Throughout my study of digital literature, I have reassessed my knowledge of books and reconsidered what it means to read. In particular, I found discussions of transmedia texts (Carman, 2011; Gutierrez, 2012; Lamb, 2011) interesting because I realised we no longer read texts in isolation; we explore additional online material, play, research information, watch film versions and discuss our thoughts with others (Carman, 2011). Therefore, a good digital text is a text that provides opportunities for adventure and reflects the experiences we encounter on a day-to-day basis. This means that the author’s use of multimedia, interactive elements and hyperlinks should be considered when assessing the quality of a digital text.
However the content of digital texts is presented, it is important for it to be organised and logical. I found that the literature on digital texts is very accurate in that distractions are rife (Kutscher, 2017). I often found myself skipping to other sections of the digital texts before I could fully appreciate all the content. Occasionally I looked at other applications on my devices if a notification appeared or I remembered something I needed to do. The issues I experienced have been raised in various academic journals and books (Farmer, 2014; Kutscher, 2017; Takacs, Swart & Bus, 2015). If these elements are overwhelming for me, an avid reader, they would likely be a problem for young people who are at the beginning of their literacy education.
Through my readings, I discovered that it is important for a digital text to engage a reader (Carman, 2011). For me, this type of connection was developed when I was given the ability to make choices, create my own reading paths and explore a text at my own pace. Although engagement is often discussed in conjunction with the individual’s ability to make choices about the books they read (Foley, 2012), this also applies to the experience of reading a book once it has been provided or chosen. If they do not feel a sense of control, teenagers will soon become disengaged from the content (Edwards, 2013). The personalised opportunities provided in some of the texts I read made me feel a stronger sense of ownership, which lead to an increased investment in the outcome of the story.
One of the biggest benefits I encountered during the process of perusing digital texts was the presence of additional items and features that supported my reading, including pop-up glossaries and dictionaries, audio narration and links to additional information. These elements, which are not features of traditional print literature, could all be used to support my students in a high school setting, especially struggling readers, because it would enable them to quickly learn about unfamiliar words, consequently expanding their vocabularies and improving comprehension (Dalton, 2014; Edwards, 2013; Serafini & Youngs, 2013). Therefore, one of the main purposes of an e-book is to provide additional opportunities readers won’t encounter if they read a physical text.
For these reasons, I believe World War II Infantrymen: An Interactive History Adventure would be the most effective text to use in the secondary curriculum. My conclusion surprised me because I have always thought reader engagement was one of the most important considerations and an effective digital text therefore needed to have a lot of content and moving parts. The simple interface and navigation options were clear and logical. Although this meant there was lack of interactive and multimodal elements, I was still able to connect with the text and personalise my experience due its choose-your-own-adventure format. It would be best used as part of a Stage 5 study of World War II because its interactive content and pictures would help students empathise with the experiences of soldiers. Students could enhance their personal connections by writing their own interactive stories and using the model as a guide.
One of the most important things I have learned from my readings is that it’s not always the content that makes a digital book great, it’s the text’s potential to prompt further activities and exploration (Carman, 2011). Therefore, e-texts shouldn’t be studied in isolation, they should be an introduction to a wider world readers can explore. Teachers should ensure students are given the opportunity to create their own digital texts in order to be able to read them more effectively and develop their digital literacy skills.

References
Carman, P. (2011). Read between the lines. School Library Journal, 57(11). Retrieved from https://www.schoollibraryjournal.com

Dalton, B. (2014). E-text and e-books are changing the literacy landscape. Phi Delta Kappan, 96(3), 38-43). doi: 10.1177/0031721714557451

Edwards, J. (2013). Reading beyond the borders: observations on digital ebook readers and adolescent reading practices. In J. Whittingham, S. Huffman, W. Rickman & C. Wiedmaier (Eds.), Technological tools for the literacy classroom (pp. 135-158). Retrieved from IGI Global.

