“After a digital storytelling is shared, it should be remembered for its soul, not the bells and whistles of technology.”
—Bernajean Porter
Every day new technologies allow for greater access to engaging and valuable learning experiences (Lamb, 2011) with the innovation of portable devices and social media, digital tools have become more prevalent in our students’ lives (Sahlberg, 2021). Digital literature is not limited to just PDFs but is a vast variety of formats such as interactive e-books, browser-based media and new web-based multimodal experiences (Lamb, 2011), with this vast variety of new media at our doorstep, it is more important than ever to ensure that digital literature that we use in our classrooms, is relevant and evaluated against strong criteria that ensures its quality in the school environment (McGeehan et al., 2018). Through my review of the previous texts, I have discovered that digital literature needs to meet a few criteria to ensure it can effectively support the user – Quality digital literature needs to be easy to navigate, easy to understand and uses technology that enhances and does not hinder the learner and ultimately is engaging in its content (Kucirkova, 2018).
For my analysis of my chosen digital texts, I used a mix of criteria from the UKLA Digital Literature Society (UK Literary Association, 2022), criteria developed by Kurcirkova in 2018 and evaluation criteria based on quality digital interfaces (Bozkurt & Bozkurt, 2015). Coming from a design background, it was easy for me to evaluate these texts from a technology perspective but more difficult to consider their literacy impacts, this is because digital literature differs greatly from its analogue form. Digital resources that have enhanced interactivity are far more engaging to the user – proving almost a third layer of interactivity to the reading experience (Yokota & Teale, 2014). These enhancements are used to create a stronger sense of meaning and understanding with the target audience (Kucirkova & Mackey, 2020) and from what I have viewed, is an essential element of quality digital texts (Walsh, 2010). An example of this is the strong human connection created in “The Boat” (2021) – something that without the digital animation and audio elements would not have been as emotionally effective in its physical format.
Digital texts also provide an element of equity and accessibility. The diverse 21st-century classroom means that digital texts have a place in creating collaborative experiences as well as features that make them more accessible than their analogue counterparts ( (Kucirkova, 2018). This allows students to engage more effectively in the accessible content that provides a more individualised learning experience (Furenes et al., 2021). As Teacher librarians, is it our role to provide value to all texts? The advent of online digital learning has become a catalyst for the implementation of digital literature in teh classroom (Sahlberg, 2021) so it is more important than ever the teacher librarians are well informed in the evaluation of digital literature in our collections – ensuring the best possible resources for the classroom (O’connell et al., 2015).
I can remember buying my first Kindle. As a confessed “technology nerd” I have always looked to the digital realm for resources for my classroom. I love the ability to have 24/7 anytime anywhere access to my entire library, I love the accessibility features that help my neurodivergent brain concentrate and most of all, I love the fact that I don’t have to wait to buy the next book in a series that I thoroughly enjoyed ( A kindle is also much quieter when putting a toddler to bed!) I will, however, always have a soft spot for the physical copy of a book (Myrberg & Wiberg, 2015). Through my exploration of digital literature, I have found new ways to appreciate the multimodal aspects available to me and my classroom, I have also, a deeper appreciation for creating a sound base in which to effectively evaluate my resources.
Each of the pieces of literature I have reviewed provides an engaging and valuable experience to the user (Serafini & Youngs, 2013) each creates the opportunity for students to explore and develop both their digital comprehension and literacy skills (Coombes, 2016) My favourite, however, is “ The Boat” by Nam le ( 2021) it is beautiful and its engaging illustrations are beautifully enhanced by animation and audio media to make it a very emotive piece that puts you in the shoes of the storyteller. As a Teacher Librarian, I would use this as an example of a well create digital storytelling and encourage students to explore their own stories using similar authoring software such as Microsoft sway and google sites.
References
Bozkurt, A., & Bozkurt, M. (2015). Evaluation Criteria for Interactive E-Books For Open and Distance Learning. International Review of Research in Open and Distance Learning, 16(5), 58-73. IRRODL. https://doi.org/10.19173/irrodl.v16i5.2218
Coombes, B. (2016). Digital Literacy: A New Flavour of Literacy or Something Different? Synergy, 14(1), 1-10. 10.13140/RG.2.1.2609.8804
Furenes, M. I., Kucirkova, N., & Bus, A. G. (2021, March 8). A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis. Review of Educational Research, 91(4), 483-517. https://doi.org/10.3102/0034654321998074
Kucirkova, N. (2018). How and Why to Read and Create Children’s Digital Books: A Guide for Primary Practitioners. UCL Press. https://www.uclpress.co.uk/products/109473
Kucirkova, N., & Mackey, M. (2020, July 21). Digital literacies and children’s personalized books: Locating the ‘self’. London Review of Education, 18(4), 151-162. ResearchGate. DOI:10.14324/LRE.18.2.01
Lamb, A. (2011, Nov). Reading Redefined for a Transmedia Universe. International Society for Technology in Education, 39(3), 12-17. https://eric.ed.gov/?id=EJ954320
McGeehan, C., Chambers, S., & Nowakowski, J. (2018). Just because It’s Digital, Doesnt Mean It’s Good: Evaluating Digital Picture books. Journal of Digital Learning in Teacher Education, 34(2), 58-70. Routledge. 10.1080/21532974.2017.1399488
Myrberg, C., & Wiberg, N. (2015, July). Screen vs paper: what is the difference for reading and learning. Insights, 28(2), 49-50. http://dx.doi.org/10/1629/uksg.239
O’connell, J., Bales, J., & Mitchell, P. (2015, June). Literature in Digital Environments: changes and emerging trends in Australian school libraries. Conference: 44th Annual International Conference & 17th International Forum on Research in School Librarianship, International Association of School Librarianship. Retrieved August 17, 2022, from https://www.researchgate.net/publication/281348633_Literature_in_Digital_Environments_changes_and_emerging_trends_in_Australian_school_libraries
Sahlberg, P. (2021). Does the Pandemic help make education more equitable? Educational Research for Policy and Practice, 20(11), 11-18. 10.1007/s10671-020-09284-4
Serafini, F., & Youngs, S. (2013). Reading Workshop 2.0: Children’s literature in the Digital Age. The Reading Teacher, 66(5), 401-404. 10.1002/TRTR.1141
UK Literary Association. (2022). UKLA Digital Book Award. UKLA. Retrieved August 17, 2022, from https://ukla.org/awards/ukla-digital-book-award/
Yokota, J., & Teale, W. H. (2014). Picture Books and the Digital World. The Reading Teacher, 67(8), 577-585. 10.1002/trtr.1262
