October 7

INF533 Assignment 4 Part C: Critical Reflection

geralt / Pixabay

At the beginning of this subject, when I shared my knowledge, understanding and experiences with digital narratives in the Discussion Forum, I was concerned about the limited exposure I had with teaching some e-texts and non-existent exposure to digital narratives in the form of software applications and interactive texts. Since that time, I have developed as an educational professional, my ideas are more clarified, informed and evolved as my experiences have proliferated. The evidence of my learning is demonstrated the educational digital narrative, The water cycle: How Splish recovered his Splash.

The value of digital storytelling, is not to give students technological busy work but meaningful learning. This is confirmed by a Canadian third and fourth grade educator, Michelle Cordy(?) (Paikin, 2013), the educational quality of a digital resource is a concern also noted in my blog entry. Walsh asserts there should be a synergy between the literary and technological elements that creates various layers of support (Walsh, 2013, p. 187-189). When Splishy was depressed, the photographs were drained of colour, darkening the mood which correlates with the words. The overlaid images emphasizes the action Drippy was taking to assist Splishy and the high camera angles support Splishy’s mood – creating illuminating that feeling that he is feeling insignificant.   Due to the target audience, being a combined year 7 and 8 class in the Special Education faculty with a Stage 2 ability, it was important to be quite literal, while still challenging the students who are more capable.

Limiting the distractions was an important consideration (Yokota and Teale, p. 581) (Walsh, 2013, p. 181-186) to create better flow and engagement with the narrative. In Assignment 2A, of the interactive digital narrative review, hotspots became real distractions and interfered with not only the enjoyment of the narrative but with the progress of the story. Therefore, I refrained from incorporating more facts, activities and information. Features included are as important as the ones excluded in the digital narrative.

Choice of an appropriate digital medium in which to present the narrative was of paramount importance. Book Creator seemed an excellent choice of software application as it incorporates interactive, multimodal features that support the needs of students with diverse needs (Rhodes & Milby, 2007, p. 255) (Travassaros, 2019, 4 October). In particular, these students would benefit from the option of having literacy support, such as the option to have text read to them, words highlighted as they progress, visual images and videos and interactive supports such as being able to type, draw or record their answers in true or false or multiple choice questions in their own individual texts. Additionally, it was beneficial to have the option to hyperlink resources and sites so that students can create or use them for inspiration to create further activities as discussed by Fuhler (2010, p. 148) and previously noted in my Discussion Forum post. However, not only primary-sourced documents are beneficial for creation of student’s own texts but also documents such as the Make a Cloud experiment where students have the opportunity to write up a procedure.

However, it is not without its limitations as set out in my Revised Proposal for Assessment 3which included restrictions in linking other platforms such as links with G Suite (n.d.) (which requires the school’s approval). This is needed to for students and teachers to access to individual e-books. I also found that initially my expectations were too high. The project expanded, underestimating the time and volume of work. Initially, the plan was for the narrative to include recycling, as well as the water cycle. However, this was not possible.

When planning the digital narrative, copyright and fair dealing considerations weighed heavily in my mind. The work presented in The water cycle: How Splish recovered his Splash is original. It was an original idea scripted from public websites that were not subject to copyright restrictions then storyboarded. Applicable referencing was noted. The characters were created from plasticine by the author. All photographs were taken by the author too. Hyperlinks have been referenced such as the aforementioned Make a Cloud experiment (Sydney Water, n.d.). A video titled Birds eye view of the ocean waves pursuant to Creative Commons licencing has been used.

Future developments, will facilitate more individualised education for all abilities. More technological tools will be available that facilitate multimodal literacies. It will also encourage collaboration, not only within the school for students but globally for educators too. The volume of information and progress of technology will continue to flourish. Our challenge, as educators will be maintaining current with learning technology, enabling our students to cope with today’s technology and preparing them for tomorrow’s – the latter being impossible to predict.

References:

Altman, G. (n.d.). Pixabay images. Retrieved from https://pixabay.com/users/geralt/. (The image has been sourced from Pixabay and is pursuant to Creative Commons Licence.)

