I was interested in electronic resources with visual appeal, interactivity and multiple formats, such as text, picture, sound and film. Fluency in interpreting these 21st century texts (Dresang & Kotria, 2009; Couri, 2011) is recognised as an essential skill by the Australian Curriculum (Australian Curriculum and Assessment and Reporting Authority, 2013). In addition the convergence of literature, art and technology is likely to benefit youth with disabilities (Price, 2011;Griffith, 2010) and boys (Bezo, 2012). Virtual games (O'Connell & Groom, 2010), e-books and digital graphic novels (Moorefield & Gavigan, 2012) can all be interactive and multimodal.
I was surprised at the range of interactive e-books available as apps. For example there was Look and Cook complete with how-to-do-it videos (Kinetic Arts, 2012) and an interactive atlas app (Crane & Dean, 2012). Operation Ajax: The Rise and fall of Iranian democracy (Burwen, de Seve & Kinzer, 2010) was selected for review owing to its controversial subject matter, awards and reputation as presenting an innovative reader experience, based on a recently created digital authoring tool (Cognito Comics, 2012; Reid, 2011). A link to my review is found here.
Reading Operation Ajax was intuitive, but also attention demanding and compelling. The complex plot drew on characters, history and politics from three countries, with frequent flashbacks, contrasting visual perspectives and switching narrator focalizers. It took longer to read than print, owing to my need to integrate text, sound and image. My path through the novel was circuitous. Following the story required exploration of declassified CIA files and character information and newsreels. Unfortunately the story's sources are omitted- so I wondered about accuracy. According to Balaghi (2013) the knowledge of the coup is checkered because few documents have been declassified, leaving the 'heavily sanitized' memories of two former spies as the main sources.
Reviewing Operation Ajax provided a direct encounter with the power of 21st century literature, and also broadened my knowledge of e-book and graphic novel trends. This experience can be applied to the development of selection criteria for interactive apps and games to meet the needs and interests of youth. Furthermore an improved understanding of 21st century literacy has wider applications to print books for youth, which often follow a non-linear, hypertext-like format, where the reader must work harder to construct the story that comprises multiple perspectives and formats (Dresang & Kotrla, 2009).
My understanding of new literacies can be improved by reading further interactive graphic novels and also print books that have an interactive, non-linear format (Dresang & Kotrla, 2009) such as those by Macaulay (1990), Sciezkza and Smith (1992) and Selznick (2007). In addition I need to gain experience playing virtual games that promote 21st century skills and also offer opportunities for library programming (O'Connell & Groom, 2010). These activities would help me keep in touch with the needs of youth, who are very engaged in the digital social world.
Daniel Burwen, creative director of Operation Ajax speaks about technological trends and the process of creating digital graphic novels.
References
Australian Curriculum and Assessment Authority. (2013). English. Aims. In The Australian Curriculum. F-10 Curriculum. Retrieved from http://www.australiancurriculum.edu.au/english/Aims
Balaghi, S. (2013). Silenced histories and sanitized autobiographies: The 1953 CIA coup in Iran. Biography, 36(1), 71-96.
Bezo, W.G.(2012). Building bridges for boys: Graphic novels in the content classroom. Journal of Adult and Adolescent Literacy. 55(6), 550. doi:10.1002/JAAL.00064
Crane, N. & Dean, D. (2012).[app] World Atlas. Touch Press ltd. & Barefoot Books. Retrieved from
http://www.barefootbooks.com/buy-barefoot/digital-apps/
Burwen, D., de Seve, M. & Kinzer, S. (2010). Operation Ajax: The Rise and fall of Iranian democracy. Cognito Comics
Couri, S .(2011).Summer library club. Taking risks, finding rewards. Young Adult Library Services, 10(1), 18-19.
Cognito Comics. (2012). Cognito comics launches CIA: Operation Ajax on iphone. Retrieved from http://www.prnewswire.com/news-releases/cognito-comics-launches-cia-operation-ajax-on-iphone-163557946.html
Cognito (n.d.). CIA Operation Ajax. Retrieved from
http://www.cognitocomics.com/project-ajax.html
Dresang, E.T. & Kotrla, B. (2009). Radical change theory and synergistic reading for digital age youth. Journal of Aesthetic Education, 43(2), 92-205.
Griffith, P. E. (2010). Graphic novels in the secondary classroom and school libraries. Journal of Adolescent and Adult Literacy, 54(3), 181-189.
