Current and emerging trends in digital literature are supporting students learning and engagement through social media platforms with features that support the needs of all learners and integrates curriculum using technology. Literature in digital environments has increased access to books and the ability to collaborate and interact with authors. Social media platforms facilitate users sharing and creation of text. Interactive features beyond the pages of a traditional book have enriched the reader’s experience through engaging graphics, music, narration, gamification and accessibility functions to support the needs of all learners (Combes, 2016). The growth and expansion of digital text have transformed the way educators engage with the curriculum and implement effective pedagogy into the classroom. These trends support digital natives learning in the classroom and beyond the school through interactions on Web 2.0. As technology continues to evolve, reading and creating open-source literature will support student’s storytelling experiences.
Social media platforms facilitate how students are able to share and organize a story. Platforms such as Twitter, YouTube and Snapchat can be used to communicate to a real-world authentic audience. Social media enables online discussion between students and educators from all over the world (Clowes, 2019). Students have the power to share their perspectives and to collaborate, building on others’ ideas. Students are able to communicate with authors through author websites to share ideas for future books, write comments and recommend alternative endings (Clowes, 2019). Social media platforms enable students to connect with authors and comment on stories. However, teachers must educate students on how to interact online with Web 2.0 and practice responsible digital citizenship. Educators need to be diligent to teach students how to responsibly engage using social media (Clowes, 2019). Students must learn through explicit instruction and practice how to engage online using social media platforms.
Digital literature increases access to text that supports all learners. Digital literature includes additional features that amplify content (James & De Kock, 2013). Students have options such as narration, hyperlinks, music, bookmark, highlight, annotation, word tagging, changing font and backlighting. These options allow readers to tailor their reading experience to meet their individual needs (Clowes, 2019). All these interactive features allow the reader to adopt the text to suit their individual needs. According to Prensky (2001) students today are called digital natives and have grown up with technology in their hands, as a result, their learning style and needs align with the use of technology. There are many reading applications that engage students through graphics, animation and variable multimedia (Clowes, 2019). Students in classrooms today learn differently, technology meets their learning needs and motivates them (Prensky, 2001). Beyond technology, digital literacy creates equity through universal design, each student gets what they need to learn (Ministry of Education, 2013). Students can demonstrate their learning beyond pencil and paper using digital literacy creation tools. Students are able to deeply construct meaning from a text, by tailoring their digital literacy reading experience according to their needs. The functionality, accessibility options and multimedia features support the learning needs of all students.
Digital literature can be introduced into the classroom through online reading apps and programs such as Sora, Raz Kids and Bookflix to support instruction across the curriculum. There are a variety of e-books, interactive and enhanced books to support student learning for all content areas. Additionally, students can create digital stories to demonstrate their learning. Programs such as WeVideo, Stop Motion Animation, DoInk and Book Creator are tools that have been used to support the creation of digital literacy in the classroom (Clowes, 2019). Students are engaged in their learning while using and creating digital literature. The Ontario curriculum has not evolved to include the use of digital tools as a recommended method for students to demonstrate learning. Students are engaged and excited about using technology (Clowes, 2019). Students can demonstrate their learning for drama, oral language and social studies curriculum through the creation of a stop motion animation video. Many curriculum connections can be integrated to effectively and efficiently cover curriculum content. Educators are encouraged to teach the curriculum, through the use of digital literacy and technology.
This critical reflection is evidence of the value of social media, integrating digital literacy in the classroom to support all learners and a method to deliver the curriculum using engaging resources. Student collaboration through online social media platforms allows students to learn from others across the globe expanding their perspectives. Prensky’s (2001) research informs educators to utilize technology to support students. Digital literacy is a method for educators to deliver curriculum and engage learners.
References
Clowes, S. (2019, September 25). Module 5 interactive authoring tools [Online blog post]. Retrieved from Charles Sturt University Thinkspace website: https://thinkspace.csu.edu.au/sclowe01/wp-admin/post.php?post=580&action=edit
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
Ontario Ministry of Education. (2013). Learning for All: A Guide for Effective Assessment and Instruction for all students from Kindergarten to Grade 12. Queens’ Printer for Ontario. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/learningforall2013.pdf
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. 9(5), Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf