ETL533 – Jennifer's reflections 'through the looking glass'

Digital Storytelling: Critical Reflection (Part D)

Bing. (2023). Bing Chat [Gremlin with rubbish]. https://www.bing.com

From evaluating information from modules, readings and additional literature during research, it has been clear that digital literature use in the education environment provides many benefits for both teachers and students. Expressing understanding of learning content, formulating points of view, creative thinking skills, and digital technology capabilities, are a few of the advantages of incorporating digital storytelling into the classroom. By engaging in digital storytelling and tools, students are able to become active information literacy consumers and media creators, rather than passively observing it (Shelby-Caffey et al., 2014, p199, as cited in Robin, 2016, p. 20). Studies have shown that students who participate in digital storytelling opportunities are more confident writers, even influencing their development in other learning areas during the creation process (Foley, 2013, as cited in Robin, 2016, p.20).

During this subject my knowledge has transformed and grown significantly. When reflecting on my initial understanding of digital literature (Holland, 2023-b), it is clear that I was just beginning my journey when I cited the use of e-books in my school. From readings and subject modules, I now understand that this format is not classified as digital literature due to the absence of enhanced features or interactivity (Wiesen, 2023, para. 2 & Rowland, 2021, para. 4). I noted a goal of investigating the learning versus health implications of digital literature (Holland, 2023-b, para. 9). Examination of professional literature on possible health issues has been debated and less distinct (Mataftsi et al., 2023, pp. 4-5, & Coombes, 2019, p. 3), leading me to formulate my own opinion based on my personal experiences and teaching observations – that the positive benefits that digital literature provides from authentic and meaningful learning opportunities, outweigh any apparent health constraints. Moreover, restricting the use of digital literature tools in our digital world will develop adverse effects and a reduction in 21st century skills and student motivation (O’Connell et al., 2015, p. 195).

The practicality of the second assignment provided a major learning opportunity. From the beginning adjustments were required, as I was thinking too broad and big picture when proposing a whole school learning activity with digital tools (Holland, 2023-c). Upon receiving feedback from our lecturer and my peers (Croft, 2023, September 7), I restructured my project to create a digital story aimed at year 3 and 4 students with an overarching environmental message relevant to our school (Holland, 2023-e). While writing the interactive story, I modified the story tone and characterisation of the central character, Garbage Gremlin, from an antagonist causing havoc around the school, to one of positive learning and growth, to suit the audience and theme. Additionally, I reduced the number of digital tools I would incorporate into the story, simplifying and enriching the learner’s adventure.

[Screenshot of Eco Warriors example story path]. (2023). Author’s own photo.

The platform choice to suit the interactive format and non-linear structure of my digital story required a vast amount of critical analysis and trial and error. After researching possible tools and considering the connection they provide students in achieving the learning outcomes using the digital artefact, I trialled three possible platforms. I settled on using Twine, with my reasoning outlined in a discussion on digital creation tools (Holland, 2023-d). It is the go-to-tool for creating interactive digital narrative experiences (Berge et al., 2022, p. 500). Twine proved to be suitable for embedding interactive features, such as hyperlinked text, reveals, and font animations. However, I discovered it requires a high level of knowledge of coding and web tools for adding additional media. Referencing was a challenge, with limited formatting capabilities available. Upon completion, I had an uploading issue, with WordPress unable to upload the Hyper Text Markup Language (HTML) file. A major drawback of Twine for classroom application is accessibility. It appears that Twine has limited accessibility features, relying on those built into web browsers such as Read&Write for Google Chrome. Additionally, usability for students would be a steep learning curve, as even though the platform has a clear note style interface which displays visually connected links, the background coding for interactivity is difficult to grasp. For use in the classroom and ease of student access to support a range of abilities, I would consider using Sway, PowerPoint or Slides. To enhance my story further, I would add soundscapes and a readability option.

[Screenshot of Eco Warriors Twine coding]. (2023). Author’s own photo.

The creation of my digital storytelling artefact has been a profound learning transformation and has provided the opportunity to become more confident in digital storytelling platforms and digital literacy tools. As this subject concludes, I feel optimistic and content for my own lifelong learning and future teaching applications, as digital literature was an identified personal goal early in in my studies (Holland, 2023-a, para. 5). There is a long journey of learning and discovery ahead, however I am more equipped to incorporate digital storytelling tools for the benefit of our students.

References

Berge, P., Cox, D., Murray, J., & Salter, A. (n.d.). Adventures in TwineSpace: An augmented reality story format for Twine. In Interactive Storytelling (pp. 499–512). Springer International Publishing. https://doi.org/10.1007/978-3-031-22298-6_32

Combes, B. (2019). Digital Literacy: A new flavour of literacy or something different?. Synergy, 14(1). https://slav.vic.edu.au/index.php/Synergy/article/view/v14120163

Holland, J. [jennifer.holland] (2023-a, January 18). ETL402 assessment 2: Reflective practice. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/01/18/etl402-assessment-2-reflective-practice/

Holland, J. [jennifer.holland] (2023-b, July 23). A journey into digital literature. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/07/26/a-journey-into-digital-literature/

Holland, J. [jennifer.holland] (2023-c, September 1). Digital storytelling topic proposal: Eco warriors. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/09/01/165/

Holland, J. [jennifer.holland] (2023-d, September 29). Digital creation tools [Online discussion comment]. Interact 2. https://bit.ly/45gSfKO

Holland, J. [jennifer.holland] (2023-e, October 3). Digital storytelling: Eco warriors context (Part A). Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/10/03/digital-storytelling-eco-warriors-context-part-a/

Interactive Fiction Foundation. (2023). Twine: An open-source tool for telling interactive, nonlinear stories. (Version 2.7.1) [Computer software]. http://twinery.org/

Mataftsi, A., Seliniotaki, A. K., Moutzouri, S., Prousali, E., Darusman, K. R., Adio, A. O., Haidich, A.-B., & Nischal, K. K. (2023). Digital eye strain in young screen users: A systematic review. Preventive Medicine, 170, 107493–107493. https://doi.org/10.1016/j.ypmed.2023.107493

O’Connell, J., Bales, J., & Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 64(3), 194-208. https://doi.org/10.1080/00049670.2015.1048043

Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review. 30(30). 17-29. https://doi.org/10.1344/der.2016.30.17-29

Rowland, R. (2021, July 8). What is digital literature? Understanding the genre. Book Riot. https://bookriot.com/digital-literature/

tcroft. (2023, September 7). This sounds like an worthy idea, Jennifer, and your proposal demonstrates a clear purpose for the proposed digital product created. [Comment on blog post “Digital storytelling: Eco warriors context (Part A)”]. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/09/01/165/#comment-8

Wiesen, G. (2022). What is electronic literature? Language Humanities. https://www.languagehumanities.org/what-is-electronic-literature.htm

Digital Storytelling: Eco Warriors Context (Part A)

The digital storytelling project Eco Warriors has been created as an engaging hook to support students in their knowledge and exploration of sustainability. It focuses predominantly on the local community level, with specific learning throughout the artefact that is relevant to existing school wide initiatives, with additional supportive inclusions on a national and global scale. The inspiration for the project derived from our primary school being a recipient of multiple environmental awards in the past (Parsons, 2018). However, over the last few years, some practices have unfortunately decreased in efficiency for teachers and students as staffing changes and the education climate has become more challenging and with the focus on other areas such as student wellbeing. There is a recognised need to promote sustainability across the school and encourage students to be the leaders of change. This digital literature piece meets the needs of the school community, as it supports students in investigating and learning about the environment while complementing school programs and values (Hawker School, n.d.). When creating this digital literature tool, Nokelainen’s (2006) ten dimensions for educational usability were considered. The model examines factors including learner control, problem-based activity, collaboration, goals, applicability, value, motivations, prior knowledge, flexibility, and student feedback (p.181-186). The artefact was designed to have real world application, with school-based setting and information, to encourage student direction, leadership and innovation.

Eco Warriors has been produced with consideration of the intended audience of the year 3 and 4 cohorts. Within these two cohorts of 95 students in total, 1 identifies as Aboriginal or Torres Strait Islander, 19 are EALD, 12 are on an ILP (Sentral Education, 2023-b & 2023-c). Student learning data demonstrates the percentage of students achieving above grade level in English for the year 3 cohort is 53% and 56% for year 5, with 96% at level or above in for English in year 3 and 100% in year 5 (Sentral Education, 2023-a). The digital story is accessible to the clientele. Students and teachers are well equipped with digital technology at the school, with 1:1 Chromebooks allocated to students from years 2 to 6 for their class learning, and interactive whiteboards in every learning space. The flexible and visual nature of the story, as well as the creative tools, will benefit a range of learning styles and foster student learning needs (Johnes, n.d., para. 11). For differentiation of learning needs and to assist the 6 students within the cohorts that require reading and literacy support, students can employ accessibility features and screen readers on their device, can work within collaborative learning groups, as well as learn with guidance from teachers and learning support assistants.

[Screenshot of Eco Warriors first page]. (2023). Author’s own photo.

The digital artefact has been designed as a fun and interactive tool, guiding students through purposeful content and learning outcomes. The multimodality of the text will develop transliteracy skills (Holland, 2023, January 17) and support synthesis of content. The story follows a non-linear narrative nonfiction format, combining an engaging and inspiring narrative with informational aspects. The interactive fiction format was chosen as an engaging mode for students to view and interact with, while critically analysing the various storylines, messages and additional information (Kucirkova, 2018, p. 18). The interactivity, meaningful content and gamification components will increase student interest in the topic and support reluctant literacy learners. Digital storytelling promotes creative and critical thinking, decision making, digital technology competencies and collaboration with peers (Warfield, 2016, para. 10-11). The format will inspire active citizenship in the school, with prompts built in for action and response by users.

