Blog Post 3: Flight Paths: a Networked Novel by Kate Pullinger and Chris Joseph (2012) 

Hooper and Herath (2014) divide the effects of online material on students into positive and negative outcomes: literally, students are reading more due to the quantity of online material, and they found that skimming abilities have increased. However, on the downside, they report readers’ lack of patience and a habit of scanning and shallow reading of facts, rather than comparing information across different websites/platforms. As such, the introduction of digital texts and multi modal forms allow students to ‘read’ using the skills in Bloom’s taxonomy skills, rather than simply passively receiving information. Additionally, digital texts have extended the definition of ‘literacy’: which now goes beyond simply the ability to read and write, to the ability to find, evaluate and use information from the media and additionally communication tools and networks (Lynch, 2019). Flight Paths uses images, sounds and texts to prompt the reader to move through each episode and follow Yacub and his transition to life in Dubai as an immigrant from Pakistan.  

‘Flight Paths: a Networked Novel by Kate Pullinger and Chris Joseph, in support of Refugee Week, follows Yacub and his transition to life in Dubai as an immigrant from Pakistan and his unusual meeting with a woman in a parking lot, to his home in the woman’s pantry.  It is divided into 6 very short episodes. Considering the way this story is formatted, and the level of technology that my students are accustomed to, I am not sure if Flight Paths would be enough to keep them intrigued. It is difficult to read it without thinking of ways in which the simple format could be improved, especially with resources now available online. 

Even though the sliding images at the beginning now feel very outdated, the theme of socio-economic inequalities and labour expectation is not. Yet for high school students, it is unclear whether they would be suitably interested in the characters used to tell the story.  As it lacks a narrator, imagery and different font styles are used to define which character is speaking, yet it fails to create an atmosphere beyond the language of the text. This is used to great effect with the introduction of the second character, the women who finds Yacub, where the imagery becomes more sophisticated with moving footage, and it becomes apparent that the creators wanted to visually create contrast between the two lives of the very different characters. I feel that the use of the woman going to the supermarket in the UK and worrying about her shopping is to establish the contrast between the life of the assumed reader in a developed country and the character of Yucub. The low-level ability text clashes with the sophisticated premise and context of the story.  

This work feels to me more like an artwork rather than a piece of literature. In this sense, I would get students to try to recreate a story in a similar way, by analysing ‘Flight Paths’ and how imagery has been used to take out the need for a narrator. Digital texts can be unique in how they can be used to foster critical thinking and reward technological literacy, but the main problem with this text is that it has not been able to stand up to the test of time, although with the speed of technological progress, this is not surprising. 

Word count: 555 

References 

Hooper, V. A & Herath, C. (2014) Is Google Making Us Stupid? The Impact of the Internet on Reading Behaviour. Bled eConference. Accessed on 19 Aug, 2023 from https://www.semanticscholar.org/paper/Is-Google-Making-Us-Stupid-The-Impact-of-the-on-Hooper-Herath/53cd8cd32d3fc2dce12e950f5161e949b1ed6c94 

Lynch, M. (2019) What are the 13 Types of Literacy? The Edvocate. Accessed on 09 Aug, 2023 from https://www.theedadvocate.org/what-are-the-13-types-of-literacy/ 

Pullinger, K. & Joseph, C. (2012) Flight Paths: a Networked Novel. Accessed on 09 Aug, 2023 from https://www.flightpaths.net/stories/yacubindubai.html 

Blog Post 2: Alan Bigelow “How to Rob a Bank” (2016)  

Literature resources and promotion was named as one of the most important topics for a teacher librarian in O’Connell’s (2014) study. I would like to argue that this also includes online literary texts. An electronic literary creation can be described as an artistic expression made from computer processes (Heckman, 2018). I think this could be an important genre to introduce to students, as in my experience, students are largely dependent on using Google search or social media as their only avenues of online behaviour. The prevalence of smartphones and similar devices has contributed to superficial reading habits and the habit of multitasking, which can overshadow the ability to engage in profound reading and sustain focus for extended periods. There is a strong need to encourage more in-depth reading habits. The Organisation for Economic Co-operation and Development (OECD, 2013) has discovered a decline in the academic performance of Australian 15-year-olds in reading comprehension, in contrast to the improving performance of their counterparts in other countries.  Students need to be exposed to a diverse range of literary materials for their intellectual growth. 

Alan Bigelow’s creation, “How to Rob a Bank” (2016) reimagines the Bonnie and Clyde story to suit the contemporary digital era. This piece can be experienced either on a smartphone or within a web browser, with users moving through the story by touching the screen or space bar. The storyline is uniquely told only through the interface of the main characters in iPhone web searches, text conversations, and interactions with various applications. The most convincing part of the story is how the main character’s frenetic changes between social technologies managed to convey his emotions and state of mind, as well as the main action. The speed keeps the story interesting as it moves through a string of surprises.  

