5.1 Introduction to Literature in the Digital Environment

The advent of digital technologies has transformed the way literature is consumed, produced, and taught. Module 5 begins by outlining the scope of digital literature, focusing on the integration of multimodal elements such as text, images, sound, and interactivity. These changes challenge traditional definitions of literature and raise questions about what constitutes a “book” in the digital age.

Key Points:

• Multimodality: Digital literature combines multiple forms of media, such as text, visuals, audio, and interactivity, to create engaging narratives.
• Formats: Examples include e-books, interactive apps, augmented reality (AR) books, and digital storytelling platforms.
• Potential Benefits: These formats can foster engagement, support diverse learners, and provide access to a wide range of content.
• Challenges: Educators and librarians must evaluate the quality and educational value of digital formats, as not all are designed with learning objectives in mind.

5.2 Digital Texts and Multimodal Storytelling

Digital texts leverage technology to extend storytelling beyond traditional formats. This section explores the characteristics of e-books, augmented reality books, and digital storytelling platforms. It highlights how these formats can enrich the reader’s experience and enhance literacy development.

Key Features of Digital Texts:

• Interactive Elements: Features such as animations, touch-sensitive hotspots, and audio narration provide a dynamic reading experience.
• Augmented Reality (AR): AR books, like Between Worlds, use apps to project 3D images and soundscapes, immersing readers in the story.
• Hybrid Formats: Some digital texts blend gaming elements with narrative, appealing to reluctant readers and fostering creativity.

Pedagogical Considerations:

• Educational Value: Effective digital texts align with curriculum goals and support literacy skills, including comprehension and critical thinking.
• Cognitive Load: Overly complex or distracting features can hinder learning and reduce engagement with the narrative.
• Accessibility: Digital formats offer opportunities to support diverse learners, including those with disabilities, by providing alternative means of interaction and comprehension.

5.3 Implications for Educators and Librarians

This section examines the role of educators and librarians in integrating digital literature into learning environments. It discusses strategies for selecting high-quality digital texts and promoting their use in classrooms and libraries.

Key Strategies:

• Evaluation Criteria: Librarians and educators should assess digital books based on factors such as narrative quality, interactivity, and alignment with learning outcomes.
• Promoting Engagement: Activities like book clubs, AR-enhanced storytelling sessions, and collaborative projects can promote a love of reading.
• Balancing Formats: While digital books offer unique benefits, traditional print texts remain valuable for deep comprehension and tactile engagement.

Ethical Considerations:

• Data Privacy: Many digital platforms collect user data, raising concerns about privacy and security.
• Equity of Access: Ensuring all students have access to digital resources is crucial for promoting inclusivity.

Paraphrased Summaries of Articles

1. Adam Savage’s Tested (2016):

• Explores the transformative potential of augmented reality (AR) and virtual reality (VR) in storytelling.
• Highlights how AR and VR create immersive experiences by integrating physical books with digital overlays.
• Emphasises the ability of AR to bridge traditional and digital formats, expanding narrative possibilities.
• Suggests AR tools enable a deeper engagement with stories through interactive elements.
• Discusses how these technologies could shape the future of reading by blending media forms.

2. Anderson, P. (2017):

• Identifies trends in children’s reading apps, including gamification and interactive storytelling.
• Emphasises the role of apps in blending educational content with entertainment to encourage reading.
• Notes the importance of designing age-appropriate and curriculum-aligned tools.
• Highlights examples of successful apps that integrate literacy goals into engaging experiences.
• Warns against apps that prioritise entertainment over educational value, potentially distracting readers.

3. Cullen, M. (2015):

• Discusses how interactive media transforms children’s learning by making it more participatory.
• Explores the use of gamified tasks, such as puzzles and interactive storytelling, to boost engagement.
• Warns about overstimulating interfaces that may reduce focus and critical thinking.
• Argues for the balance between interactive elements and narrative coherence.
• Highlights the need for educators to evaluate tools for their impact on literacy and comprehension.

4. Hamer, N. (2017):

• Focuses on the evolution of picture books designed for mobile platforms.
• Explores the integration of interactive features like animations and audio narration in storytelling.
• Stresses the need to ensure interactivity enhances rather than detracts from the narrative.
• Suggests that well-designed digital picture books align with developmental milestones.
• Discusses examples where interactivity supports literacy by engaging multiple senses.

5. Kat Stasiak (2011):

• Reflects on the adoption of e-books in classrooms and their potential to enhance learning.
• Highlights the advantages of digital formats for reaching diverse learners.
• Warns against assuming e-books inherently improve literacy without intentional teaching strategies.
• Suggests pairing digital books with guided discussions to maximise educational impact.
• Advocates for ongoing evaluation of digital resources to ensure quality and relevance.

6. Kucirkova, N. (2015):

• Examines the educational impact of digital books with interactive features.
• Highlights the importance of thoughtful design to enhance comprehension without causing distraction.
• Argues for aligning digital books with curriculum goals to support literacy development.
• Discusses examples where interactivity fosters engagement, such as voice narration and animations.
• Warns about poorly designed features that may hinder learning or disengage readers.

7. Laslocky, M. (2020):

• Explores fan fiction as a creative tool for enhancing writing skills.
• Highlights how reimagining familiar stories allows students to focus on narrative elements.
• Discusses fan fiction’s ability to foster confidence in writing through peer interaction and feedback.
• Argues that adapting known characters and worlds makes storytelling accessible for beginners.
• Suggests incorporating fan fiction into classrooms to support critical thinking and creativity.

8. MEdTL Podcasts: ETL402 Episode 3:

• Discusses strategies for integrating digital literature into classrooms to engage reluctant readers.
• Provides examples of AR apps and interactive e-books that align with literacy goals.
• Emphasises balancing digital tools with traditional reading to ensure comprehensive literacy development.
• Highlights the role of librarians and educators in guiding students toward quality digital resources.
• Stresses the importance of scaffolding digital content to match student abilities.

9. O’Sullivan, J. (2019):

• Argues that well-designed digital literature can rival traditional books in quality and engagement.
• Critiques e-books that prioritise flashy features over narrative coherence.
• Celebrates platforms that integrate text, visuals, and interactivity to enrich storytelling.
• Highlights the potential for digital formats to foster deeper connections with readers.
• Discusses the role of digital books in promoting diverse voices and stories.

10. Penguin Teen (2016):

• Reviews the Between Worlds book trailer, showcasing its AR-enhanced storytelling approach.
• Explores how AR tools create immersive narratives by extending the story beyond the page.
• Highlights the interactive features that allow readers to engage with characters and settings.
• Demonstrates how blending traditional books with digital tools appeals to young adult audiences.
• Suggests AR can drive interest in reading by merging technology with literature.

11. Sargeant, B. (2015):

• Differentiates between e-books and book apps, explaining their unique features and applications.
• Highlights the potential of e-books to mimic traditional reading experiences while adding interactivity.
• Discusses book apps that combine animations, games, and narrative for a dynamic experience.
• Stresses the importance of evaluating digital resources for their alignment with educational goals.
• Argues for the thoughtful integration of digital formats into literacy programs.

12. Sparks, S. D. (2021):

• Compares the comprehension and engagement differences between screen-based and print reading.
• Finds that print books often lead to deeper understanding due to fewer distractions.
• Highlights the accessibility and convenience of digital formats for diverse learners.
• Discusses strategies for balancing digital and print resources to maximise learning outcomes.
• Warns against over-reliance on screens, advocating for varied reading experiences.

13. Strange, A. (2018):

• Discusses how AR is revitalising classic children’s literature, such as Peter Rabbit.
• Highlights AR’s ability to introduce timeless stories to new audiences with innovative features.
• Emphasises blending nostalgia with modern technology to engage young readers.
• Explores how AR enhances comprehension by adding visual and interactive elements to the narrative.
• Suggests AR adaptations can bridge generational gaps in literature appreciation.

14. Taylor, A. (2018):

• Explores how AR technology can make books more engaging for young readers.
• Highlights examples of AR storytelling that combine tactile and visual interactivity.
• Advocates for using AR to connect traditional and digital literacies.
• Discusses how AR tools can appeal to reluctant readers by creating immersive experiences.
• Stresses the need for educators to evaluate the educational value of AR-enhanced books.

15. Yokota, J., & Teale, W. H. (2014):

• Critiques the rise of digital picture books, exploring their impact on literacy development.
• Highlights the potential of interactivity to enhance learning if designed thoughtfully.
• Warns against poorly executed features that may detract from narrative comprehension.
• Discusses criteria for evaluating digital books, focusing on alignment with literacy goals.
• Advocates for integrating digital picture books into diverse learning environments.