Farmer, L. (2014). Literacy and Technology. In V. Wang (Ed.), Handbook of Research on Education and Technology in a Changing Society (pp.307-317). Hershey, PA: IGI Global

Foley, C. (2012). Ebooks for leisure and learning. Scan, 31(4), 6-14. Retrieved from https://doms.csu.edu.au/csu/file/2fc4cb65-f36a-4273-a71e-d9970c96d4e9/1/foley-c.pdf

Gutierrez, P. (2012). Every platform tells a story. School Library Journal, 58(6), 32. Retrieved from https://www.schoollibraryjournal.com

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17. Retrieved from http://www.learningandleading-digital.com/learningandleading/Store.action

Otfinoski, S. (2013). World War II infantrymen: an interactive history adventure [Kindle edition]. Retrieved from https://www.amazon.com.au/World-War-Infantrymen-You-Choose-ebook/dp/B00E3SYFCE

Serafini, F., & Youngs, S. (2013). Reading workshop 2.0. Reading Teacher, 66(5), 401-404. doi:10.1002/TRTR.1141

Takacs, Z.K., Swart, E.K., & Bus, A.G. (2015). Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks. Review of Educational Research, 85(4), 698-739. doi: 10.3102/0034654314566989

Touch Press Inc (2017) has created a contemporary experience for readers in their IOS version of War Horse, which was originally penned by Michael Morpurgo in 1982. The classic story of a horse’s participation in World War I remains intact in this digitised adaptation, although it is enhanced by an optional audiobook, illustrations by François Place and a video performance by Michael Morpurgo. The defining aspect of this application, however, is the inclusion of informative text, video and images about World War I. Readers can scroll through a multimodal timeline of of the war or listen to experts discuss different aspects of this period as a slideshow plays.

This text is very engaging and useful because it incorporates different types of media, including audio, images and video. It supports the current English curriculum, which dictates that students must study multimodal texts at various stages (Board of Studies, 2012). The development of multiliteracies has become a necessity because readers regularly encounter various forms of media in their daily lives (Chan, Chia & Choo, 2017). A highlight is Place’s illustrations, which form a menu readers can scroll through in order to access specific chapters. These types of images are important in an increasingly visual world (Unsworth, 2010) and should be emphasised in the classroom because they support comprehension (Cappello & Walker, 2016). In this case, each image summarises the chapter and provides readers with an easier way to find information.

The audio is another beneficial multimodal element because it can be used to help students recognise and comprehend words within the story. Narration can easily be toggled on and off during reading if the reader presses the speaker button at the top of the screen. In addition to audio, the text is highlighted as the narrator speaks. Studies have shown that this support can help improve students’ literacy skills, especially fluency and vocabulary development (Biancarosa & Griffiths, 2012; Guernsey, 2011). The narration, in conjunction with the images, would be particularly helpful to ESL readers (Biancarosa & Griffiths, 2012).

The layout of the app is effective because the additional content (information about World War II, author’s performance) is positioned at the bottom of the application’s homepage so that the focus remains on the actual novel. It is the structure of the War Horse application (Touch Press Inc, 2017) that makes it superior to other enhanced e-books, which can be confusing due to the large number of interactive elements readers are able to explore (Pope, 2010). Touch Press Inc present a cohesive narrative because the story isn’t interrupted. The additional content also means the publisher has created an open world individuals can explore, unlike the more restrictive environments of traditional print books (James & de Kock, 2013). Therefore, the enhancements support the novel rather than causing distractions, which Pope (2010) identifies as a defining feature of a good e-book.

One aspect of the text that doesn’t work as well as it should is the video element, specifically the ‘expert videos’ and the author’s performance of the novel. The presentations are not very engaging because they are static and focus on voice. In fact, the lack of children and teenagers in the filmed audience of the author’s performance demonstrates that the content is not suitable for younger viewers. In order for digital texts to be effective, they should reflect the lives of readers (O’Connell, Bales & Mitchell, 2015), and the videos in this version of War Horse do not reflect the captivating visuals youths witness in their daily lives.

Access to the application is also limited and reading this text would be more difficult in the classroom in comparison to online texts or ebooks that can be read using various devices and operating systems. Touch Press Inc’s version of War Horse is only available as an iPad application, so although the application itself is inexpensive ($7.99), the school would have to purchase iPads for student use or require students to bring their own. In some schools, sets of devices are available but many schools ask students to bring a device of their own choosing. Reading the application on the iPad could also have an impact on the body; the lights and glossiness of the iPad screens can cause eye strain and lead to headaches and other associated health issues (Jabr, 2013).

