Proposing a digital narrative

Date 08/09/2020

Posted by trisha.templeton

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Proposal topic: Migration, immigration and government policies in Australia.

Curriculum Links:

10 History –

The population movements and changing settlement patterns from 1750-1901 (ACDSEH080)
Laws made by federal Parliament between 1901-1914 including the Harvester Judgement, pensions, and the Immigration Restriction Act (ACDSEH092)
The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’ (ACDSEH145)
The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144)

Senior Modern History

ACHMH123 (Senior Modern History – Unit 3) – The changing nature and significance of Australia’s foreign policy from 1916-1949 (ACHMH123)
ACHMH125 (Senior Modern History – Unit 3) – The key features of post-war reconstruction, including industrialisation, immigration, the provision of social welfare, and attitudes and policies towards Aboriginal and Torres Strait Islander Peoples, and women.
ACHMH194 (Senior Modern History – Unit 4) – The nature of Australia’s response to key developments in the period, including the success of the Communists in China, the Tokyo War Crimes Tribunal, the return of the French to Vietnam, Indonesian claims for independence, Australia’s adherence to the White Australia Policy until 1973, and the implications of Australia’s involvement in the Vietnam War (ACHMH194)
ACHMH195 (Senior Modern History – Unit 4) – The significance of Australia’s immigration policies on regional relationships after World War II, including the reasons for the gradual dismantling of the White Australia Policy in the period 1945-1973 (ACHMH195)

Proposed digital tools – Microsoft Sway

Rationale

The White Australia policy was one of the first pieces of legislation the newly formed Australian Government passed through parliament. The policy had a significant impact on the dynamics and diversity of the fledgling nation. Originally deployed as the Immigration Restriction Act of 1901, the policy was aimed ensuring only those of British ancestry would gain entry into Australia to preserve the sanctity of the British-Australian culture and the economic value of the Australian man. This digital story will seek to investigate the policy, the reason for its introduction, its ramifications on the diversity of the Australian population and the effects of its subsequent removal during the Whitlam administration.

Storytelling has been the predominant method in which humanity has used to convey information, cultural traditions and ideologies for centuries (Cornett, 2014). The advent of emerging technologies and personal devices has led to the formation of digital stories and storytelling. Digital storytelling is an engaging and informative method that combines emerging technologies and literary works for recreational or informative purposes (Ciccorico, 2012). The story itself is a valuable teaching tool as it integrates visual, audio and textual elements together in a manner that enhances the storyline, improves engagement and promotes literacy development (Ohler, 2013, p.94). The inclusion of digital narratives as part of teaching and learning promotes language, literacy and ICT competency.

This Sway project will eventually be part of a larger 3 part digital narrative detailing how migration patterns have influenced the national identity of Australia. Teachers will be able to use this internal resource as part of their teaching practice either as individual Sway links or as part of the series depending on the needs of the students as well as in depth study they are doing. This resource has the capability to be catalogued into the current library management system and thus can be easily accessed by staff.

The three part series will include:

Movements of people – 1750-1901. (Year 9 history and 9 Civics and citizenship)

1. the nature and extent of the movement of peoples in the period (slaves, convicts and settlers) (ACOKFH015 – Scootle )
2. The population movements and changing settlement patterns during this period (ACDSEH080 – Scootle )
3. The influence of the Industrial Revolution on the movement of peoples throughout the world, including the transatlantic slave trade and convict transportation (ACDSEH018 – Scootle )
4. Experiences of slaves, convicts and free settlers upon departure, their journey abroad, and their reactions on arrival, including the Australian experience (ACDSEH083 – Scootle )
5. The short and long-term impacts of the movement of peoples during this period (ACDSEH085 – Scootle )

Australia’s migration history (Years 9&10 History)

1. the nature and extent of the movement of peoples from 1750-1901 (slaves, convicts and settlers) (ACOKFH015 – Scootle )
2. The population movements and changing settlement patterns from 1750-1901 (ACDSEH080 – Scootle )
3. Laws made by federal Parliament between 1901-1914 including the Harvester Judgement, pensions, and the Immigration Restriction Act (ACDSEH092 – Scootle )
4. The impact of changing government policies on Australia’s migration patterns, including abolition of the White Australia Policy, ‘Populate or Perish’ (ACDSEH145 – Scootle )
5. The waves of post-World War II migration to Australia, including the influence of significant world events (ACDSEH144 – Scootle )

Australia’s National Identity in the 21st Century (Year 10 History and 9 Civics & Citizenship)

1. How national identity can shape a sense of belonging in Australia’s multicultural society (ACHCK067 – Scootle )
2. How and why individuals and groups, including religious groups, participate in and contribute to civic life (ACHCK079 – Scootle )
3. How ideas about and experiences of Australian identity are influenced by global connectedness and mobility (ACHCK081 – Scootle )
4. Continuity and change in beliefs and values that have influenced the Australian way of life (ACDSEH149 – Scootle
5. The commemoration of World War I, including debates about the nature and significance of the Anzac legend (ACDSEH097 – Scootle )

REFERENCES

Ciccoricco, D. (2012). Chapter 34 – Digital fiction – networked narratives. In Bray, J., Gibbons, A., & McHale, B. (2012). The Routledge Companion to Experimental Literature. Taylor & Francis eBooks. Retrieved from CSU Library.

Cornet, C. E. (2014). Integrating the literary arts throughout the curriculum. In Creating meaning through literature and the arts: arts integration for Classroom teachers (5th ed,) (pp144-193) USA

Ohler, J.B. (2013). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity (2nd ed.). Thousand Oaks, CA: Corwin. Retrieved from https://primo.csu.edu.au/permalink/61CSU_INST/1hkg98a/alma991012780180302357

Digital Storytelling

Date 06/09/2020

Posted by trisha.templeton

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The art of storytelling is intrinsically human.

Tumisu / Pixabay

Stories are the way humans have conveyed information, cultural traditions and ideologies throughout the centuries as well as being the conduit of language, literature and literacy (Cornett, 2014). But whilst stories have been part of human culture for millenia, the way these stories are ingressed have evolved. Burkey (2016), points out that access to stories has not changed but prevalence of personal devices and evolving technologies have increased the methods of access. This is because storytelling, and the format in which they occur, are a reflection of societal norms. This shift in storytelling access is more apparent in young people as personal devices, such as tablets and smartphones, are an essential part of a teen’s social capital, and a reflection of their generation (Vidales-Bolanos & Sadaba-Chalezquer, 2017).

manfredsteger / Pixabay

Digital storytelling (DST) is a rapidly developing format that combines emerging technologies and literary works (Ciccorico, 2012). The process allows visual, audio and textual elements to be woven together to convey information in a digital format for either recreation or informative purposes (Ohler, 2013, p.94). The fundamental difference between a traditional story and a DST, is that the latter would lose its value if viewed without a screen. This is because the interactive and gaming elements present in most DST require the use of technology and a personal device for a transaction to occur between the story and the viewer (Ciccorico, 2012). The integration of DST in educational practice encourages students beyond just passively using technology into creators and users of technology.

From an education perspective, DST has great potential for teaching and learning. Moran et al., (2020) believes that the combination of storytelling and technology can improve traditional literacies and 21st century skills. The multimodality of DST allows students to engage and experiment with different literacies, formats and technologies across the curriculum and address the needs of diverse learners. This exposure to DST has an ability to impact literacy identities as well as provide assistance to EALD students and those with learning needs (Moran et al., 2020; Ross Johnston, 2014). When DST is integrated into teaching practice it allows the students to experience the text in a dynamic way by expanding algorithmic creativity and narrative perspectives (Ciccorico, 2012). It also allows teachers to engage students into difficult content matter such as the Holocaust and White Australia Policy as the format allows for the interweaving of primary and secondary sources in a non confrontational manner.

DST is a highly adaptable format that can be used effectively across the curriculum and year levels to effectively address curriculum outcomes. ACARA (2018) requires teachers to integrate digital literature such as DST in their practice to ensure students have the relevant skills and literacies for active citizenship in a digital world (MCEETYA, 2008). Educators who fail to integrate mobile technology into pedagogy limit the development of new literacies and competencies. By incorporating DST in educational practice, teachers are encouraging students beyond the passive use of technology to active users and creators of technology (Moran et al., 2020, p.6).

References

Australian Curriculum, Assessment and Reporting Authority. (2018). Literacy. In Australian Curriculum – General Capabilities. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/literacy/

Burkey, A. (2016). Shifting stories in a digital world. FYI 20 (1), p.12-15. Retrieved from https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_rmit_aeipt_211907

Cornet, C. E. (2014). Integrating the literary arts throughout the curriculum. In Creating meaning through literature and the arts: arts integration for Classroom teachers (5th ed,) (pp144-193) USA

Curran, G. (2017). Unlocking life stories through digital storytelling. Fine Print 40(1), p. 28-30. Retrieved from https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_rmit_primary_828942069094737

Littlejohn, K. (2018). 1917live: Historical storytelling in the digital space. Teaching History 52(4), p. 4-7. Retrieved from https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_rmit_primary_207856499201807

Mantei, J., Kipscombe, K., & Kervin, L. (2018). Literature in a digital environment (Ch. 13). In L. McDonald (Ed.), A literature companion for teachers. Marrickville, NSW: Primary English Teaching Association Australia (PETAA)

MCEETYA (2008) Melbourne Declaration on Educational Goals for Young Australians. Curriculum Corporation. Australia. Retrieved from http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

Moran, R., Lamie, C., Robertson, L., & Tai, C. (2020). Narrative writing, digital storytelling, and coding: Increasing motivation with young readers and writers. Australian Literacy Educators Association, 25 (2), p.6-10. Retrieved from https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_gale_infotracacademiconefile_A627277934

Ross Johnston, R. (2014). Literary literacies: Digital, cultural, narrative, critical and deep literacies. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 556). Retrieved from Proquest Ebook Central.