16. Zapal, H. (2021):

• Introduces fan fiction as a creative writing tool for developing narrative skills.
• Highlights how adapting familiar stories enables students to explore storytelling.
• Emphasises fan fiction’s role in fostering confidence through peer feedback.
• Discusses its potential to engage reluctant writers by leveraging their interests.
• Suggests fan fiction can support critical thinking and collaborative learning.

5.1 Discussion: Trends in an Educational Setting

Integration of Augmented Reality (AR) in Storytelling

One trend I have observed in school is the increasing use of augmented reality (AR). For example, apps such as AR-enhanced picture books have been used to engage students in immersive storytelling experiences. These tools overlay digital elements onto physical texts, allowing readers to interact with characters, explore settings, and engage with narrative elements beyond the page.

Reflection on the Trend

1. Enhanced Engagement:
   • AR’s interactive features captivate students by blending technology with traditional reading. This can be particularly beneficial for reluctant readers or those with diverse learning needs, as it adds an element of play and exploration to the reading experience.
2. Multimodal Literacy Development:
   • Students learn to navigate and interpret stories across multiple formats (text, visuals, and sound), developing critical thinking and digital literacy alongside traditional literacy skills.
3. Appeal to a Digital-Native Generation:
   • Younger readers, familiar with digital technology, often find AR tools more engaging. This familiarity enhances their comfort with emerging formats and encourages deeper interaction with content.
4. Potential Challenges:
   • AR books and apps require access to devices and reliable internet, which can create barriers for schools with limited resources.
   • There’s a risk of prioritising entertainment over educational value if tools are not carefully selected or aligned with curriculum goals.

Shaping Future Library Services

The rise of AR storytelling has significant implications for future library services:

• Diverse Collections: Libraries will need to curate digital resources alongside print, including AR books, interactive e-books, and story apps.
• Technology Integration: Investing in devices and infrastructure to support AR and other digital tools will be essential to maximise access.
• Professional Development: Librarians and educators must be trained to evaluate and use AR tools effectively, ensuring they enhance, rather than distract from, the reading experience.
• Programming and Events: Libraries can host AR story sessions or workshops where students interact with AR books and even create their own AR-based narratives.
• Equity Focus: Libraries must address accessibility challenges by offering shared devices or finding cost-effective digital tools to include all learners.

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5.1 Question:

How much of this is experiential play and how much is actual literacy ie. engaging with and making meaning from information on the screen? ICDL (n.d.) questions the veracity of the term ‘digital native’. Browse The fallacy of the ‘digital native’ (https://icdleurope.org/policy-and-publications/the-fallacy-of-the-digital-native/) to inform your deliberations.

The balance between experiential play and actual literacy in digital engagement, particularly for young children, is a highly debated issue. While technologies like iPads and apps for children claim to enhance learning, their effectiveness in developing this true literacy—engaging with and making meaning from information—varies significantly.

Experiential Play vs Actual Literacy

1. Experiential Play:
   • Many apps and digital platforms designed for young users emphasise sensory engagement and cause-and-effect interactions, such as swiping, tapping, and matching patterns.
   • While these activities develop motor skills, visual recognition, and basic problem-solving abilities, they often lack depth in terms of critical thinking or comprehension.
   • For instance, interactive storybooks may feature animations that entertain rather than encourage children to engage with the narrative meaningfully.
2. Actual Literacy:
   • True literacy involves reading, interpreting, and critically analysing content. It also includes developing vocabulary, understanding context, and deriving meaning.
   • Effective digital tools for literacy should prioritise text comprehension, narrative engagement, and opportunities for children to create or reflect on what they’ve learned.

The Fallacy of the ‘Digital Native’

The International Children’s Digital Library (ICDL) challenges the notion that today’s children, often termed “digital natives,” are inherently adept at navigating digital content for meaningful learning:

• Exposure ≠ Proficiency: While children may intuitively interact with devices, this doesn’t mean they understand or critically engage with the content. Familiarity with touchscreens often masks gaps in deeper cognitive engagement.
• Guidance is Crucial: Without proper guidance from parents or educators, children may prioritise entertainment over learning, limiting their ability to extract meaningful information.

Deliberations

Digital platforms often blur the lines between experiential play and literacy. For example:

• Play-Dominated Apps: Many early learning apps are gamified, focusing on rewards and interactions rather than building substantive skills. For instance, a counting app might help children recognise numbers but fail to create a deeper understanding of mathematical concepts.
• Literacy-Focused Tools: Platforms like Raz-Kids or Epic! balance play and learning by combining interactive reading features with comprehension questions, developing both engagement and literacy.

