What is considered good digital literature, how can digital literature be used effectively in classroom teaching and learning and why should we consider digital literature compared to print literature. All of these and many more are some of the questions to pop up when talking about introducing quality digital literature into a teaching environment. For hundreds of years print literature has been used to support students learning and recreational reading of people of all ages, but as technology grows and develops the popularity of quality digital literature is becoming more apparent not only in recreational reading settings but also education (Rettberg, 2012). What makes a good digital text though, these has been much debated about different aspects of digital texts and whether they are considered good digital texts. We can start this debate with eBooks. eBooks are what can be considered the very beginning form of digital literature, however as we have seen increases in technology the simple eBook, which is a digital form of the print book is no longer considered good digital literature but instead a different way to access a print book (Guernsey, 2011). Bring in enhanced eBooks, these books provided readers with more than just text on a page (Sadokierski, 2013). Enhanced eBooks allow readers to have an interactive aspect to their literature, from texts with animated images and sound effects to the use of game style activities and adventure throughout the book, an enhanced eBooks engages the reader to only with the story but also the experience (Hicks, 2014). Digital texts can also extend much further than an enhanced eBook that although features a number of visually appealing multimedia aspects also still can be seen as a slightly more advanced version of a print books. This is where transmedia literature comes into play. Transmedia is the use of the same visual concepts as a multimedia presentations although where multimedia presentations remain entirely on one platform a transmedia text disperses all those feature to multi different platforms where readers are required to seek out information to continue through the story or information (Jenkins, 2010).

So, what makes a good digital text and what purpose does it serve. A good digital text is one that engages the reader thoroughly in the experiences, it will provide the reader the opportunity to explore further than the text of the story and become a participant in the experience (Bouchardon, 2019). One debated that is frequent in the discussion of digital literature is a readers ability to appropriately comprehend the text they are reading and this is the case with most students who do find it difficult to read on a screen (Manresa, 2015). An effective digital text will break down information into small sections and provide interactive and engaging elements with the text such as questioning, images, sounds and opportunities to hunt for information within the text to ensure that all information is being comprehended and the reader is engaged with the storyline (Erstad et al, 2019). Through doing this the digital text allows readers to develop critical thinking skills as they have the opportunity to explore the story through the interactivity, gaining more skills and knowledge than they would just reading a print text (Ersta et al, 2019).

As for my personal experience engaging with digital texts, I will admit is quite limited until now. I have bee someone who does struggle to read large chunks of information on a screen and successful comprehend it, although through a great deal of research I am beginning to see that the digital literature I have been engaging with so far is not quality and is a digital text in its most basic eBook form. As I have explored some of the wide range of multimedia and transmedia based digital text in preparation for this task I have found myself glued to the screen wanting to find out what is happening to characters and storyline and immersing myself in stories where I move from a reader to a participant.

From this task I found myself particularly enjoying my journey through the digital multimedia version of ‘The Boat’ adapted my Matt Huynh. The use of images, animations and sound effects that moved with the story had me hooked. As a teacher librarian I can see how this text can be used in so many ways in the classroom from an introduction for students into the world of digital literature, a compare and contrast from the print version of the book be Nam Le to the digital adaptation and links to the Cross Curriculum Priority of Asia and Australia’s Engagement with Asia that allows students to develop an understanding of the other side of Australia refugee history (Australia Curriculum and Reporting Authority, n.d.).  This book along with so many other forms of quality digital literature allow for teachers and teacher librarians to incorporate new ways of engaging with literature across all areas of the curriculum.

 

References

 

Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). Asia and Australia’s Engagement with Asia. ACARA. https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/asia-and-australia-s-engagement-with-asia/

Bouchardon, S. (2019, May 5). Mind the gap! 10 gaps for digital literature? Electronic Book Review. https://doi.org/10.7273/j3w2-h969

Erstad, O., Flewitt, R., Kümmerling-Meibauer, B., & Pereira, Í. S. P. (Eds.). (2019). The Routledge handbook of digital literacies in early childhood. ProQuest Ebook Central. https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=5812516

Guernsey, L. (2011, June 7). Are ebooks any good? School Library Journal, 57(6), 28-32. https://ezproxy.csu.edu.au/login?url=https://www-proquest-com.ezproxy.csu.edu.au/trade-journals/are-ebooks-any-good/docview/868683543/se-2?accountid=10344

Hicks, T. [Troy Hicks] (2014, January 21). Enhancing out eBook experiences. Digital Rhetoric Collaborative. https://www.digitalrhetoriccollaborative.org/2014/01/21/enhancing-our-ebook-experiences/

Jenkins, H. (2010, June 21). Transmedia Education: the 7 Principles Revisited. Confessions of an ACA-FAN. http://henryjenkins.org/2010/06/transmedia_education_the_7_pri.html

Manresa, M. (2015). Traditional readers and electronic literature: An exploration of perceptions and readings of digital work. In Manresa, M., & Real, N. (Eds.). Digital literature for children: Texts, readers and educational practices (pp. 105-106). ProQuest eBook Central. https://ebookcentral.proquest.com/lib/csuau/detail.action?docID=4322710

Rettberg, J. W. (2012). Electronic literature seen from a distance: the beginnings of a field. Dichtung Digital. https://www.dichtung-digital.org/2012/41/walker-rettberg/walker-rettberg.htm

Sadokierski, Z. (2013, November 12). What is a book in the digital age? The Conversation. http://theconversation.com/what-is-a-book-in-the-digital-age-19071