas to leah.rang@macmillan.com for possible inclusion in a future post.
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