Implications for Educators and Parents

To ensure digital tools promote literacy, educators and parents should:

• Select Tools Wisely: Prioritise apps and platforms that emphasise reading comprehension, narrative development, and critical thinking over flashy graphics and gamification.
• Facilitate Active Engagement: Guide children to interact meaningfully with digital texts, encouraging discussions about the content rather than passively consuming animations or sounds.
• Balance Screen Time: Complement digital learning with traditional reading and interactive play to support holistic development.

While experiential play can introduce foundational skills and capture children’s attention, true literacy development requires intentional engagement with meaningful content. The “digital native” label oversimplifies this dynamic, highlighting the need for thoughtful integration of technology into learning environments.

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5.2 Reflection

Think about how you process information and read. Are young people any different? Do they use technology differently to older people? Have ebooks ‘taken off’ in your school? What reasons could explain this?

How I Process Information and Read

I process information through a mix of traditional and digital means. While I value the tactile experience of print books for in-depth reading, I also use digital formats for convenience, accessibility, and multitasking. Digital resources allow for quick searches, hyperlinks to additional information, and multimodal learning (e.g., videos or interactive elements). However, I am mindful of distractions when reading on screens and try to stay focused by setting boundaries, such as disabling notifications.

Are Young People Any Different?

Young people, particularly those born into the digital age, approach information and reading differently. They are more accustomed to multitasking and consuming short-form, bite-sized content via social media and videos. This constant connectivity may influence their ability to engage deeply with lengthy texts, as noted in discussions around cognitive load in Section 5.2. However, young readers are often adept at navigating multimodal environments and integrating interactivity into their learning processes, which can enhance engagement if used effectively.

Do Young People Use Technology Differently to Older People?

Yes, young people tend to use technology in ways that reflect their immersion in a digital-first world. They are more likely to engage with interactive and visual content, such as augmented reality (AR) books or gamified apps, as discussed in Section 5.2. Unlike older generations who may use technology as a tool, younger individuals often view it as an integral part of their daily lives. This generational difference influences how they perceive and consume literature, with younger readers expecting interactivity and immediacy in digital formats.

Have eBooks ‘Taken Off’ in My School?

In my experience, eBooks have gained some traction but have not completely replaced traditional books. They are often used as supplementary resources rather than primary ones. The uptake tends to vary across age groups, with older students gravitating more towards eBooks for academic purposes, while younger students often prefer the tactile experience of print books.

Reasons for eBook Adoption (or Lack Thereof)

1. Access and Infrastructure: Not all students have equal access to devices or the internet, limiting the widespread use of eBooks. Schools need to ensure equitable access to technology for eBooks to be widely adopted.
2. Preference for Print: Many students and teachers still prefer print books for immersive reading, as print reduces distractions and supports deeper comprehension.
3. Engagement Levels: While eBooks offer interactivity, their use can sometimes overwhelm or distract students if not carefully designed. As mentioned in Section 5.2, poorly executed features can hinder narrative cohesion.
4. Educational Value: Teachers and librarians often prioritise high-quality, curriculum-aligned resources. If eBooks do not align with these goals, their adoption may be limited.
5. Cultural and Institutional Norms: Schools with a strong tradition of print libraries may be slower to embrace digital formats fully. In addtion to this, the lack of comprehensive training on using eBooks effectively might impede their integration.

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Discussions Module 5.2

Consider the computer-generated elements of the range of e-literature formats discussed in these readings. Which elements do you feel are of most relevance to a particular age group – early childhood, primary or secondary aged readers? Explain your reasoning.

Relevance of Computer-Generated Elements in E-Literature to Specific Age Groups

The computer-generated elements in e-literature formats offer different levels of engagement, interactivity, and educational value depending on the target age group. We can evaluate their relevance across age groups:

1. Early Childhood (Ages 0–5):

Key Computer-Generated Elements:

• Interactive Features: Touch-sensitive hotspots, animations, and sound effects.
• Audio Narration: Read-aloud options with highlighted text to support early literacy skills.
• Gamification: Simple puzzles or matching games embedded in the narrative.

Relevance:

• These elements cater to the sensory and exploratory nature of young children. Interactive features capture their attention and encourage engagement with the story.
• Audio narration supports emergent readers, helping them associate sounds with words and developing vocabulary.
• Gamified features encourage active participation, making reading fun while reinforcing basic literacy and motor skills.

Example: Children’s Books Online: The Rosetta Project offers beautifully illustrated public domain books that could appeal to early readers, especially when paired with narrated audio options.

