August 31

Out of the Cave and Into …. the Enhanced Digital Literature Review

 

‘Into the Cave’ ABC News Story Screenshot – ABC News

INF533 Literature in Digital Environments

Assignment 2 – Part A

‘Into the Cave’ Enhanced Digital Literature Review

‘Into the Cave’ ABC News Report  is a story based on interviews with divers and reports by various ABC news journalists which was published on 13 July 2018. The digital news story which recounts the rescue of twelve soccer playing boys and an assistant coach who became stranded in 10 kilometres worth of labyrinth-like caves after a deluge of rain.  The outside world does not know where they were in the caves and a search that extends international boundaries begins. Due to this text’s well-crafted narrative, it draws heavily on the empathy of the viewer.

The webpage’s simple layout and basic interactivity enhances the simplicity and effectiveness of the text. As the reader scrolls down the page, the narrative progresses. The setting of the caves and the context of the narrative is developed through a screen that divides the screen in two. The right half allows the viewer to read the article by scrolling while the other half displays a map of where the caves and the boys’ progression. Once the reader reaches a certain place on the right-hand side, the map on the left ‘intuitively’ progresses through the caves finally ending in the location of where they boys were found. This interactivity enhances the flow of the story and the multimodal features of the text.

Additionally, the narrative is advanced with photographs, illustrations and video content. The video content enhances the movement and pace of the report. It develops the reality of the situation which is one where the tone is urgent. Highly emotive words were coupled with the text such as “neck-deep”, “alarm bells”, and “adrenaline-rushes” are teamed with video footage of the divers following a rope down into dark caves where they are neck-deep in water and all the viewers can observe is a flashlight in the distance. Unfortunately, sound is not available. However, the viewer could argue that the clichéd expression “the silence is deafening” is pertinent. That is, the cliché compounds the empathy the reader feels for the victims and the rescuers – the isolation and frustration involved.

There are many literacy features students can benefit from in the article. Visual literacy can be studied along with the text types of recount and news article. The evolution of the newspaper can be explored from an English perspective. The layout of the text with its short paragraphs, quotes and plain font which is possible to enlarge is beneficial for struggling readers. Literacy, Creative and Critical Thinking and a few Information Communications and Technology elements can be addressed with this article with the Australian Curriculum, Assessment and Reporting Authority (2016). Along with English, in History the concept of primary and secondary sources could be explored and in terms of Geography perhaps a case study of the caves may be applicable. Information Communication and Technology features and development of a website along with activities involved in all levels of Blooms Taxonomy from lower to higher order tasks could also be attempted. Additionally, information literacy features could be addressed such as credibility of sources and authority. In addition, there is potential to explore more news articles with the hyperlinks at the bottom of the page. This would be beneficial if exploring a multitude of non-fiction texts or developing a newspaper unit of work or exploring layouts of web pages if developing that. The beauty of the enhanced book is that it is extremely versatile.

This enhanced book does not try to complete with a printed book. It has qualities that are separate from the codex. It has many deviations and its multimodality has increased so that it can benefit the learning of a broader range of students.   I feel this is a memorable story that has the power to withstand time. However, with the volume of news stories and its stored location on a news website, it is possible that this text will not escape the danger of extinction but drown in archives or superseded technology. Unfortunately, there is no real way to save it on a device for future use. There exists no Google Books library to save this type of text from disappearing [Darnton arguing that Google Books may not have this ability anyway (2009, p.34)]

Reference List

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Information, Communication and Technology: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). : Literacy: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-continuum.pdf

Darnton, R., (2009). The Case for Books: Past, present, and future. New York: PublicAffairs. Retrieved from: https://primo.csu.edu.au/discovery/fulldisplay?docid=alma990019537390402357&context=L&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

Motherwell, S. (Journalist), Spraggon, B (Designer and Co-Illustrator), Hoad, N. (Developer), Madden, T/Reuters (Co-Illustrator), Cross, N. (Video Production), Leslie, T. (Producer), 13 July 2018, Into the Cave ABC News Report. Retrieved from: https://www.abc.net.au/news/2018-07-13/thai-cave-rescue-tham-luang-extreme-challenges/9985286

NSW Education Standards Authority, (2012). English K-10 Syllabus (2012). Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