Vidales-Bolanos, M., & Sadaba-Chalezquer, C. (2017). Connected Teens: Measuring the Impact of Mobile Phones on Social Relationships through Social Capital. Media Education Research Journal 53(25). Retrieved by https://files.eric.ed.gov/fulltext/EJ1171085.pdf

Reflection – Reviewing Digital Literature for a High School Library.

Date 23/08/2020

Posted by trisha.templeton

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Reviewing Digital Literature for a High School Library.

congerdesign / Pixabay

A teacher librarian (TL) is tasked with ensuring the collection development and management policy (CDMP) suits the needs of the curriculum and the school community (Johnson, 2018).

Whilst the curation of the physical collection is well established, the rapidly evolving nature of digital resources makes the selection of digital literature (DL) more challenging. This complexity arises from the variety of emerging DL trends and their integration into the library management system (LMS) (Johnson, 2018, p.128; Hughes-Hassell & Mancall, 2005).

geralt / Pixabay

There has been much controversy regarding the efficacy of digital literature (DL) in education. Jeon (2012) suggests that DL has lower rates of comprehension in comparison to print, but Ross et al., (2017) believes that there is no notable difference between print, screen and tablet. The discrepancy is based upon the role digitisation plays in comprehension. Keen (2016) believes that digitisation increases engagement, improves learning outcomes and addresses the behavioural, cognitive and developmental needs of teenagers. Whereas Mitchell (2011) points out that not all digital texts are superior to print texts, and that DL needs to be evaluated against a set criteria to ensure that the enhancements promote the learning of literacy and language.

A printed text requires:

 a single literacy to gain access to the information.

However, DL needs the reader to be:

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masterful with multiliteracies,
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 competent with computation and 
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dexterous with devices (Rettberg, 2012).

These skill requirements indicate that poor traditional literacy will translate to poor digital literacy because technology virtuosity and digital aptitude are not intuitive (Moore & Cahill, 2016, p.5; Brown & Czerniewicz, 2011). This necessity of explicit instruction has thoroughly debunked the myth of the digital native.

ACARA (2018) has included DL in the Australian Curriculum in an effort to address the multimodal and multiliteracy needs of the 21st century. The embedding of DL allows students to use these new technologies to connect to the curriculum, develop multiliteracies and competencies, which are essential for active citizenship in a digital society (MCEETYA, 2008; Cullen; 2015). Importantly, DL acknowledges students’ learning needs, the shift in the reading paradigm as well as the presence of participatory culture in modern society (O’Connell, Bates & Mitchell, 2015; Moore & Cahill, 2016, p.6).

There are several pedagogical implications of utilising DL in teaching practice. Visual ergonomics and information overload have significant impacts on the reader (Mangen, Walgermo & Bronnick., 2013). Print texts have strong visual permanence which aids comprehension, but in nonlinear hypertext narratives such as After 6/4, the inability to ‘flip back’ is a hindrance. However, both Schreuder’s digital novel and the Bible app provide linearity and a sequential storyline which facilitates text comprehension for low ability and literacy students (Gonzales, 2016; Botzakis, 2018).

Information overload is an issue in After 6/4 and Land of the Magic Flute. The multimodality of these resources require readers to critically evaluate the images, text and audio simultaneously, and this can overwhelm some students. But in Schreuder’s digital graphic novel, the arias give the reader time to process the multimodal information, whereas in After 6/4, the format enables the reader to navigate at their own pace.

Peggy_Marco / PixabayFrom a pedagogical perspective, app based learning such as the YouVersion Bible app are ideal for teenagers in a Catholic High school as it promotes engagement, increases motivation, provides access to online communities, allows for text anonymity and acknowledges the importance of a personal devices to a teenager’s social capital (Cullen, 2015; Vidales-Bolanos & Sadaba-Chalezquer, 2017; Yokota & Teale, 2014; Dickenson, 2014; Hashim & Vongkulluksn, 2018). This app also satisfies the requirement of enhancing the learning of language, and the supplementary videos assist in decoding and comprehension for EAL/D and learning needs students (Gonzales, 2016).

The major hurdle to implementing this app across the school is that it is an app. My school has a strong mobile phone policy due to persistent disciplinary issues (Selwyn, 2019). The current criteria does not permit its inclusion even though this app meets the educational, behavioural and behavioural needs of the students, as well as addressing the content requirements. This exclusion of this resource should question the validity of the CDMP and its selection criteria in this digital age (Johnson, 2018).

The reality is that teachers are very confused about young people and their literary preferences. Dickenson (2014) and Earp (2017) both agree that teens favour print, whereas Twenge et al., (2019) suggests that the internet and interactive media are the preferred medium due to the prevalence of participatory culture. But this preference does not always translate to successful classroom practice. Whilst students may have a strong inclination for DL, not all formats aid the learning of literacy and language. It would be poor professional practice to promote DL that impedes learning, just like its poor practice to exclude excellent resources due to an impediment in the CDMP.

But then… I did just that.

Sometimes our practice is as only good as the policies that frame it.

References:

Australian Curriculum, Assessment and Reporting Authority. (2018). Literacy. In Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/generalcapabilities/literacy/introduction/introduction

Brown, C., & Czerniewicz, L. (2010). Debunking the ‘digital native’: beyond digital apartheid, towards digital democracy. Journal of Computer Assisted Learning 26(5). DOI: https://doi.org/10.1111/j.1365-2729.2010.00369.x

Dickenson, D. (2014). Children and reading: Literature review. Australia Council 2014. Retrieved from https://www.australiacouncil.gov.au/workspace/uploads/files/research/children-and-reading-literatur-5432557e418db.pdf.

Earp, J. (2017). Infographic – Teen reading habits. Teacher Magazine. Australian Council for Educational Research. Retrieved from https://www.teachermagazine.com.au/articles/infographic-teen-reading-habits

Botzakis, S. (2018). Comics in the classroom: Using graphic novels for content learning. In D. Wooten, B. Cullinan, L. Liang & R. Allington (Eds). Children’s literature in the reading program: Engaging young readers in the 21st century, (5th ed., pp. 140-152). Retrieved from Proquest Ebook Central.

Cullen, M. (2015, December 21). How is interactive media changing the way children learn. In EducationTechnology. Retrieved from https://educationtechnologysolutions.com.au/2015/12/how-is-interactive-media-changing-the-way-children-learn/

Gonzalez, J. (2016, October 9). Graphic novels in the classroom: A teacher roundtable. Cult of Pedagogy. Retrieved from https://www.cultofpedagogy.com/teaching-graphic-novels/

Hashim, A & VongKulluskn, V. (2018). E reader apps and reading engagement: A descriptive case study. Computers and Education, 125, pp.358-375. Retrieved from https://www.journals.elsevier.com/computers-and-education

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth : Responding to the needs of learners. Retrieved from https://ebookcentral.proquest.com

Jabr, F. (2013). The reading brain in the digital age: The science of paper versus screens. Scientific American. Retrieved from https://www.scientificamerican.com/article/reading-paper-screens/

Jeon, H. (2012). A comparison of the influence of electronic books and paper books on reading comprehension, eye fatigue, and perception. The Electronic Library, 30(3), 390-408. doi: 10.1108/02640471211241663

Johnson, P. (2018). Chapter 4 – Developing Collections. Fundamentals of Collection Development 4th Edition. ALA Editions. Chicago. Retrieved from EBSCOhost Books.

Keen, N. (2016). Stopping the slide: improving reading rates in the middle school. Connections, 99. Retrieved from https://www.scisdata.com/connections/issue-99/stopping-the-slide-improving-reading-rates-in-the-middle-school/

Mangen, A., Walgermo, B. R., & Bronnick, K.A. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68.doi:10.1016/j.ijer.2012.12.002

MCEETYA. (2008). Melbourne Declaration on Educational Goals for Young Australians. Curriculum Corporation. Australia. Retrieved from http://www.curriculum.edu.au/verve/_resources/national_declaration_on_the_educational_goals_for_young_australians.pdf

Mitchell, P. (2011). Resourcing 21st century online Australian Curriculum: the role of school libraries. FYI: The Journal for School Information Professionals 15(2). Retrieved from CSU Library.

