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