Eco Warriors supports the Australian Curriculum learning areas of English and HASS for both year 3 and year 4, and authentically embeds the cross-curriculum priority area of Sustainability. The digital story can be used as a mentor text to analyse multimodal elements, structure and purpose. Examination of, and responding to the literature, builds comprehension and personal connections, and extends contextual understanding and vocabulary (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2023-a). Civics and Citizenship content descriptors are directly addressed using the resource, including year 3 descriptors AC9HS3K06 and AC9HS3K07, as well as AC9HS4K07 and AC9HS4K08 for year 4 (ACARA, 2023-b). In these areas, students understand the difference of rules and laws, investigate their purpose and role in society, and examine local government services including waste management (ACARA, 2023-b). In addition, the story and associated material supports the year 4 Geography through exploration of resources and sustainability management (AC9HS4K06). The artefact addresses the Sustainability cross-curriculum priority through the promotion of informed experiences and action, sustainable patterns, responsible resource use, and building awareness for the future (ACARA, 2023-c).

An intention for the future is that students can build upon this artefact to use digital storytelling to create their own stories. This will develop rich connections, sharing and collaboration, whilst promoting ownership and value in the school community (Robin, 2016, p .19).

References

Australian Curriculum, Assessment and Reporting Authority. (2023-a). English – Year 3, 4 (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/english/year-3_year-4

Australian Curriculum, Assessment and Reporting Authority. (2023-b). HASS F-6 – Year 3, 4 (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/hass-f-6/year-3_year-4

Australian Curriculum, Assessment and Reporting Authority. (2023-c). Sustainability (Version 9). Australian Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability

Hawker School. (n.d.). Environment program. Retrieved September 23, 2023 from https://www.hawkerps.act.edu.au/Our_Curriculum/environment_program

Holland, J. [Jennifer.Holland] (2023, January 17). Multiliteracies. Jennifer’s reflections ‘through the looking glass’. https://thinkspace.csu.edu.au/jennifersjournal/2023/01/17/multiliteracies/

Johnes, S. (n.d.). What is digital storytelling and how can I use it to help my students?. Science and Literacy. https://scienceandliteracy.org/digital-storytelling-in-the-classroom/

Kucirkova, N. (2018). How and why to read and create children’s digital books: A guide for primary practitioners. UCL Press. https://doi.org/10.14324/111.9781787353473

Nokelainen, P. (2006). An empirical assessment of pedagogical usability criteria for digital learning material with elementary school students. Educational Technology & Society. 9(2). 178-197. https://www.researchgate.net/publication/220374935_An_empirical_assessment_of_pedagogical_usability_criteria_for_digital_learning_material_with_elementary_school_students

Parsons, S. (2018, April 24). Kitchen garden: the language of food. The Canberra Times. https://www.canberratimes.com.au/story/6040188/kitchen-garden-the-language-of-food

Robin, B. (2016). The power of digital storytelling to support teaching and learning. Digital Education Review. 30(30). 17-29. https://www.researchgate.net/publication/311964446_The_Power_of_Digital_Storytelling_to_Support_Teaching_and_Learning

Sentral Education. (2023-a). Academic Reports (v23.6.15) [Computer Software]. Sentral Enterprise. Retrieved September 25, 2023 from https://sas.ed.act.edu.au/

Sentral Education. (2023-b). Profiles (v23.6.15) [Computer Software]. Sentral Enterprise. Retrieved September 25, 2023 from https://sas.ed.act.edu.au/

Sentral Education. (2023-c). Student plans (v23.6.15) [Computer Software]. Sentral Enterprise. Retrieved September 25, 2023 from https://sas.ed.act.edu.au/

Warfield, A. (2016). 6 reasons you should be doing digital storytelling with your students. Getting Smart. https://www.gettingsmart.com/2016/01/17/6-reasons-you-should-be-doing-digital-storytelling-with-your-students/

Comics for the Digital Age

Webcomics and webtoons are the new kid on the block for comics. Incorporating the excitement of interactive digital learning and the popularity of graphic novels, this digital literature trend harnesses pop-culture themes and formats for literacy learning. The contemporary webcomic Breaking Cat News (Dunn, 2017) is an entertaining play on traditional news crews and report topics, and is based on the escapades of the author’s pet cats.

Significant trends in children’s literature have shown an increase in the influence of text design and form . Illustrations and visual images hold power over audience engagement, with the rise of graphic novels an example of reader influence on publishing decisions and form (Short, 2018). Webcomics and webtoons move this appeal to the digital environment, engaging all ages and language learners. This format may seem simplistic in nature, however, they can cover a range of topics and issues in differing detail and complexity.

Dunn writes and illustrates the webcomic strips in her platform Cat News. The watercolour illustrations in animated panels effectively represent a humorous view of the adventures of her cats. The webcomic follows the traditional format of print comics, allowing the reader to follow the storyline through left to right and top to bottom directionality. Speech and thought bubbles are contained within the panels and the gutter space is used efficiently to move the action along. The narrow format of Breaking Cat News allows convenient scrolling for readers accessing the webpage via smartphones. Chapters are created and uploaded bi-weekly, with easy navigational tabs and arrows to explore through the content.