Moore, J., & Cahill, M. (2016). Audiobooks; Legitimate ‘reading’ material for adolescents? Research Journal of the American Association of School Librarians. Retrieved from www.ala.org/aasl/slr/volume19/moore-cah

Moorefield-Lang, H., & Gavigan, K. (2012). These aren’t your father’s: the new world of digital graphic novels. Knowledge Quest, 40(3), 30-35. Retrieved from http://web.b.ebscohost.com.ezproxy.csu.edu.au/ehost/detail/detail?vid=0&sid=b349502e-3dd2-48d3-9d9a-6beed7db31cc%40pdc-v-sessmgr05&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=82563984&db=lih

O’Connell, J., Bales, J., Mitchell, P. (2015). [R]Evolution in reading cultures: 2020 vision for school libraries. The Australian Library Journal, 63(3), 194-208. DOI: 10.1080/00049670.2015.1048043

Rettberg, J.W. (2012). Electronic literature seen from a distance: the beginnings of a field. Retrieved from http://www.dichtung-digital.org/2012/41/walker-rettberg.ht

Ross, B., Pechenkina, E., Aeschliman, C., & Chase, A. (2017). Print versus digital texts: understanding the experimental research and challenging the dichotomies. Research in Learning Technology 25. DOI: https://doi.org/10.25304/rlt.v25.1976. Retrieved from https://journal.alt.ac.uk/index.php/rlt/article/view/1976/pdf_1

Selwyn, N. (2019). Banning mobile phones in schools: Beneficial or risky? SBS News. Retrieved from https://www.sbs.com.au/news/banning-mobile-phones-in-schools-beneficial-or-risky-here-s-what-the-evidence-says

Teen Reading In a Digital Era. (2017). Report at a glance – Teen Reading in a digital era. Murdoch University & Deakin University. Retrieved from https://teenreadingdotnet.files.wordpress.com/2017/04/teen-reading-folio-report_email.pdf

Twenge, J., Martin, G., & Spitzberg, B. (2019). Trends in U.S. adolescents’ media use, 1976-2016: the rise of media, the decline of tv, and the (near) demise of print. Psychology of Popular Media Culture 8(4). p.329-345. Retrieved from https://www.apa.org/pubs/journals/releases/ppm-ppm0000203.pdf

Yokota, J., & Teale, W. (2014). Picture books and the digital world. The Reading Teacher 67(8), pp.577-585. DOI: 10.1002/trtr.1262

Reviewing Digital Literature – The Land of the Magic Flute

Date 23/08/2020

Posted by trisha.templeton

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Resource 3 – The Land of the Magic Flute

Summary:

The Land of the Magic Flute is a convergence of music, narrative and digital media and can be described as a modern opera. Based upon a famous Mozart & Schikaneder Singspiel, Die ZauberFlote (1791) , this graphic novel (GN) adaptation is a quest for enlightenment, knowledge, justice and truth that is conveyed through haunting imagery, text, sound and Mozart’s arias. The colour and images are very evocative of two main settings, with the modern world in bright colours, and the fantastical world in sombre shades with harsh angles. This resource would appeal to fans of classical music, graphic novels and multimodal literature.

Curriculum Links:

Year 7 English – ACHHS214
Year 8 English – ACHHS157
Year 9 English – ACELT1637/ ACELY1739 / ACHHS175
Year 7 & 8 Music – ACAMUR097
Year 9 & 10 Music – ACAMUR104

Learning, Literacy and Language:

Graphic novels (GN) offer great opportunities for promoting language, literacy and learning, but are often underestimated because of their non traditional format (Laycock, 2019; Gonzales, 2016). The Land of the Magic Flute uses clever combinations of prose, poetry, film, imagery and music to convey the storyline and this makes it a valuable resource for content delivery, as well as improving multimodal and critical cultural literacies (Laycock, 2019). GN are predominantly used within language arts courses, but can also be utilised effectively across other content areas to support literary learning. For example Maus (1991), Auschwitz (2004) and Bag of Marbles (1973) are frequently used in studying the Holocaust as the visual nature of the GN allow readers to relate to the sensitive issues within the text without being overwhelmed (Gonzales, 2016).

Digital graphic novels (DGN) promote emerging literacies and critical thinking, because the narrative structure and complex storyline provides the reader with cultural history and context (Karp, 2011; Maniace, 2014; Brenner, 2015). Readers are able to identify emotions from the variance in facial expressions, body language and physical metaphors present. The sequential imagery, linearity of narrative and visual permanence facilitate text comprehension for reluctant readers, visual learners, low literacy and EALD students (Gonzales, 2016; Brenner, 2015; Botzakis, 2018; Karp, 2011). The features such as embedded music and computer graphics, were used successfully to enhance the storyline (Kirtz, 2014).

The embedding of the seven Mozart arias during pivotal points in the narrative gives the reader time to contemplate the storyline and the value of that modality at that point in the story. The arias are supported by subtitles and emphasise the tension in the story, allow the reader time to analyse the words in conjunction with the graphics and this combined effect provides context for increased comprehension and independent reading (Botzakis, 2018; Leu, 2005). The inclusion of fantastical creatures meets the needs of adolescents who seek fantasy stories as a method in which to understand and investigate the difference between good and evil in humanity (Kole, 2011).

DGN have great capacity for innovative teaching, but educators are disinclined to utilise GN because of the assumed lack of literary qualities and that they require the same explicit instruction and scaffolding as traditional texts for comprehension and literacy development (Phelps, 2011; Botzakis, 2018; Hallman & Schieble, 2012). The reality is that that explicit instruction and the effective teaching of multimodal literacies utilising DGN can lead to a transference of ability to other texts and disciplines (Hallman & Schieble, 2012).

Trends:

Digital GN is the convergence of two major literary trends: sophisticated graphic narratives and digital literature (Moorefield-Land & Gavigan, 2012; Walsh, 2013). The recent plethora of DGN is due to its lowered publication costs and this allows emerging artists and authors increased opportunities for self publication (Moorefield-Lang & Gavigan, 2012). Whilst GN collectors prefer print editions, avid readers tend to prefer digital versions as they are often cheaper and can be purchased on the release date (Wilson, 2019).

Technology:

The Land of the Magic Flute is accessible on all devices with internet access and Flash or Javascript installations, but the digitisation effect is more pronounced on tablets (Wilson, 2019). Authentic learning requires students to be in their third place, and integrating GN and DGN into the curriculum narrows the strong dichotomy between student choice and curriculum canon (Grazotis, 2017; Phelps, 2011; Laycock, 2019) .

Resource integration:

GN are traditionally classified within Dewey at 741.5 but most school libraries merge all titles to a single location and whilst DGN cannot be physically stored in a particular location, it can be catalogued and linked into the library management system (LMS) (Kan, 2020). The Land of the Magic Flute can be integrated into the LMS, LibQuests and class intranet pages as well as accessible from most devices, which makes it an excellent teaching tool. Like other interactive websites, there is no guarantee of longevity and as the resource requires internet access to work. It would be recommended that this DGN is used for classroom practice to limit the digital demand on rural, remote and low income households (DIIS, 2016).

Recommendation:

The Land of the Magic Flute successfully meets the needs of the curriculum, as well as addresses the developmental, literacy and critical thinking needs of the modern teenager. It would make a valuable addition to a school library collection.

References:

Brenner, R. (2015). A guide to using graphic novels with children and teens. Graphix. Scholastic Teachers. Scholastic. Retrieved from https://www.scholastic.com/teachers/lesson-plans/teaching-content/guide-using-graphic-novels-children-and-teens/

Graphic Novels in Education [Blog]. American Libraries. Retrieved from https://americanlibrariesmagazine.org/2011/08/01/the-case-for-graphic-novels-in-education/

Graphix. (2018). A guide to using graphic novels with children and teens. Scholastic Australia. Retrieved from https://www.scholastic.com/content/dam/teachers/lesson-plans/18-19/Graphic-Novel-Discussion-Guide-2018.pdf

Grazotis, J. 2017, ‘Unlocking the third space – Activating your library’, Scan 36(4), pp. 34-35. Retrieved from https://education.nsw.gov.au/teaching-and-learning/professional-learning/scan/past-issues/vol-36–2017/unlocking-the-third-space-activating-your-library

Hallman, H., & Schieble, M. (2012). Dimensions of young adult literature: Moving into “New Times”. The ALAN Review 39 (2). DOI: https://doi.org/10.21061/alan.v39i2.a.5

Kan, K. (2020). Cataloguing graphic novels [Blog]. Diamond Bookshelf. Diamond Comic Distributions. Retrieved from https://www.diamondbookshelf.com/Home/1/1/20/181?articleID=37812

Kirtz, J.L. (2014). Computers, comics and cult status: A forensics of digital graphic novels. Digital Humanities Quarterly 8 (3). Retrieved from http://www.digitalhumanities.org/dhq/vol/8/3/000185/000185.html

Kole, K. (2018). The role of fairy tales in affective learning: Enhancing adult literacy and learning in FE and community settings. Australian Journal of Adult Learning, 58(3), 365-389. Retrieved from https://search-proquest-com.ezproxy.csu.edu.au/docview/2250950746?accountid=10344

Maniace, E. (2014). Reading process comparison between graphic novels and traditional novels. Education and Human Development Master’s theses. Retrieved from https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=1539&context=ehd_theses

Mozart, W.G. (Composer) & Schikaneder, E. (Librettist). (1791). Die Zauberflote – A Singspiel in 2 Acts. Vienna, Austria.

Phelps, V. (2011). Pedagogy of graphic novels. Master Theses & Specialist Projects – American Popular Culture Commons. Retrieved from https://digitalcommons.wku.edu/cgi/viewcontent.cgi?article=2070&context=theses

Schumacher, J. (2014). More ways to pitch graphic novels [Blog]. Literacy Now. International Literacy Association. Retrieved from https://www.literacyworldwide.org/blog/literacy-now/2014/08/12/more-ways-to-pitch-graphic-novels

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).

