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Most books available in digital format today are very similar in structure to books that exist in print format because the digital functionality they offer is very similar to the features of interactive, multimodal print books that have existed for over a century. The one digital model that represents a paradigm shift is that of digital fanfiction, in which readers create “spinoffs” of their favorite books with different media online. Given the need for improvement in reading and writing skills among elementary schoolers, and the research supporting the objective of strengthening the link between reading and writing, the aim of this study is to propose and examine how digital tools may build on the concept of literary interactivity, in particular that of fanfiction, to provide a canvas for co-construction, so that readers may be more directly engaged with the texts they read and, as such, the narratives they build. To this end, we built a tablet-based tool for supporting third graders' incipient literacy learning through a reading-to-writing model that facilitated the multimodal co-construction of a narrative via a gaming mechanism, and maintained users' engagement during a 45-minute activity. A design-based approach was used to test and hone the tool in two independent studies, involving a total of 237 third-graders. We learned that gaming mechanisms show promise for supporting narrative construction and for fostering multimodal narrative construction. In a more general sense we learned that interactive, co-constructive tools in a technological format can serve as bridges between elementary schoolers' reading and writing. Our tool in particular additionally fostered fictional storytelling.
2006 •
Interactive fiction has great potential for use in schools, providing engaging and empowering opportunities for learning and literacy. Experiences with interactive fiction provide two key components lacking in contemporary storytelling mediums: autonomy (the ability to act and change on its own) and interactivity (or the ability to think and react intelligently to the user). This descriptive study analyzes a work of interactive fiction created specifically for this research, which illustrates essential traits of character-driven e-literature. The story is evaluated in terms of a set of principles, listed under a heading of empowered learners. Finally, the educational implications of using interactive fiction in an educational setting are discussed.
2011 •
ABSTRACT Today, the way children learn to read is very different from the way they learn from playing with toys. Books present static images and text on the page, whereas toys allow for manipulation and interactive exploration of cause-effect relations. What if books were" tinkerable"? What if children could actively explore and modify a story, through voice and touch, to dynamically explore meaning as conveyed by the relationship of text to illustrated concept?
This paper reports on some data on the effects of screen-based interactivity on children's engagement with storybook apps during family shared book reading that were gathered in a 2-year, small-scale ethnographic case study in Spain. Data analysis focuses on the complex interplay between the storybook app's interactive features and the children's responses to them. Our findings show that interactive elements increase the child's autonomy, as they tend to promote the importance of the reader, positioning him or her as a collaborator, storyteller, an author or an internal character in the fiction; something that can materialise in exciting narrative strategies that can trigger powerful responses to digital literary texts in emergent readers, including playing, creating new fictions or engaging emotionally with the story. Finally, we argue that the Reader Response models that have been used over recent decades to understand children's reading experiences with storybooks need to be revised to better understand their current experiences with interactive texts.
According to the OCED data, the teachers often lack an ICT skill which prevents schools from fully exploiting technology to benefit teaching and learning. In order to keep up the fast-moving technology, teachers need to be trained on how to integrate ICT in the classroom. The READ IT project aims at developing an innovative didactic methodology that integrates traditional teaching strategies with ICT tools to help teachers acquire new skills through video production using digital storytelling techniques to be applied to different subjects, however through book trailer production to promote literature appreciation. The innovative aspect of the READ IT didactic methodology is to combine the technology in terms of digital storytelling and a book trailer development with the standard writing techniques such as narrative and screenplay to reinforce teaching in an interactive, creative and authentic way. The influence of the technology is in changing of the face of learning especially in terms of the new mediums (e.g. Kendal). The concept of integrating of the books with the digital tools can help to evolve and inspire a literature appreciation among the next generation of students. The University of Central Florida designed a model for teachers and students training in how to create a book trailers, resulting in an increase of reading interest levels. Therefore the project sees the potential in the innovative methodology based on digital storytelling techniques for the production of the book trailers, as means to develop and improve teachers' ICT skills through a new teaching and learning approach.
University Teaching Conference, Jaen, Spain
Using Digital Technology to Enhance Creativity in Reading and Writing2007 •
""The latest tools of interest in new media that our students often use, the iPods, video cameras, cell phones, laptops, Internet, and all the associated gadgetry, are also superb tools for rethinking our approaches to classroom learning. As classroom educators, we need to move beyond the notions of simple literacy in reading and writing to help students mature into a condition of empowerment and engagement of the new media for creative learning. These latest technologies can help students and faculty alike analyze and construct elements of narrative, create metaphoric perspectives, build layered and non-linear stories, and help both students and faculty begin to understand new reading behaviors. In addition, these new technologies encourage collaborative learning spaces that cross boundaries between the traditional and the new media. This presentation will explore the use of digital technology in the classroom to enhance creativity in reading and writing. ""
The emergence of technologies has operated profound changes in all sectors of society, at school in particular. The Digital Agenda for Europe (2010), published by the European Commission [1] stresses the need to explain "a roadmap which maximizes the social and economic potential of ICT " , emphasizing the role of the Internet. In Portugal, the Technological Plan for Education is intended to strengthen the digital skills of new generations and to improve the processes of teaching and learning. It can therefore be regarded as a contribution to carry out the Agenda. In this context, we believe that reading and writing take on a new significance through the creation and dissemination of e-books. We are particularly interested in the educational uses of digital storytelling due to the multiple literacy skills that this kind of activities can develop in the classroom. In fact, digital storytelling that require complementary media to represent information (text, image, video, sound, animation), enables a more efficient construction and transmission of messages. The first part of the paper shortly refers to the Digital Agenda for Europe and Portugal Technological Plan for Education. The second part examines the impact of Web 2.0 technologies on the creation of e-books and it emphasizes digital media, media and linguistic skills needed to digital storytelling activities at school. The paper concludes by presenting two e-books created with myebook in preschool and primary school underlining its potential in learning environments.
The Journal of Gemmology
Gems in the Early Modern World: Materials, Knowledge and Global Trade, 1450–18002019 •
Castro, M. R. N. de. (2021). A antropologia dos sentidos e a etnografia sensorial: dissonâncias, assonâncias e ressonâncias. Revista De Antropologia, 64(2), e186657.
A antropologia dos sentidos e a etnografia sensorial: dissonâncias, assonâncias e ressonâncias2021 •
2021 •
2021 •
Pediatrics International
Delayed bedtime due to screen time in schoolchildren: Importance of area deprivation2014 •
Jurnal Inovasi dan Pembelajaran Fisika
Pengembangan Modul Fisika Berintegrasi Kearifan Lokal Hulu Sungai Selatan2017 •
Plant Molecular Biology Reporter
Transcriptomic Analysis Reveals a Differential Gene Expression Profile Between Two Sunflower Inbred Lines with Different Ability to Tolerate Water Stress2020 •
Advanced Materials Letters
Formation of Pure In2O3 pallets for OLED Application2021 •
Principios de anatomía y fisiología
Principios de Anatomia y Fisiologia - Tortora, Derrickson2006 •
Frontiers in Immunology
Spectrum of Systemic Auto-Inflammatory Diseases in India: A Multi-Centric Experience2021 •
CATARSIS Revista Literária
Poema "E a Primavera Que Não Vem", CATARSIS Revista Literária N°4, Editora FenixArt, Setembro 2024.2024 •