(Huynh, The Boat, 2015)
Literature in a digital environment can be both enriching and supportive of teaching and learning. However, in the plethora of options can be difficult to find the right one fit for purpose. When selecting digital, or multimodal, literature consideration that will maximise reader engagement creating synergy between test and technology, rather than distraction (Hill & Hannafin, 2001, p 37-38). Students are quite accustomed to multiple devices, locating information that is quick and at the ready, so it is important that any literature in the digital environment can hold its own with the reader’s attention. When selecting the digital narrative, the technology that is being utilised with engaging purpose to enhance the reading experience (Lamb, 2011, p17). This is where the support of the teacher librarian (TL) can assist in resourcing curriculum particularly with digital literature.
The Boat in its simplest definition is a graphic novel, at a deeper level, it is a synchronous multimodal story combining all the key elements of digital narrative. Using Walsh’s (2013, p186) own definition to identify the nature of this specific format, The Boat is completely digital, accessible only through a website. While this narrative is not narrated, there are certainly elements that are synonymous with an authentic digital narrative, as opposed to literature uploaded to a website (Walsh, p186). The Boat integrates sound effects, illustrations, photography and text, while also including interactive navigation requiring the reader to engage with the story.
Mai is aboard a boat sailing in the middle of the ocean, battling against the fierce winds and relentless waves in search of safety from her war torn home. The moment you place your headphones on you step onto that boat with her, huddled against the bow between cold, wet and frightened strangers seeking the same liberty. A journey of stark reality representative of those who have travelled the ocean seeking freedom. The Boat is a hauntingly beautiful example of an immersive digital literature that with entice conversation, develop emotive thinking, and provide an opportunity to broaden a student’s understanding. Through the historical photography, soundtrack, illustrations, interactive nature and symbolism of colour The Boat integrates well into the Literacy Capabilities of curriculum.
Representations Through Texts (SFXC, 2015), a Year 11 English inquiry unit, is one example of how this story can actively support teaching and learning, and deepen student understanding of concepts around identity, imagery, voice, humanity and so on. This unit is focussed on identity exploring socially relevant ideas through literature. The main, or big idea, of this unit is Identity, and provides students the opportunity to unpack this story and the symbolism around the added features this multimodal adaptation, of Nam Lee’s original narrative, can provide. The complexity of this narrative goes beyond the story itself, by including a colour palette links the story to flash backs which provide context for Mai’s journey, as well as historical accounts. These elements, within the nature of it being a graphic novel, provide the students to unpack the significance of all aspects, generating opportunities for inquiry, critical thinking, delving into historical events and develop their visual literacy skills.
(SBS Australia, 2015, The Boat)
The Australian Curriculum (n.d.) specifies that visual literacy is a key component of the Literacy General Capabilities. Alongside the curriculum, Lamb & Johnson (2010, p76) explain that graphic novels are seamlessly transforming into digital environment provide depth to teaching literacy by exploring the unwritten language. The multimodal nature of The Boat can explore a story differently and developing a newer skill of ‘divergent thinking’, seeking many solutions to an inquiry and understanding of the digital narrative. Using The Boat, in collaboration with the Year 11 English Inquiry Unit, the multisensory experience through sound, movement and words allowing the reader to engage in critical literacy and thinking, profoundly sparking deeper issues to explore.
As teachers decide to embark on literature in the digital environment deeper considerations needs to be taken into account. Parker (2014) articulates a certain criteria to be considered before finalising literature selection: accessibility; cost; functionality; relevancy; and entertainment value (slide 33-39). This resource is easily accessible through a website and doesn’t not require subscription fees. Navigating through the digital narrative is controlled by the user, is easy to use and enhances the enjoyment of the story. This relevance, in the instance of the English Unit shows compatibility to the genre and in its enjoyable format. In collaboration with other literature, The Boat can provide valuable teaching and learning experiences while giving students the opportunity to form their own understanding and views with the Representations of Texts provided. The Boat, and other interactive graphic novels, for young adults, can be found through the ScreenDiver website.
References
Australian Curriculum. (n.d.). Senior secondary curriculum – English. Retrieved from Australian Curriculum website: https://www.australiancurriculum.edu.au/senior-secondary-curriculum/english/english/?unit=Unit+1&unit=Unit+2&unit=Unit+3&unit=Unit+4
Hill, J. R., Hannafin, M. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology, Research and Development. 49(3). https://search-proquest-com.ezproxy.csu.edu.au/docview/218019745?accountid=10344&rfr_id=info%3Axri%2Fsid%3Aprimo
Huynh, M. (2015, April 29). The boat [digital interactive book]. Australia. SBS, Screendiver.
Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and leading with technology, 39(3), 12-17.http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/ login.aspx?direct=true&db=ehh&AN=67371172&site=ehost-live
Lamb, A., & Johnson, L. (2010). Divergent convergence part 1: Cross-genre, multi-platform, transmedia experiences in school libraries. In Teacher Librarian. 37(5), 76-81.http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/detail/detail?vid=1&sid=05596398-7f38-4b79-a380-0d3a69f23c4%40sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=52571274&db=lih
Parker, J. (2013, December 18). When stories are more than paper: Transmedia trends in Young Adult Literature. Presentation at the YALSA 2012 YA Literature Symposium in St. Louis. http://prezi.com/l0j03_mb1dma/when-stories-are-more-than-paper-transmedia-trends-in-young-adult-literature/
SBS Australia. (2015, 27 April). The boat: An interactive graphic novel. [Video]. YouTube https://youtu.be/QVS9-R-m4LE
ScreenDiver. (n.d.). Comics’ directory. https://screendiver.com/digital-comics-directory/
St Francis Xavier College English Department (SFXC). (2015). Year 11 tertiary english unit: Representations through text. St Francis Xavier College. Canberra.
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).