(SkeletonCreekNews, 2011)

Transmedia storytelling a concept raised by Lamb & Johnson (2010, p 77), noting that teens of this Digital Age easily move between devices and communication platforms.  This equates to reading books, exploring fan-fic websites, videogames to the follow up movie, TicTok and any variant thereof.  Transmedia is described by its cross technology platforms and media nature combined with a narrative which is a relatively new experience for readers.  Transmedia storytelling is explained, possibly unknowingly, by Walsh (2013, p 182) as hybrid innovations of genre or platform of digital literature.  Transmedia storytelling engages the reader with connecting the story across a variety of media and formats (Lamb 2011, p 15) – incorporating books, maps, activities, websites and sound effects.  While all components of this format is not digital it is an exciting concept that takes the reader from traditional reading techniques to accessing a visually immersive extension of the story, and calling for visual literacy skills.

Patrick Carman is a well-rehearsed author of transmedia storytelling, producing several books in this format.  To add further richness to his format there is another level when reading this book through a device, namely the original online version there was ‘Red Letter’ hidden throughout the story, by unscrambling these letters a password is apparent to unlock an aspect of the world relating to the short story within the book.  This depth provides the reader an opportunity to engage with critical thinking and problem solving skills (Zammit, 2016, p 8). While Zammit’s research lies predominantly around iPads and apps, the advantages of multimodal texts are rich throughout and this element holds strong for Carman’s (2011) transmedia narrative.

3:15 Things That Go Bump in the Night (Carman, 2011) are short narratives that provide many teaching and learning opportunities, from its multimodal format, across the curriculum.  Carman (interactiver, 2012) provides a background explanation to the process of developing his transmedia stories.   Using this particular multimodal form of literature can support integrated units, a variety of descriptors in the learning areas of Media Arts; Literacy; Literature; and Language (Australian Curriculum, n.d.), as echoed by Zammit (2016, p 9). As 3:15 incorporates audio, text and a movie clip, students can explore and develop, not only literacy skills, but also media production skills including technical media skills to present their own narratives with visual language. It is important to also incorporate Cross Curriculum Priorities where possible within the curriculum.  Horror stories have a certain tradition, and bring warning to younger generations, “such tales are of ancient origin and form a substantial part of the body of folk literature” (Britannica, n.d).  To this end, incorporating Dust Echoes (ABC, n.d.) into a unit with 3:15, students can further explore the Media Arts while also finding the text of the respective stories to further develop their English and Media skills, while exploring History and folklore (Appendix 1).  As demonstrated by Walsh (2013) the “relationship between digital features and literary elements” (p 189), for a particular digital narrative, has potential to further engage the reader – a teacher can also extend to engaging the writer with an integrated unit.  By encouraging a task such as this for students, they are given the opportunity to unpack the story, in all its mediums and formats, as well as identifying how digital elements can enhance the reading experience and the story itself – making responding to and creating literature more sophisticated (Zammit, p 9).

(SkeletonCreekNews, 2011)

While this is one genre, Horror, 3:15 provides a culmination of different short stories, challenging students to engage with the story across multiple mediums.  As the stories are designed to be completed in 15 minutes there is no space for overly descriptive text.  This would appeal to those students who cannot focus on reading for much past a few minutes, while also modelling descriptive language.  The story grabs you straight away with the deep, haunting voice of Paul Chandler (SkeletonCreekNews, 2011), who introduces the story, hooking the reader.  The text, within the book, gives students to opportunity to tune into successful reading of a story, and for those who prefer the movie to the book, have the reward of watching the outcome.  By incorporating this transmedia narrative with other folklore the teaching and learning experience give power to the stories explored.  Having 3:15 Things That Go Bump In The Night can demonstrate elements involving Media Arts and support the History learning areas.

(Carman, 2011, 3:15 cover)

 

References

ABC Education n.d.). Dust echoes. https://education.abc.net.au/home#!/digibook/2570774/dust-echoes.

 

Australian Curriculum. (n.d.). F-10 curriculum: General capabilities – English. AustralianCurriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/english/Australian Curriculum. (n.d.). F-10 curriculum: Humanities and social sciences – History. Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/

 

Australian Curriculum. (n.d.). F-10 curriculum: The arts – Media art. Australian Curriculum. https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/media-arts/

 

Britannica. (n.d.). Horror story: Narrative genre. https://www.britannica.com/art/novella

 

Carman, P. (2011) 3:15 Season 1: Things the go bump in the night. Scholastic.

 

Carman, P. (2011, June 10). June 2011 Update from Patrick Carman. [Video]. YouTube.

 

Carman, P. (2019) 3:15 Season 2. Squarespace. https://www.patrickcarman.com/315-2

 

interactiver. (2012, November 2). Pat yelsa. [Video] YouTube. https://youtu.be/24nXDuyZEig

 

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and leading with

technology, 39(3), 12-17. Retrieved from 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-a380-10d3a69f23c4%40sessionmgr102&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=52571274&db=lih

 

SkeletonCreekNews. (2011, January 5). Meet Paul Chandler. [Video]. YouTube. https://youtu.be/lnm6_SPNYcI

 

SkeletonCreekNews (2011, January 8). What 3:15 stands for. [Video]. YouTube. https://youtu.be/yjdHP21MeSo

 

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).

 

Zammit, K. (2016, June). Responding to literature: ipads, apps and multimodal creation. Literacy Learning: the Middle School Years 2(24), 8-16. http://search.ebscohost.com.ezproxy.csu.edu.au/login.aspx?direct=true&db=ehh&AN=115073153&site=ehost-live