Head to the Treehouse is a digital text created using Canva, Google Slides, and Google Forms. Unlike traditional print-based texts, digital texts can incorporate animation, images, video, sound effects, music, and audio narration (Lamb, 2011; Matthews, 2014; Reid, 2013). They can also embed navigational and interactive features, and connect readers to digital resources and other “external platforms” beyond the text (Serafini et al., 2015, p. 18).
This digital text is suited to middle grade readers aged approximately 8–13 years old, due to language complexity and puzzle-based content that requires students to navigate different online platforms to solve clues. Specifically, the target audience is Year 5 and 6 students at Kingswood College who are taking part in the College’s ‘Wide Reading and Responding’ program which runs in conjunction with Years 5 and 6 English. There are explicit links to Year 5 English curriculum (ACELT1610, ACELT1798, ACELY1704, ACELY1707) and Year 6 English curriculum (ACELT1618, ACELT1800, ACELY1714, ACELY1717) (Australian Curriculum, Assessment and Reporting Authority, 2015a).
The purpose of the incorporating digital texts into school library programs is twofold: so that students have access to multimodal texts and can try digital storytelling themselves. Digital storytelling is, put simply, the use of digital tools to share stories (Matthews, 2014; Towndrow & Kogut, 2020). Head to the Treehouse is designed to act as a springboard for students, as, after reading, they are asked to ‘finish the ending’ and design their own digital story which draws the narrative to a close.
Engaging students in digital storytelling projects supports their ICT skill development (Reid, 2013; Tackvic, 2012, p. 429). Accordingly, this activity links to the Information and Communication Technology (ICT) Capability of the Australian Curriculum. Some relevant organising elements include: “applying social and ethical protocols and practices when using ICT”, “creating with ICT” and “communicating with ICT” (Australian Curriculum, Assessment and Reporting Authority, 2015b).
Head to the Treehouse and the associated digital storytelling activity are designed to meet the needs of Kingswood College students. The College is a small, co-educational, independent school in Box Hill South, Victoria. The Index of Community Socio-Educational Advantage value is 1147 (ACARA, 2022). Students bring their own devices, utilise the College wireless internet, and regularly access digital learning content. There are many students who are neurodiverse and have specific learning needs. The College also has multilingual Aboriginal and Torres Strait Islander students and international students who are learning English.
Head to the Treehouse is influenced by interactive digital texts, such as the landmark, born digital narrative series Inanimate Alice (Boyd, 2013; McDonald, 2022, September 5). Many young readers now expect digital content to be interactive (Sargeant, 2015). This text is an opportunity involve readers in the narrative and connect them with elements beyond the story (Walsh, 2013). Like the linear narrative in the first episode of Inanimate Alice, the protagonist of Head to the Treehouse, Flo, is trying to find a missing relative and must solve a series of clues to find out where they are (Cowdy, 2016).
Unlike Inanimate Alice, this text features audio narration, and subtitles, to assist students who need help reading independently, particularly English language learners (Lamb, 2011). Head to the Treehouse uses hyperlinks to Google Forms quizzes, where readers must answer questions or find information using the internet to solve clues (Reid, 2013). There are also two parts of the story that allow for ‘choose your own adventure’ narrative options, where students can make a choice about what happens next (Walsh, 2013). These elements all aim to enhance engagement and involve students as they solve clues alongside the protagonist. Sound effects and background music are used to enrich the immersive reading experience (Walsh, 2013). There are also navigational elements, such as ‘back’ and ‘next’ buttons, which give readers control over the story’s pace and direction (Javorsky & Trainin, 2014). Ultimately, the goal is to expose students to a quality example of a digital text, so they will be inspired to join in and make their own.
Digital texts are relevant because young people are increasingly using devices to access literature (Sargeant, 2015). Quality digital literature supports differentiation in the classroom, as students can read at their own pace, and supports multiliteracy learning (Lamb, 2011; Sukovic, 2014; Yokota & Teale, 2014). For students who have learning needs, digital texts provide accessibility options such as different pathways, labels, audio narration and text highlighting (Kingsley, 2007; Lamb, 2011). It is imperative that students are exposed to a variety of different text formats, both print and digital resources, as school libraries ever-strive to equip students for the “new learning ecology of the twenty-first century” (O’Connell et al., 2015, p. 195; Yokota & Teale, 2014).
Further, it is beneficial for teachers to create their own digital texts as they are tailor-made for their students and learning contexts (Reid, 2013). Modelling ethical digital technology use in the classroom also supports student learning (Kingsley, 2007; Serafini et al., 2015; Weigel & Gardner, 2009).
Supporting students to create their own digital texts empowers students to share their ideas and understandings, “speak their own language” as digital natives, and engage in active, independent learning (Malita & Martin, 2010; Ohler, 2016, p. 11, Rubino et al., 2018; Sukovic, 2014). Research indicates that digital storytelling nurtures student learning engagement, motivation, and creativity (Towndrow & Kogut, 2020). Digital text creations are also evidence of learning that can be shared with the school community and families (Botturi et al., 2012; Reid, 2013). Neurodiverse students who experience communication challenges may find digital storytelling, particularly the use of audio-visual material, helps them to express their ideas (Botturi et al., 2012). All students can benefit from reading and responding to digital texts.
Reference List
Australian Curriculum, Assessment and Reporting Authority. (2015a). English content descriptions (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/english/
Australian Curriculum, Assessment and Reporting Authority. (2015b). Information and Communication Technology (ICT) Capability (Version 8.4). https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/information-and-communication-technology-ict-capability/
Australian Curriculum, Assessment and Reporting Authority. (2022). School profile. My School. https://www.myschool.edu.au/school/46202
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