Digital texts have progressed from books on CD Rom in the 1980s (Bartram, 2014, paragraph 5) to ebooks, interactive books and transmedia platforms (Lamb, 2011, p.17). Good digital texts have the ability to link digital features with literacy (Walsh, 2013, p.186). However, many do not take full advantage of digital features for education purposes (McGeehan, Chambers & Nowakowski, 2018, p.62) such as changing font size, highlighting and annotating. The use of narration and games help to scaffold learning, as do web links and dictionary meanings (Cavanaugh, 2014, p.8). Ebooks may lack numerous features due to the inconsistencies in formatting requirements and file size with suppliers (Kudler, 2020).
Harry Potter and the Philosopher’s Stone from Kindle in Motion is an exemplary enhanced ebook, offering animated illustrations, dictionary, annotation and translations. The reading experience is further extended by an active link to Pottermore – the digital world of Harry Potter. An excellent example of a transmedia text is Inanimate Alice which traces the story through multiple digital platforms and formats.
My own reading experiences are different between print and digital texts. When I have to read in-depth, such as university readings, I prefer print as it is easier to comprehend the information read. This is not unusual, a study by Mangen, Walgerno, & Bronnick (2013, p.67) revealed when reading text of more than a page in length participants comprehended more reading from paper than on a screen. Although, this appears to be linked to text type, such as expository texts rather than narratives and the amount of reading time available (Halamish & Elbaz,2020). Like many others (Jabr, 2013) I like to physically highlight and notate on the page. I am also able to see an overview of the text and find it easier to orientate myself or remember the location where something is written. It is easier to locate where specific text is on a physical page, plus print books offer the ability to easily flip back to locations to recheck information (Mangen, Olivier, & Velay, 2019, p.8).
When reading for leisure I also enjoy reading a print book. I like the aesthetics of holding the book and turning the pages. I also find it less fatiguing on my eyes, which research reveals may result from the rolling of the computer screen (Combes, 2016), screen illumination, character size or spacing between lines (Lee, Ko, Shen & Chao, 2011, p.6) .
When I read digital texts I read differently, expecting a more instant result. I tend to skim and scan the text more, looking for key words to find the information quickly. This is typical of most people reading online (Cull, 2011, p.7). This may be due to the fact that when reading online most people are looking to answer a question (Leu, Forzani, Timbrell & Maykell, 2015, p.40).
However, digital texts are instantly available worldwide to anybody with an internet connection and device. This makes them available to different ages and interest groups. They also offer the convenience of carrying books easily and without the weight.
Digital texts also may have benefits over print in the classroom. E-books provide a motivation for students to read for pleasure (Cavanaugh, 2014, p.5, Lamb, 2011, p.17). They can be used to provide differentiation for student learning (Lamb, 2011, p.16) and students may feel more comfortable using ebooks due to privacy of reading content, level and progression rate (Knapp, 2019, p.56). The technology used can assist struggling readers, utlilising text to speech, definitions and translations (Knapp, 2019, p.58). In one study reading remediation students who incorporating ebooks exited the program two months earlier than their peers (Guernsey, 2011,p.32). Digital texts can also be used to improve students comprehension, critical thinking and discussion skills increased via digital literature circles (District Administration, 2017).
Outside the classroom digital texts may connect readers through social media, where students can post and read book reviews (Knapp, 2019, p.59). Social media can also be used to connect readers and access authors, from Twitter to websites such as Pottermore (Valenza & Stephens, 2012, p.77) which have games, fan stories etc.
Of the ebooks reviewed, I most enjoyed Water Can Be by Laura Purdie Salas. After viewing and discussing the book it could be incorporated into a stage 3 program as a prompt for Science, Art or English.
For Science students investigate the different states of water, outcome ACSSU077 (Australian Curriculum, Assessment and Reporting Authority [ACARA], n.d.a) by linking to images in the book. Brainstorm, research and add other situations where water is shown in the three states.
For the literacy strand in English – Creating texts, outcomes ACELY1704 and ACELY1707 (ACARA, n.d.b), students follow the books format to create their own digital book on what a subject can be…… For example ‘a stick could be…..’ .
