A summary of my thinking after Week One…

I think the overarching question to guide this discussion in my mind has been, how well do readers ‘know’ the information they consume instead of just ‘remembering’ it? It is possible to surmise that in ‘knowing’ the information a reader has gone through processes of metacognition necessary for comprehension, retention and possible application (Jabr, 2013).  For example, digital narratives where the reader has control over the order in which they are exposed to key events in the story can affect accuracy of recall, as can use of transmedia texts that use a non-linear structure (Lamb, 2011), whereas the orientation of text in a physical book sets a reader up to recognise a linear chain of events.

The ’knowing’ of information in pre-literate children (and setting up of dispositions towards later learning) is in part rooted in the interaction they have with carers and peers with the narrative as a discursive topic. Therefore, the degree to which a digital narrative can foster discussion about the content rather than the functionality of a program is a key element in evaluating digital narratives aimed at young readers (Dobler, 2013).

Still focusing on the P-12 space, the elements involved in evaluation of digital narratives will differ depending on whether it is a technology-focussed practitioner or a literacy-focussed practitioner who is doing the evaluating. The former will likely be looking at the functionality of the platform (including those that enhance student capabilities in digital literacies) and accessibility issues, whereas the latter will be looking at which literacy outcomes (including digital literacies) will be supported. Neither is more valid than the other; a balanced evaluation from both perspectives stands to benefit students as users (McGeehan, Chambers and Nowakowski, 2018).

Dobler, E. (2013). Looking beyond the screen: Evaluating the quality of digital books. Reading Today, 30(5), 20-21.

Jabr, F. (2013). The reading brain in the digital age: The science of paper versus screens. Scientific American. http://www.scientificamerican.com/article/reading-paper-screens/

Lamb, A. (2011). Reading redefined for a transmedia universe. Learning and Leading with Technology, 39(3), 12-17.

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