Screenshot from webcomic Breaking Cat News, example report chapter titled 'The bi-monthly 2am running of the cats' (Dunn, 2014)

Webcomics and webtoons offer the opportunity to foster students’ imagination and build their literacy and digital competencies. Research has shown that digital storytelling can positively impact student achievement as well as promote active and independent learning (Towndrow & Kogut, 2020). Meaningful integration of technology in the classroom to support 21st century learning is a goal in education and is reflected in the Australian Curriculum through the Literacy (The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010 to present-b) and Digital Literacy capabilities (ACARA), 2010 to present-a). With many teachers identifying digital technologies as an area of concern in their professional development (Hyndman, 2018), the simple format and easy access to webcomics could be a practical means to integrate technology in authentic and enriching ways. Inspiring digital resources offer educators to connect literacy, multiliteracies and transliteracies, to engage with learning experiences across a range of platforms, tools and media (Ipri & Newman, 2017).

Breaking Cat News provides a digital literature platform for educators to utilise in their classrooms to enhance learner motivation as well as reading and digital literacy skills. By applying the DIG Checklist for inclusive high-quality children’s media (Kidmap, 2017), webcomics represent an equitable, accessible media option for study, design and creation. Students can relish the opportunity to digitalise their comics through sites such as Storyboard That. In addition, online art platforms including Piskel, Sketchpad and YouiDraw offer functional avenues for illustrating.

One detraction to note is the possibility that parents of students may raise concerns around the format and low density print, underestimating the educational benefits of the visually rich digital narratives and valuable tool for supporting reader motivations. Conversely to some viewpoints, webcomics and webtoons embrace textual concepts for deep understanding, including point of view, perspective, representation, imagery, context and symbolism (NSW Department of Education, 2022).

Screenshot from webcomic Breaking Cat News (Dunn, 2014, Meet our news crew)

Overall, the accessibility, engaging format and entertaining content in Breaking Cat News ensures it is a delightful and humorous read for all ages. Even this dog lover laughed out loud at the comical adventures of Dunn’s cats and will be sharing the page with animal loving friends. In a testament to the popularity of the theme and format, a Breaking Cat News adventure was written and published as a book… and you can even purchase a calendar!

References

Australian Curriculum, Assessment and Reporting Authority. (2010 to present-a). Digital Literacy (Version 9). Australian Curriculum: F-10 Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/digital-literacy

Australian Curriculum, Assessment and Reporting Authority. (2010 to present-b). Literacy (Version 9). Australian Curriculum: F-10 Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy

Dunn, G. (2017). Breaking Cat News [webcomic]. WordPress. https://www.breakingcatnews.com/

Hyndman, B. (2018). Ten reasons why teachers can struggle to use technology in the classroom. Science Education News, 67(4), 41-42.

Ipri, T., & Newman, B. (2017). Beginner’s guide to transliteracy: Where did the term transliteracy come from? Libraries and Transliteracy. https://librariesandtransliteracy.wordpress.com/beginners-guide-to-transliteracy/

Kidnap. (2017). The DIG Checklist for Inclusive, High-Quality Children’s Media. https://www.joinkidmap.org/digchecklist/

NSW Department of Education. (2022). Checklists for selecting quality texts for K-6. https://education.nsw.gov.au/teaching-and-learning/curriculum/english/planning-programming-and-assessing-english-k-6/selecting-quality-texts

Short, K. G. (2018). What’s Trending in Children’s Literature and Why It Matters. Language Arts, 95(5), 287-298.

Towndrow, Phillip & Kogut, Galyna. (2020). Digital Storytelling for Educative Purposes: Providing an Evidence-Base for Classroom Practice. Springer.

Interact, Immerse and Innovate

Screenshot of Space Frog! website (npckc, n.d., homepage)

Welcome to the world and adventures of Space Frog! (npckc, n.d.) – a wholesome, interactive, non-linear narrative; a fun fusion between digital literature and gaming.

Students love to exercise some control over their learning and decisions. Recently in class while introducing democracy to year 6 students, one posed the question, “So if we are in a democracy in Australia, can we choose what we do next?”

The literary genre of gamebooks, commonly known as ‘choose your own adventure’, were a staple in school libraries during the 1980s and 90s. Montgomery’s original Choose Your Own Adventure series (1979-1998) and Stine’s Give Yourself Goosebumps collection (1995-2000) were the flagships of the popular genre. As a teacher librarian, bringing these texts out to highlight and share during book talks with students, always brings another wave of interest in the genre.

Interactive fiction takes this text-based adventure format and revamps it through digital platforms.

Comparably to the choose your own adventure print format, readers take control of the central character’s destiny by becoming the protagonist in the adventure. However, interactive fiction adds videos, sound, and mouse or keyboard inputs, allowing more audience autonomy and interactivity. Quality digital literature promotes multimedia comprehension and composition, language learning, personalisation and motivation (Yakota & Teale, 2014), and these characteristics are abundant in digital interactive fiction. Additionally, interactive fiction has an inherent link to gaming, with the reader/user taking on the fantasy character role and moving through a storyline or world, solving problems along their journey (Gee, 2003). Reading comprehension is supported through the genre, as interactivity and manipulation drive metacognition of content, strategies and problem-solving (Kozdras et. al., 2006). These features and the participatory environment ensure optimal engagement with interactive fiction, enriching both reading and writing motivations of students (Kucirkova, 2018).