2. Primary Age Group (Ages 6–11):

Key Computer-Generated Elements:

• Augmented Reality (AR): Visual enhancements that extend the physical book into a digital realm.
• Choice-Based Narratives: Stories where readers can influence the plot through decisions.
• Multimodal Texts: Integration of text, videos, and interactive maps.

Relevance:

• At this stage, children are developing their comprehension and critical thinking skills. Choice-based narratives engage them by fostering decision-making and agency within the story.
• AR and multimodal texts stimulate curiosity and deepen understanding, particularly when tied to curriculum topics (e.g., science or history).
• Formats like those offered by International Children’s Digital Library combine traditional storytelling with multimedia, which suits their growing ability to process complex information.

Example: Augmented reality books like Between Worlds provide immersive storytelling that aligns with the cognitive and imaginative capacities of this age group. These formats also appeal to reluctant readers by combining visual and interactive elements.

3. Secondary Age Group (Ages 12–18):

Key Computer-Generated Elements:

• Hypertextual Features: Links to external sources, allowing deep exploration of themes and concepts.
• Enhanced E-Books: Additional layers of information, such as author interviews, commentary, or multimedia content.
• Collaborative Platforms: Opportunities to engage with stories through shared experiences, such as fan fiction or online discussions.

Relevance:

• Secondary students benefit from features that allow deeper engagement with content, supporting critical analysis and research skills.
• Hypertextual features encourage exploration of broader contexts, such as historical or social issues.
• Collaborative platforms build community and creativity, allowing students to create and share their interpretations of texts.

Example: Project Gutenberg Australia offers access to a wide range of classic literature, suitable for secondary students. Pairing these texts with hyperlinked annotations and multimedia resources helps enhance comprehension and connects the literature to real-world contexts.

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5.3 Question to Ponder: The Influence of Book Apps and Ebooks on Storytelling

How Much Do Book Apps and Ebooks Define the Story?

Book apps and eBooks significantly shape the storytelling experience by integrating multimodal elements such as animations, sound effects, and interactive features. These elements extend traditional narratives into dynamic experiences but can also redefine the way stories are consumed and understood. For example:

1. Control and Agency: Interactive features allow readers to influence the narrative, such as in choice-based stories or gamified learning apps. This shifts the focus from linear storytelling to active participation.
2. Enhancement vs. Distraction: Thoughtful design enhances the narrative by immersing readers in the story, as seen in augmented reality (AR) books like Between Worlds. However, poorly designed apps risk overwhelming readers with unnecessary distractions that detract from the core narrative.
3. Access and Engagement: Book apps and eBooks offer accessibility to diverse learners, with features like text-to-speech, adjustable font sizes, and multilingual options. These tools can engage reluctant readers or those with specific learning needs.
4. Evolving Definitions of Literacy: By combining visual, auditory, and tactile elements, book apps challenge traditional notions of reading as a purely text-based activity. They promote multimodal literacy, which is increasingly relevant in today’s digital world.

Thoughts on the Use of Book Apps

The integration of digital features into storytelling reshapes how stories are presented and consumed. While these innovations provide new avenues for engagement, they also require careful curation to ensure they align with educational objectives, such as:

• Educational Value: The effectiveness of book apps depends on their alignment with literacy goals. Apps should prioritise narrative coherence and educational outcomes over flashy features.
• Cognitive Balance: Features that promote comprehension (e.g., audio narration, annotations) are valuable, but those that overload cognitive processing (e.g., excessive animations) should be avoided.
• Inclusivity: Book apps can level the playing field for diverse learners by offering customisable settings that cater to different abilities and preferences.

Implications for Practice

1. Selection Criteria:
   • Evaluate apps based on narrative quality, interactivity, and alignment with curriculum objectives.
   • Prioritise apps that enhance comprehension and critical thinking rather than those that entertain without purpose.
2. Promotion in Libraries:
   • Host workshops or demonstration sessions to introduce students and teachers to high-quality book apps.
   • Create curated lists of recommended apps for different age groups and reading levels.
3. Classroom Integration:
   • Use book apps as supplementary tools to support specific learning goals, such as vocabulary development, comprehension, or creative writing.
   • Encourage students to create their own interactive stories using digital tools, encouraging creativity and digital literacy.
4. Professional Development:
   • Provide training for educators and librarians on evaluating and using book apps effectively.
   • Stay updated on emerging trends in digital storytelling to identify innovative tools for engagement.

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