Part A
Valentine, R. (2014). Marmaduke the very different dragon. Retrieved from Libby, by Overdrive.
Category of resource
This fiction, electronic picture book is suitable for Stage 1 students and was accessed on an iPad.
Content quality
An e-book’s content and characters must be relatable to its readers (Von Drasek, 2016). In this e-book, dragons and princesses are the protagonists and readers are shown that everyone is unique. Dragons portray an unrealistic theme; however, imaginative characters stimulate children’s interest (Johnson & Giorgis, 2003). The content of this e-book is of good quality because profound ideas are presented in a simple way, appropriate for the intended audience (Nel, 2015), readers are able to understand issues through the story, and the language and structure of the text is suitable for its readers (Walsh, 2013).
Alignment with curriculum or program purpose
Serafini (2013) wonders how teachers can incorporate digital literature into an already crowded curriculum.
This e-book can easily be aligned with the Australian Curriculum and incorporated into a Stage 1 program. Using the e-book as a starting point, students can be shown how ICT can be used in multiple ways on multiple devices (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2017a). Furthermore, students can recreate an illustration to communicate an idea by using different materials and technologies (ACARA, 2017b).
Because this e-book combines the Art and Digital Technologies Key Learning Areas, it also aligns with the International Baccalaureate Primary Years Program, which integrates different learning areas (International Baccalaureate Organization, 2017).
Digital literature needs to be appropriately infused in the curriculum for students to be most benefitted (Tackvic, 2012).
Value of digital affordances for the literature
For many children, reading is no longer an exclusively book-bound experience (Bowler et al., 2012). Rather than simply reading a story, students enjoy information they can see and hear (Lamb, 2011). In contrast to traditional print books, this e-book provides readers with a rich experience because it combines visual and audio media, which enhances the text and draws readers in to the story.
Possibilities for feedback and/or adaptation
Proper page layouts enrich the content of an e-book and bring users enjoyment when reading (Wang & Huang, 2015). Because readers are not prompted to read this e-book in landscape format, it may be viewed in portrait format and therefore only display half a page at a time. Poor page navigation is a common disadvantage of e-books and is a recurring trend (Richardson & Mahmood, 2012). It is therefore recommended that a ‘landscape only’ message be depicted to readers.
Intrinsic motivation of the digital environment for users
It is highly likely that this e-book will be appealing to its readers because the e-book itself is simple to use and children who need assistance with reading can listen to the story. Because Stage 1 students are still gaining experience with technologies, it is important for any tool they use to be easy to navigate and use.
Presentation design
Sometimes e-books contain animations that distract the reader from the storyline (Yakota & Teale, 2014). The amount of digital texts containing distractions may grow because the future of e-books will increasingly employ a range of media (Herther, 2011). This is not the case of this e-book, however. The illustrations are seamlessly incorporated into the text and words light up as the narrator reads the text. Well-designed e-books integrate illustration, text and sound so that each complements the other (Yakota & Teale, 2014).
Interaction and usability
This e-book is easy to interact with and use, which Walsh (2013) states is a necessary feature of e-books. Readers have the option of either reading the story at their own pace, or having it read to them by a narrator. The pages are easily ‘flipped’ using a right-to-left swipe movement. When the touch, tap and slide features of e-books are user friendly, a child’s interaction with a text is enhanced (Walsh, 2013). Due to new and emerging technologies, interactivity is a major influence in digital literature today (Flewitt, Messer, & Kucirkova, 2015).
Accessibility and reusability
Accessing the e-book requires some patience as it takes a few minutes to fully open, despite already being downloaded onto the device. Accessibility is a crucial aspect of e-books because delays can discourage readers from using them (Koh & Herring, 2016). Despite this minor hiccup, however, reusing the e-book is simple. It is stored in the user’s ‘library’ and, once returned, shows in their ‘activity’ and can be re-borrowed if not reserved by another user.
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Gaiman, N., & You. (n.d.). A calendar of tales. Available from http://www.acalendaroftales.com/uploads/files/COT_E_BOOK.pdf
Category of resource
A Calendar of Tales (ACOT), aimed at Stage 4 students, is a fiction interactive creation instigated by Neil Gaiman. Neil tweeted twelve questions, one for each month of the year, and from the many responses received, picked one answer per question and wrote twelve short stories (Gaiman & You, n.d.). ACOT was accessed and viewed as a PDF.