In Space Frog!, it is the personalised aspect of choice, the autonomy, that draws the audience; providing the opportunity of personalising what they experience as they navigate through the story. The focus is on the narrative, with defined characters and settings manifested through simple sentences and clickable text on command to produce additional story details. Each page offers a short snippet of the storyline, with multi-variant options provided to the reader as they transverse through the text. Its pixel art and typography create a light-hearted and innocent atmosphere.

Screenshot of example options for the reader in Space Frog! (npckc, n.d.)

This is a fun, short model text to introduce students to the interactive fiction genre. In the Australian Curriculum, digital technologies focus on process and production skills in both Years 3-4 (The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010 to present-b) and Years 5-6 (ACARA, 2010 to present-c). By creating their own interactive fiction text, students are sequencing steps and designing and modifying simple algorithms. Using platforms such as Microsoft Slides, Sites or Scratch, students can plan, write and communicate their ideas within visual interfaces. The Digital Literacy (ACARA, 2010 to present-a) and Literacy (ACARA, 2010 to present-d) capabilities are also supported. Simple example resources are Spy Adventure (Campbell County Public Library, 2021) and Going to the Park (Digital Technologies Hub, n.d). However, these aids lack interactivity and are quite simplified, so are to be used as a springboard for teaching and learning.

Space Frog! is modest in complexity with a functionable design, which can be a positive and a drawback (McGeehan, et. al, 2018). It is not overwhelming, supports a diverse range of learners with the captions and simple ‘one-click’ design, and the fantasy character and setting adds engagement. The digital characteristics could be enhanced for building interconnections, such as the multimediality and further variability of the tangible items such as the animations and text, by adding three-dimensionality through AI tools or the inclusion of AR features that create a more diverse range of user commands or immersive experience.

Space Frog! appeals to a wide audience, from primary school aged students to the young at heart. It is a valuable and playful model text for introducing interactive fiction to the classroom. It allows readers to become a part of the action, actively thinking about the story and making choices for their characters as they engage in epic experiences.

References

Australian Curriculum, Assessment and Reporting Authority. (2010 to present-b). Digital Technologies – Years 3 and 4 (Version 9). Australian Curriculum: F-10 Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/digital-technologies/year-3_year-4

Australian Curriculum, Assessment and Reporting Authority. (2010 to present-c). Digital Technologies – Years 5 and 6 (Version 9). Australian Curriculum: F-10 Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/digital-technologies/year-5_year-6

Australian Curriculum, Assessment and Reporting Authority. (2010 to present-d). Literacy (Version 9). Australian Curriculum: F-10 Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy

Campbell County Public Library. (2021). Spy Adventure. https://sites.google.com/view/ccplchooseyourownadventure/home/spy-adventure

Digital Technologies Hub. (n.d). Going to the Park. Education Services Australia. https://www.digitaltechnologieshub.edu.au/media/fy4mrqns/acara-classroom-ideas-3-6-choose-your-own-adventure-story.pdf

Gee, J. P. (2003). What Video Games have to Teach Us about Learning and Literacy. Palgrave Macmillan.

Kozdras, D., Haunstetter, D. M., & King, J. R. (2006). Interactive Fiction: ‘New Literacy’ Learning Opportunities for Children. E-Learning and Digital Media, 3(4), 519–533. https://doi.org/10.2304/elea.2006.3.4.519

Kucirkova, N. (2018). How and Why to Read and Create Children’s Digital Books: A Guide for Primary Practitioners. UCL Press. https://doi.org/10.14324/111.9781787353473

McGeehan, C., Chambers, S., & Nowakowski, J. (2018). Just because it’s digital, doesn’t mean it’s good: Evaluating digital picture books. Journal of Digital Learning in Teacher Education, 34(2), 58-70. https://doi.org/10.1080/21532974.2017.1399488

Montgomery, R. (1979-1998). Choose Your Own Adventure series. Bantam Books.

Npckc. (n.d). Space Frog! [Story game]. Itch.io. https://npckc.itch.io/space-frog

Stine, R. L. (1995-2000). Give Yourself Goosebumps. Scholastic Press.

Yokota, J., & Teale, H. (2014). Picture books and the digital world: Educators making informed choices. The Reading Teacher, 67(8), 577-585. https://doi.org/10.1002/trtr.1262

Burning for answers

Everyone has been affected and altered from the numerous natural disasters that have befallen our great continent over the years. These devastating events have moulded, even metamorphosed, humanity through shared experiences, trauma and mateship. The aptly titled The bushfire that changed Canberra forever (Burnside et. al., 2023) delves into compassion and courage (and even blame) when faced with a life-changing event.

