This week I explored a few of the immersive multimedia journalism resources such as K’gari and My Grandmother’s Lingo, and thought that they could be an interesting way to engage students with non-fiction texts and current affairs (typically perceived as ‘boring’ by many teens). I personally found that the multimodal, immersive nature of these resources helped me remember the key points and allowed me to connect the information in the articles to my prior knowledge and experiences very effectively.
I also looked into Beowulf in 100 Tweets, which I thought was a fantastic resource that I could easily incorporate into my Year 11 English Extension program where we look at the relationship between texts, cultures and values. I think that my students would respond well to a similar learning activity where they could take one of the texts we study and recontextualise it as a tweet or social media post to explore the ways that context affects response over time. Beowulf in 100 Tweets also linked really nicely to one that my students showed me this week: Dracula Daily, where the epistolary form of the original novel is harnessed by networking technologies such as email, Tumblr and Twitter. While anecdotal, the conversations in my classroom suggest that these types of recontextualised literary texts can be powerful and engaging learning tools.
There were some resources that I enjoyed less, however. War Horse (the app for the iPad) had a timeline along with some interesting links, videos, and interviews to help readers understand the context, but the text itself was just a digitised version of the print novel (with an accompanying audio version). I didn’t feel that this app utilised the immersive, interactive possibilities afforded by the format to enhance reader experience or support the function of the text as effectively as it could have. Likewise, Alice for the iPad seemed rather gimmicky and its ‘interactive’ elements were distracting rather than elevating my understanding and enjoyment.
I like the idea of incorporating social networking sites into my practice, since it expands my students’ sense of connection to the world of the text and allows them to feel a sense of belonging with other readers. I personally have experimented with tracking my reading journey this year via Instagram, GoodReads and The Storygraph App. While I like the way these resources use my data to help me reflect on my reading preferences and connect me with similar books and readers, I am concerned about the privacy implications of encouraging their use in my classrooms by my students, though it would be a great opportunity to discuss digital citizenship. They also take a lot of time to keep up to date, and you can see from my Instagram experiment that it has fallen by the wayside.