Wilson, J. (2019). Everything you need to know about digital comics. PC Magazine News. Retrieved from https://au.pcmag.com/features/12330/everything-you-need-to-know-about-digital-comics

Reviewing Digital Literature – YouVersion Bible Mobile Application

Date 23/08/2020

Posted by trisha.templeton

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Resource 2 – YouVersion Bible Mobile Application

Summary:

The YouVersion Bible mobile application (Bible app) contains a range of Bible versions, which make it a suitable resource for aspects of the national curriculum and in all schools that teach Religious Education. In the ACT, RE is taught at Catholic and independent schools, and is a BSSS certified senior course (ACT BSSS, 2020). All these courses require a Bible, but many students refrain from reading traditional Bibles due to the associated stigma and peer pressure (Lipsett, 2008). Therefore this digital option allows students to access the Catholic Good News bible and gain access to both the Old and New Testaments, highlight and take notes electronically, as well as participate in associated online communities such as sharing verses online via social media whilst maintaining their social capital.

Curriculum Links:

Religious Education Yrs 7-12
World Religions Yrs 11-12
Study of Religion Yrs 11-12
Year 7 Curriculum:
1. Civics and Citizenship (HASS) – ACHCK051, ACHCK053, ACHASSK196
Year 8 Curriculum:
1. Civics and Citizenship (HASS) – ACHCK065
Senior Ancient History curriculum
Unit 1 – ACHAH084, ACHAH085.
General Capabilities –
1. Literacy –
2. ICT –

Learning, Literacy and Language:

The inclusion of a Bible mobile application (Bible app) into schooling engages disinterested students, promotes new literacies, social reading, online communities and assists students that desire text anonymity (Li & Wu, 2017, Dickenson, 2014; Singleton et al., 2018). This app has immense capacity to promote literacy through text enhancement, narration and videos, which supports language disorders, as well as a lack of skeuomorphic features which reduces the cognitive load (James & DeKnock, 2013). An important point to make is that this Bible app’s format is consistent to the traditional text, and this symmetry allows teachers to scaffold learning to improve both online and offline reading (Leu et. al, 2015). The only unfortunate issue is that the narrator’s voice is more appropriate to Adams’ Hitchhiker’s Guide to the Galaxy than a sacred text.

There are other benefits of including this app, such as the promotion of social reading, online communities and development of digital literacy (Hashim & Vongkulluksn). The social strategies are underpinned by Vygotsky’s sociocultural development theory and work towards increasing motivation, shaping reading behaviour and improving text comprehension (Hashim & Vongkulluksn, 2018; Li & Wu, 2017, p.257). Mobile apps require gestural manipulation for navigation and this physical operation is essential to digital literacy (Hashim & Vongkulluksn, 2018; Heckman & Bouchardson, 2012). Students that use this app for personal or educational purposes, are able to gain access to content, participate in collaborative reading, online communities as well as develop their language and literacy skills (Leu et al., 2011; Hashim & Vongkulluksn, 2018).

Technology:

The inclusion of mobile apps in schools is often fraught by disagreement (Selwyn, 2019). James and DeKnock (2013) point out that smartphones and tablets have a greater capacity for the amplification and presentation of literary works, but many schools restrict the use of personal devices citing issues with discipline, distraction and cyberbullying (Selwyn, 2019). Unfortunately, the refusal to include smartphones in schooling inhibits students from learning how to regulate their metacognitive processes, and further promotes the dichotomy between classroom instruction and the real world (Hashim & Vongkulluksn, 2018; Edwards, 2013).

Trends:

Literacy is dependent on language, technology and the cultural practices of society (Sargeant, 2015). It is clearly apparent that mobile phones are an essential aspect of a teen’s social capital, and need to be a stronger presence in education (Leu et al., 2011; Vidales-Bolanos & Sadaba-Chalezquer, 2017; Yokota & Teale, 2014). The implementation of this app as part of pedagogical practices means educators are meeting the needs of their students, the current reading paradigm, as well as providing access to learning in a social environment and extending literature to beyond the school perimeter (Combes, 2016; Edwards, 2013; Valenza & Stephens, 2012). Educators who fail to integrate mobile technology into pedagogy limit the development of new literacies that are essential for citizenship in a digital world.

Resource Integration:

Mobile applications cannot be curated and catalogued in the same manner as other digital resources, and this impacts how a resource can be managed and utilised (ASLA & VCTL, 2018). This Bible app is available from Google and Apple play stores and can be downloaded on most newer devices without any cost to the user which minimises any impact from the digital divide (DIIS, 2016). Unfortunately there is a slight difference between the Apple and android versions of this text, and this may cause some difficulty for schools that have a BYOD program.

Recommendation:

This resource meets the curriculum, cognitive and behavioural needs of the students, however, the integration of mobile apps is contraindicatory to the school smartphone policy and it does not meet the school’s requirements of LMS integration. The recommendation is to find an alternative resource.

REFERENCES:

ACARA. (2014a). Literacy Learning Continuum. General Capabilities. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/media/3596/general-capabilities-literacy-learning-continuum.pd

ACARA. (2014b). Information & Communication Technology. General Capabilities. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

ACARA. (2014c). Civics and Citizenship. F-10 Curriculum – HASS. Educational Services Australia. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/civics-and-citizenship/

ACARA. (2014d). Ancient History. Senior Secondary Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/senior-secondary-curriculum/humanities-and-social-sciences/ancient-history/?

ACT Board of Secondary School Studies. (2020). BSSS A/T/M/C/V Courses. ACT Senior Secondary Curriculum. Retrieved from http://www.bsss.act.edu.au/curriculum/courses

ASLA & VCTL (2018). A manual for developing policies and procedures in Australian school library resources centres 2nd Edition. ALIA. Retrieved from https://asla.org.au/resources/Documents/Website%20Documents/Policies/policies-procedures-manual_ed2.pdf

Combes, B. (2016). Digital literacy: A new flavour of literacy or something different? Synergy, 14(1). Retrieved from https://www.researchgate.net/publication/303663805_Digital_literacy_A_new_flavour_of_literacy_or_something_different

Department of Industry, Innovation and Science. (2016). Australia’s digital economy update. Retrieved from https://apo.org.au/sites/default/files/resource-files/2016/05/apo-nid66202-1210631.pdf

Dickenson, D. (2014). Children and reading: Literature review. Australia Council Research. Retrieved from https://www.australiacouncil.gov.au/workspace/uploads/files/research/children-and-reading-literatur-5432557e418db.pdf

Edwards, J. (2013). Chapter 9 – Reading beyond the borders: Observations on digital ebook readers and adolescent reading practices. In Whittingham, J., Huffman, S., Rickman, W., & Wiedmaier, C. (2013). Technology tools for the Literacy Classroom. SCOPUS. DOI: 10.4018/978-1-4666-3974-4.ch009

Heckman, D., & Bouchardson, S. (2012). Digital manipulation and digital literature. Electronic Book Review. Retrieved from http://electronicbookreview.com/essay/digital-manipulability-and-digital-literature/

Ibacache, K. (2019). Use of language learning apps as a tool for foreign language acquisition by academic libraries employees. Information Technology and Libraries 38(3):22-33. Retrieved from DOI: 10.6017/ital.v38i3.11077

James, R., & de Knock, L. (2013). The digital David and the Gutenberg Goliath: The rise of the enhanced e-book. English Academy Review 30(1), p.107-123. DOI: 10.1080/10131752.2013.783394

Leu, D.J, Forzani, E.,Timbrell, N., & Maykel., C. (2015) . Seeing the forest, not the trees: Essential technologies for literacy in primary grade and upper elementary grade classroom. Reading Teacher 69 (2):139-145. Retrieved from https://eric.ed.gov/?id=EJ1073399.

Leu, D., McVerry, J. G., O’Byrne, W. I., Kiili, C., Zawilinski, L., Everett-Cacopardo, H., Kennedy, C., & Forzani, E. (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

Li, W., & Wu, Y. (2017). Adolescents’ social reading: motivation, behaviour, and their relationship. The Electronic Library 35(2):.246-262. Emerald Publishing. DOI: 10.1108/EL-12-2015-0239.

Lipsett, A. (2008). Children bullied because of faith. The Guardian. Retrieved from https://www.theguardian.com/education/2008/nov/17/bullying-faith

Prahani, B., Jatmiko, B., Hariadi, B., Sunarto, D., Sagirani, T., Amelia, T., & Lemantara, J. (2020). Blended web mobile learning (BWML) model to improve student’s higher order thinking skills. International Journal of Emerging Technologies 15 (11). pp. 42-55. doi:http://dx.doi.org/10.3991/ijet.v15i11.12853

Rowe, E. (2017). Religion in Australian Schools: an historical and contemporary debate [Blog]. The Conversation. Retrieved from https://theconversation.com/religion-in-australian-schools-an-historical-and-contemporary-debate-82439

Sargeant, B. (2015). What is an ebook? What is a book app? And why should we care? An analysis of contemporary picture books. Children’s Literature in education, 46, 454-466. doi: 10.1007/s10583-015-9243-5

Singleton, A., Halafoff, A., Bouma, G., & Rasmussen, M.L. (2018). New research shows Australian teens have complex views on religion and spirituality [Blog]. The Conversation. Retrieved from https://theconversation.com/new-research-shows-australian-teens-have-complex-views-on-religion-and-spirituality-103233

Valenza, J.K., & Stephens, W. (2012).Reading Remixed. Educational Leadership, 69 (6), p.75-78. Retrieved from https://www.researchgate.net/publication/262967094_Valenza_J_K_Stephens_W_2012_Reading_Remixed_Educational_Leadership_696_75-78

Yokota, J., & Teale, W. (2014). Picture books and the digital world. The Reading Teacher 67(8), pp.577-585. DOI: 10.1002/trtr.1262

Reviewing Digital Literature – After 6/4

Date 23/08/2020

Posted by trisha.templeton

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RESOURCE 1 – After 6/4

Summary:

After 6/4 is a collation of differing viewpoints of the Tiananmen Square event in Beijing 1989. Created as an anniversary tribute, After 6/4 contains a range of primary sources, news headlines, videos and personal anecdotes using VR, animation, audio, 360 video and other archival storytelling (Chen & Heald, 2014). This digital assemblage of primary sources remains a valuable teaching tool about persuasive texts, multimodal media literacy, and even more so in the light of the recent Hong Kong protests.