The digital age has changed the way stories are shared and consumed, and in the newsroom the evolving elements of journalism are in response to the profound impact of accessible information on a range of digital platforms. This vast array of information available online (even through less credible social media sites) has resulted in publishing and subscription changes for news platforms. Information and news articles are becoming more dynamic, visual and interactive, with the intention to captivate audiences who have access to an unprecedented array of content (Centre for Media Transition, 2018). Utilsing this style of news, ABC news recently presented an evocative visual journalism piece in memory of 20 years since the Canberra Bushfires. The producer and authors of The bushfire that changed Canberra forever are experienced and credible Canberra-based journalists, with a range of expertise including digital producing backgrounds and previous media coverage of other natural disasters.

The prominent visual and textual imagery used in the digital literature piece create an emotive, personal and confronting story. Its purpose is to educate, inform and convey a reflection on past events, however the audience is immersed deeply in feelings of devastation, survival and hope as the story unfolds. The reader experience is diversified with the inclusion of visual media including event photos, videos, a scrolling timeline and a digitally recreated map of the affected area. The latter is particularly engaging – as the reader scrolls through the article, the fire spreads across the Australian Capital Territory, revealing its prolific, profound power.

Screenshot of interactive Canberra fires map (Burnside et al., 2023)

The digital news article begins with the typical visual journalism scrolling boldface title and subhead. Scrollytelling is employed to enhance the written content of the story, which allows the reader to navigate fluently and easily through the expressive text and authentic visual images and digital inclusions. Imagery, descriptive language and literary devices such as alliteration and metaphors help portray the sensory and emotive experience of the text. The short sentences build tension as the recount of the day unfolds. A particular strength of note are the personal recounts shared from a range of local residents and industry professionals, which builds attention, connections and relevancy to the story (Zak, 2014). Numerous snapshots of survivors’ quotes are highlighted using a larger, bold typeface, emphasising authority and factuality, whilst memorialising the harrowing nature of the firsthand experiences. Furthermore, being an ACT based event and story, it demonstrates high applicability and correspondence to the ACT schooling context that I teach in.

The bushfire that changed Canberra forever is suitable for a range of audiences, including its intended use in an ACT upper primary school setting, supporting the Australian Curriculum in Year 5 Geography (The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010 to present-b) and Year 5 and 6 Design and Technologies (ACARA, 2010 to present-a) through study of the impact of extreme weather events and considered design solutions to help mitigate the effects. The exploration of systems, sustainable patterns and acting for a sustainable future is endorsed through the cross-curriculum priority area of Sustainability (ACARA, 2010 to present-c). Additional studies should include learning about First Nation land management practices through resources such as the educational videos by Bush Heritage Australia (2021) and ABC Australia (2018). An additional resource is the informative article History of Australian bushfires: interactive (The Guardian, 2013), which includes interactive graphs and timelines to compare disasters throughout time.

The article is somewhat minimalistic in animations and interactivity for the audience. The multi-sensory experience could be enhanced through the additions of a soundscape to dramatise elements of the story, audio interviews, or pop-ups and interactive illustrations to highlight essential data or add interest. Other artefacts on a similar topic are the interactive journalism articles Firestorm (Henley, 2013) and Black Summer (Day et. al., 2020). Both stories are hard-hitting, dramatised pieces with interviews, video, audio and personal recounts of families and industry leaders. Firestorm adds an extra layer of user functionality and experience by including chapters to navigate through. These articles, however, include language in audio not suitable for the primary school context.

“Preparedness, rather than prevention is now critical for future fires,” ACT Emergency Services Commissioner, Georgina Whelan (as cited in Burnside et. al., 2023).

The enduring feeling from The bushfire that changed Canberra forever is of trepidation and warning for the future of our continent. As the threat of another dry and hot summer comes, and with the experiences of the 2019-2020 Black Summer still raw for many, will foresight, technological developments, fuel management (and for what they are worth, the Royal Commission [Commonwealth of Australia, 2020] and numerous federal and state inquiry reports) provide any alleviation and leniency to the power of fire for our country? The visual journalism article, The bushfire that changed Canberra forever, contributes a stunning and emotive journey into the pressure cooker of mother nature, climate change and the political landscape in Australia.

Screenshot of quote by Georgeina Whelan, ACT Emergency Services Commissioner (Burnside et al., 2023)

References

ABC Australia. [ABC Australia]. (2018, November 3). Indigenous fire methods protect land before and after the Tathra bushfire [Video]. YouTube. https://www.youtube.com/watch?v=RM72NtXxyLs&t=4s. In Watarrka Foundation. (n.d.). Aboriginal fire management: what is cool burning? https://www.watarrkafoundation.org.au/blog/aboriginal-fire-management-what-is-cool-burning

Australian Curriculum, Assessment and Reporting Authority. (2010 to present-a). Design and Technologies – Years 5 and 6 (Version 9). Australian Curriculum: F-10 Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/design-and-technologies/year-5_year-6