The story is cut into search queries, applications downloaded, mobile games and text exchanges, resulting in a substantial volume of information despite the limited use of direct conversation. This storytelling technique offers an engaging insight into the characters’ thoughts and embraces a modern style of narrative presentation. Because of this method, this digital text cannot employ varied hypertext (beyond a next or back) and does not allow the reader to explore or make changes to the evolution of the narrative. We still need to answer the conundrum: how to have the sophistication of narrative and production alongside a level of interactivity and reader autonomy. 

The use of simple images from highly recognisable online interfaces to tell the story creates a string of indexical codes for the reader to derive meaning from, which gives the work a very ‘movie-like’ feel and tone. By making the reader connect the dots, the work becomes a higher order thinking skill, according to Bloom’s taxonomy (1956). Additionally, the suspense created between the images is truly funny (for example, the main character googles how to stop a female hostage from complaining after he kidnaps a woman from the bank).  

The work shares the elements of serious literature when we look at the fundamental theme or idea conveyed by the narrative which is closely intertwined with its structure: the concept of media plays a pivotal role. Throughout the entirety of the story, media remains an integral and essential component. The utilization of platforms like Instagram to display the places Ted and Elizabeth have visited, coupled with online maps and Google searches for directions, serves to offer readers insights into their locations, activities, and the progression of the robberies. Yet this also directs us to the realisation that all of this is achieved exclusively through the media accessible on their phones. “How To Rob a Bank” leverages our dependence on media, particularly through cell phones, to create a narrative that resonates with contemporary society. As cell phones have become indispensable in the lives of many, telling a story through this medium provides an intimate glimpse into the characters’ perspectives. Remarkably, Bigelow achieved this without relying heavily on written text or dialogue, instead utilizing instrumental cues in the background to complement each segment of the narrative. 

The character has to rely on a Google search to learn how to rob a bank; the irony of this is amusing and on top of this, the reader will have the knowledge that Google uses cookies to track online users – your online behaviour is recorded and can be used against you in a court of law.  He even uploads, and through this he is essentially promoting, his actual walk to the bank to rob it on Instagram complete with captions. 

It is subtly sophisticated as the work also effectively reflects the psychology of our online behaviour in the form of social mirror theory. Social mirror theory states that our own self-perception is dependent on how others respond to us (Fishwick, 2016). Attention paid to our social media posts is inevitably incorporated into our own level of self-worth, through a trend to believe that mundane, ordinary events are worthy of sharing, within a subconscious competition to win the approval of strangers. The user also performs another very recognisable behaviour in feigning happiness online. His girlfriend ignores his texts, yet he posts positive captions on Instagram. Each of these behaviors have been normalized, and the final irony is that the reader is being directed to this realisation by further use of their phone.  

Word count 914/1651 

Bigelow, A. (2016) How to Rob a Bank. Accessed on 06 August, 2023 from https://webyarns.com/fjfjjf/  

Bloom, B. S. (1956) Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: Davis McKay Co Inc. 

Fishwick, C. (2016) I, Narcissist – vanity, social media, and the human condition. The Guardian. Accessed on 08 August, 2023 from https://www.theguardian.com/world/2016/mar/17/i-narcissist-vanity-social-media-and-the-human-condition 

Heckman, D. S. (2018) Electronic Literature: Contexts and Policies. Literary Studies in the Digital Age: An Evolving Anthology. Accessed on 01 August, 2023 from https://cora.ucc.ie/items/4b5f6dc2-cbc0-4087-bd0a-44436513279e 

O’Connell, J (2014) Researcher’s Perspective: Is Teacher Librarianship in Crisis in Digital Environments? An Australian Perspective. School Libraries Worldwide. 20 (1) Accessed on 06 August, 2023 from https://heyjude.files.wordpress.com/2006/06/1oconnellfinalformatted1-19.pdf 

OECD (2013) A country note: Australia. Accessed on 06 August, 2023 from https://www.oecd.org/skills/piaac/Country%20note%20-%20Australia_final.pdf 

Blog Post 1: Duolingo 

Digital literature is generally agreed to encompass any narrative or poetic form using the specific characteristics of a computer device. In this definition, we can include apps and other learning resources (NSW Government: Education, 2022) as the digital form means that the narrative can be created by the user being guided through the learning space, and these depend on an electronic code to exist. They are not printable. None of the definitions for digital literature specify whether this narrative needs to be fictional or non-fictional, and indeed, there seems to be a blend in definitions between ‘multi-modal texts’ and ‘digital texts’. We can imagine these terms will continue to blur as technology progresses. As such, it is questionable whether it is ethical or relevant to compare such texts to literary and/or historical standards, especially when we look at what is the motivation behind making our words digital or not.  

