To E-books and beyond! – Assessment item 1 Online Reflective Journal Blog Task INF533
Before beginning my readings and research in INF533 if you had asked me what digital literature was, I would have waxed lyrical about my Kindle App and my ability to buy and read traditional texts in digital form with instantaneous ease. I would have mentioned picture book apps like the Wrong Book and my school’s access to ACEN Digital Library, an online, digital repository. I would have listed the many websites and Facebook groups I belong to that allow me to access up to date and relevant professional learnings, knowledge and expertise, easily accessed through curated collections of documents and screens.
After reading and viewing the materials in Module one I have begun to expand this understanding. Clive Thompson in his video succinctly described the evolution of storytelling mediums from a broadcast medium used to talk to others to a medium that allows us to talk to ourselves (2013). This idea resonated with me, because in my role as a primary teacher I am often faced with indifference and/or negativity when it comes to the integration of digital literature. It was heartening to see that all mediums go through this evolution and perhaps it is not the digital medium itself that is causing the negativity but rather the pace of the change that is occurring.
Lamb introduced the term Transmedia (Lamb, 2011), which lead me down the rabbit hole to meet Henry Jenkins and his definition of transmedia storytelling (“Key Concept – What is transmedia storytelling? – What is Transmedia Storytelling? | Coursera”, 2018). This in turn has pushed my understanding beyond, looking at multiplatform and multimedia literature with new eyes.
“Reading is the process of constructing meaning from symbols.”
“A book is a published collection of related pages or screens.”
(Lamb, 2011, p. 13)
Lamb’s redefining of reading and a book was a lightbulb moment. They have allowed me as a reader, as a teacher and as a creator to examine my own preconceived ideas about reading and books and move beyond them to a new and ever expanding understanding.
I am still coming to terms with how to effectively use and more importantly effectively vet digital literature that allows my students to participate in deep learning of both reading and content, but Yokota and Teale’s step by step guide is a great starting point (Teale & Yokota, 2014). Walsh’s chapter on digital literature and its synergy with traditional literature (Walsh, 2013) has emboldened me to attempt to integrate the use of it with more regularity into my classroom setting.
My understanding of the tools used to create such rich digital literature is minimal, I enjoy reading on my Kindle App, sharing storytelling picture books Apps with my students, and accessing online groups but I have little or no knowledge on how to create these wonderful artefacts.
My last thought on digital literature is; how we can ensure that in 20, 50, 100 years when technology will have advanced, evolved and changed beyond our wildest dreams that we and future generations can access the Austin’s, Poe’s and Shakespeare’s of digital literature? How can we ensure they are not lost in the digital ether?
Because stories can change the world and enable us to move beyond.
References
Key Concept – What is transmedia storytelling? – What is Transmedia Storytelling? | Coursera. (2018). Retrieved from https://www.coursera.org/lecture/transmedia-storytelling/key-concept-what-is-transmedia-storytelling-sRicJ
Fora TV. (2013, September 27). The new literacies | Clive Thompson [Video file]. Retrieved from http://fora.tv/2013/09/22/the_new_literacies
Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and leading with technology, 39(3), 12-17. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/ login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live
Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA).
Yokota, J. & Teale, W. H. (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6). Retrieved from http://www.academia.edu/3886534/Picture_Books_and_the_Digital_World_Educators_ Making_Informed_Choices
This is a very interesting post, Amanda, and I particularly appreciated your thoughts on the future situation of digital literature and your understanding that new technology always has growing pains. You have done a good job combining a reflective tone with academic support for your ideas, so well done on that.
On a purely technical level, you have made an effort with your referencing, but I encourage you to carefully consider the CSU APA referencing guides to ensure you have completed your references correctly. In addition, you have omitted the digi lit you provide links to within your post, which is an oversight! It’s great to see you utilise the functionality of the blog environment effectively to present your posts to the best advantage, incorporating hyperlinks to online sources, but best practice and the academic environment requires these to all be cited in your end reference list.
I look forward to seeing your continuing exploration of the digital literature environment!
Tehani