Author: noniharrison

The impacts of trends in digital publishing 

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Trends in digital publishing undoubtedly have an impact on school libraries and their collections in terms of the access and acquisition of resources. Changes in the digital landscape have driven changes to traditional modes of reading and accessing materials and how those materials are marketed to consumers. Shatzkin specifically points out these changes over time; evolving from the power of a vast and plentiful selection in physical book stores to the power of increased access to once out of stock books now available online; almost as if a secret club or entry into a world once inaccessible, which is an enticing proposition to many (2016). Shatzkin was referring to the rise of Amazon and the collapse of Boarders, which had a long lasting impact on the way in which books are distributed (2016). Books, both physical and digital, can now be acquired through a vast array of algorithms and new influences and influencers. Not only do the “Four Horsemen” (Galloway, 2015) drive online sales, so do modern influencers on social media such as Instagram and Twitter. An example of the power of an online influencer, though not related to books, is the reported loss of $1.3 billion dollars suffered by Snapchat in response to a tweet from  Kylie Jenner showing her ambivalence toward the app’s update (Shen, 2018). While other factors may also have been at play here, it does highlight the power of online profiles in the consumption of products. This, too, has an impact on the way school libraries identify and select resources, as library users may be desiring a particular resource due to an online review, recommendation and/or hype.  

Algorithms and Search Engine Optimization also influence how school libraries identify, select and acquire resources, as they dictate or skew what is found when searching online and online marketing influences decide where and how the resources are purchased (Shatzkin, 2015). With the increase of self-publishing and digital publishing, the “digital advantage” publishers and authors once saw (as Shatzkin alluded to with the birth of Amazon [2016]) is diminishing as the market is crowded (Ruscello, 2017). This can make collection development for school libraries arduous, as locating the most effective resources to support teaching and learning needs requires more sifting than before. On the other hand, the “Four Horsemen” (Galloway, 2015) have intentional marketing strategies to direct consumers to specific resources, which narrow search results. Google’s algorithm updates have consistently responded to consumer satisfaction; thus, the updates have optimised the consumer search experience by increasing the quality of the search results and introducing search entities, which auto-fill search terms and direct users down a variety of digital paths (Carson, 2016). Additionally, the online presence of authors and their profiles does influence the occurrence of their books in search results (Shatzkin, 2016). Ultimately, libraries are at the mercy of budgets; therefore, price point will impact the selection of certain resources. As Shatzkin explains, where a consumer buys a product is not necessarily where they made the decision to buy it; something he refers to as “the fallacy of last click attribution” (2016, para. 21). The ability to easily compare prices online using search engines such as Google, perhaps allows libraries to acquire more resources at a cheaper, more competitive price than before. 

A variety of technological trends can affect school libraries and their collections. Libraries need to respond to the reading and research preferences of their clientele. Staff and students want easily accessible, reading level appropriate material to meet their teaching and learning needs. In this sense, libraries are able to strike a balance between material presented digitally and material presented in hard copy form. Thus far, it can be seen that the trends presented by Shatzkin (2015 and 2016) may have a positive influence over resourcing these needs but increased access to resources also requires caution in identifying and selecting effectives resources. The digital landscape requires careful evaluation of resources to sift through the plethora of options to find what is most useful in meeting the needs of library users. Overall, online reviews, heightened use of algorithms and competitive prices change how users source products (both digital and physical) and impact how library collections are developed at the identification, selection and acquisition levels; therefore, evaluation of resources is paramount. 

  

References 

Carson, J. (2016, February 4). SEO and psychology: The behavior of the online consumer. The Make Good. Retrieved from http://www.the-makegood.com/2016/02/04/seo-and-psychology-the-behavior-of-the-online-consumer/ 

 

Galloway, S. [DLDconference]. (2015, January 20). The four horsemen: Amazon/Apple/Facebook & Google – who wins/loses (Scott Galloway, L2 Inc.)|DLD15 [Video file]. Retrieved from https://www.youtube.com/watch?v=XCvwCcEP74Q  

 

Ruscello, J. (2017, December 22). 15 self-publishing trends to watch in 2018 [Blog post]. Retrieved from http://www.blurb.com/blog/self-publishing-trends-2018/ 

 