Australian Curriculum, Assessment and Reporting Authority. (2010 to present-b). HASS F-6 – Year 5 (Version 9). Australian Curriculum: F-10 Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/hass-f-6/year-5

Australian Curriculum, Assessment and Reporting Authority. (2010 to present-c). Sustainability (Version 9). Australian Curriculum: F-10 Curriculum. https://v9.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability

Burnside, N. (Writer and Producer), Allen, C., Larkins, N. (Writers). (2023). The bushfire that changed Canberra forever. ABC News. https://www.abc.net.au/news/2023-01-18/act-2003-canberra-fires-20-year-anniversary/101865824

Bush Heritage Australia. [Bush Heritage Australia]. (2021, May 11). Burning the right way [Video]. YouTube. https://www.youtube.com/watch?v=YZHDItzrTQc

Centre for Media Transition. (2018). The Impact of Digital Platforms on News and Journalistic Content. University of Technology Sydney. https://www.accc.gov.au/system/files/ACCC+commissioned+report+-+The+impact+of+digital+platforms+on+news+and+journalistic+content,+Centre+for+Media+Transition+(2).pdf

Commonwealth of Australia. (2020, October 28). Royal Commission into National Natural Disaster Arrangements. https://naturaldisaster.royalcommission.gov.au/publications/html-report

Day, L., & Nicholls, S. (2020). Black Summer. ABC News. https://www.abc.net.au/news/2020-02-03/inside-the-australian-bushfires-crisis/11890458

Henley, J. (2013). Firestorm. The Guardian. https://www.theguardian.com/world/interactive/2013/may/26/firestorm-bushfire-dunalley-holmes-family

The Guardian. (2013, December 1). History of Australian bushfires: interactive. https://www.theguardian.com/news/datablog/interactive/2013/dec/01/history-bushfires-australia-interactive

Zak, P. J. (2014, November 5). Why your brain loves good storytelling. Harvard Business Review. https://hbr.org/2014/10/why-your-brain-loves-good-storytelling

Digital Storytelling Topic Proposal: Eco Warriors

School library cushions. Author’s own photo.

Topic

Whole School Environmental Education

Platform

Book Creator

Rationale

Environmental education is an important global issue. Research has shown that broadening citizenship and awareness of our world involves environmental education from childhood (Ricoy et al., 2022).

The focus of this resource is the cross-curriculum priority of Sustainability, with the aim of incorporating quality eco-focused learning opportunities on local and world levels (The Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010 to present-b). Alongside Sustainability, this resource specifically incorporates the general capability of Ethical Understanding, allowing students to develop their knowledge and skills to build awareness and empathy for our world as well as a sense of values and active citizenship (ACARA, 2010 to present-a). There will be a rich task differentiated for the student cohorts using digital technologies, with a call to action on how we can all take part in reducing our waste and proposing action for the future.

In my school context, environmental education is a priority with responsibility placed with the whole school community. It involves managing our resources and waste in a way that reduces damage to the environment and considers future implications.

This learning resource will be created using the platform, Book Creator. It was chosen as it suits the primary school context and allows for a variety of tools to be embedded to create a multimodal text that enhances student immersion and engagement in the topic. It will be shared within our school, with the purpose to assist in facilitating and supporting our whole school environment program and associated initiatives. Some additional learning and gamification tools I aim to utilise are Flip, Padlet, Scratch. Blooket and Class Dojo.

Goal 12: Ensure sustainable consumption and production patterns. UN Sustainable Development Goals. https://www.un.org/sustainabledevelopment/sustainable-consumption-production/

References

Australian Curriculum, Assessment and Reporting Authority. (2010 to present-a). Ethical Understanding (Version 9). Australian Curriculum: F-10 Curriculum https://v9.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/ethical-understanding

Australian Curriculum, Assessment and Reporting Authority. (2010 to present-b). Sustainability (Version 9). Australian Curriculum: F-10 Curriculum

https://v9.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/sustainability

Book Creator (2011 to present). Homepage. https://bookcreator.com/

Ricoy, M. C., & Sánchez-Martínez, C. (2022). Raising ecological awareness and digital literacy in primary school children through gamification. International journal of environmental research and public health, 19(3), 1149. https://doi.org/10.3390/ijerph19031149

A Journey into Digital Literature

Current knowledge and understanding

Teacher Librarians are an integral part of maintaining accurate, engaging and appropriate resources and technologies in a school environment, with libraries promoting opportunities for a range of learning experiences as well as their value for student wellbeing. Early on in this Teacher Librarianship course we learnt about today’s information environment and the impact on teaching and learning. I reflected on this landscape in a blog post, stating that as teacher librarians, we are a source of information, guidance and support, as students and teachers navigate the digital information world in which we live. This includes the need to teach digital literacy and critical analysis skills.

Digital literature is a medium that is constantly evolving, with what we experience today, might become dated or unpopular tomorrow with the emergence of new platforms. A format I remember exposing students to initially was online stories such as Storyline Online on an interactive board, where existing stories are retold in fun, visual ways. Then came the rise of ebooks, and with it student self-selection, which ensured they were excited and engaged in their reading (and quite possibly mainly for the novel opportunity to use a device).

