An educational professional, especially a teacher librarian, has a unique set of responsibilities in digital environments – first, to lead through informed evaluation, judicious selection, and provision of access to learning resources. To add to that, they must then findRead more…
Module 5.2 – Part 4: The Redefinition Stage
Using Puentedura’s (2011) SAMR (Substitution, Augmentation, Modification, Redefinition) framework as a guide, let me take you on a four-part journey through my adventures in digital storytelling over the last fifteen years. I am most definitely hitting the Redefinition stage nowRead more…
Module 5.2 – Part 3: The Modification Stage
Using Puentedura’s (2011) SAMR (Substitution, Augmentation, Modification, Redefinition) framework as a guide, let me take you on a four-part journey through my adventures in digital storytelling over the last fifteen years. In 2012, I commenced work with a group ofRead more…
Module 5.2 – Part 2: The Augmentation Stage
Using Puentedura’s (2011) SAMR (Substitution, Augmentation, Modification, Redefinition) framework as a guide, let me take you on a four-part journey through my adventures in digital storytelling over the last fifteen years. In 2015 and 2016, I set up an activityRead more…
DSP Tools – Reflections from Module 4.2
Why incorporate digital texts and storytelling into your programs? As Bjorgen (2010) mentions, the most important ‘why’ for incorporating digital texts and DSP into programs at a primary level is the potential for boundary crossing. The transference of cultural codesRead more…
Digital Storytelling – Reflections from Module 4.1
What questions (or answers) have formed in your mind in relation to digital storytelling? The concept of digital storytelling appearing to be promoted as an entity that is non-linear (Handler Miller, 2020) was problematic to me at first. I wonderedRead more…
Bridging The Gap: Digital Literature vs Print Media
A decade ago, the research was dominated by papers demonstrating that students (generally in higher education) did not retain as much information from reading digital non-fiction as they did print. Is the broadening of research in this field to examineRead more…
BookTok, Bookstagram, and GoodReads In My Practice
Can you think of any ways you could incorporate social networking sites for literature organisation and access, such as GoodReads or LibraryThing, or other online communities such as #BookTok, into your practice? How do you think your students would respond?Read more…