Category Archives: ETL533

Literature in Digital Environments

Finding Story in the Digital Space

Posted on by
Reply

One of the ideas that really stayed with me from ETL533 module 4 was the concept of transmedia storytelling. I had always thought of social media and digital platforms as tools for sharing or promoting stories, but not necessarily as part of the story itself. Reading about how narratives can unfold across platforms; books, games, apps, and even social media, made me reflect on how students are already living in this kind of world. They move seamlessly between screens and media, piecing together stories from YouTube, TikTok, podcasts, and games.

As a teacher librarian, this makes me excited about the potential of incorporating digital texts and tools into programs. Story no longer has to be bound to a single traditional text format; it can be interactive, collaborative, and student-driven. A student might start with a book, explore a related interactive website, then share their own creative response through a tool like Canva. Each platform adds another layer to their learning journey.

What stood out most for me is that digital storytelling doesn’t replace traditional literacy, but rather, it extends it. It provides opportunities for students to be creators as well as consumers of stories, while also developing digital literacy skills that are vital in today’s world. For me, that’s the real power of digital storytelling in education: it opens the door for students to see themselves not just as readers, but as storytellers too.

Exploring Digital Literature in the Classroom

Posted on by
Reply

 As educators, we often assume that our students’ comfort with technology means they are naturally equipped to engage with digital texts. However, there’s a significant difference between using digital tools and critically interacting with digital literature as readers and creators. This realisation has challenged me to rethink how I approach digital content in the classroom. Digital literature provides opportunities for students to develop both literacy and digital fluency. It’s not just about reading on a screen; it’s about interpreting meaning from layered elements like sound, animation, hyperlinks, and visual design.
Technology is a fast paced and ever changing environment and whilst it is important to keep up with technological changes, there is more onus on equipping students with the skills to engage with the complex, multimodal texts they will increasingly encounter in the world.

Literature’s Modern Renaissance

Posted on by
Reply

We are currently living through a digital renaissance. Writers and readers alike are experimenting with new forms, blending visuals, sound, code, and hyperlinked structures to create immersive experiences. This resurgence of creative innovation signals not just a shift in how stories are told, but in how they are experienced, shared, and preserved across digital platforms. It is important that with this period of change, we also pay homage to our roots, and remember the traditions of literature as a physical print based form. So a quick look back at the origins of the book is definitely something to keep us a little grounded as we embark on this shift.

 

An introduction to Digital Literature Environments

Posted on by
Reply

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