COVID-19 and online learning really evolved teaching and learning practices quickly, including digital communication formats. Students at a younger age were exposed to learning through devices and there were a plethora of apps, tools and content available to utilise and explore (including authors and illustrators creating their own content and sharing of literature). Storytelling on a digital platform was extremely popular and this trend continued as we moved back into the classrooms.

I recently completed the elective ETL402 Literature Across the Curriculum, which touched on digitised literature. This subject introduced me to interactive fiction, transmedia and storytelling through gamification, as well as expanded my knowledge of enhanced ebooks. I discuss our school context in regards to digital texts in my reflective post, including setting my own goal for future pedagogical development.

Tablet showing a word cloud of school related terms — Curriculum by Nick Youngson CC BY-SA 3.0 Alpha Stock Images https://www.thebluediamondgallery.com/tablet/c/curriculum.html

Concepts to think about: challenges and potential opportunities

Practices

Technology is constantly changing, with new emergent developments occurring and with yesterday’s tools and platforms becoming obsolete. In addition, in an information-driven environment, users expect immediacy and high engagement. This has been evident even more so in the return from online learning, with students in my school context observed to have less resilience and reduced attention to tasks. Innovative digital literature supports student engagement and incorporates new ways of participating in learning experiences (Izati et. al., 2021).

Tools and uses

Some areas that have arisen for me as I begin this subject include the challenges of accessibility and the digital divide in schools, as well as the opportunities for learning support and tools for students. In my blog post on resource selection, I reflected on the premise of 21st century learning and the impact on libraries and resources, to move from the traditional physical holding of books to dynamic environments linking literature, information and digital technology. An area I have thought about when beginning the ETL533 subject is student accessibility to other platforms or sites and remaining engaged in their learning while using digital technology. A school library contains resources that are carefully curated to suit the school context, the learning needs and interests of the community, including print and digital formats. Generally to date in my school context, students have access to subscription services such as SORA, OverDrive and StoryBox Library for digital literature experiences. A question I have beginning this subject is does the use of digital literature open up potential for students to access other online material that may be off task or inappropriate? Is this thinking a form of filtering or censorship?

All school resources are not equal and the digital divide can pose real issues for access to digital literature. Accessibility is a positive at our school, with students from year 2 to 6 being ‘allocated’ a 1:1 chromebook for learning needs throughout the year.

Additionally, learning support using digital platforms, aided Augmentative and Alternative Communication (AAC) systems and accessibility tools are fabulous, with a range of functions and benefits for students. Our school subscribed to the PM ecollection during the pandemic (and have continued this subscription) for K-2 students in home reading and reading programs, as well as those older students who require reading support or intervention. This platform uses interactive features for questioning, decoding and comprehension. Digital practices and tools are a current and continued feature in student learning support services, with the inclusion of expansion of digital literature genres and formats in the school an enriching opportunity.

The learning and health impacts of digital use for sustained periods are concepts I would like to further examine and collate professional literature on. This includes blue light eye strain, and the differing comprehension and digital literacy skills required for users. Personally, a few years ago I was religiously reading ebooks at night before bed on my Kindle, however at the endorsement of the optometrist, I have ceased this practice due to the deterioration of my eyesight.

Charlie the dog during online learning "using" the laptop — Author’s own photo

So what is the future of literature and reading?

The big picture is currently weighing on me as I complete my studies and return from maternity leave. Sometimes school libraries seem to have a bright future due to the well documented literacy and wellbeing benefits (Commonwealth of Australia, 2011; Merga, 2022; Merga, 2021), and at other times I read, hear and experience the negative impacts on libraries by budgetary decision makers and through staffing and school climates (Heffernan, 2023). This reflection of our school context exposes our reliance on ebooks and subscriptions services to date, and reinforces my aim to discover more about interactivity and connectivity within the differing digital text formats, in which Assessment 1 should support my exploration. I look forward to finding out more about current and future digital trends to implement into the school library for the learning and enjoyment of all.

Commonwealth of Australia. (2011). Potential of school libraries and teacher librarians to contribute to improved educational and community outcomes. School libraries and teacher librarians in 21st century Australia.
https://www.aph.gov.au/parliamentary_business/committees/house_of_representatives_committees?url=ee/schoollibraries/report.htm

Heffernan, M. (2023, July 15). School libraries in Victoria suffer from shortage of resources, qualifications. The Age.
https://www.theage.com.au/politics/victoria/school-libraries-in-victoria-suffer-from-lack-of-resources-qualifications-20230612-p5dfxo.html

Izati, R. A., Lestari, L. A., & Setiawan, S. (2021). Digital Reading Engagement of Junior High School Students during the Online Learning. Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 8(2), 181–.
https://doi.org/10.33394/jo-elt.v8i2.3876

Merga, M. K. (2022). School libraries supporting literacy and wellbeing. Facet Publishing.

Merga, M. K. (2021). Why are teacher librarians an excellent investment in contemporary schools? Scan, 40(2).