eBook Review: Matilda (765 words).
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Name of Book |
Dahl, R. (1998). Matilda [Audio book] [eBook]. United Kingdom: Penguin.
eBook illustrated by Quentin Blake Audio book narrated by Kate Winslet. Retrieved from ePlatform by Wheelers 2019.
Image retrieved from ePlatform by Wheelers 2019. |
| Category of Resource | eBook: Matilda is reviewed as an audio book and an eBook – these books are considered a digitized work. A digitized work is defined by Bouchard and Heckmann (2012), as a work conceived for another medium, such as the printed medium. The Audio and eBook applications are an extension of the traditional print book of Matilda. The texts provide a linear reading experience. |
| Content Quality | The eBook applications of Matilda are of a very high quality. Roald Dahl is a renowned children’s author who is able to capture the imagination of readers through his uncanny wit and storytelling. The audiobook is read by Kate Winslet who uses various vocal tones to engage listeners with the story and ensure that each character can be readily identified through changes in her voice. |
| Value of digital affordances for the literature | The audio and eBook applications of Matilda are replications of the traditional print version. The eBook continues to have illustrations throughout the book, while also providing the options to change the font size, orientation and brightness. The eBook also provides the affordances of highlight, definition and search features for the text.
The audiobook provides the opportunity to change the speed of the narration. The books are considered eBooks as there is very limited interactivity and no additional enhancements to the printed book. (Vassiliou & Rowley, 2008, p. 358) |
| Accessibility and reusability | The eBook and audiobook of Matilda are both available through the Eplatform by Wheelers. The accessibility of both books is limited within the Eplatform library to one book. This would make it difficult within a classroom setting if a number of students would benefit from the use of the eBooks; additional purchases of the books would be required for a class set. |
| Engagement of multiple literacies and learning styles | The use of audio and eBooks simultaneously allows low ability readers the opportunity to listen to the text whilst following the story on screen. The narration of the audio book through changes in the tone of speech piques the reader’s interest and motivates them to continue listening. Sly (2012) states that hearing a book read by a skilful reader is a sheer delight. The opportunity to change the pace of the recording allows students to follow onscreen at their own pace. Increasing the size of the font onscreen is also beneficial for students who struggle with reading either due to below proficient reading skills or dyslexia. DeLamater (2010) and Anguera (2015) found that increasing the font size on screen led to greater space between letters and lines and ultimately leads to a more immersive and improved in reading experience. Reid (2016, p. 19) and Lamb (2011, p. 14) also found that the specially designed features and tools of eBooks ultimately allow for reading success for English as a Second Language students. |
| Possibility for feedback and/or adaptation | Feedback opportunities, while being limited in the form of highlighting of text and definitions from the dictionary, allow students to form a greater understanding of the text as they read. As outlined by Lamb (2011, p. 16) this can benefit some students learning and engagement with text. Adaptation within the classroom can be undertaken by the teacher by selecting specific chapters which the students can access through the eBooks. Lamb (2011, p. 16) describes the benefits to students through differentiating instruction, allowing students to hear words defined or pronounced also benefits their understanding and learning. |
| Intrinsic motivation of the digital environment for users | State of NSW (2012, p. 12) found that students had high expectations with the use of eBooks as part of their learning experience and that 80% of students agreed or strongly agreed that technology helped them to read. Intrinsic motivation would be achieved through using the electronic versions of Matilda for low literacy, dyslexic and ESL students as it is providing students with a greater opportunity to succeed. |
| Presentation design.
Intelligently designed (Intuitive, flexible and customisable) |
The presentation of the eBooks are intelligently designed and the tools available are intuitive and easily managed by digital natives. (Jabr, 2013). In the case of the audio and eBook the flexibility and being able to customise the content is limited to the tools of the application it is read or played from. |
| Interaction and Enjoyability | Interaction is limited when individuals use this eBook. The book is available for use on different platforms including tablets and PCs, providing students the opportunity to access the books at any time and from multiple devices. Matilda is an enjoyable book to read and well suited to a Year 7 class. |
| Alignment with curriculum or program purpose | Matilda is best suited to Year 7 mixed ability classes for the unit Inner Strength. |
References.
Anguera, X. (2015). Multimodal read-aloud eBooks for language learning. Retrieved from https://www.isca-speech.org/archive/interspeech_2015/papers/i15_1884.pdf
Bourchardon, S. & Heckman, D. (2012). Digital manipulability and digital literature. Electronic Book Review Retrieved from http://www.electronicbookreview.com/thread/electropoetics/heuristic
Dahl, R. (1988). Matilda. London, UK, UK: Puffin Random House.
DeLamater, W. (2012). How larger font size impacts reading and the implications for educational use of digital text readers. Retrieved from http://www.ereadia.com/research/How_Larger_Font_Size_Affects_Reading.pdf
Jabr, F. (2013). The reading brain in the digital age: the science of paper verses screen. Scientific American. Retrieved from http://www.scientificamerican.com/article/reading-paper-screens/
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
Reid, C. (2016). eBooks and print books can have different affects on literacy comprehension. Education Masters. Retrieved from https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1329&context=education_ETD_masters
Sly, C. (2012). Curiouser and curiouser … a reading wonderland, Scan 31(1) https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vole-31,-2012/curiouser-and-curiouser-a-reading-wonderland
State of New South Wales, Department of Education and Communities, (2012). eBbooks for leisure and learning. SCAN, 31(6-14). https://resourcelinkbce.files.wordpress.com/2013/09/ebooks-test-report.pdf
Vassiliou, M. & Rowley, J. (2008). Progressing the definition of e-book. Library Hi Tech 26(3). doi: 10.1108/07378830810903292