Content quality
Judging the content quality of digital literature can be challenging because digital software enables anyone to create a story with no evaluation process (Walsh, 2013). However, ACOT meets Walsh’s (2013) stringent guidelines for content quality. Even though ACOT contains short stories, it is suitable for the recommended age group, contains realistic descriptions, dramatic dialogue and rich literary language, is engaging and contains well-written, vivid descriptions of fictional events and readers may consider issues and ideas through the stories. Punctuation and capitalization rules are also closely followed.
Alignment with curriculum or program purpose
Not all digital texts are suitable for classroom use, so educators must first consider the pedagogy underpinning their use (Yokota & Teale, 2014). However, ACOT is a fantastic resource that can be used by Stage 4 students. Once students have explored the literature, they can produce similar stories by writing a question and having classmates answer that question, before producing a piece of digital literature based on the answer given. This aligns with the literacy component from the English strand of the Australian Curriculum (ACARA, 2017c).
Value of digital affordances for the literature
Through the use of digital literature, teachers can strengthen their lessons (Moorefield-Lang & Gavigan, 2012) because readers are given the opportunity to navigate new text structures and technologies (Serafini, 2013). In turn, this offers unique methods for producing literature (Skaines, 2010). The inspiration for ACOT was drawn from Twitter and it is fitting to turn content drawn from a social media platform into digital literature.
Presenting ACOT digitally offers readers a new and exciting way to engage with literature because reading is no longer confined to traditional text on a printed page (Valenza & Stephens, 2012; Bowler et al., 2012). Collaborative interaction is an emerging influence of digital literature (Flewit, Messer, & Kucirkova, 2015).
Possibilities for feedback and/or adaptation
Though well written, ACOT does not include many illustrations throughout each story. Wang and Huang (2015) note that illustrations increase readers’ enjoyment. Perhaps, however, its creator intentionally limited the number of illustrations to allow readers’ imaginations to run wild. Literature with limited illustrations encourages readers to use their own imaginations to create fantastical worlds (Johnson & Giorgis, 2003).
Intrinsic motivation of the digital environment for users
In recent years, new technologies and platforms have begun to create fresh possibilities for education and learning (Hall, 2012) because digital and academic worlds are no longer separated (Edwards, 2013). Children aged 13-17 years old are engrained in digital media; they spend more time on the Internet and social media than television (Oblinger, 2004, as cited in Bowler et al., 2012). Stage 4 students will enjoy exploring ACOT because it provides students the opportunity to engage in learning in ways that are relevant to today’s world (O’Connell, 2017).
Presentation design
Koh and Herring (2016) pose an interesting question: what is the ideal presentation practice that best supports readers who are reading digital literature? Pei Fen, Yan Peng and Siew Woei (2009) note that presentation design is among the significant factors that contribute to users’ satisfaction with digital literature.
Well-presented digital texts, such as ACOT, integrate different elements that all complement each other (Yakota & Teale, 2014).
The PDF is laid out in a minimalistic, easy-to-read format with consistent font size and distinguishable headings, which makes it user-friendly (Pei Fen et al., 2009). Each ‘chapter’ is a month of the year and at the end of these ‘chapters’ an illustration corresponding to the story and the story’s inspiration is found. Page numbers are missing from the PDF, however. Surprisingly, this is a common design mistake (Pei Fen et al., 2009).
Interaction and usability
Presentation design directly impacts on interaction and usability (Chowdhury, as cited in Pei Fen et al., 2009). ACOT is easy to interact with and use: users simply scroll through the pages and can use the search function to locate a particular phrase. Jabr (2013) notes that readers are typically used to a scroll layout and Reagan (as cited in Dunham-Sootheran, 2014) highlights that search functions are a beneficial feature of digital texts.
Accessibility and reusability
ACOT is easy to access and reuse for those with computer and Internet access. If saving the document, however, the computer must be able to save PDFs.
