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Teaching a Literature and Film course requires students to reason between media rather than within a single medium. While creative multimodal reflections (e.g., student drawings) can capture relational thinking about adaptation, spectatorship, and medium-specific affordances, authors working in the Scholarship of Teaching and Learning (SoTL) often lack a transparent and auditable way to analyse such artefacts without sliding into impressionistic “over-reading”. This creates a publishability problem: without a defensible workflow, interpretations are difficult to scrutinise, replicate, or translate into evidence-informed course redesign. Responding to this methodological gap, this practice-based SoTL case study demonstrates a staged workflow for analysing student-produced drawings as end-of-course summative reflections in a university Literature and Film course (13 sessions, 90 min each). In Week 13, students were invited to produce a drawing representing what they were taking from the course about the relationship between literature and film. Six drawings form the dataset. The workflow separates (1) descriptive inventory (what is visibly present) from (2) evidence-linked coding (how relations are represented) and (3) cross-artefact synthesis (recurring representational logics), thereby reducing over-reading and improving interpretive auditability. Across the corpus, drawings repeatedly mobilise recognisable media-objects (book/page, screen, film strip, camera/clapperboard, auditorium seating) and relational devices (movement lines, frames, branching paths), supporting four cross-artefact logics: (1) spectatorship and audience positioning, (2) adaptation as translation and material transformation, (3) intermedial hybridity and generative interaction, and (4) plural pathways accompanied by affective/evaluative stance. Rather than treating drawings as proof of individual competence, the study argues for their diagnostic value and offers a replicable analytic procedure that other educators can adapt when using creative multimodal reflection as SoTL evidence.
Milan Mašát (Wed,) studied this question.