 

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August 31

Interactive Digital Literature Review

INF533 Literature in Digital Environments

Assignment 2 – Part A

‘The Incredible Tales of Weirdwood Manor’ Interactive Digital Literature Review

The Incredible Tales of Weirdwood Manor (WM) (All Work No Play Inc, 2019) is a multi-award-winning interactive application developed initially produced only in digital form. It is a multimodal text jam-packed with many engaging features, including: three dimensional characters, music, sound effects, a reader with words on the screen, limited animation, 360 degree navigation in some screens and interactive hidden elements to collect. The elements are consistent with the atmosphere, setting, character and plot development in this mixed genre digital narrative. Variable scores corresponding to puzzles, games and riddles solved and the objects collected are linked with the narrative achieve challenging games for students to use their participatory skills (Walker, Jameson & Ryan, 2010, p. 212) rather than just view or read. The objects, ghosts and creatures collected are linked to Oliver’s sketch journal. Highlighted words guide the advancing reader, an option to have a reader or self-recorded reader enhance traditional literacy components achieving the potential for technological features and a narrative that enhance each other in an educational and entertainment sense. The first two books are the basis of this review. They are the free teasers with subsequent volumes 3-6 costing a special bulk deal of $13.99 with 25% off (regularly $17.96). With so many features, how can there be anything missing?

In Book 1, this fantasy-mystery children’s narrative begins with the protagonist, Oliver Gryffon, riding in a quirky and eerie limousine to Arthur Weirdwood’s manor. The setting in the limousine foreshadows the dark and supernatural mystery that develops. Monsters, creatures and ghosts are revealed in the interactive features of the application and develops the spooky atmosphere. Flashbacks assist in creating Oliver’s character, who is an unwanted orphan, gifted artist with a special ability which allows his drawings to move on the page. The viewer also establishes that, although Oliver seems to be an innocent and well-meaning boy but there is something strange about him that has scared previous foster families he lived with.

As the tale progresses in Book 2, the participant meets Weirdwood (a reclusive, inventor, artist and writer), Eugene Donald (sci-fi nerd) and Celia Mei (writer) – two gifted children and an educator, Ms Mathilda Brimley. The artistry involved with the characters and settings are beautifully animated. A complex plot with supernatural occurrences and well-crafted omission of select details creates suspense. More than one mystery begs to be solved, such as the location of a missing ghost, Weirdwood’s hints at a dangerous and life-threatening challenge ahead for the three young children after he recites a riddle and the participant’s suspicions are pricked about Celia.

As glowing as this application seems, it does have some limitations. The characterisation of Celia as a type of beautiful Greek mythological siren seems gender stereotyped. Celia presents as a gifted writer who has written an award-winning romance novella called “Song of the Black Moth”. She seems to have the ability to hypnotically bewitch people like the siren song. Even though the female character is somewhat stereotyped, there is scope to provide for higher level Blooms taxonomy skills such as applying intertextuality.

The developers have included well thought-out multimodal features that includes beautiful unobtrusive original music and sound effects that compliments the narrative. However, at it can become repetitive. There is an option to have the story read to the listener with highlighted rectangles that follow the words as they are read.

Developers of the application have explicitly recommended that the digital narrative is targeted to students 6-12. I suggest that the vocabulary, difficulty of the puzzles and darkness of images combined with some sharp toothed monsters it would be appropriate for more 9-12 year old students or Stage 3-4 classes. This text is applicable to various General Capabilities in the Australian Curriculum Assessment and Reporting Authority (2016) including the entire Literacy element, Information Communication and Technology, Critical and Creative Thinking, and it is applicable to almost all of the English K-10 Syllabus (2012), depending on which outcomes need satisfying, and the learning activities created from the outcomes and content.

It took persistence with the interactive features in the narrative, for the participant to begin to achieve a sense of purpose. It began to seem that finding the hidden features were a bit elusive, distracting and time-consuming (Yokota & Teale, 2014, p. 581). The animations are limited, so that the participant can take their time to locate the hidden items. Many with frozen images with the only animated feature consisting of just blinking eyes or hovering people. While this is understandable, it disturbed the progression of the story. However, as the narrative progresses, it is obvious that as all the items found contribute to the protagonist’s drawing journal, they have will probably contribute to future Books. The books are quite long and, if studied at school, would take quite some time to get through. It may be pertinent to study part of the narrative.