Curriculum Links:

Asia and Australia’s Engagement with Asia: (OI: 5 and 7)
Year 8 English (ACELA1543)- Main value to collection.
Year 9 Media Arts (ACAMAM073, ACAMAR078, ACAMAR079)
Year 9 History – (ACDSEH146)
Senior History curriculum – Unit 4.

Learning, Literacy and Language:

After 6/4 provides a vibrant learning experience as readers navigate their way through varied perspectives on a non-linear timeline. The reader is required to assimilate the primary sources, make an evaluative decision and interact with the text. This complex navigation requires higher-order thinking as students explore the multimodal perspectives, and correlate them to the state-sanctioned or author’s bias (Kopka, 2014). After 6/4 clearly accentuates the power of persuasive language and its impact on the reader. It also highlights the dichotomy of free press versus state sanctioned media, and requires the reader to develop their own conclusion about the complexity of historical and media partisanship that is pervasive in modern society (Lamb, 2011, p.15). This transmedia resource challenges students to develop their multiliteracies, critical thinking skills, and understand essential media conventions (Kopka, 2014).

It is popular knowledge that video and computer gaming are very popular with teenagers, and After 6/4 challenges young people to utilise their transliteracy expertise for educational needs (Kopka, 2014). After 6/4 elicits the reader’s interest by requesting them to select their country of origin then linking to a range of multimodal media texts. Readers are further rewarded by additional information as they ‘click’ through the timeline. By offering language choices in both English and Mandarin, After 6/4 allows the reader to interact with the text without the need for a translator. The resource is further supported by subtitles which promotes literacy development and helps lower literacy students engage with the content material.

Interactive resources such as After 6/4 are useful in engaging disengaged learners and reluctant readers into subject matter than may normally be of limited interest to them (Kopka, 2014; Raja & Kumar, 2010). The appeal arises from the rhetoric of grasping and gamification theory prevalent in many interactive websites, which has a positive correlation to motivation (Heckman & Bourchardon, 2012; Kopka, 2014).

After 6/4 requires the reader to physically manipulate the screen making the interaction more maningful and further immersing the reader into the text. This is because interactive and hypertext media allow the reader to encounter and practise both efferent and aesthetic reading practices, which is essential for the development of both online and offline reading skills (Pietschmann, Volker & Ohler, 2014). Unfortunately, this immersive experience and features such as, parallax scrolling, non linearity and lack of visual permanence require the teacher to provide extensive scaffolding for students with learning disabilities (Raja & Kumar, 2010; Botzakis, 2018).

Technology Trends:

The inclusion of interactive websites into classroom practice, advocates for the presence of technology as part of modern societal practices (Ross Johnston, 2014b, p.633). Transmedia resources promote 21st century skills such as, experiential learning, critical thinking, as well as the development of trans-literacies (Cullen, 2015; Pietschmann, Volker & Ohler, 2014; Kopka, 2014; Leu et al., 2015). Interactive media is a rapidly emerging digital format and needs to be part of education to ensure students develop the necessary skills for life in the 21st century (Leu et al., 2015).

Resource Integration:

After 6/4 is a locally produced interactive website and is freely available online with no licencing limitations, making it a very thrifty resources. Interactive websites can be integrated into the library management systems, LibQuests and class intranet pages, as well as embedded into class documents, and accessible from a range of devices. This makes After 6/4, a valuable teaching tool for digital and media literacy. The only caveats are that this DL requires the internet to access and interact with, and this could be an issue for rural, remote and low income households (DIIS, 2016). Therefore it would be recommended that After 6/4 is used in the classroom for teaching and learning rather than being tasked for homework. Additionally, as the resource is found on the internet, there is no guarantee it will be freely available indefinitely so caution is required when unit planning.

Recommendation:

After 6/4 would be a suitable addition to a school collection.

References:

ACARA. (2019). Cross curricular priorities – Asia and Australia’s engagement with Asia. F-10 Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/asia-and-australia-s-engagement-with-asia/

ACARA. (2014a). English Curriculum. F-10 Curriculum. Educational Services Australia. Retrieved from https://australiancurriculum.edu.au/f-10-curriculum/english/?strand=Language&strand=Literature&strand=Literacy&capability=ignore&priority=ignore&elaborations=true

ACARA. (2014b). The Arts – Media Arts Curriculum. F-10 Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/the-arts/media-arts/

ACARA. (2014b). HASS – History Curriculum – Unit 4. F-10 Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/

ACARA. (2014c). Modern History – HASS. Senior Secondary Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/senior-secondary-curriculum/humanities-and-social-sciences/modern-history/

Briggs, S. (2016). Using gaming principles to engage students. InformED [Blog]. Retrieved from https://www.opencolleges.edu.au/informed/features/using-gaming-principles-to-engage-students/

Department of Industry, Innovation and Science. (2016). Australia’s digital economy update. Retrieved from https://apo.org.au/sites/default/files/resource-files/2016/05/apo-nid66202-1210631.pdf

Heckman, D., & Bouchardon, S. (2012). Digital manipulation and digital literature. Electronic Book Review. Retrieved from https://electronicbookreview.com/essay/digital-manipulability-and-digital-literature/

Kopka, S. & Hobbs, R., (2014). Transmedia & Education: Using Transmedia in the Classroom with a Focus on Interactive Literature [Blog]. SeKopka. Retrieved from https://sekopka.wordpress.com/2014/05/07/transmedia-education-using-transmedia-in-the-classroom-with-a-focus-on-interactive-literature/

Lamb, A. (2011). Reading re-defined for a transmedia universe. Learning & Leading with Technology 39(3), p.12-17. Retrieved from https://eric.ed.gov/?id=EJ954320

Leu, D.J, Forzani, E., Timbrell, N., & Maykel., C. (2015) . Seeing the forest, not the trees: Essential technologies for literacy in primary grade and upper elementary grade classroom. Reading Teacher 69: (2), p.139-145. Retrieved from https://eric.ed.gov/?id=EJ1073399.

Pietschmann, D., Volkel, S., & Ohler, P. (2014). Limitations of transmedia storytelling for children: A cognitive development analysis. International Journal of Communication 8, p.2259-2282. Retrieved from https://www.researchgate.net/publication/279323387_Limitations_of_Transmedia_Storytelling_for_Children_A_Cognitive_Developmental_Analysis

Raja, B.W.D., & Kumar, S.P. (2010). Do multimedia applications benefit learning disabled children? Journal of Educational Technology 6 (4). Retrieved from https://eric.ed.gov/?id=EJ1098361

Ross Johnston, R. (2014a). Chapter 23 – Literature, the curriculum and 21st-century literacy. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 472-489). Melbourne: Oxford University Press.

Ross Johnston, R. (2014b). Chapter 30 – Visual literacy: Reading the world of signs. In G. Winch, R. Ross Johnston, P. March, L. Ljungdahl & M. Holliday (Eds.), Literacy: Reading, writing and children’s literature (5th ed., pp. 618-636). Melbourne: Oxford University Press.

Assessments require rubrics!

Date 10/08/2020

Posted by trisha.templeton

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I have just finished writing another saga about the the process that goes into evaluating digital resources for a school collection and it occurred to me that assessing resources would benefit from a rubric.

So I made one up. This way TL can grade the digital resources. The marking system emphasises the higher value some criteria have over others.

The sources for my brilliance are below.

References for this rubric:

ALA Office for Intellectual Freedom (2018) Selection & Reconsideration Policy Toolkit for Public, School, & Academic Libraries. American Library Association. Retrieved from http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/criteria

El Mhouti, A., Nasseh, A., & Erradi, M. (2013). How to evaluate the quality of digital learning resources? International Journal of Computer Science Research and Application. Retrieved from https://www.researchgate.net/publication/260392089_How_to_evaluate_the_quality_of_digital_learning_resources

Learning for the future: developing information services in Australian schools 2nd edition (2001). Curriculum Corporation, Carlton South. Retrieved from http:// www.curriculumpress.edu.au/main/goproduct/12405.

Leu, D.J, Forzani, E.,Timbrell, N., & Maykel., C. (2015) . Seeing the forest, not the trees: Essential technologies for literacy in primary grade and upper elementarty grade classroom. Reading Teacher 69: (2), p.139-145. Retrieved from https://eric.ed.gov/?id=EJ1073399.

Mitchell, P. (2011). Resourcing 21st century online Australian Curriculum: the role of school libraries. FYI: The Journal for School Information Professionals 15(2). Retrieved from CSU Library.

National Library of New Zealand, (n.d.a). Your library’s digital collection. Service to Schools. Retrieved from https://natlib.govt.nz/schools/digital-literacy/your-librarys-role-in-supporting-digital-literacy/your-librarys-digital-collection

National Library of New Zealand. (n.d.b). Selecting and purchasing resources. Service to Schools. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/selecting-resources-for-your-collection/selecting-and-purchasing-resources

Walker, S., Jameson, J., & Ryan, M. (2010). Chapter 15 – Skills and strategies for e-Learning in a participatory culture. In Sharpe, R., Beetham, H., & de Freitas, S. (2010). Rethinking Learning for a Digital Age. Retrieved from CSU library.