For Art students explore ideas and practices (outcome ACAVAM114) and communicate meaning (outcome ACAVAR117) (ACARA, n.d.c) by creating their own artworks about water, drawing on other cultures, particularly Aboriginal and Torres Strait Islander artworks on water.
References:
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.a). The Australian Curriculum: Science. https://www.australiancurriculum.edu.au/f-10-curriculum/science
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.b). The Australian Curriculum: English. https://www.australiancurriculum.edu.au/f-10-curriculum/english
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.c). The Australian Curriculum: The Arts – Visual Art. https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/visual-arts/
Bartram, M. (2014). The History of eBooks from 1930’s “Readies” to Today’s GPO eBook Services. Government Book Talk. https://govbooktalk.gpo.gov/2014/03/10/the-history-of-ebooks-from-1930s-readies-to-todays-gpo-ebook-services/#:~:text=Starting%20back%20in%201971%2C%20Michael,first%20eBook%20in%20the%20world.&text=2007%20changed%20the%20world%20of,of%20the%20iPhone%20by%20Apple.
Cavanaugh, T. (2014). Ebooks for elementary school. https://books.google.com.au/books?hl=en&lr=&id=ZCaMBQAAQBAJ&oi=fnd&pg=PP1&dq=value+of+ebooks+in+elementary+school&ots=Tz-thkQdlB&sig=-i7619tI7YqREptjE55OsB1_yLo&redir_esc=y#v=onepage&q=value%20of%20ebooks%20in%20elementary%20school&f=false
Combes, B. (2016). Digital literacy: A new flavour of literacy or something different? Synergy, 14(1).
Cull, B. (2011). Reading revolutions: Online digital text and implications for reading in academe. First Monday, 16(6). https://doi.org/10.5210/fm.v16i6.3340
District Administration. (2017). Digital literature circles. TechXcellence.
Guernsey, L. (2011). Are Ebooks Any Good? School Library Journal, 57(6), 28–32.
Halamish, V. & Elbaz, E. (2020). Children’s reading comprehension and metacomprehension on screen versus on paper. Computers & Education, (145). https://doi.org/10.1016/j.compedu.2019.103737
Jabr, F. (2013, April 11). The Reading Brain in the Digital Age: The Science of Paper versus Screens. Scientific American. https://www.scientificamerican.com/article/reading-paper-screens/
Knapp, N. (2019). Using Technology to Foster “Real Reading” in the School Library and Beyond. Knowledge Quest, 48(1), 54–60.
Kudler, D. (May 18, 2020). The problem with enhanced ebooks. The Book Designer. https://www.thebookdesigner.com/2020/05/the-problem-with-enhanced-ebooks/
Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and leading with technology, 39(3), 12-17.
Lee, D.S., Ko, Y.H., Shen, I.H., & Chao, C.Y. (2011). Effect of light source, ambient illumination, character size and interline spacing on visual performance and visual fatigue with electronic paper displays. Displays, 32(1), 1–7. https://doi.org/10.1016/j.displa.2010.09.001
Leu, D.J., Forzani, E.,Timbrell, N. & Maykel, C. (2015). Seeing the forest, not the trees – Essential technologies for literacy in the primary-grade and upper elementary-grade classroom. Reading Teacher, 69(2), 139-145.
Mangen, A., Walgermo, R. & Brønnicka, K. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61–68. https://doi.org/10.1016/j.ijer.2012.12.002
Mangen, A., Olivier, G., & Velay, J. L. (2019). Comparing Comprehension of a Long Text Read in Print Book and on Kindle: Where in the Text and When in the Story? Frontiers in psychology, 10(38). https://doi.org/10.3389/fpsyg.2019.00038
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
Overdrive (n.d). Discover Sora – The student reading app. https://company.overdrive.com/k-12-schools/discover-sora/
Purdie Salas, L. (2014). Water Can Be. Millbrook Press TM.
Valenza, J. K., & Stephens, W. (2012). Reading Remixed. Educational Leadership, 69(6), 75-78.
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).
Yokota, J., & Teale, W. H. (2014). Picture Books and the Digital World. Reading Teacher, 67(8), 577–585. https://doi.org/10.1002/trtr.1262