Shatzkin, M. (2016). Book publishing lives in an environment shaped by larger forces and always has. The Shatzkin Files. Retrieved from http://www.idealog.com/blog/book-publishing-lives-in-an-environment-shaped-by-larger-forces-and-always-has/ 

 

Shatzkin, M. (2015). Big focus at DBW 2016 on the tech companies that are shaping the world the book business has to live in. The Shatzkin Files. Retrieved from https://www.idealog.com/blog/big-focus-at-dbw-2016-on-the-tech-companies-that-are-shaping-the-world-the-book-business-has-to-live-in/ 

 

Shen, L. (2018, February 22). Why Kylie Jenner may be to blame for Snap’s recent $1 billion loss in value. Fortune. Retrieved from http://fortune.com/2018/02/22/kylie-jenner-snapchat-snap-value-stock/  

 

[Forum Reflection: Module 1.1]

Digital Tools

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Digital texts and storytelling should be incorporated more broadly into our school program to enhance student engagement with reading and writing through these digital environments. Tackvic stated, quite poignantly, that digital tools can add a “positive dimension to traditional literacy” by helping users to become confident writers whilst using 21st century skills (2012). It seems that digital tools can help break down barriers to writing by spurring on creativity, providing stimulus and using skills relevant to contemporary learners.  Sukovic also proposed that digital storytelling can engage learners and “tap into multiple intelligences and literacies”, which is very relevant in terms of good pedagogic practice and meeting the demands of the Australian Curriculum (2014). Additionally, digital learning environments provide spaces where students are exposed to a range of ideas and can work independently and collaboratively. These are all things we need to consider when addressing the diverse learning needs of our students.

After completing the last forum reflection, which addressed the use of social media, I have done some more thinking and researching on productive use of social media in the classroom. Fitzgerald spoke of the ability for social media to engage with and respond to the real world with real-time storytelling (2013). This was a pivotal statement for me. As someone who really engages with immersive journalism, I think this form of real-time storytelling could be a powerful tool in students sharing both non-fiction and fiction stories across a range of subject areas.

For example:

Non-fiction use:

  • For English, students could write short story or recount in GIF form using an online generator
  • For History, students could create a real-time class time line of a historical event (e.g. WWI or WWII), whereby each student would be assigned 1 day to record or add to the class Yammer. This would be in a similar vein as “WW2 Tweets from 1939“.
  • For English, Year 9 students could take inspiration from the Humans of New York Facebook account and create a similar class project based on the biographies they are writing for their assessment task.

Fiction use:

  • For English or Drama, students could collaboratively write a creative story, 1 line at a time on the class Yammar.
  • For English or Art, students could create an Instagram narrative e.g. Ban.do‘s latest marketing campaign is based on a road trip narrative.
  • For Drama, students could create a social media account for a fictional character. E.g. Darth Vader’s Twitter account.

 

Also, I’d really like to look more into the iTell project, as the report and results were very interesting and inspiring.

 

References:

Fitzgerald, A. (2013, July). Adventures in Twitter fiction [Video file]. Retrieved from https://www.ted.com/talks/andrew_fitzgerald_adventures_in_twitter_fiction

Sukovic, S. (2014). iTell: Transliteracy and digital storytelling. Australian Academic & Research Libraries, 45(3), 205–229. http://doi.org/10.1080/00048623.2014.951114

Tackvic, C. (2012). Digital storytelling: Using technology to spark creativity. The Educational Forum, 76(4), 426. Retrieved from http://dx.doi.org.ezproxy.csu.edu.au/10.1080/00131725.2012.707562

 

[Forum Reflection 4.2]

Exploring Digital Forms: Incorporating tools into practice

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It was fantastic to explore the different categories and examples of digital literature in this module. I find some modes of digital literature challenging to navigate and sites difficult to engage with (and some sites not offering all aspects due to regional restrictions and others no longer available – perhaps this is a big challenge of access for digital literature). By far, my favourite is immersive and multimedia journalism. I feel that this mode really engages the reader and develops feelings of empathy or connection between story and reader. This way of presenting information heightens the experience and delves deeply into the topic to explore it on a different level. The Guardian has created some fantastic interactive resources, which I will definitely be using in my practice. Their Visual Journalism catalogue has a range of resources, which would be suitable for schools. As well as the incredible FireStorm report, they also have a History of Australian Bushfires interactive and Jacob’s Story about an Indigenous boy’s journey through the youth justice system, which includes elements of “choose your own adventure”.