Yokota, J., & Teale, W. (2014). Picture books and the digital world. The Reading Teacher 67(8), pp.577-585. DOI: 10.1002/trtr.1262

Digital Collections – Are the parameters different?

Date 09/08/2020

Posted by trisha.templeton

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geralt / Pixabay

Contemporary libraries for the contemporary student

MCEETYA (2008) envisaged the modern student as an engaged learner, literate across modalities and able to critically evaluate the present pervasive overload of information. This contemporary student needs a library that enables these abilities and meets their cognitive, behavioural and developmental needs, so that they can gain an active citizenship in a digital world. Since the primary focus of any school library is to meet the needs of curriculum and the students, a school library Collection Development and Management Policy (CDMP) needs to address these 21st century mandates (ASLA & VCTL, 2018; MCEETYA, 2008; Mitchell, 2011; Learning for the Future, 2001; Nat Lib of NZ, n.d.b).

The robustness of a school library collection is dependent on its CDMP, and consists of physical and electronic resources accessible by the library management system or LMS (Mitchell, 2011, p.10). Physical resources include books, maps, atlases, CDs, DVDs, and the various technologies required to gain access to them (ASLA & VCTL, 2018, p.10). Electronic resources include digital literature, ebooks, audiobooks, online encyclopaedias and useful websites as well as devices such as e-readers, laptops and tablets (ASLA & VCTL, 2018, p.10). To be considered as part of the collection and included within the LMS, resources need to be curated against a set of selection criteria to ensure that they meet curriculum outcomes (ASLA & VCTL, 2018; Mitchell, 2011, p.10; Johnson, 2018). Unfortunately the vibrant nature of school libraries is diminishing as people often view the Internet and electronic resources as a viable alternative to physical and print resources (Wood, 2017; Kachel, 2016). But not all electronic or digital resources are automatically superior to print and physical. Instead physical and electronic texts should be considered equally important within a reading paradigm and a school library context (Mitchell, 2011; Mantei, Lipscombe & Kervin, 2018).

The Library Collection Development and Management Policy or CDMP, requires all resources be assessed and evaluated for function, accuracy and reliability, and this includes both physical and electronic resources. The physical component of a library is fairly straightforward to collect, curate and catalogue, as these resources are owned by the school and can be stored in a specific location for student access. Whereas, most electronic resources have access permitted through leases or subscriptions held by libraries. These subscriptions often describe the licencing for a number of users and terms are often dictated by the publisher. It must be noted that some digital resources can be owned, like purchased electronic books, but leases or subscriptions are more common within libraries.

Electronic resources also vary in their format, require different devices for access, and can suddenly ‘disappear’, which can place additional costs on libraries and users. Some digital resources such as websites and webpages often require close scrutiny to ensure authority. The considerations a teacher librarian has to make to determine suitability for digital and electronic resources are more exacting than for physical and print sources (Johnson, 2018). These considerations, or selection criteria are used to differentiate an electronic source’s credibility, reliability accuracy, authority and importantly, price. It’s the CRAAP test for librarians.

Hughes- Hassell & Mancall (2005) advocates the use of a flow chart to determine suitability, whereas El Mhouti (2013) suggests the use of a tree structure that assesses academic, pedagogical, didactic and technical qualities. Whilst I have considered both these options, I do prefer the main criteria and evaluative process by El Mhouti et al., (2013) as it is methodological, and it seems foolhardy to exclude resources should they not meet each and every requirement. Instead, resources should satisfy all the main criteria and at least one of the subsections.

The following selection criteria was created to assess and evaluate resources for a Catholic high school library. These criteria points, whilst not exhaustive aim to cover the essential aims and priorities (Hughes- Hassell & Mancall, 2005; National Library of NZ, n.d.a; ALA OIC, 2018). I have previously covered some of this information in this blog post!

Whilst the above selection criteria are deemed suitable for physical resources, it seems apparent that digital resources require additional considerations (Johnson, 2018, p.128). These considerations will change depending on the school, its digital capability and the needs of its community.

Valid considerations when evaluating digital resources are:

The essential point of electronic resources and digital literature is to facilitate the learning process. From a literacy perspective, the primary purpose of texts in a digital space is to improve a student’s ability to promote transaction with the text. Engagement, comprehension and evaluation of digital texts require online AND offline reading skills. Offline reading skills such as word recognition, subject specific content vocabulary and meaning making are all essential for online reading (Leu et al., 2015). Whereas online reading requires the reader to locate information, critically evaluate the information present, synthesise multiple sources of information and be able to problem solve (Leu et al., 2015). Resources that DO NOT ENHANCE the learning process, DO NOT BELONG in a school library collection!
The National Library of New Zealand (n.d.c) points out that libraries are responsible for the curation of digital resources and that they meet the same collection development standards as set in the CDMP. Many teacher librarians use LibGuides as a method to curate digital content, as they are a great way of drawing attention to subject specific resources teaching and learning purposes (German, 2017). Other tools used to curate content include Diigo, Pinterest, PearlTrees, Twitter and Feedly (Nat Lib. of NZ, n.b.c).
Digital and electronic sources are often used to meet the needs for diverse learners. Students with cognitive, behavioural and developmental learning needs do require resources in different formats and it is the duty of the CDMP to ensure that their policies meet those needs (Johnson 2018). An example is providing access to audiobooks and databases with a “read aloud” function and checking the accessibility of websites to assist with equitable access for students with visual impairments and learning disabilities.
Leu et al. (2015) argues that instead of teaching students the intricacies of software, it is more important to teach the skills, which can then be transferred across subjects and out of the school environment. This means that online reading and learning needs to be the main focus of digital resources (see above point).
A concern from many teacher librarians about digital literature is the issue of copyright (Sahoo & Goel, 2018). The internet has made it very easy to infringe these rights. Therefore any resources added to the school library collection need to be sourced ethically and the author clearly sited on the source.
Digital resources need to be supported by the school’s network and LMS, and if BYOD program exists, licensing that permits multiple users (IFLA 2015). Many online libraries such as BorrowBox and Wheelers only permit one user at a time to access their collection. Whilst this is appropriate and acceptable for public libraries, it does not work for texts used for teaching and learning. In these cases multiple print copies would be more financially sound.
Emerging technologies such as AR and VR are starting to appear in libraries across the world. Their prevalence is currently limited to academic libraries and public libraries but are starting to emanate in school environments. Mitchell (2011) argues that resources that utilise ‘high touch’ and ‘high tech’ are desirable as they meet the behavioural needs of the students.

(Johnson, 2018; Nat Lib NZ, n.d.c; Hughes-Hassal & Mancall, 2005; El Mhouti, 2014; Yokota & Teale, 2014; Leu et al., 2015; Mantei et al., 2018; Walker et al., 2010; Mitchell, 2011)

The Australian curriculum requires the inclusion of digital and multimodal texts to support learners in their endeavour to become active citizens in a digital world. The integration of digital resources has a dual purpose in school collections, as it fulfills the learning requirements dictated by ACARA, as well as the contemporary skills the modern student needs (MCEETYA, 2008). Since the focus of a school library is to support and address the curriculum, the CDMP needs to ensure that its selection criteria promotes the curation of reputable and reliable resources in both print and electronic forms. The truth of the matter is that technology is constantly transforming, and with this constant change, the nature of digital and electronic resources available for teaching and learning is adapting at the same pace. This rapid change means CDMP policies are often unable to keep up with technology advances, which means it’s up to the TL to use their discretion when considering the inclusion of digital resources into the school library collection.

REFERENCES:

German, E. (2017). LibGuides for instruction – A service design point of view from an academic library. Reference and User Services Quarterly 56(3). Retrieved from https://www.journals.ala.org/index.php/rusq/article/download/6257/8146

Hughes-Hassell, S., & Mancall, J. C. (2005). Collection management for youth : Responding to the needs of learners. Retrieved from https://ebookcentral.proquest.com

IFLA (2015 ) IFLA School library guidelines. 2nd Edition. International Federation of Library Associations and Institutions. Retrieved from

Kachel, D. (2015). The calamity of the disappearing school libraries. The Conversation. Retrieved from https://theconversation.com/the-calamity-of-the-disappearing-school-libraries-44498

Jong, M. (2019). Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers’ emerging concerns: A 3-year study. British Journal of Educational Technology 50(3). Pp1275-1293. DOI: 10.1111/bjet.12767

National Library of New Zealand. (n.d.a). Selecting and purchasing resources. Service to Schools. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/selecting-resources-for-your-collection/selecting-and-purchasing-resources

National Library of New Zealand (n.d.b) Working out your library’s collection requirements. Service to Schools. Retrieved from https://natlib.govt.nz/schools/school-libraries/collections-and-resources/your-collection-management-plan/working-out-your-librarys-collection-requirements

National Library of New Zealand, (n.d.c). Your library’s digital collection. Service to Schools. Retrieved from https://natlib.govt.nz/schools/digital-literacy/your-librarys-role-in-supporting-digital-literacy/your-librarys-digital-collection

Sahoo, B., Kumar, A. & Goel, S. (2018). Digital resources management: The role of the National Digital Library. International Journal of Information Dissemination and Technology, 8(3), 143-146.