Kinetic Arts. (2012). Look and cook. Experience food, recipes and kitchen gadgets. Retrieved from
https://itunes.apple.com/au/app/look-cook-experience-food/id548470911?mt=8
Macaulay, D. (1990). Black and white. Boston: Houghton Mifflin.
Moorefield, H. & Gavigan, K. (2012). These aren't your father's funny papers: The New world of digital graphic novels. Knowledge Quest, 40(3), 30-35. Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/knowledgequest/docs/FREEArticle_TheseAren't_30-35.pdf
O'Connell, J. & Groom, D. (2010). Virtual worlds. Learning in a changing world. Melbourne: ACER press.
Price, A. (2011). Making a difference with smart tablets. Are iPads really beneficial for students with autism? Teacher Librarian, 39(1), 31-34.
Reid, C. (2011, May 16). Digital graphic novel on CIA's 1953 Iran coup. Publisher's Weekly. Retrieved from http://www.publishersweekly.com:8080/pw/by-topic/digital/content-and-e-books/article/47220-digital-graphic-novel-on-cia-s-1953-iran-coup.html
Sciezka, J. & Smith, L.(1992). The Stinky cheeseman and other fairly stupid tales. New York: Viking.
Selznick, B. (2007). The Invention of Hugo Cabret. New York: Scholastic Press.
Hi Elli,
ReplyDeleteI really enjoyed how you were able to relate the interactive graphic novel to the aims of the Australian Curriculum. I think that these multi-media and transmedia stories are really important to be introduced in a classroom setting where multiple literacies are important. With all these exciting new interactive books (more stimulating than the old choose-your-own-adventure paperbacks!) I understand how they can be more engaging for reluctant readers and those with reading disabilities as you mentioned.
I just wonder with these types of stories how libraries can add them to their collections. As we can see with e-books, publishers are reluctant to provide unlimited access for libraries to loan out e-books (Bensen & Kirby, 2014); this must be much more relevant with these interactive books. Also, while digital technologies are becoming more prevalent, they are still prohibitively expensive for some and public or school libraries could be well-place to loan out these technologies for children and youth to experiment with (although this adds its own set of problems, too).
Besen, S. M. & Kirby, S. N.(2014). Library demand for e-books and e-book pricing: An economic analysis. Journal of Scholarly Publishing, 45(2), 128-141.
This comment has been removed by the author.
ReplyDeleteHi Heather,
ReplyDeleteThanks so much for the comment. That is such an important question, the apps and interactive e-books are great, but how does the library put them into the hands of the users? As you say the obstacles are greater for interactive e-books than non-interactive (Miller, 2012, p.121).
It seems that a number of libraries have taken the route of lending the entire device, loaded with the apps or e-books, and found that quite successful (Sanchez, 2012, p.175; Grim & Gallaher, 2012).
Generally it seems that a library cannot give access to an interactive e-book without also lending the carrier device. The very informative webinar about transmedia in your blog (Mailander, 2014) features an interesting list of interactive e-books (Macdonald & Parker, 2014 ). However I could not find any listed in the Overdrive (n.d.) e-book library, the platform that many libraries use for lending e-books.
However there is a company, Rosen Digital (n.d.) that has started to offer interactive e-books to libraries for lending. Hopefully this will become more of a trend?
References
Grim, J. & Gallaher, A. (2012 ). The iPad Loaner Program at Oberlin College Library. In S. Polenka (ed.), No shelf required 2. Use and management of electronic books. (pp.183-194). Chicago: American Library Association.
Macdonald, R. & Parker, J. (2014), When a story is more than paper. Transmedia and young adult literature. Infopeople [Webinar]. Retrieved from https://infopeople.org/civicrm/event/info?reset=1&id=349
Mailander, H. (2014, May 17). Online learning journal: INF505 Activity 1. Digital material/resources and technology. Retrieved June 1, 2014, from http://heatherolj.blogspot.com.au/2014/05/developed-by-robert-pratten-of.html
Miller, S.K.(2012). Enhanced e-books. How books are coming alive in the digital environment. In S. Polenka (ed.), No shelf required 2. Use and management of electronic books. (pp. 115-126). Chicago: American Library Association.
Overdrive (n,d,). Retrieved June 1, 2014, from https://www.overdrive.com/
Rosen Digital (n.d.). Retrieved June 1, 2014, from http://www.rosendigital.com/
Sanchez, J. (2012). Getting control, staying relevant. In S. Polenka (ed.), No shelf required 2. Use and management of electronic books. (pp.171-183). Chicago: American Library Association.