PART B: Critical Reflection of Digital Literature Experiences. (739 words).
At the beginning of my digital literature journey my knowledge was lacking as to what constitutes a digital text and the benefits of digital texts for education. While I had a fair understanding of what an eBook was, I had very little understanding of the terms enhanced book and interactive book and how this technology could be embedded into curriculum programs. The Bourchardon & Heckman (2012) definition assisted in my understanding of how to categorise various digital texts, with an eBook defined as a digitized work, given it is a traditional print book reproduced on screen. While enhanced and interactive are digital works produced specifically for devices. As with traditional texts, digital texts have to engage the reader and tap into their intrinsic motivation to assist in learning, it is the multimodal features of digitized texts that stimulate the engagement of multiple literacies and learning styles (Neumann, Finger & Neumann, 2016, p. 473). As Khyiah Angel (as cited in Taylor, 2018) stated ‘research tells us that children are reading more, they are just reading differently’ and it is important that we as educators ensure that we engage students with digital technology to pique their interest with reading and learning digitally.
I have discovered there are many affordances of digital literature in education – with research showing the use of audio and eBooks benefits struggling readers, students with dyslexia and English as a second or foreign language students through differentiating instruction (Lamb, 2011, p. 16). Digital texts can provide students with engaging avenues that the printed page cannot, for not only reading and learning but also in creating their own digital works (Enis, 2019 & Hanson, 2019). This is a key feature of the English syllabus, where students are required to use technology within their own creative writing to meet the multimodal presentation requirements for the Stage 6 English Standard school based assessment requirements. (NESA, 2018. p. 6-7).
Through this assessment I have experienced a diverse range of digital literature and the benefits they can bring to students learning, as well as students’ engagement and enjoyment with reading. Matilda (Dahl, 1988) reviewed as an audio/eBook was the most traditional text, however provides a vast array of benefits for students. I most enjoyed listening to this text as Kate Winslet brought the story to life through her changes in vocal tones for each character – ‘a sheer delight’ (Sly, 2012). Listening to the audiobook whilst driving, helped pass the time and made the journey more enjoyable.
I Know Why You Run (Angel, 2018) excited me through the incorporation of augmented reality (AR) into a traditional printed text. However, I did feel somewhat disappointed while reading and experiencing the digital aspect of the book. Downloading the text as an eBook required a second device to make the clips play and features of the Kobo app were not as user friendly as other programs. If I were to recommend the book to students I would suggest they acquire the print book and use their device for the clips only. The clips do provide an exciting element to the story, however, the benefit of reading this book was to do more with the opportunities to incorporate the technology used, in students own work through the creation of their own AR clips, using HP reveal, for their creative writing and multimodal tasks.
The digital text I most enjoyed and has the most exciting applications to incorporate into a learning program is the BBC Civilisations AR (BBC Media Applications Technologies Limited, 2018). While traditional history textbooks may be somewhat dry in the way the material is presented, this app brought history to life as students were taken on a journey around the world to where the historical artefacts were found. Students also have the opportunity to become an archaeologist and view the artefacts as real size in their classroom, as well as using the spotlights to manipulate the object and to learn detailed information about each artefact. The app provides students with the opportunity to experience firsthand culturally and historically significant artefacts which are housed in museums and galleries in the United Kingdom. I have shown the app to our HSIE Head teacher who is also excited about the opportunity to incorporate the app within history programs. As with any digital program the major concern is accessibility for all students, which as the Teacher Librarian I will have to consider in the planning and budgeting of the library.
References
Angel, K. (2018). I know why you run. [mbook]. Australia: Typology Tech.
BBC. (2019). Civilisations AR. Retrieved from https://www.bbc.co.uk/taster/pilots/civilisations-ar.
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.
Enis, J. (2019). Library ideas to launch AR/VR-enhanced children’s books. School Library Journal. Retrieved from https://www.slj.com/?detailStory=library-ideas-launches-ar-vr-enhanced-childrens-books
Hanson, J. (2019). News and highlights from ISTE 2019. School Library Journal. Retrieved from https://www.slj.com/?detailStory=news-and-highlights-from-ISTE-2019
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
NSW Education Standards Authority. (2018). English standard stage 6 syllabus. Retrieved from NSW Education Standards Authority website: https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-learning-areas/stage-6-english/english-standard-2017
Neumann, M., Finger, G., & Neumann, D. (2016). A conceptual framework for emergent digital literacy. Early Childhood Education Journal 45(4), 471-479. doi: 10.1007/s10643-016-0792-z
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
Taylor, A. (2018, September 16). ‘Technology can bring books alive’: Harry Potter inspires novel with moving images. The Sydney Morning Herald. Retrieved from https://www.smh.com.au/entertainment/books/technology-can-bring-books-alive-harry-potter-inspires-novel-with-moving-images-20180915-p50407.html