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Henley, J. (2013, May 23). Firestorm. The Guardian. Retrieved from http://www.theguardian.com/world/interactive/2013/may/26/firestorm-bushfire-dunalley-holmes-family
Category of resource
Firestorm is an engaging, non-fiction example of immersive journalism produced by the Guardian following the 2013 Tasmanian bushfires. Written from the perspective of firefighters, a fire chief and a family caught in the Dunalley fire, it is suitable for Year 6 students. It was accessed online via Google Chrome.
Content quality
When examining the content quality of digital texts, two aspects must be considered: supportive features versus distractions and literary merits (Dobler, 2013). In Firestorm, all media elements work together very well and generally do not distract readers from the purpose of the text. Furthermore, the content is written from multiple perspectives, readers are prompted to consider environmental issues, and the text is presented in a way suitable for the intended audience, which, Walsh (2013) states are all features of high quality content.
Alignment with curriculum or program purpose
Digital literature must be integrated in the curriculum for students to be most benefitted (Tackvic, 2012; Walsh, 2010). Firestorm is a wonderful resource that can be used with Year 6 students. Students can use the literature as part of a unit of Guided Inquiry on bushfires and can look specifically at what fuels them and why. This is aligned to the Year 6 Science Inquiry Skills (ACARA, 2017d). Using the findings from their inquiry, students can then design fire-safe dwellings and buildings, in alignment to the Years 5 and 6 Design and Technologies Processes and Production Skills (ACARA, 2017e).
Value of digital affordances for the literature
One trend resulting from digital literature is being able to reach learners in new, innovative and exciting ways (Kaplowitz, 2014; Larson, as cited in Edwards, 2013). This is valuable for students because learning is best facilitated when a combination of media is used to engage the reader (James & De Kock, 2013).
When integrated into the curriculum, Firestorm is valuable in digital format because it supports student learning. The emergence of new digital texts, when used in meaningful ways, helps students realise new contexts, opportunities and resources for creative learning (Futurelab, as cited in Hall, 2012; Mills, 2011).
Possibilities for feedback and/or adaptation
Firestorm is beautifully presented and powerfully written. Its text, images audio and video are impeccably intertwined. One small adaptation can be made to the “scroll down to continue” feature. The page does not turn unless the mouse wheel is scrolled multiple times. Perhaps providing a “next” button would be more appropriate.
Intrinsic motivation of the digital environment for users
In contrast to Gutenberg’s era, literature is now much more than traditional books made of paper (Carneiro Juel, 2014). Because they are complex technologies (Sadokierski, 2013) that span multiple platforms, using and making meaning from them requires specific literacy skills (Combes, 2016).
Typically, when students enter Year 6, they would have already developed strong ICT capabilities relating to investigating, creating, communicating, and managing and operating information using ICT systems (ACARA, 2017e). Because Firestorm contains transmedia elements and requires skills already attained by Year 6 students, it will be appealing to its readers.
Presentation design
Thinking carefully about presentation design helps give readers the best possible experience (James & De Kock, 2013). In Firestorm, video, audio and text are usually seamlessly incorporated and draw readers in to the story. At times, the moving background, such as wheat enthusiastically swaying in the wind, distracts the reader from the text. However, Firestorm takes advantage of the interactive power offered by technologies (Rowhani & Sedig, as cited in Pei Fen et al., 2009), making it appealing to its readers.
Interaction and usability
Because digital creations often rely on gestural manipulations from the reader, such as scrolling and clicking elements on the screen, it is imperative that they be easy to navigate and use (Bourchardon & Heckman, 2012). Fortunately, Firestorm is easy to both navigate and use. Its chapters are clearly listed on the right hand sidebar and each chapters’ content is distinctly shown using icons depicting text, videos, facts and images. Furthermore, a scrolling motion, though somewhat difficult to get right, is all that is required to chronologically view the different parts of this resource.
Accessibility and reusability
Similar to ACOT, Firestorm is easy to access and reuse for those with computer and Internet access. However, schools often configure firewalls for safety, making some websites inaccessible. While firewalls prevent dangers of the Internet from spreading to the internal network (Abbes, Bouhoula, & Businowitch, 2016), some ‘safe’ websites such as Firestorm may be blocked from the network. Liaising with technology staff should easily rectify this, however.