WM is a narrative that became more engaging as I read. However, the interactive hidden objects and frozen screen provided significant disruption to the flow of the narrative. I would reserve judgment on this text until I have read more.

Reference List

All Work, No Play Inc. 2019, The Incredible Tales of Weirdwood Manor, [version 1.6.1] [software application]. Retrieved from: http://weirdwood.com/

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Information Technology and Communication: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Literacy element: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-continuum.pdf

NSW Education Standards Authority, (2012). English K-10 Syllabus (2012). Retrieved from: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

Yokota, J. & Teale, W. H. (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6). Retrieved from: http://www.academia.edu/3886534/Picture_Books_and_the_Digital_World_Educators_ Making_Informed_Choices

Walker, S., Jameson, J., & Ryan, M. (2010). Skills and strategies for e-learning in a participatory culture (Ch. 15). In R. Sharpe, H. Beetham, & S. Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences (pp. 212-224). New York, NY: Routledge.

Category: Curriculum and Learning, e-book, e-literature, INF533, Technology, Uncategorized | LEAVE A COMMENT
August 31

Critical Reflection of Digital Literature Experience

INF533 Literature in Digital Environments

Assignment 2 – Part B

What makes a good digital text? What counts as a digital text? What purpose do digital texts serve?

From a teacher librarian/educator’s perspective, a good digital text is a text that is enhanced by the multimodality, it is completed with quality literature and quality features including technological inclusions that add layers of meaning to the text rather than provide simply distractions (Yokota & Teale, 2014, p. 581). With digital texts, Simpson and Walsh (2014, p. 30) assert that what changes is the “interdependent semiotic modes” that impact on the combination of multimodal features (Kress, 2010, p. 157) such as the option to have the text read aloud to the reader and other variable elements such as modifications to the visual display. Simpson and Walsh (2014, p. 31) caution that the multimodal texts can be more demanding in terms of students needing to deal with layers of texts and modes which can have an impact on meaning. Additionally, as the interactive features compound, more participatory skills (Walker, Jameson & Ryan, 2010, p. 212) are needed rather than just being able to focus on the skill of reading alone.

Digital texts serve numerous purposes. From the perspective of the educator, they can serve to educate their students. Though from the perspective of the author and the host of creators involved, their purpose can be to educate with the highlighted text that the reader/participant can follow but also to entertain. Into the Cave ABC News Report in addition also is informative but unlocks opportunities to teach students about information literacy.

 Compare your experience of reading digital texts with reading print.

The e-book focuses on the traditional reading experience, it lacks many of the technological and multimodal features and is the closest to the print experience. In my own experience, I prefer the print text to the simple e-book experience. I prefer the texture, it is less strain on the eye and just a more pleasant experience – one that is relaxing. However, I feel that with increasing my experience of reading e-books, this opinion might change. As the digital texts develop, the multimodal features generally add another dimension to the reading experience to both the enhanced and interactive texts. The danger with this type of text is that the reader, when the text is read to the listener, can become lazy or scroll too fast through the text – missing reading parts of it. In relation to the interactive text, it becomes more of a participatory experience that can incorporate a game. It takes the focus away from the narrative and more attention is given to the technological components. The characters are animated so limits the reader creating their own creative visualisations as the images are fed to the reader. However, the games can have value by promoting problem solving and creative thinking skills. Digital texts should offer different benefits so that digital books should not be interpreted as superseding but instead providing variance to codex.

Chose the digital text you most enjoyed. How might you incorporate it into a program at your institution?

Into the Cave ABC News Report appears to be such a versatile text for teaching purposes. I envisage that a collaborative three-way cross-curricular unit could be introduced. For English, there is the possibility this text could be incorporated into a collaborative non-fiction or newspaper unit. The unit could be organised through the teacher librarian. It could be structured to incorporate an information literacy model such as the Big 6 and teach features such as features the CRAAP (currency, reliability, authority, accuracy and purpose) acronym could be taught by the teacher librarian along with other concepts such as fake news. It may study a number of newspaper texts leading up to a group assessment of designing your own newspaper that reports on events within the school and wider community. The Information Software and Technology teacher’s role could be to facilitate teaching webpage design including the ability to animate parts of the webpage and incorporation of any sound features. However, these are quite large plans and would have to be supported by the school and relevant faculties.