School libraries could benefit language courses by supplying a range of materials to aid study (Vuzo, 2022).  Online resources have increased access to learning materials beyond the audio library of a school’s language department, often for free or at reduced rates. The low price of Duolingo is extremely competitive in comparison to purchasing popular new books in languages other than English which can be prohibitively expensive (Murphy, 2018). Duolingo offers a selection of 37 languages, including specialized courses like English for Arabic speakers with the aim to cater to learners both seeking to acquire a new language and those looking to reinforce their previous studies. Users can freely switch between different languages without any restrictions. Duolingo offers a sequential list of modules, each dedicated to specific topics such as grammar or themes. Within each module, there are multiple lessons, where a certain number of lessons must be completed to unlock the next set of modules. On average, each lesson takes about three to four minutes to finish. Lessons are largely drill activities presented by characters with little explicit grammar.  

The learning process mostly follows a chronological order, and offers the flexibility to revisit and redo previously completed lessons. This approach prevents skipping ahead to more challenging content before the user is ready. Earlier learned words and concepts resurface as the user progresses, while new words are highlighted. There is a placement test to make sure the lessons challenge the user, this and the app’s use of data created through its own users ensure that the Zone of Proximal Development is accurate (Levy Vygotsky, 1978). 

Lessons are based on reading to learn but in small chunks, which is based on Gough’s data driven model (Bruning et al, 1996) where letter by letter ,word by word analysis of the text leads to the understanding of the language’s structure. The lack of overt teaching of grammar and vocabulary encourages the student to use both contextual knowledge and definitional knowledge (Bruning et al, 1996.) The design of Duolingo is based on the theory of the spacing effect (Ebbinghaus, 1885) where shorter practices are encouraged over cramming. 

According to Reinders & Wattana’s research in 2015, digital games have the potential to reduce the emotional barriers and foster communication in second language (L2) classrooms. Their study of students with an online role-playing game named Ragnarok found that willingness to communicate (WTC) improved with game integration. Duolingo gives constant feedback, progress tracking along with rewards and scores to keep users motivated along with notifications. Leaderboards create the sense of competition. However, Duolingo is not a full-scale language-learning program. It does not have the content or diversity demanded by one. Worldwide, there is a consensus that students should engage in extensive reading of captivating texts to enhance their vocabulary, spelling, reading skills, and overall linguistic proficiency (Singkum & Chinwonno, 2021). The focus is on the production of structurally accurate sentences, as vocabulary sometimes feels randomly generated and at times it is impossible to rely on context for understanding. This means that it does sometimes have some very weird sentences which might confuse users such as: ‘The cows washed the dishes last night.’  

Duolingo’s lessons depend on the user working with translation of L1 to L2 and vice versa. Translation has been considered old-fashioned in a language class for decades. Academics have failed to conclude if it hinders the development of fluency and inhibits communicative language usage (Newson, 1998) or if it can be beneficial to language learning when used considerately. Uzawa’s (1996) study shows that students are more likely to adopt an ‘accurate by accurate sentence when involved in a translation activity. Yet the purpose of the grammar translation method was to help students read and understand foreign language literature (Larsen-Freeman, 2000) rather than fluency.  

Duolingo could be improved by more lengthy conversations for the user to work with. A chat AI feature could allow Duolingo to respond to the users’ language, as the user currently is always reproducing language with the structure and words that Duo gives. The user is never having to produce language as spontaneously as one would in a conversation. 

Word count: 839 

References: 

Bruning, R.H., Schraw, G. J., Ronning, R. R (1996) Cognitive Psychology and Instruction. Third Edition. Macmillan. 

Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology. New York: Dover.  

Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Second Edition. Oxford University Press.  