Book Creator. (2011-2019). Book Creator [software application]. Retrieved from https://bookcreator.com/

Fuhler, C. J. (2010). Using primary-source documents and digital storytelling as a catalyst for writing historical fiction in the fourth grade (Ch. 11). In B. Moss, & D. Lapp (Eds.), Teaching new literacies in grades 4-6: Resources for 21st-century classrooms (pp. 136-150). New York, NY: Guilford Press. Retrieved from https://ebookcentral.proquest.com/lib/csuau/reader.action?docID=465663&ppg=148

G Suite for Education. (n.d.). Spark learning with G suite for education. Retrieved from https://edu.google.com/products/gsuite-for-education/?modal_active=none

Make a Cloud. (n.d.). Sydney Water. Retrieved from http://www.sydneywater.com.au/web/groups/publicwebcontent/documents/document/zgrf/mdk5/~edisp/dd_099223.pdf

Miksanskiy, R. (Producer) (n.d.). Pexels. Retrieved from https://www.pexels.com/video/bird-s-eye-view-of-ocean-waves-1918465/ (Video was obtained under Creative Commons licence)

Rhodes, J. M. & Milby, T. M., (2007). Teacher-created electronic books: Integrating technology to support readers with disabilities. Reading Teacher, 61(3), 255-259. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=27349103&site=ehost-pve. DOI: 10.1598/RT.61.3.6

The Agenda with Steve Paikin. ( 2013, 5 October). Learning 2030: From books to screen [Video file]. Retrieved from https://www.youtube.com/watch?v=215NPpHsQPk

The Water Cycle. (n.d.) Sydney Water. Retrieved from http://www.sydneywater.com.au/web/groups/publicwebcontent/documents/document/zgrf/mdq3/~edisp/dd_047890.pdf

Travassaros, E. (2019, 14 July), Module 1.2: Evaluating digitally reproduced stories. Charles Sturt University discussion forum. Retrieved from https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_39502_1&nav=discussion_board_entry&conf_id=_76005_1&forum_id=_159417_1&message_id=_2347490_1

Travassaros, E. (2019, 24 July). Fast-paced digital buzz. Charles Sturt University ThinkSpace. Retrieved from https://thinkspace.csu.edu.au/ellene/2019/07/24/fast-paced-digital-buzz/

Travassaros, E. (2019, 31 August). INF533 Literature in digital environments, assignment 2 – part A, ‘The incredible tales of Weirdwood Manor’ interactive digital literature review , Charles Sturt University, Retrieved from https://thinkspace.csu.edu.au/ellene/2019/08/31/interactive-digital-literature-review/

Travassaros, E. (2019, 4 October). INF533 Revised Proposal for Assessment 3. Charles Sturt University ThinkSpace. Retrieved from https://thinkspace.csu.edu.au/ellene/2019/10/04/inf533-revised-assessment-3/

Travassaros, E. (2019). The water cycle: How Splish recovered his Splash. Retrieved from https://app.bookcreator.com/books

Walsh, M. (2013). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA) Retrieved from https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf

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: e-book, e-literature, INF533, Technology | LEAVE A COMMENT
October 4

INF533 Assignment 4 Part A: Context for Digital Storytelling Project

mohamed_hassan / Pixabay

 

The Water Cycle: How Splish Recovered His Splash is an educational narrative especially designed for a Special Education combined Year 7 and 8 IM and IO Geography class pitched at a Stage 2 ability. The narrative tells the story of a couple of droplets of water, Splish-Splash and Drip-Drop, and their progress through the water cycle. It gives an awareness of the preciousness of water and the importance of preserving it. Learning activities compliment the text such as a pre-assessment activity at the beginning, collaborative activities with another Special Education class, questions assessing learning as progress is made, hyperlinks to sites which contain additional content including an experiment, heavily structured activities (which includes repetition of a task) and an assessment of learning at the end. There is an emphasis placed on multimodal activities created for students with literacy and learning difficulties, including a video of the sea, an audio reading of each page of the narrative, many images to view for better understanding of the narrative and the platform has the option for the narrative to be read to the participant which progresses with highlighted words. There is a permanent School Learning Support Officer permanently assigned to the class and the students are supported well.

