As I begin this unit, my current understanding of digital literature environments is grounded more in curiosity than expertise. I associate digital literature with storytelling that is outside the realm of traditional print, including multimodal digital platforms. As someone who is passionate about children’s literature and emerging technologies, I am particularly interested in how digital tools can make literature more accessible, engaging and immersive for students. For example, as a casual relief teacher, I have found the digital platform Vooks invaluable. Its easy access to engaging children’s literature has often provided meaningful learning experiences when lesson plans were absent or additional time needed to be filled productively. As an added benefit it is a free program for teachers and educators.
While digital literature offers incredible opportunities for interactivity and engagement, traditional print still holds an indispensable position in educational literacy. Research by Mangen, Walgermo, and Brønnick (as cited in Lamb, 2011) suggests that reading on paper can support deeper comprehension and is easier to navigate compared to digital formats. Their study found that students who read text on paper perform slightly better on comprehension tasks that those who read on screens, likely due to a stronger sense of structure and fewer distractions. At the same time, digital literature environments can offer experiences that enrich understanding and engagement for the reader. For teachers, the challenge is to design digital reading environments that go beyond simply replicating print. The effective integration of technology can be used to create truly immersive and meaningful reading journeys.
Rather than seeing traditional literature and digital literature as competitors, we should instead use them to compliment each other. Providing students with a balanced approach will allow students to enjoy the dynamic features of a multimodal digital literature environment whilst also benefitting from the structure of traditional texts. The combination of both will support students in developing a wide range of literacy skills. As I begin this unit and delve further into the readings, I’m eager to develop a more structured understanding of the key concepts, tools, and practices in this field. I hope this unit will equip me with the skills to create, evaluate, and apply digital literature in meaningful ways.
References
Lamb, A. (2011). Reading Redefined for a Transmedia Universe. Learning & Leading with Technology, 39(3), 12–17.
Gariev, V. (2024, April 24). Mother using smartphone son holding tablet father reading book in bed at home[Photograph]. Unsplash. https://unsplash.com/@silverkblack