Murphy, P. H. (2018). School Libraries Addressing the Needs of ELL Students: Enhancing Language Acquisition, Confidence and Cultural Fluency in ELL Students by Developing a Targeted Collection and Enriching Your Makerspace. Knowledge Quest 46 (4). Accessed on 06 August, 2023 from https://eric.ed.gov/?id=EJ1171688  

Newson, D. (1988). Making the best of a bad job: The teaching and testing of translation. Paper presented at the Annual Meeting of the International Association for Teachers of English as a Foreign Language. Edinburgh, Scotland. Accessed on 06 August, 2023 from https://www.semanticscholar.org/paper/Making-the-Best-of-a-Bad-Job%3A-The-Teaching-and-of-Newson/c583b14375acb1f54803136e24358a6330d3e8fd 

Reinders, H. & Wattana, S. (2015). Affect and willingness to communicate in digital game-based learning. ReCALL, 27, (1) pp 38-57. Accessed on 02 August, 2023 from https://www.researchgate.net/publication/272004822_Affect_and_willingness_to_communicate_in_digital_game-based_learning 

Singkum, R. & Chinwonno, A. (2021). Implementing EFL Extensive Reading for Thai Vocational Students. Learn Journal: Language and Acquisition Research Network. Accessed on 02 August, 2023 from https://so04.tci-thaijo.org/index.php/LEARN/article/view/248690 

Uzawa, K. (1996). Second Language Learner’s Processes of L1 Writing, L2 Writing and Translation from L1 to L2. The Journal of Second Language Writing. 5 (3) pp 271-294 Accessed on 06 August, 2023 from https://www.sciencedirect.com/science/article/pii/S1060374396900053 

Vuzo, M. (2022). The Role of School Libraries in Enhancing Extensive English Language Reading Skills. University of Dar es Salaam Library Journal, 17 (2) pp 171-181. Accessed on 06 August, 2023 from ajol-file-journals_164_articles_240001_submission_proof_240001-1957-578212-1-10-20230118 (2) 

Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 

Topic:  

English: Digital Literacy, Year 10 

Task:  

Students choose a news story and create 2 You tube videos on the same news story. Each must feature a commentary aspect on the news story, which represent different perspectives. 

Platform:  

Youtube.com 

Rationale:  

My students appear to have very limited experience of using online tools to create, rather than consume. Svensson, Wilk & Gustaffson Aman’s (2022) study concludes that students are stronger in basic skills such as information search and source criticism rather than advanced and arguably the more useful skills of critical thinking and analysing, interpreting, and creating information. The study suggests that a worthy solution would be to increase collaborative teaching of the skill across librarians and school faculties (Svensson, Wilk & Gustaffson Aman, 2022).  

Hopefully having the opportunity to create online material in the same format as their consumption will develop their digital literacy, once they have followed the steps of the Youtube creators. Beckman, Bennett & Lockyer (2019) found that technology practices show distinct disparities across high school students and suggest that this could be explained more accurately through how the students are using technology at school and outside of school.  

72% of Australian high school students use Youtube. For this reason, rather than using an educational platform to create their material such as Elementari, I have decided to use this extremely well-known platform instead. I was inspired by the Netflix ‘Depp vs Heard’ (Cooper, Lazarus & Sanderson, 2023) a documentary on the Hollywood domestic abuse case, which focuses on the massive and unprecedented influence social media content and its audience had over the court case. Joyce (2019) acknowledges the importance of digital literacy skills renaming the core foundation skills as Language, Literacy, Numeracy and Digital Literacy (LLND) skills.  

Word count: 267 

References

Beckman, K., Bennett, S. & Lockyer, L. (2019) Reproduction and Transformation of Students’ Technology Practice: The Tale of Two Distinctive Secondary Student Cases. British Journal of Educational Technology. Accessed on 14 Aug, 2023 from https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12736​

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Cooper, E., Lazarus, S. & Sanderson, G. (2023) Depp Versus Heard (limited TV series). Netflix.  Accessed on 17 Aug, 2023 from https://www.netflix.com/ ​

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ESafety Commisioner (2021) The Digital Lives of Aussie Teens. ESafety Research. The Australian Government. Accessed on 14 Aug, 2023 from https://www.esafety.gov.au/sites/default/files/2021-02/The%20digital%20lives%20of%20Aussie%20teens.pdf​

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Joyce, S. (2009). Expert Review of Australia’s Vocational Educational and Training System. Department of Employment and Workplace Relations. The Australian Government. Accessed on 14 Aug, 2023 from  https://www.dewr.gov.au/expert-review-australias-vet-system​

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Lei, J. (2010) Quantity versus Quality. A New Approach to Examine the Relationship between Technology Use and Student Outcomes. British Journal of Educational Technology. 41 (3). Accessed on 14 Aug, 2023 from https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/j.1467-8535.2009.00961.x​

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Svensson, T., Wilk, J. & Gustafsson Aman, K. (2022) Information Literacy Skill and Learning Gaps – Students’ Experiences and teachers’ Perceptions in Interdisciplinary Environmental Science. The Journal of Academic Librarianship. 48 (1) Accessed on 14 Aug, 2023 from https://www.sciencedirect.com/science/article/abs/pii/S0099133321001567