This resource is aimed at addressing the following NSW Geography K-10 Syllabus Life Skills outcomes:

  • GELS-3: explores interactions and connections between people places and environments.
  • GELS-8: communicates geographical information.

The topic, The Water Cycle, relates to “Futures” in the Special Education faculty’s scope and sequence. The content of the unit was taken from Geography sample unit (integrated with Life Skills).

The narrative is aimed at satisfying outcomes and a scope and sequence but I have endeavoured to make the narrative fun and informative as well. Creation of a protagonist the class can engage was a significant consideration. Splish-Splash’s personality and appearance is vivid. He undergoes what Bernard refers to as an “arc” that transformed Splish-Splash from his depressive state back to his bright, colourful self. Being a short narrative it is difficult to include depth but it could be argued that he was re-instated in the natural order thus completing Bernard’s next step of learning from the transformation.

Methods to support students with special needs was an integral influencing factor when choosing the application used to support my digital narrative. The Book Creator software application contains many multimodal features that are useful for a classroom that has diverse needs and has the ability to satisfy multiple intelligences. For viewing, videos and images can be uploaded or drawn using the pen, for auditory, students can listen to sound uploaded or have a book read to them through the “Read to Me” function which also highlights words as they go. Students can participate answering questions by drawing, entering text or clicking on hyperlinks. Therefore, this application can tailored to the students’ needs, assisting them in their learning. It has functions that allow students to progress more independently and allows them to develop their interactive skills. (Rhodes & Milby, 2007, p.255). The Water Cycle: How Splish Recovered His Splash used bright colours for visuals to engage the students, mostly lower level Blooms Taxonomy of knowledge and understanding, practical activities such as links to Make a Cloud experiment, is not too wordy, various modes, interactive methods to “play and learn” with drawing (annotating) allowed on the site and, once in, the teacher can see each student’s individual book. I would have to get permission to access G Suite.

My intention when constructing this digital narrative was to bring additional value to the text so that it is not solely a text that has been produced in the same manner as a codex. This was achieved via its multimodal features but I also wanted to engage the students the opportunity to work at the Modification and Redefinition levels of Dr Ruben P Puentedura’s Substitution Augmentation Modification Redefinition (SAMR) model. However, creativity and the higher levels of Blooms Taxonomy can be extremely challenging for these students. Nevertheless, an activity in the text involves the modification of the steps in the water cycle. It is to be adapted into a flow chart. This is designed to be an activity that they will enjoy. Holt (2012), an advocate for the SAMR model, asserts that if a student enjoys the task, they will remember it better. In a Special Education setting this is important.

The students will derive value from this digital text by capitalising on the structure and quality of the narrative, its multimodal features, enabling the students to experience a more enjoyable and a memorable activity. Effective planning of the context of The Water Cycle: How Splish Recovered His Splash, was essential so that the class this text was designed and created for can harvest as much value from it as possible.

References

Bernard, S.C., (c2007). Documentary storytelling making stronger and more dramatic nonfiction films. Retrieved from https://primo.csu.edu.au/discovery/fulldisplay?docid=alma991013219215402357&context=L&vid=61CSU_INST:61CSU&search_scope=MyInst_and_CI&tab=Everything&lang=en

Book Creator, (2011-2019). Book Creator [software application]. Retrieved from https://bookcreator.com/

Bull, J., (2014). Callaghan College Waratah Technology Campus Support Unit scope and sequence matrix. Retrieved from https://schoolsnsw-my.sharepoint.com/:w:/r/personal/jeffrey_bull2_det_nsw_edu_au/_layouts/15/doc2.aspx?sourcedoc=%7Bdd444146-b1fd-4cf4-ad3e-b9b2bd8f6453%7D&file=scope%20and%20sequence%20draft%202018.docx&action=default&mobileredirect=true&cid=2a2cfe21-0eba-4349-8322-068baba04d30

Hassan, M., (n.d.). (n.d.). Pexels. Retrieved from https://pixabay.com/users/mohamed_hassan/ (The image was obtained under Creative Commons licence).

