I understand digital literature to be online, interactive, multimodal and globally accessible through Web 2.0 (Darnton, 2009). There are many devices that can be used to access digital literature including mobile phones, laptops, tablets, Chromebooks and Kindles to name a few. Digital literature is different than traditional paper and ink books (Sadokieski, 2013). Digital literature includes additional features that amplify content (James & De Kock, 2013). Hyperlinks, music, narration, word tagging, the ability to change the font, backlighting, highlight, bookmark, easily share, annotate and listen to text are some of the many features that digital literature affords readers and writers (Lamb, 2011) (Walsh, 2013). 

I have accessed digital literature through iPad Apps, Google Play Apps, online programs and online library consortiums in my teaching role. I support students from Kindergarten to Grade 8 and my observation has been that generally students are engaged with technology. As a teacher, online apps also provide educators with assessment data, such as how many books students have read, collect comprehension data and teachers can quickly change students’ reading level through a dashboard. Students are also give more control as they are able to select books based on genre or area of interest. Digital literacy supports teachers ability to differentiate instruction and support universal design for instruction as well as provide students with autonomy.

In the primary grades, I have used Youtube to teach Jolly Phonics, Alphabet Songs, letter sounds, and access read-aloud stories. Bookflix and Story Online and great websites that I have used to play a read aloud on the large interactive panel. A benefit to using the large interactive monitor to play a read-aloud is that students can clearly see the print and illustrations, rather than the teacher holding a physical book for a read-aloud. 

Ipad applications such as Raz Kids has a gamification element to support students’ reading motivation. As students continue to read they will accumulate points. Students then challenge themselves to read more books. Each book has a read to me option, then students are able to read the book independently afterwards, finally there is a set of five comprehension questions for the student to complete. The program tracks students progress, the classroom teacher can quickly see if students reading levels need be altered to meet students needs. 

I have also used programs that allow students to have the opportunity to be creators of digital literacy as authors. Book Creator is a great tool  for primary and junior students; it provides interactive features and tools to write a picture book. Authors are able to change the font and illustrations with simple tools and minimal instruction. The program is linked to Google allowing students to quickly and easily share their writing with their teacher. Flipsnack is a program that is best for intermediate students as it has more technical features. Students can design their own magazine or book with detail and creative layouts. This program is also linked with Google and allows students to share their work on Youtube. 

Digital literature is evolving and changing the way educators and students access and create literature. Teachers need to determine what it is they want to achieve in a literacy lesson and demonstrate to students how to curate literature through critical thinking and analysis (Yokota & Teale, 2014). Although students may be reading more from a screen than a book in their hand, the basis of reading requires different skills (Leu, 2015). Students need to learn how to access literature and use the various features to support their learning (Leu, 2011). Through the course, I hope to learn how to support students develop skills necessary to analyze and create digital literature.

References

Darnton, R. (2009). The information landscape, Chapter 2 in The case for books by Robert Darnton,  New York: Pubic Affairs pp. 21-41 http://csuau.eblib.com/patron/FullRecord.aspx?p=496489    PDF Chapter Two

James, R. & De Kock, L. (2013). The digital david and the gutenberg goliath: the rise of the ‘enhanced’e-book. English Academy Review, 30(1), pp. 107-123. http://dx.doi.org/10.1080/10131752.2013.783394

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

Leu, D.J, Forzani, E.,Timbrell, N. et al (2015) Seeing the forest, not the trees: Essential technologies for literacy in the primary-grade and upper elementrary-grade classroom. Reading Teacher, 69(2) 139-145

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

Yokota, J. & Teale, W. H. (2014). Picture books and the digital world: educators making informed choices. The Reading Teacher, 34(6). Retrieved from http://www.academia.edu/3886534/Picture_Books_and_the_Digital_World_Educators_Making_Informed_Choices