My initial thoughts on the subject INF533
I completed my subject enrolments a few months ago so it has been a while since I read the subject ‘blurb’ in the CSU handbook. I do remember that the name sounded intriguing and I liked the previous information studies unit I had taken, INF447, so I chose INF533. At this point in time, I have only completed the Introductory Module and perused the subject outlines.
When thinking solely of my knowledge of the terms in the subject title, I can break it down into two dependent parts: ‘literature’ and its relation to and existence within ‘digital environments’.
As an educator, I frame my learning within its application to education. According to the Australian National Curriculum Literature can be defined as past or present texts that have value in form and style and have long lasting or artistic meaning to personal, social, cultural contexts. Texts can include any combination of written, spoken, audio and visual information. Literature is generally seen as something separate from everyday texts; literature has inherent and artistic value (The Australian Curriculum, Assessment and Reporting Authority (ACARA, n.d.). Moreover, what separates literature from other texts is that literature holds the ability to change mindsets, expand worldviews, contradict viewpoints, and enhance understanding. Literature ultimately facilitates riche and complex learning experiences (Winch, et al., 2014, p. 474-475).
Through the subject ETL402, I was able have a brief introduction into Digital Literature, wherein Digitised Literature has been defined as any traditional text reproduced and/or enhanced through digital formats (Bales, 2020, para, 1.) Popular formats include eBooks, audiobooks, online repositories for fanfiction such as Wattpad and Ao3 to name a few.
However, Digital Environments and Digital Literature are not just digitised. I mentioned briefly in another blogpost Reflecting on Literary Learning in ETL402, through the context of literary learning, that literature can encompass interactive digital interactive texts such as web comics and video games. Although I only touched the surface of the enormous scope of Digital literature and Digital Environments, I can say that Digital environments can include a wide array of ever transforming technologies and digital spaces including social media, virtual reality, video games and mixed realities. Through these platforms, the possibilities to create new digital texts, texts that cannot be replicated purely in traditional forms such as print media, is almost endless.
I am looking forward to learning more about how Digital Environments can create new learning modes and interactive experiences and solidify the future of literature.
References
Australian Curriculum, Assessment and Reporting Authority. (n.d.) Literature. https://www.australiancurriculum.edu.au/senior-secondary-curriculum/english/literature/
Bales, J. (2020). 4.1 Literature in the Digital Environment. [Learning Modules]. ETL402, Interact 2. https://interact2.csu.edu.au/webapps/blackboard/execute/content/blankPage?cmd=view&content_id=_3365251_1&course_id=_49764_1&mode=reset
Winch, G., Johnston, R. R., March, P., Ljungdahl, L. & Holliday, M. (2014). Literacy: Reading, Writing and Children’s Literature. Oxford University Press.