Holt, T., (3 March 2012). Digital discoveries – SAMR modification. Retrieved from https://www.youtube.com/watch?v=f48amZYSYYI

Make a Cloud. (n.d.). Sydney Water. Retrieved from http://www.sydneywater.com.au/web/groups/publicwebcontent/documents/document/zgrf/mdk5/~edisp/dd_099223.pdf

NSW Education Standards Authority (2019), Geography sample unit (integrated with Life Skills) – Geography 7-10 Life Skills Course Content: Support Materials Sample Units – Geography K-10 Stage 4 Sample Unit: Water in the World (Integrated with Life Skills). Retrieved from NSW Education Standards Authority website: https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10/life-skills/content

NSW Education Standards Authority, (2015). Retrieved from NSW Syllabus for the Australian Curriculum – Geography K-10 Syllabus, https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10

Puentedura, R.R., (December 8, 2011), A Brief Introduction to TPCK and SAMR: Workshop Slides, Ruben. R. Puentedura’s Weblog: Ongoing thoughts on education and technology. Retrieved from http://www.hippasus.com/rrpweblog/archives/2011/12/08/BriefIntroTPCKSAMR.pdf

Rhodes, J. M. & Milby, T. M., (2007). Teacher-created electronic books: Integrating technology to support readers with disabilities. Reading Teacher, 61(3), 255-259. Retrieved from http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=27349103&site=ehost-pve. DOI: 10.1598/RT.61.3.6

Travassaros, E., (2019). The water cycle: How Splish recovered his Splash. Retrieved from https://app.bookcreator.com/books

 

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October 4

INF533 Revised Proposal for Assessment 3

ElisaRiva / Pixabay

Just when you think you have it all sorted …

I had researched my digital platforms and I thought I was set. Once reality occurred I found many limitations when I started to register to use the platform and produce the text. The issues with my previous proposal were:

1. Connecting the Book Creator platform to Google Classroom is not possible as the school must have signed up for a G Suite for Education account. At my school we actually have Canvas which would do the same thing or similar to Google Classroom.

2. My expectations were too high. I was not be able to get to recycling of water as my assignment was long enough with the water cycle.

4. Nor did I get to TEEEC paragraphing.

5. Additionally, the outcome GELS-5 – needed to be swapped for GELS-8 – A student communicates geographical information.

6. If I am to link a Kahoot quiz – the actual quiz will not be linked just where you put the pin/code in – so I could not do that.

Below is my revised proposal. Any parts added I have highlighted in yellow. I have deleted other parts previously referred to:

Proposal topic:

The proposed topics are The Water Cycle  and Recycling Water in the Geography unit, Water in the World.

Proposed digital tools and/or spaces to be used:

The proposed digital tool and/or spaces to be used is Book Creator [software application]. Attached will be videos (perhaps including simple animation/s), hyperlinks and voice recordings. There will be spaces for students to complete learning activities.

Rationale for topic focus for the digital storytelling project:

This activity is designed for a Special Education combined IM and IO class. The students are in Years 7 and 8. However, the work is Life Skills (or approximately Stage 2) and has adjustments for varying ability within the class. Links to the NSW Geography syllabus K-10<https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10> are Life Skills outcomes:

  *  GELS-3: explores interactions and connections between people places and environments
  *  GELS-8: communicates geographical information.

The topics, The Water Cycle and Recycling Water, relate to futures in the faculty’s scope and sequence. The project will explore topics via the lifecycle of a drop of water. It will go through the process of collection, evaporation, condensation and precipitation with various options (like a choose your own adventure) to choose what happens to the droplet of water. However, students must eventually go through all options, ending in recycling of the water.

It is proposed that I will create an original informative and (hopefully) fun narrative. A script and storyboards are to be created from information obtained from credible websites. These websites will be credited at the end of the text.

Students are to participate in and create multimodal learning activities as the story progresses. Hyperlinks to activities, the facility to annotate documents (such as drawing circles on the page and inserting text), perhaps include voice recordings (not video as, a couple of students do not have permission to publish photos) and generally completing activities. Structured into the lesson sequence will be assessment for learning, assessment as learning and assessment of learning. These activities will also prepare students for their final assessment.

 

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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.

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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/

 

 

Category: Curriculum and Learning, e-book, INF533, Technology | LEAVE A COMMENT