In terms of incorporating social networking sites for literature organisation and access into my practice, I think GoodReads provides an excellent opportunity. As part of our Yr 8 – 9 Literature Circles assessment (between the library and English Department), the project culminates with the students creating an audio book trailer. This book trailer could be uploaded to Good Reads in order to share their thoughts with a wider audience. Additionally, GoodReads could provide students with a place to contribute and share their ideas about the book on forums before creating their trailers. This collaboration could help to inform their final product. Alternatively, the students could upload their reviews to YouTube, which could be another suitable social networking site.

[Forum Reflection 3.2]

Challenges of Using Digital Literature in the Classroom

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I honed in on the iPed model when contemplating this question. Following a model, such as this, to structure each experience will ensure the learning experience is intentional and valuable, which can enhance student learning and confidence (Mills and Levido, 2011). I thought this approach had some similarities with what was suggested by Walker, Jameson and Ryan; to connect the academic learning with the students’ own experiences (2010). Despite the readings centering on different aspects of digital literacy and learning, they both suggest that connecting with the students’ world will enhance engagement and motivation. This is not a new concept but it is important to remember when preparing to alter our teaching pedagogy to more successfully embed digital practices and tools.

 

References:

Mills, K.A., & Levido, A. (2011). iPed: pedagogy for digital text production. The Reading Teacher, 65(1), 80-91, DOI: 10.1598/RT.65.1.11

Walker, S., Jameson, J., & Ryan, M. (2010). Skills and strategies for e-learning in a participatory culture (Ch. 15). In R. Sharpe, H. Beetham, & S. Freitas (Eds.), Rethinking learning for a digital age: How learners are shaping their own experiences (pp. 212-224). New York, NY: Routledge

 

[Forum Reflection: Module 2.3]

Trends in Digital Literature

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Use of digital literature in the classroom can definitely be challenging in terms of access to technology and digital information for staff and students who are up against firewalls, restrictions and resourcing constraints. With time and increased investment in the power of digital tools, hopefully many schools will see a shift in this area and be better equipped to open up those lines of information.

I really loved hearing the insights from a range of professionals and experts in the field of digital technology and learning in the “Learning 2030: From books and screen” panel discussion. The enablers, barriers and possibilities explored during this discussion were interesting to hear. One reoccurring point was the need for teachers to be upskilled – for some sort of professional development to occur when implementing new ways of working with technology in the classroom (The Agenda with Steve Paikin, 2013). I see this need daily. Some teachers are very fearful of using technology because they feel they will lose control of the classroom; whether that be in terms of behaviour management and control of what the students are accessing or control of the teaching because it becomes more student driven. Some teachers are just unfamiliar with the devices or adverse to change due to the constant changing nature of the profession. There must be substantial investment, sector-wide, in developing teachers’ skills and confidence in using digital mediums as effective teaching tools.

I discovered a great article (New directions for early literacy in a digital age: The iPad) that covers many of the opportunities and challenges of using digital tools in the classroom. Ultimately, to get the most of digital tools (including digital literature) we need to integrate it into the curriculum not simply use it as a substitute for our current ways of teaching and learning. The study found that the use of iPads in the classroom didn’t just have impacts on engagement and learning but had flow-on effects for students on a social level, where peers changed how they perceived each other according to their digital interactions and digital behaviours (Flewitt, Messer, and Kucirkova, 2015).

Another great read, which I’m still trying to get my hands on (can’t seem to access the full article), is Hypertext, Hypermedia by Raine Koskimaa. It sounds like it would be an excellent resource that looks at highly interactive digital literature and its different forms. Koskimaa’s early work The challenge of cybertext: teaching literature in the digital world, even though now 10 years old, highlights some important and still relevant points about teaching literacy through these new and emerging modes. Koskimaa suggests that we should acknowledge the challenges that digital literature may bring to teaching but ultimately, we need to embrace these changes and look at the potential for growth that is on offer.

