Digital literature enjoys a broad definition and use in the general public; however, after experiencing a range of offerings and engaging deeply with a variety of digital literature, I am not sure that some truly deserve the title. It would appear that computers, tablets, and smartphones have become a literature delivery tool for the traditional publishing and selling companies. It is clear that reading a book in a digital environment does not necessarily constitute a digital literature experience. Likewise, as the meaning of literacy evolves (Leu et. al., 2011) by necessity, so too should our definition of literature. Literature designed for a traditional reading experience and converted into a digital format is perhaps deserving of another designation in the realm of reading experience, perhaps simply literature, leaving true digital literature, developed as born digital experiences, absolutely requiring digital technology to be enjoyed, with the designation of digital literature.
More recently, some of the traditional publishers have developed enhanced editions of books with additional content not available in the print editions. These have become especially popular with publishers of school textbooks and it has become essential to offer extra online content to supplement the book. James and de Cock (2013) propose that the non-fiction books are easier to translate to a digital experience as the traditional reading schema for these texts is consistent across print and digital offerings. The most interesting and perhaps most worthy of the title digital literature are the productions that push the boundaries of what literature may be. For example, the interactive documentary, Bear 71, pushes the boundaries of the elements of literature as well as the mode in which the story is delivered. What is certain is that the story absolutely relies on its digital environment to deliver its narrative. Where fiction is concerned, the best offerings of digital storytelling were produced in environments where elements of gameplay were included. Gee (2003) has argued for games as a means to teach literacy for nearly two decades. In his ground-breaking work, What Video Games Have to Teach us About Learning and Literacy, Gee makes the case for video games to active and critical learning. Games; therefore, must be positioned as a key immersive digital text that must be part of the reading landscape for new generations with diversifying reading experiences.
My experience investigating digital literature so far has provoked a mixed range of responses from the disappointment of a reading experience lessened through digital delivery and inability to access much discussed early examples to immersive engagement when I just didn’t want to walk away from the screen. James and de Cock (2013) identify the problem of lost literature due to platforms and publishers becoming outdated and closing down. The most enjoyable so far is difficult to select: two that I have revisited a number of times are Bear 71 and ROME each unique and offering unique imaginings and interpretations of the worlds. The opportunity for users to add to ‘the dreamscape’ in ROME give it longevity and the interactive storytelling of Bear 71 to deliver the plight of animals in an increasingly urbanised environment keeps the user enthralled to the end. My favourite so far though would be The Walking Dead: Season 1 game by Telltale Games. Playing the game was an immersive experience. I had neglected doing so for some time, seeking a different type of gameplay experience. Focused on the story, I developed a more complete appreciation for the game that is better described as literature, primarily driven by storytelling elements and player decision making that customises the story.
I currently teach a particularly disengaged group of Year 10 students who find participating in School challenging and responding to literature a chore. Developing lessons and selecting sources that will engage them is a high priority in my week. As Prensky (2005) clearly notes, learners have changed and need to be motivated in new ways. The Walking Dead: Season 1 may provide my answer for the short six weeks of Term 4. The opportunity to develop ethical decision making, even in a zombie filled, fictional not-to-distant future, is one I do not think I can miss. These students are not short of life experience and the one thing they are always eager to do is share their ideas and opinions of the rights and wrongs they see in the world a sentiment expressed by Gee (2003) in which people apply past knowledge to new situations (including games) to learning which can then be applied to new situations. The approach of using an immersive text to teach moral and ethical thinking is consistent with Lamb’s (2011) argument that deep reading skills, versus decoding, are necessary to arm against doctrine. Interactive literature enhances the potential for deep reading and provides an experience consistent with the variety of experiences young adults are already having on a variety of formats (Lamb, 2011). Moving forward, I am excited about the potential for digital literature in my classroom and while some frustrations exist in accessing desired material and identifying texts which explore the cutting edge of this space, I know my journey into it will continue with anticipation.
References
Australian Curriculum Assessment and Reporting Authority (ACARA). (2020). Foundation – 10 curriculum. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/
Gee, J. P. (2003). What Video Games Have to Teach Us About Learning and Literacy. Palgrave.
James, R. & De Kock, L. (2013). The digital David and the guteberg goliath: the rise of the ‘enhanced’e-book. English Academy Review, 30(1), pp.1078-123. https://www.tandfonline.com/doi/abs/10.1080/10131752.2013.783394
Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17.
Leu, D., McVerry, J. G., O’Byrne, W. I., Killi, C., Zawilinski, L., Everett-Cacopardo, H., Kennedy, C., & Forzani, E. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum. Journal of Adolescent & Adult Literacy, 55(1) 5-14, DOI: 10.1598/JAAL.55.1.1
Prensky, M. (2005). Computer games and learning: Digital game-based learning. Retrieved from: https://d1wqtxts1xzle7.cloudfront.net/6851163/computer_games_and_learning_2006.pdf?response-content-disposition=inline%3B+filename%3DComputer_games_and_learning_Digital_game.pdf&Expires=1598851050&Signature=S8XBXw7iHgRESyCnn25kMYmkt2KXTiIbjWuyQR9oeBcjP5qUhdSe-c3eaLz2WGnAhSdMKVeCZuzoKJOoLouzcwZcIf5KvHzPurhvAVg3dU7tTQvuAw8LSfyoPu9Gzb0BXDcalCNEyoQ~NcxkGvlnpDOqKwqCK0fd1UwXjlJSEEPQAH327T7sIRExnuFrjTrMasGoDVUo~5bVw7DTX16236DTpudY5KTveqSQQy~KfpJpM7wNIm18FixU9Y3RArfosMwsRZVYCh5ndXriCwaWAT5XnoYOmMiaMNsrbanxskPCtj0VoUMNvbDMYg5Zs9tyk1qejhRElewpJd9dIwkZ7A__&Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA
Telltale Games. (2012). The Walking Dead: Season 1. Skybound Games
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