Literature, as I understand it, is a form of written expression that conveys creative and imaginative or factual ideas. Based upon this notion, I would articulate that digital literature expands to literature that is produced, accessed and explored across a wide and varied range of digital platforms.
I believe the main difference between digital and traditional forms of literature is the way that readers have the potential to engage with the text. Traditional modes of written narrative forms (ie. books/magazines/comics) generally follow a linear path, where the reader reads from top to bottom, left to right. Whilst some examples of digital literature may follow this similar structure (such as the basic eBook), many forms are characterised by non-linear engagement with the text (Serafini, 2013), whereby the reader is in control of how they choose to digest the information and ideas contained upon the digital platform, through hyperlinks, as well as digital design elements and features. Furthermore, screen-based reading behaviours, which include text scanning, scrolling and keyword spotting provide for more surface-based reading efforts, opposed to sustained and concentrated reading engagement.
There is no doubt that technological developments have significantly altered the educational landscape – witnessed throughout the span of my 15 years in education. Technological platforms and digital apps have had a transformative impact upon the notion of storytelling, through multi-media and interactive elements (Roskos et. al., 2014). Accordingly, this presents new opportunities as well as challenges for educators and students in this digital age. I believe the main issue that many educators face is sheer overwhelm related to the plethora of digital tool options available to use and the time required to master these tools. Also, being able to integrate them in an authentically meaningful way is a challenge in and of itself (Biancarosa & Griffiths, 2012). Engaging with digital literature requires a host of literacy skills and the development of complex reading behaviours, which necessitates a shift in pedagogical practice by educators across the board.
References
Biancarosa, G., & Griffiths, G. G. (2012). Technology tools to support reading in the digital age. Literacy Challenges for the Twenty-First Century, 22(2), 139-160. https://files.eric.ed.gov/fulltext/EJ996196.pdf
Roskos, K., Burstein, K., Yi Shang, & Gray, E. (2014). Young children’s engagement with e-books at school: Does device matter? SAGE Open, 4(1). https://doi.org/10.1177/215824401351724
Serafini, F. (2013). Reading workshop 2.0. Reading Teacher, 66(5), 401-404. https://doi.org/10.1002/TRTR.01141