I enjoyed the e-book, Peter Pan but I preferred reading Into the Cave ABC News Report, due the visual elements and creativity of the enhanced text. The interactivity of The Incredible Tales of Weirdwood Manor slow and time consuming. This interfered with the flow of the narrative. Admittedly, the extras grew on me after I could see that they would contribute to the story and this encouraged me to read on. However, it wasn’t until the end of the Book 2 and, for teaching, this was too late. Even though the digital texts can be applied more readily to Information Communication and Technology (ICT) Capability in the Australian Curriculum, Assessment and Reporting Authority General Capabilities, realistically, how each applies to the curriculum is, to an extent, limited to the imagination and purpose.

Reference List

All Work, No Play Inc. 2019, The Incredible Tales of Weirdwood Manor, [version 1.6.1] [software application]. Retrieved from: http://weirdwood.com/

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/ethical-understanding/

Australian Curriculum, Assessment and Reporting Authority, (2016). Information, Communication and Technology: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Literacy: General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-continuum.pdf

Barrie, J.M., (2008). Peter Pan. Retrieved from: http://www.gutenberg.org/ebooks/16

Evaluating Web Resources, 2019, F. D. Bluford Library, North Carolina State University. Retrieved from: http://libguides.library.ncat.edu/c.php?g=778558&p=5584082

Free e-books Project Gutenburg, 2019, Project Gutenburg. Retrieved from: https://www.gutenberg.org/

Kress, G. R., 2010. Multimodality: a social semiotic approach to contemporary communication. Retrieved from : https://primo.csu.edu.au/discovery/fulldisplay?docid=alma990019477460402357&context=L&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

NSW, Education Standards Authority, (2012). English K-10 Syllabus (2012). Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

Pixabay – the image used on this blog page is used pursuant to Creative Commons Licence

Simpson, A., Walsh, M., 2014, Children’s literature in the digital world: How does multimodality support affective, aesthetic and critical response to narrative?, English Teaching: Practice & Critique, 14(1), p. 28-43 Retrieved from https://www-emerald-com.ezproxy.csu.edu.au/insight/content/doi/10.1108/ETPC-12-2014-0005/full/pdf?title=childrens-literature-in-the-digital-world DOI: https://doi-org.ezproxy.csu.edu.au/10.1108/ETPC-12-2014-0005

The Big6 – Information & Technology Skills for Student Success, (n.d.), Retrieved from https://thebig6.org/

Walker, S., Jameson, J., & Ryan, M. (2010). Skills and strategies for e-learning in a participatory culture (Ch. 15). In R. Sharpe, H. Beetham, & S. Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences, (pp. 212-224). New York, NY: Routledge.

Yokota, J. & Teale, W. H., (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6). Retrieved from http://www.academia.edu/3886534/Picture_Books_and_the_Digital_World_Educators_ Making_Informed_Choices

 

 

Category: Curriculum and Learning, e-book, e-literature, INF533, Information literacy, Technology, Uncategorized | LEAVE A COMMENT
August 28

Does the E-Book fly? Digital Literature Review

xxolgaxx / Pixabay

INF533 Literature in Digital Environments

Assignment 2 – Part A

Peter Pan E-Book Digital Literature Review

Peter Pan is the classical narrative by J.M. Barrie. It is an engaging children’s fairy tale about a boy, who defies the inevitable reality that one must grow up, and his adventures with the Darling children, John, Wendy and Michael. Their escapades, mostly in Neverland, are in cahoots with a gang of Lost Boys and a fairy called Tinker Bell. They clash with the pirate, Captain Hook, and his men. Where will their adventures lead? Can they get home again?