Part B
What makes a good digital text, what counts as one, and what purpose do they serve?
I began this subject by asking the question “what makes a good digital text?” (Dwalibi, 2017a). A few weeks later, I was able to summarize the two areas that constitute good digital texts, which are content and presentation (Dwalibi, 2017c). In summary, content must be relatable to readers, designed for readers to understand complex issues, and structured so that they suit the audience’s age and author’s purpose (Walsh, 2013). Furthermore, despite some professionals attempting to provide extensive guidelines for how digital texts should be presented (Pein Fen et al., 2009; Jin, 2013), all media elements must ultimately work together to enhance the literature (Yakota & Teale, 2014).
As I discovered from this subject, types and formats of digital literature are extremely varied. Some of these include videos, PDFs, mobile applications and web comics. I agree with Walsh, who states that digital texts are designed for web-based navigation, rather than sequential ordering of text in a book (2013). Put simply, digital texts are created with, and used on, computers (Bourchardon & Heckman, 2012).
I learned that digital texts serve many purposes. They allow students to better engage with literature by providing access to supplemental information through web access and internal glossaries (Edwards, 2013), provide assistance to children who are reluctant to read (Maynard & McKnight, 2001), engage students and expose them to new ideas (Weigel, 2009) and provide students the opportunity to engage in learning in ways that are relevant to today’s world (O’Connell, 2017).
Despite digital texts serving many beneficial purposes, I believe that using them does not automatically engage or benefit students (Cull, 2011) and that they may detract instead of enhance the literature (Guernsey, 2011). Therefore, digital texts must be used purposefully and thoughtfully.
Comparing my experience of reading digital texts with reading print
Using digital texts has made me realize that, before being able to begin reading, there is technology to navigate and technical hurdles to overcome. I agree with Combes (2016), Koskimaa (2016) and Sadokierski (2013) who all highlight the technological complexities that digital texts present, and the necessity of learning new literacies to navigate them.
After downloading the Libby, by Overdrive application (Overdrive, Inc, 2017), I had to learn how to navigate the app and download e-books before I was able to actually read one. Another text I read (TabTable LTD, 2016) had music and animations that proved to be quite distracting, while the different media elements of other texts worked to enhance the story (Nilsson, 2009, March 7; Branch, n.d.). I have now seen that digital technology has changed the nature of reading (Hancox, 2013; Ivan, 2014).
In contrast, reading print is more straightforward: I simply open a book and read it. I do not have to learn how to navigate new technologies. I enjoy being able to flip through the pages and easily go back and forth when comparing different parts of the book, rather than viewing single virtual pages before they disappear (Jabr, 2013). In addition, there are fewer distractions (Guernsey, 2011), meaning comprehending information is easier (Cull, 2011).
The digital text I enjoyed most and how I might incorporate it into a program at my school
In two of my blog posts, I expressed interest in learning about how digital texts can be used in the classroom (Dwalibi, 2017a; Dwalibi, 2017b). In doing so, however, my lack of awareness regarding curriculum integration was indicated. I now understand that it is crucial for digital texts to be embedded in the curriculum to be of most benefit to students (Yokota & Teale, 2014; Tackvic, 2012; Walsh, 2013; Flewitt et al., 2015).
Exploring Firestorm has made me excited about the possibilities of integrating digital texts into the curriculum. As a result of coming across this resource in this subject, Firestorm is now being used as part of a Year 6 Guided Inquiry unit on Bushfires at the school where I work. With the aid of the class teacher, a Teacher Librarian and print and digital resources, students are exploring contemporary bushfires, what fuels them, and which building materials are highly flammable. Using their findings, students can then work in groups to design fire-safe buildings. In addition to being aligned to the Year 6 Science Inquiry Skills (ACARA, 2017b), this activity is supported by the Years 5 and 6 Design and Technologies Processes and Production Skills (ACARA, 2017c).
Digital literature holds great potential for expanding educational opportunities by offering additional tools and support for engagement and learning, but it must be paired with thoughtful pedagogy (Dunham-Sootheran, 2014). Lastly, I agree with James and De Kock (2013), who emphasise that learning is best facilitated when a combination of media is used to engage the reader.
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