The War Horse iPad application is recommended for teachers of high school English and History who want to support students with limited reading skills. It would be more feasible for selected students to interact with the text due to the cost of supplying iPads to entire classes. The visual and aural elements would help students comprehend the original novel.

References
Biancarosa, G., & Griffiths, G. (2012). Technology tools to support reading in the digital age. The Future of Children, 22(2), 139-160. Retrieved from https://futureofchildren.princeton.edu/publications

Board of Studies. (2012). English K-10. Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

Cappello, M., & Walker, N. (2016). Visual thinking strategies: teachers’ reflectins on closely reading complex visual texts within the disciplines. Reading Teacher, 70(3), 317-325. doi: 10.1002/trtr.1523

Chan, C., Chia, A., & Choo, S. (2017). Understanding multiliteracies and assessing multimodal texts in the English curriculum. The English Teacher, 46(2), 73-87. Retrieved from https://journals.melta.org.my/index.php/tet/index

Guernsey, L. (2011). Are ebooks any good?. School Library Journal, 57(6). Retrieved from https://www.slj.com

Jabr, F. (2013, April 11). The reading brain in the digital age: the science of paper versus screens. Retrieved from https://www.scientificamerican.com/article/reading-paper-screens/

James, R. & De Kock, L. (2013). The digital David and the Gutenberg Goliath: the rise of the ‘enhanced’ e-book. English Academy Review, 30(1), 107-123. doi:10.1080/10131752.2013.783394

O’Connell, J., Bales, J., & Mitchell, P. (2015). [R}evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), 194-208. doi:10.1080/00049670.2015.1048043

Pope, J. (2010). Where do we go from here? Readers’ responses to interactive fiction. The International Journal of Research into New Media Technologies, 16(1), 75-94. doi: 10.1177/1354856509348774

Touch Press Inc. (2017). War Horse [iPad application software]. Retrieved from https://apps.apple.com/au/app/war-horse/id557865146

Unsworth, L. (2010). Multiliteracies, e-learning and English teaching. Language and Education, 22(1), 62-75. doi:10.2167/le726.0

World War II Infantrymen: An Interactive History Adventure by Steven Otfinoski is available in both print and e-book (Kindle app) format and offers an engaging way to explore the role of individuals during World War II. The digital version could potentially excite readers even more; studies such as those conducted by Foley (2012) have shown that young people are keen to access digital texts. In both editions of the novel, readers can choose to be ‘an American infantryman in the Philippines, ‘a British soldier in North Africa’ or ‘an American soldier in the D-Day invasion in France’ (loc. 123). Although the text is fictional, archival images are used and various facts about the Vietnam War have been embedded. These elements mean it would be an excellent resource to use as part of the NSW History curriculum because World War II is a key area of study (Board of Studies, 2012).

Interactive novels have existed in print form for decades, but unenhanced e-book versions of this format provide new functions for readers. Texts such as Otfinoski’s novel use the simple navigational tools found in most e-books to allow readers to make a choice and skip to the appropriate page by clicking a hyperlink. Traditionally, readers would have to manually turn to a page to discover what would happen as a result of their choice. Although this provides ease of access, a benefit of all e-books (Guernsey, 2011), this style of navigation could hinder the reader’s comprehension of the storyline as they are unable to physically flip back and forth between pages and develop connections through contextualisation (Jabr, 2013; Pope, 2010). One way the publisher has reduced these navigational issues is through the inclusion of a ‘back’ button in the body of the e-book. Children and teenage readers need to be able to go back to previous pages and sections in order to clarify information and reaffirm their understanding of the plot (Pope, 2010). A hyperlinked contents page also allows individuals to quickly navigate to specific sections of the novel.