Under the Project Gutenburg, Peter Pan, along with 60,090 books, is available digitally. Project Gutenburg is a free on-line library of books, mostly older works, available due US copyright expiration. This is a restrictive collection of books, many inappropriate or just not exciting for secondary school students. This e-book is a replica of the entire codex. But does it contain the same endearing qualities as a print text does? Cull believes that they orientation throughout the e-book suffers (2011, p. 4); and Jabr contends that the paper smell and the layout which creates more strain on the eyes are issues (2013, p. 7-9). It is clear that Project Gutenburg have taken this into account and tried to maintain these qualities. For example, in the EPUB download file orientation consists of a scroll bar showing the percentage of progression through the book. The story is presented in the typical layout of a print text – two pages with a click of the mouse to turn the page. Conversely, some features cannot be duplicated – some positive and others not.

It seems that not only has Project Gutenburg endeavoured to liken the e-books to codex texts but have also tried to cater for positive extras made possible by the digital qualities. For example, it is possible to change the colour of the text and background, the font size and style and they have provided the ability to make notes which could be beneficial for students with literacy issues or vision impairment. For ease of access to the e-book, a QR code is available to reach Project Gutenburg’s mobile site and it is also advantageous that the text can be translated into various languages additional to English including Portugese, Dutch and French. There are many benefits.

On the other hand, the multimodal features are limited with this type of e-book. There are several types of file downloads including an audiobook, or in the EPUB download there is the provision of the text to be read to the reader. However, the voice is robotic. There are no images even in the “EPUB (with images)” download.  The HTML version is more basic and more difficult to read with large slabs of text that keeps scrolling down the page – unmotivating for a struggling or a reluctant reader. Additionally, there is provision for downloading on a Kindle or iPad with images and the reader can save the book in Google Drive, Microsoft One Drive or Dropbox. Additionally, a device is needed to store and access the narrative on, so access by students from home cannot be relied on. In my current school, there are many from low socioeconomic backgrounds. Additionally, in class, access to a device will be needed for many lessons and, is not always available.

Basic technological skills are required by the user and the quality of the digital text is, by and large, dependent on quality of the literary source. Due to the lack of copyright restrictions, there is little limitation with copying or altering text which may be beneficial for close study of text. Almost every sub-category under the Literary element in the General Capabilities of the Australian Curriculum, Assessment and Reporting Authority (2016) is directly applicable (except the visual knowledge) due to its literary features. The educational activities associated with this text, can be greatly varied including all levels of Blooms Taxonomy. Limited Information Communication and Technology elements are applicable due to the uncomplicated of technological features.

The focus of this e-book is mainly the content of the literature. There are very few added technological embellishments. Changing the mode that this text is presented in has not detracted from its charming fairy tale quality. For educational purposes, the e-book has many benefits and drawbacks which probably cancel each other out in the end. Does the e-book fly? If it does, not very high.

Reference List

Australian Curriculum, Assessment and Reporting Authority, (2016). Critical and Creative Thinking: General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/media/1072/general-capabilities-creative-and-critical-thinking-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Information Communication and Technology: General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Australian Curriculum, Assessment and Reporting Authority, (2016). Literacy: General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-continuum.pdf

Barrie, J.M., (2008). Peter Pan, Retrieved from: http://www.gutenberg.org/ebooks/16

Cull, B. W., (2011). Reading revolutions: online digital text and implications for reading in academe. First Monday, 16(6). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/view/3340/2985

Diigo, Inc., 2019, Diigo. Retrieved from: https://www.diigo.com/index

Dropbox: Put your creative energy to work, with Dropbox, (n.d.). Dropbox. Retrieved from: https://www.dropbox.com/

Free e-books Project Gutenburg, 2019, Project Gutenburg. Retrieved from: https://www.gutenberg.org/

Google drive: a safe place for all your files, (n.d.). Google Drive. Retrieved from: https://www.google.com/drive/

Jabr, F. (2013, April 11). The reading brain in the digital age: The science of paper versus screens. Scientific American. Retrieved from http://www.scientificamerican.com/article.cfm?id=reading-paper-screens

NSW Education Standards Authority, (2012). English K-10 Syllabus (2012). Retrieved from: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/english-year-10/english-k-10

Pixabay – the image used on this blog page is used pursuant to Creative Commons Licence

Save your files and photos to OneDrive and get them from any device, anywhere, 2019, Microsoft OneDrive. Retrieved from: https://onedrive.live.com/about/en-au/

 

 

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