INF 533: Assessment Blog Task
Using your readings and interaction with the subject to date, develop a statement about your current knowledge and understanding of concepts and practices in digital literature environments, tools and uses, within the context of your work or professional circumstances.
In these unprecedented times, digital world has made it possible for professionals to work from home and students to learn from home making education more accessible and flexible. However, when it comes to reading, I personally prefer reading the traditional way as compared to digitally. For me, browsing a bookstore or library and flicking through books is a social, embodied experience whereas clicking on the screen is not (Sadokierski, 2013).
I am a teacher librarian at K-6 Independent school where there are no eBooks for students or teachers. As a result of this, many children lost access to books during pandemic as some students did not have adequate books to read at home. This has left us to think about the need to provide digital literature to our students. However, the school has subscription for Reading Eggs and ClickView. Leu (2011, p.6) suggests, literacy is dietic and the traditional nature of literacy will require us to continuously rethink traditional notions of literacy.
Since my experience with using digital literature is limited, I look forward to gain understanding and using it effectively in future. The timing for this course is perfect, in the sense, that it has further emphasised the need for incorporating digital literature in our teaching.
Technology can now be a tool, but it will be incorrect to assume that teachers and students are already digitally literate. The internet has become a fundamental part of information, education and entertainment and therefore ICT should not be taught as a separate subject but should be integrated into all key learning areas. Lamb (2011, p.15) suggests that social technology has become a core element of transmedia storytelling for young adults.
Digital technologies have provided greater access to larger amounts of information, it is our role as teacher librarian to teach students the efficient use of information skills. Digital citizenship is an umbrella term that broadly covers responsible, appropriate behaviour when using technology. But specifically, it can cover anything from “netiquette” to cyber bullying; technology access and the digital divide; online safety and privacy; copyright, plagiarism, and digital law, and more.
Leu (2011, p.6) points out that online reading comprehension is not isomorphic with offline reading comprehension; additional practices, skills, and strategies appear to be required (as cited in Coiro & Dobler, 2007; Leu, Zawilinski, et al., 2007). As teachers we need identify and classify what is quality literature within all the digital variations available (Walsh, 2013, p.186). When using the print or digital version, it is necessary to consider whether it will enhance students ’understanding and motivate students’ to read and respond further.
Last year for Book week, we used Scholastic story starters web page for students to create their own story. Students were very engaged and innovative in creating the digital version of their story. It was very encouraging to see that students of all abilities participated enthusiastically and were able to express their story using the prompts.
I am looking forward to gain further understanding and apply this knowledge in my role as a teacher librarian.
References
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214–257
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
Leu, D.J. et al (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum. Journal of Adolescent & Adult Literacy, 55(1)5-14. Doi: 10.1598/JAAL.55.1.1
Sadokierski, Z. (2013, November 12). What is a book in the digital age? [Web log post]. Retrieved from http://theconversation.com/what-is-a-book-in-the-digital-age-19071
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). https://doms.csu.edu.au/csu/file/863c5c8d-9f3f-439f-a7e3-2c2c67ddbfa8/1/ALiteratureCompanionforTeachers.pdf