Another effective feature is the text-specific glossary. Important terminology is underlined and presented in red, and readers can click on the word to read a footnote. They can also navigate to the glossary at the end of the book. This feature helps young adults connect with the text, expand their vocabulary and develop their comprehension skills (Dalton, 2014; Edwards, 2013; Serafini & Youngs, 2013). Interruption to the reading experience is limited as glossary terms are not prevalent and clicking on the word will quickly produce a pop-up footnote that can be easily be removed after it has been read. In addition to this feature, the e-book utilises the regular dictionary function of the Kindle, which as Serafini and Youngs (2013) have mentioned, is a key benefit to e-books. Notes and highlighting, another common aspect of e-books, reduces a problem identified by Jabr (2013): readers often prefer print books because they like to be able to annotate the text. Students can also see quotations that have been highlighted by a large number of people. These highlighted sections draw the reader’s attention to important elements of the story and add a social element to reading.

Access to the internet is useful in the case of this e-book as other online experiences are provided by Capstone Press. At the end of the story, readers can click on the FactHound website link and find other website links relevant to the topic they are studying, in this case, World War II. School students can increase their knowledge as they are able to explore the topic in more detail. The hyperlink function mimics the information retrieval processes in which teenagers participate during their daily lives. Interactivity in this form is a key aspect of effective digital texts as students’ comprehension is enhanced when they are able to explore known environments or participate in familiar practices (Edwards, 2013; O’Connell, Bales & Mitchell, 2015). By excluding external hyperlinks from the body of the text, the author ensures students are not distracted from the main story (Dalton, 2014). Unfortunately, many digital texts lack narrative consistency and students become confused (Pope, 2013).

In order to study the text, readers would need to purchase the novel and download it to their devices for $8.71. The Kindle software used to read the e-book is beneficial because it is free and works on various devices and operating systems. The low price makes this text a viable option for schools, although the short length of the text might be a deterrent for some teachers. Therefore, the text would be most useful for struggling readers, especially as its engaging interactive elements, visuals and glossary options promote comprehension. The sensory experiences offered during the use of digital devices also help increase the motivation of low-ability students (Mcclanahan, Williams, Kennedy & Tate, 2012). Overall, this is a recommended text for use in the classroom, although more sophisticated texts or extension options may be necessary for stronger readers.

References
Board of Studies. (2012). History K-10. Retrieved from https://syllabus.nesa.nsw.edu.au/hsie/history-k10/

Dalton, B. (2014). E-text and e-books are changing the literacy landscape. Phi Delta Kappan, 96(3), 38-43). doi: 10.1177/0031721714557451

Edwards, J. (2013). Reading beyond the borders: observations on digital ebook readers and adolescent reading practices. In J. Whittingham, S. Huffman, W. Rickman & C. Wiedmaier (Eds.), Technological tools for the literacy classroom (pp. 135-158). Retrieved from IGI Global.

Foley, C. (2012). Ebooks for leisure and learning. Scan, 31(4), 6-14. Retrieved from https://doms.csu.edu.au/csu/file/2fc4cb65-f36a-4273-a71e-d9970c96d4e9/1/foley-c.pdf

Guernsey, L. (2011). Are ebooks any good?. School Library Journal, 57(6). Retrieved from https://www.slj.com

Jabr, F. (2013, April 11). The reading brain in the digital age: the science of paper versus screens. Retrieved from https://www.scientificamerican.com/article/reading-paper-screens/

Mcclanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A breakthrough for Josh: how use of an iPad facilitated reading improvement. TechTrends, 56(3), 20-28. doi:10.1007/s11528-012-0572-6

Pope, J. (2010). Where do we go from here? Readers’ responses to interactive fiction. The International Journal of Research into New Media Technologies, 16(1), 75-94. doi: 10.1177/1354856509348774

O’Connell, J., Bales, J., & Mitchell, P. (2015). [R}evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), 194-208. doi:10.1080/00049670.2015.1048043

Otfinoski, S. (2013). World War II infantrymen: an interactive history adventure [Kindle edition]. Retrieved from https://www.amazon.com.au/World-War-Infantrymen-You-Choose-ebook/dp/B00E3SYFCE

Serafini, F., & Youngs, S. (2013). Reading workshop 2.0. Reading Teacher, 66(5), 401-404. doi:10.1002/TRTR.1141