Having read little of born-digital fiction and non-fiction, I am very excited to explore this topic further and contemplate how this could be incorporated in my classroom to expand students’ literacy experiences beyond born-print literacy. On this week’s agenda:
The Silent History is an intricately organized (and intricately developed) multimodal literacy experience. I am fascinated by the development of this piece. How did the creators and contributors come up with this idea and design it with so many people contributing to a shared vision? Initially, after reading the testimonials, what I found interesting is that my own lack of patience drove me to read the narratives first, then go back and figure out what this text was, or what I thought it was. This is when I discovered the field reports component that I unfortunately did not have access to, but I still think it is an incredible piece of this text. I haven’t yet decided if this impacted my understanding or perception of the text, however. It wasn’t until just now when I thought about how I was going to even write about this text, to go back and do more investigation. I found it interesting that in order to learn about this experience, I had to select the gear icon. Typically, the gear icon is available to change settings, so I was just a little thrown off by it’s purpose in this app, but that opened up a whole window into understanding what this text is and what it is trying to accomplish. When I have more time (not sure when that will be, stay tuned…), I plan to go back and purchase the subsequent historical timelines.
Snowfall: The Avalanche at Tunnel Creek was definitely interesting to read. I also love that there is a large collection of discussions out there to comment on, critique and extend this text. Again, I plan on exploring these texts at a later time (even another text: The ‘Boys’ in the Bunkhouse). I am definitely thinking about this for my own students. Texts like these can expand my students’ literacy practices and aid in the teaching of digital literacies that the Common Core and NCTE promote and expect of teachers.
Finally, Fish: A Tap Essay is an attempt to define what it means to really love something on the internet when “liking” something is being used in exponentially increasing ways. What does it mean to love something? In this essay, Fish discusses how some applications, digital tools and platforms are now implementing the “love” button. I appreciated Fish’s definition of what it means to love something: it is something we return to. According to this definition, then, is Judy Blume’s Summer Sisters. I read it once every summer and have done so for the past 17 years, or Romeo and Juliet, which I read at least four times a year with all of my freshman students, and each time I discover something else, some new revelation or literary epiphany. I am curious: if more sites and technologies are implementing the “love” option, will that make its meaning less significant or change its meaning? And we will have to come up with a new term to mean more than love? Just curious.