 

References

Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310. doi: 10.1177/1468798414533560

Koskimaa, R. (2007). The challenge of cybertext: teaching literature in the digital world. Arts and Humanities in Higher Education, 6(2), 169-185. doi: 10.1177/1474022207076826

The Agenda with Steve Paikin. (2013, October 4). Learning 2030: From Books to Screen [Video file]. Retrieved from https://www.youtube.com/watch?v=215NPpHsQPk&feature=youtu.be

 

[Forum Reflection: Module 1.3]

Evaluating Digitally Reproduced Stories

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Some of the literature identifies the enhancements digital literature can offer and others highlight the potential barriers readers might encounter. Walsh (2013) and Lamb (2011) seem to support each other when discussing the future of digital texts. Lamb (2011) speaks of transmedia, while Walsh (2013) speaks of hybrid texts but both are discussing the same concept, that of engaging students with content outside of the text. I find this particularly interesting, as the addition of author’s websites, blog posts, maps, videos, and other participatory elements has such potential in enhancing the overall reading experience. At a time where reading seems less appealing to students (the ever constant battle between technology and the ol’ paper back), exploring a text in different formats and media can help to engage readers and contribute to expanding the whole reading experience.

The important point to note is to ensure this type of reading is integrated and not incidental. If integrated across the curriculum, the potential for creating diverse and inclusive learning experiences is vast. When selecting text for students, teachers and teacher librarians must be careful in selecting authentic and high quality text. Lamb (2011) and Jabr (2013) both identify that if the text offers too much freedom of navigation (or digital literacy skills are not adequately addressed), then readers might become lost in the text, which can inhibit reading comprehension. Definitely something to be mindful of. Technology has increased the accessibility of multidimensional text but has also allowed easier publication of narratives that might be of varying quality.

 

[Forum Reflection: Module 1.2]

INF533 Assessment Item 3: Digital Storytelling Topic Proposal

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Digital Storytelling Topic Proposal

  • Proposal topic: The Aboriginal Freedom Rides
  • Digital tools: Adobe Premier Pro and After Effects to create a video, then WireWax to transform the video into an interactive video.

  • Rationale:

The interactive digital story will track the journey of the 1965 Freedom Rides in Australia. The Freedom Rides were led by Charles Perkins and the Student Action for Aborigines activist group from the University of Sydney (AIATSIS, 2014). This story will present and explore the major participants, their motivation, effects and the legacy.

This digital artefact will act as a model for Year 10 History students who are completing the Australian Curriculum unit Rights and Freedoms. The accompanying assessment task for this unit requires students to explore a significant individual or event related to the Aboriginal civil rights movement. Students are then required to create an interactive story in groups of three and share their creations via the class Yammer group via Microsoft Office 365. Students can create their story using any movie editing software they are comfortable with; for example, Windows Movie Maker, Apple’s iMovie or the Adobe suite. Students will then upload their video to WireWax and create interactive overlays to explore their topic in more detail.

This project aligns with the Australian Curriculum General Capabilities, which require students to engage with digital texts and develop their ICT capabilities (Queensland Curriculum & Assessment Authority, 2015). History provides students with unique opportunities to experience primary and secondary sources in printed and digital environments. By enhancing digital formats with interactivity, the historical inquiry experience can be heightened. This task will also meet the needs of the Information and Communication Technology Capability learning continuum. Specifically, the task will meet the following two sub-elements of Level 6; “select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation” and “select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge” (Australian Curriculum, Assessment and Reporting Authority, n.d.).

The interactive story will include the following elements:

  • Written story
  • Audio features
  • Video footage
  • Images
  • Links to external sources of information and primary sources
  • Map
  • Embedded interactive quiz from Wizer
  • Branching features may also be included.

 

References

AIATSIS. (2014). Commemorating the Freedom Ride. Retrieved from https://aiatsis.gov.au/exhibitions/1965-freedom-ride

Australian Curriculum, Assessment and Reporting Authority. (n.d.). Information and Communication Technology Capability learning continuum. Retrieved from https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

Queensland Curriculum & Assessment Authority. (2015). Year 10 History Australian Curriculum in Queensland. Retrieved from https://www.qcaa.qld.edu.au/downloads/p_10/ac_history_yr10.pdf