Learning and Instruction
- Video Composition
- New Literacies and Teacher Education
- English Education
- Media Studies
Dr. Bruce (English Education) taught secondary English Language Arts classes for 11 years prior to working in higher education. His research and teaching interests deal with students composing with Digital Video (DV) technology in classroom contexts, incorporating multimodal literacies into teacher education, and exploring uses of DV as a research tool. He has served as president of the Ohio Council of Teachers of English and as the Director of the Commission on Media through the National Council of Teachers of English.
Bruce, D., & Chiu, M. (2015). Composing with new technology: Teacher reflections on learning digital video. Journal of Teacher Education, 66(3), 272-287.
Bruce, D. (2015). Re-constructing and re-presenting teenagers: Using media literacy to examine cultural constructions of adolescents. The English Journal, 104(3), 68-74.
Bruce, D., Di Cesare, D.M., Kaczorowski, T., Hashey, A., Hoeh Boyd, E., Mixon, T., & Haag, M. (2013). Multimodal composing in Special Education: A review of the literature. Journal of Special Education Technology, 28, 25-42.
Bruce, D. (2011). Framing the text: Using storyboards to engage students with reading. English Journal, 100, 78-85.
Bruce, D. (2010). Composing with DV in English Language Arts teacher education. English Teaching: Practice and Critique, 9, 114-124.
Bruce, D. (2009). Writing with visual images: Examining the video composition processes of high school students. Research in the Teaching of English, 43, 426-450.
Bruce, D. (2008). Visualizing literacy: Building bridges with media. Reading & Writing Quarterly, 24, 264 - 282.
Bruce, D. (2004). Visualizing success: Using video composition in the classroom. Ohio Journal of the English Language Arts, 44, 51-56.
Bruce, D., & Yerrick, R. (2015). Affordances of digital video editing among prospective English and science teachers. In E. Ortlieb, L. Shanahan, & M. McVee, (Eds.), Video Research in Disciplinary Literacies (pp. 41-57). Bingley, UK: Emerald Press.
Cercone, J., & Bruce, D. (2014) Media literacy and the Common Core in English language arts teacher education. In R. McClure & J. Purdy (Eds.), Next Digital Scholar: A Fresh Approach to the Common Core Standards in Research and Writing (197-226).
Bruce, D. (2012). Learning video grammar: A multimodal approach to reading and writing video texts. In S. Miller & M. McVie (Eds.), Multimodal composing in classrooms: Learning and teaching for the digital world (pp. 32-43). New York: Routledge.
Bruce, D. (2010). Composing and reflecting: Integrating digital video in teacher education. In K. Tyner (Ed.) Media Literacy: New agendas in communication (pp. 101-123). New York: Routledge.
Bruce, D. (2009). Reading and writing video: Media literacy and adolescents. In L. Christenbury, R. Bomer, & P. Smagorinsky (Eds.) Handbook of Adolescent Literacy Research (pp. 287-303). New York: Guildford Press.
Bruce, D. (2008). Multimedia production as composition. In J. Flood, S. Heath, & D. Lapp (Eds.) Handbook of research in teaching literacy through the communicative and visual arts (Volume II) (13-18). New York: Routledge.
Bruce, D. (2007). Video themes: An introduction to video composition. In M. Christel & S. Sullivan (Eds.) Creating media-rich classrooms: New approaches for middle and secondary teachers (pp.37-44). Urbana, IL: National Council of Teachers of English.
Pombo, M., & Bruce, D. (2007). Media, teens and identity: Critical reading and composing in a video production and media education classroom. In A. Nowak, S. Abel, & K. Ross (Eds.) Rethinking media education: Critical pedagogy and identity politics (pp. 149-166). Cresskill, NJ: Hampton Press.