Wood, P. (2017). School libraries disappearing as the digital age takes over. ABC News Breakfast. Retrieved from https://www.abc.net.au/news/2017-09-25/school-libraries-disappearing-as-the-digital-age-takes-over/8980464

Yokota, J., & Teale, W. (2014). Picture books and the digital world. The Reading Teacher 67(8), pp.577-585. DOI: 10.1002/trtr.1262

When motivation matters – integrating digital literature into classroom practice.

Date 06/08/2020

Posted by trisha.templeton

Comments0

geralt / Pixabay

My journey into literature started very traditionally. Like all members of my generation (after boomer but before Z), I learned to read from first readers to chapter books, series fiction and comic books ( more Jughead than Nimona) and all of them in print. Consequently as an adult, my preference for recreational reading is for print and I do use digital journal articles for educational purposes but that is a matter of expediency rather than inclination. As I have documented my reading journey in previous blog posts so I will not go into that again.

(But you are more than welcome to read about my love of reading/books etc.  Try this one when I fell in love with reading, or this one about the importance of storytellng, or this one about childhood favourites)

My personal preferences for text formats have leached into my professional practice. As an early career teacher I always favoured print texts for my classrooms because that was the medium I was confident and comfortable using. I was reluctant to explore and use digital literature because I wanted to conserve my faculties for behaviour management and pedagogical practices. I did not want to add in technology and digital literature to my already overloaded self.

Fast forward two years and my foray into the role of a teacher librarian has forced me to extend my practice into the digital realm. I have learned how to teach information literacy by navigating my way through ebooks, audiobooks and interactive books online. I have downloaded and experimented with book apps, created bento boxes and book trailers. Through this journey of discovery using digital literature and creating digital text, I have come to the conclusion that there are three main concerns when advocating for the inclusion of digital literature in the classroom. These concerns are, students, teachers and the technology itself.

The most commonly cited impediment for the implementation of digital literature into classrooms are the students themselves. I have previously detailed the multitudinal issues relating to reading and comprehension of digital texts in another blog (see here), so I will just give a synopsis now. Besides the usual issues of forgotten, uncharged and missing laptops, many students struggle with reading digital literature because they struggle with visual ergonomics in digital texts. Their inability to locate text leads to reduced comprehension and negative mental representation of the text (Mangen et al., 2013, p.66). This lack of comprehension, combined with poor digital literacy (see this post!) and the fact that many students are easily distracted by games and social media can negatively impact the integration of digital literature in classroom practice.

Teachers themselves are another liability when it comes to the implementation of digital literature in the classroom. Even though AITSL (2017) is very clear in the Teacher Standards that ICT needs to be included in teaching strategies (Std 2.6), and within resources selection (Std. 3.4), there is still a strong reluctance among many teachers to use digital literature meaningfully in their classroom practice. This disinclination to use digital literature could be due to a myriad of reasons as Hyndman (2018) explains in this article. One very pertinent reason is that many teachers feel pressured to suddenly become digital experts as they often assume they need to be the expert so as to instruct and assist students in their learning (Hyndman, 2018). Hyndman (2018) goes on further to say that these feelings of anxiety can exacerbate in schools with BYOD programs as the large variability in student device capability can cause increased technology anxiety. But there is no expectation that teachers be experts in understanding the complexities of individual devices nor in how the digital literature was created, only that they use them in their teaching practice (AITSL, 2017; ACARA, 2014).

geralt / Pixabay

The last crucial variable is the literature itself. Digital literature comes in many formats and ranges from scanned books on a website, ebooks, enhanced ebooks, linear narratives, hypertext nonlinear narratives and mobile applications for tablets and smartphones. Each of these literature formats may use different technology, require competency in different literacies and consequently need specific pedagogies for instruction. The combination of these new formats and technologies can be overwhelming for many teachers. Unfortunately, professional development for teachers regarding ICT and digital literature is often ad hoc and lack specific focus, which can inhibit the integration of these technologies into classrooms (Howard & Thompson, 2016).

When you view these issues, it seems evident that the best way to improve the breadth and variety of digital literature in classrooms, is to explicitly motivate, introduce, and teach educators about the various formats and their applicability to classroom practice (Korthagen, 2017; Hyndman, 2018). As teachers we have little control over student’s device selection and swiss cheese memories. But we can have control over our own learning and behaviour.

There are a myriad of learning courses available for teacher education, and teachers are encouraged to extend their professional development. This explicit instruction targeting ICT and digital literacies would be assumed to automatically lead to a cognitive change in teachers, which in turn would correlate to improved integration of digital literature in classroom practice. (Korthagen, 2017, p.390). But this assumption of correlation following a cognitive change is a fallacy as behavioural change requires more than just improved cognition, it requires motivation and affect too (Korthagen, 2017, p. 389-390)!

Therefore it seems foolhardy of ATSIL (2017) and ACARA (2014) to mandate the integration of technologies and multimodal literature into classroom practice without accounting for the requirements of behavioural change (Korthagen, 2017, p. 389-390). Simply dictating teachers to increase digital literature into classroom practice will not succeed in altering their behaviour, as this level of change requires cognition, affect AND motivation (Korthagen, 2017, p.390). Affect not only has an impact on teacher behaviour but also on student motivation. Teachers who are frustrated and disinclined with using digital literature are not going to translate the value of that format to their students. Whereas teachers who gain pleasure from using ICT are more enthusiastic about it, and this has a positive effect on their motivation too. Intrinsic motivation in teaching comes from teachers having a sense of autonomy, competence and relatedness in their profession (Korthagen, 2017, p.391). A teacher that has learned about digital literature, through formal professional developments or informal social learning is more likely to implement those new practices if they are enthused about it and that they can apply this knowledge in a manner of their choice.

So it appears the best way for a teacher librarian to introduce and promote digital literature in schools is to:

Run training sessions for teaching staff and support staff about various digital literature formats and how they meet specific learning outcomes.
Share your ideas, enthusiasm and motivation about digital literature, model, talk, blog and boast about how it works for your classroom, and most of all, be positive and laugh about it – After all, happiness and a smile are way more infectious than COVID-19.

Pexels / Pixabay

REFERENCES

ACARA. (2014j). Information and communication technology capability learning continuum. F-10 – General Capabilities Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf

AITSL. (2017). Standards for Teachers. Australian Institute for Teaching and School Leadership. Retrieved from https://www.aitsl.edu.au/teach/standards.

Howard, S., & Thompson, K. (2016). Seeing the system: Dynamics and complexity of technology integration in secondary schools. Educational Information Technology, 21, p.1877-1894. Retrieved from https://link.springer.com/content/pdf/10.1007/s10639-015-9424-2.pdf

Hyndman, B. (2018). Ten reasons teachers can struggle to use technology in the classroom. The Conversation [Blog]. Retrieved from https://theconversation.com/ten-reasons-teachers-can-struggle-to-use-technology-in-the-classroom-101114

Korthagen, F. (2017). Inconvenient truths about teacher learning: towards professional development 3.0. Teachers and Teaching, 23(4), p.387-405. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/13540602.2016.1211523?needAccess=true

Mangen, A., Walgermo, B. R. & Bronnick, K.A. (2013). Reading linear texts on paper versus computer screen: Effects on reading comprehension. International Journal of Educational Research, 58, 61-68.doi:10.1016/j.ijer.2012.12.002

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).

The Classroom Divide – What does it look like and what can we do about it?

Date 31/07/2020

Posted by trisha.templeton

Comments0

Pexels / Pixabay – Classroom divide – How is your classroom divided?

For a period of time, society was of the opinion that people who grew up with technology would naturally be comfortable and confident using it as it was their native ‘language’.   These technically savvy individuals would require minimal instruction on digital literacy because as a cohort, they would approach digital technologies with intuitiveness and instinct.

But that assumption was WRONG!

Not just kinda wrong ..

BUT

EPICALLY WRONG!

Think

BIGGER THAN

CC BY-NC-SA 2.0

KIND OF WRONG.

But I digress…

The myth of the digital native and digital immigrant has been thoroughly debunked (Kirschner & De Bruyckere, 2017). They myth assumed that technology competence was inherent because of life long exposure to digital technologies (Frawley, 2020). This bias is based upon the common image of students permanently attached to their devices for social and personal practices, and does not translate to ICT proficiency in an educational setting (Brown & Czerniewicz, 2011).

GraphicMama-team / Pixabay

Day (2012) suggests that the theorised cause of the previous digital divide was between those with computer access and those without. But most teachers would disagree. Many students have access to smartphones and tablets for personal use and they are still flummoxed at using technology in their schooling. It appears there is a clear lack of translation from social use of devices and technology to educational practices. This is observable in the way students are familiar with keyboards for gaming purposes, but very few are highly accomplished at touch typing (onlinetyping.org, 2020). It amazes me how some students can deftly play online games and switch their screens in milliseconds to avoid detection, but are unable to create and save a document to find at a later date. Others can create a TikTok video, but do not understand the mechanics of boolean operators to search databases. I have students that can surf the web for hours but are unable to read an article online in depth and the list just goes on…. All these examples clearly show that any correlations of age should not be translated to an assumption of digital literacy. Digital literacy, as I have expounded on before, are the psychomotor, cognitive and affective skills required to use digital technologies successfully (McMahon, 2014, p.525). Students and their parents who are technology savvy are more adept at navigating the digital world (Day, 2012).

TheDigitalArtist / Pixabay

How the divide manifests:

Educational professionals around the world have realised the impact the digital divide has had on learning outcomes (Steele, 2018). In Australia, the divide was previously acknowledged in educational circles but has been brought to the forefront with the recent Coronavirus pandemic and corresponding school closures. The nation wide school closures identified numerous students and their families who lacked access to personal devices and high speed internet at home (Coughlan, 2020). Some students and families did attempt to stream online learning through mobile phone data but this method proved to be unrealistic and very costly (Coughlan, 2020). Whilst most Educational Directorates across Australia provided their disadvantaged students with laptops and internet dongles, the process was often time consuming and bogged by red tape (Duffy, 2020).

Students with a digital disadvantage often have a very different schooling experience than students who could be considered digitally elite. The digitally elite are able to study from the comfort of their couch or their bedroom, in pleasant and safe surroundings (Steele, 2018). The level of work produced by these students is higher and of better quality as they are not worrying about library opening hours, or stressed or anxious about getting home late. Whereas students who are disadvantaged may hand in poorly conducted assignments because they were unable to research under optimal conditions (Steele, 2018). Many teenagers are too embarrassed to be seen doing school work in the library when their friends are playing games, and some students who lack NBN, broadband internet and a desktop or laptop at home, persist in doing their assignments on their mobile phones, which leads to increased fatigue and eye strain. Many disadvantaged students would rather cite lack of interest in learning, or pretend to be apathetic than admit they do not have appropriate facilities at home and just stop trying to learn. When you consider Maslow’s hierarchy of needs, it is clearly obvious that a student’s self actualisation is unlikely to occur if their personal safety and security is at risk (Hopper, 2020).

Chiquo (2019) CC-BY-SA 4.0

Some critics would argue that personal devices such as smartphones are ubiquitous and allow anyone with a phone internet access. Sung (2016) points out that whilst mobile phones do offer internet access, it is not conducive for conducting research or in depth analysis of documents and as they tend to promote superficial features such as emails, social media and multimedia (Sung, 2016).

LoboStudioHamburg / Pixabay – Smartphones – Mostly social?

How to reduce the divide: School based programs.

Education Magazine (2020) points out that the onus to reduce the divide are within the realm of federal and state government departments. Currently, the most common method government bodies chose to address the digital gap is to supply students with a personal device such as a laptop or tablet (Jervis-Bardy, 2020). But Steele (2018), Day (2012), and Boss (2016) all agree that bridging the divide goes beyond just supplying students with devices as simply handing each student a device does not build critical thinking and digital citizenship. But the explicit teaching of digital literacy across all learning areas, would not only have a greater impact on bridging the gap, it would also empower students to gain further digital knowledge and understanding (Steele, 2018; Lori, 2012).

Whilst teaching students digital literacy is an essential step, it is important to also involve their parents opportunities that build ICT competence and digital literacy (Wolohan, 2016; Hiefield, 2018). Wolohan (2016) suggests that when schools and communities offer digital information sessions, it affords opportunities for parents who may also have low digital literacy a chance to broaden their knowledge and learning (Boss, 2016). This then means that parents are able to assist their children with their learning at home, which improves technology integration, learning outcomes and bridges positive connections between school and home (Hiefield, 2018). These sessions could also be used to inform families of any extra facilities and services that the school offers, such as extended library hours, homework help, as well as other local facilities such as public library and other community services (Wolohan, 2016).

School libraries and teacher librarians are already involved with digital literacy pedagogical practices in numerous ways – as I have mentioned in this blog . Another engaging and innovative way to boost digital literacy are digital or coding clubs. Busteed & Sorenson (2015) suggest that lunchtime run digital clubs and programs are a fun and engaging way of teaching digital literacies and competencies at school. These clubs allow students to explore different computer programs and devices independently or in collaborative learning groups. Lunch time clubs also open the door for many students, including digitally disadvantaged students, a chance to explore emerging technologies that they may not normally get access to (Busteed & Sorenson, 2015). As these clubs are predominantly social in nature, they do not have to conform to curriculum requirements, and this means students are able to explore their own interests instead of canon. Further school based options include ensuring a bank of spare devices for students who do not have access to their own, advocating for an extension of library opening hours outside school hours to allow students time to study, as well as explicitly teaching digital literacy skills as part of teaching and learning (Education Magazine, 2020).

How to reduce the divide: Classroom based learning.

Teachers and educators should be encouraged to adapt their practices to reduce or minimise any unnecessary ‘digital’ stress on their students. Stress factors include take home assignments and feelings of overwhelm due to poor digital literacy skills. Wolohan (2016) advises teachers to get to know their cohort and understand that whilst students may appear to be confident using their devices, it is not advisable to send large assignments home unless digital literacy and ICT facilities at home are assured. Non submission of tasks could be due to lack of internet or even access to assistance from parents or caregivers, who may have low digital literacy skills and unable to assist their children with tasks (Wolohan, 2016).

The other consideration classroom teachers and teacher librarians need to make is to acknowledge that each student’s ICT ability will vary and that our learning activities need to match their competencies. This means that digital literacy needs to be differentiated the same manner as the rest of the curriculum (Wolohan, 2016). One method is to identify students’ zone of proximal development, and create learning activities that are within that zone for optimal learning (Audley, 2018). This method is far more efficient and beneficial than assuming capability or teaching at a fixed point.

CONCLUSION

Steele (2018) feels like the greatest social ramification of the digital divide is that disadvantaged students will not get the same opportunities to be creative and inventive with digital technologies. This means that the future scope of these students would be limited and possibly restricted in this new information paradigm to long term prospects of minimum wage. Whereas students on the better half of the divide have unlimited access to information in the safety and comfort of their own home, the financial stability to access emerging technologies, increased opportunities to develop interest and skills in engaging and exploring these technologies. Their long term prospects are far removed from their disadvantaged peers who often have to travel extensively to have the same access to technology and the internet. This in itself is very limiting for many students and reduces their future educational and economic prospects. As teachers and educators, we need to remember that schools are supposed to be the great equaliser, and to provide equal and equitable access to knowledge and learning. Though in reality, we all know life and education is definitely not equal. Government policies can often get influenced by political affiliations and can take time to come into effect. But we as teachers have influence in our classrooms, and our actions and practice in the classroom can make a difference to improve the digital literacy of our students, improve student learning and reduce the width and depth of the digital divide.

REFERENCES:

Audley, S. (2018). Partners as scaffolds. Teaching in the zone of proximal development. Teaching and Learning Together in Higher Education. 24. Retrieved from https://repository.brynmawr.edu/cgi/viewcontent.cgi?article=1186&context=tlthe

Boss, S. (2016). Engage parents as partners to close digital divide. Edutopia – Digital Divide [Blog]. Retrieved from https://www.edutopia.org/blog/engage-parents-partners-close-digital-divide-suzie-boss

Brown, C., & Czerniewicz, L. (2010) Debunking the digital native beyond digital apartheid, towards digital democracy. Journal of Computer Assisted Learning (26) 5. p357-369. DOI: 10.1111/j.1365-2729.2010.00369.x

Busteed, B., & Sorenson, S. (2015). Many students lack access to computer science learning. Gallup Education. Retrieved from https://www.gallup.com/education/243416/students-lack-access-computer-science-learning.aspx

Coughlan, S. (2020). Digital poverty in schools where few have laptops. BBC News – Family and Education. Retrieved from https://www.bbc.com/news/education-52399589

Day, L. (2013). Bridging the new digital divide. Edutopia – Technology Integration [Blog]. Retrieved from https://www.edutopia.org/blog/bridging-the-new-digital-divide-lori-day

Duffy, C. (2020). Coronavirus opens up Australia’s digital divide with many school students left behind. ABC News. Retrieved from https://www.abc.net.au/news/2020-05-12/coronavirus-covid19-remote-learning-students-digital-divide/12234454

Education Magazine. (2020). What is the digital divide and how is it impacting the education sector? The Education Magazine [blog]. Retrieved from https://www.theeducationmagazine.com/word-art/digital-divide-impacting-education-sector/

Frawley, J. (2017). The myth of the digital native. Teaching @ Sydney [blog]. University of Sydney. Retrieved from https://educational-innovation.sydney.edu.au/teaching@sydney/digital-native-myth/

Hiefield, M. (2018). Family tech nights can narrow the digital divide. E-School News. Retrieved from https://www.eschoolnews.com/2018/11/21/family-tech-nights-can-narrow-the-digital-divide/

Hopper, E. (2020). Maslow’s hierarchy of needs. ThoughtCo. Retrieved from https://www.thoughtco.com/maslows-hierarchy-of-needs-4582571

Kirschner, P., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education 67, p.135-14

McMahon, M. (2014). Ensuring the development of digital literacy in higher education curricula. ECU Publications. Edith Cowan University. Retrieved from https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1835&context=ecuworkspost2013

Online Typing.org. (2020). Average typing speed (WPM)[blog]. Retrieved from https://onlinetyping.org/blog/average-typing-speed.php

Sung, K. (2016). What’s lost when kids are under connected to the internet? KQED – Mindshift. Retrieved from https://www.kqed.org/mindshift/43601/whats-lost-when-kids-are-under-connected-to-the-internet

Steele, C. (2018). 5 ways the digital divide effects education. Digital Divide Council. Retrieved from http://www.digitaldividecouncil.com/digital-divide-effects-on-education/

Wolohan, S. (2016). How teachers can provide equal learning in a world of unequal access. EdSurge – Diversity and Equity. Retrieved from https://www.edsurge.com/news/2016-04-13-how-teachers-can-provide-equal-learning-in-a-world-of-unequal-access

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