[10.1] Teaching Strategies for Interpreting and Constructing Media Texts

[10.2] Studying Film Adaptations of Literature and Theater

[10.2a] Different Modes of Adaptation

[10.3] Organizing the Curriculum Around Teaching Strategies for Interpreting and Constructing Media Texts

[10.3a] Comparing Differences in Experience of Different Types of Media

[10.3b] Interpreting and Producing Narratives

[10.3c] Interpreting Characters’ Actions, Beliefs, Agendas, Goals

[10.3d] Contextualizing Texts in Terms of Cultural and Historical Worlds

[10.3e] Defining Intertextual / Hyptertextual Connections Between Texts

[10.3f] Uses of Intertextuality in Language Use and Voices in Chat, Blogs, or MOOs

[10.3g] Judging Quality of Literary and Media Texts

[10.4] Designing Units

[10.4a] Techniques for Developing Units

[10.4b] Evaluation and Assessment of Learning

[10.5] References

[10.6] Teaching Activities

Powerpoints

[10.3e.1] Given the high level of online marketing to kids, there is a need for students to critically examine the links made in online marketing campaigns; click here for lessons from the Media Awareness Network.

George Landow websites:

[10.3e.2] Hypertext site
[10.3e.3] Victorian Web Site
[10.3e.4] Postcolonial literature

[10.3e.5] Another important pioneer is Janet Murray, author of Hamlet on the Holodeck (MIT Press, 1998).

[10.3e.6] In their book Teaching Every Student in the Digital Age: Universal Design for Learning, (ASCD, 2002) David Rose and Anne Meyer argue that digital media can be used to alter the same material or texts to accommodate for these learning variations.

[10.3e.7] CAST, The Center for Applied Special Technology, an organization focusing on the use of technology to address learning diversity provides teachers with various on-line tools for accommodating to these differences.

[10.3e.8] Digital texts can by “tagged” with various prompts to direct students to summarize, pose questions, or visualize.

[10.3e.9] One of the CAST tools, eTrekker, provides varied formats or structures of the same material for different learning needs. The following on-line example displays two different examples of formats for an inquiry project for two different students.

Developed for the students, and facilitators, of four Study Support Centres in Christchurch and Invercargill, New Zealand, wickED is a quality assured, lively learning environment, hosted by virtual characters Ed and Wiki, and full of student friendly activities and interactives:

[10.3e.10] WickED’s Navigate the Newspaper
[10.3e.11] WickED’s Themes

[10.3e.12] Another organization, MENO, Multimedia, Education, and Narrative Organization, provides similar assistance in terms of narrative support for differences in learners.

[10.3e.13] The Merlot site contains numerous examples of learning objects in all subject matter areas.

[10.3e.14] One example of a highly engaging learning object is “Who Killed William Robinson,” developed by Ruth Sandwell and John Lutz, University of British Columbia.

[10.3e.15] Click here for a learning object related to brainstorming ideas for writing.

[10.3e.16] Nancy Patterson has done extensive work with her middle-school students using Storyspace, as tool developed by Eastgate Software that is used by academics as well as writers to construct hypertexts. Patterson (2000) describes how she uses hypertext to help students define relationships in a poetry unit as well as a biography unit.

[10.3e.17, 10.3e.18] Other examples of Nancy Patterson's use of Storyspace: The America Web and Nancy Patterson's classroom

[10.3e.19] In his essay, Jamie Myers describes further uses of hypermedia as a tool for responding to literature.

[10.3e.20] Adrien Miles argues that Blogger sites allow for combining different forms of textual links based on Google searchers and links to previous messages on a site as another way of constructing knowledge, as illustrated by the “OzBlog” site.

Other digital media sites:

[10.3e.21] Hypertext on the Big Screen
[10.3e.22] Course on hypertext and literature
[10.3e.23] Inquiry Unit: How does hypertext change literacy practices?
[10.3e.24] Course on Reading and Writing in a Digital Age [ focus on Hypertext ]
[10.3e.25] University of Iowa Communication Studies [lots of links on hypertext theory ]
[10.3e.26] Digital Narrative [ University of Maryland ]
[10.3e.27] Center for Digital Storytelling
[10.3e.28] Hyperizons: Hypertext Fiction [ Duke University ]
[10.3e.29] Hyperizons: From Page to Screen [Duke University]
[10.3e.30] Introduction to the Visual Arts [ Laura Ruby, University of Hawaii ]
[10.3e.31] Computer-Mediated Learning
[10.3e.32] English Through the Internet
[10.3e.33] Computer-Supported Collaborative Learning
[10.3e.34] Project-based Learning [GLEF: The George Lucas Educational Foundation ]
[10.3e.35] Ted Nellen's Cyber English
[10.3e.36] Technology integration [GLEF: The George Lucas Educational Foundation]

[10.3e.37] A technology-infused English curriculum [ Coogan, P. (2000). International Electronic Journal For Leadership in Learning, 4(13) ]

[10.3e.46] Constantine Verevis: Remaking Films: intertextuality in film remakes

[10.3e.47] Hyperfiction: How-tos

[10.3e.48] Hypermedia theory

[10.3e.49] Eastgate Systems: HypertextNow

[10.3e.50] Hypertext Breakdown: analyzing a hypertext

[10.3e.51] Playing, Studying, and Writing Interactive Fiction

[10.3e.52] Exposition in Interactive Fiction

[10.3e.53] Bibliography: Interactive Fiction

For further reading on digital literacies, hypertexts, and hypermedia:

DeWitt, S., & Strasma, K. (1999). (Eds.), Contexts, intertexts, and hypertexts (pp. 65-116). Cresskill, NJ: Hampton Press.

Kress, G., & van Leeuwen, T. (2001). Multimodel discourse: The modes and media of contemporary communication. London: Arnold.

Landow, G. P. (1997). Hypertext 2.0: The convergence of contemporary critical theory and technology. Baltimore: Johns Hopkins Press.

Landow, G. P. (2006)  Hypertext 3.0: Critical theory and new media in an era of globalization. Baltimore: The Johns Hopkins University Press.

Mancini, C.  (2005). Cinematic hypertext.  New York: IOS Press.

Modiano, R., Searle, L. F., & Shillingsburg , P. L.  (Eds.).  (2004).  Voice, text, hypertext: Emerging practices in textual studies.  Seattle: University of Washington Press.

Myers, J., & Beach, R., (2001). Hypermedia authoring as critical literacy. Journal of Adolescent & Adult Literacy, 44(6), pp. 538-546.

Myers, J., Hammett, R., & McKillop, A. M. (1998). Opportunities for critical literacy and pedagogy in student-authored hypermedia. In D. Reinking, M. McKenna, L. Labbo, & R. Kieffer (Eds.), Handbook of literacy and technology: Transformations in a post-typographic world (pp. 63-78). Mahwah, NJ: Erlbaum.

Myers, J., Hammett, R., & McKillop, A.M. (2000). Connecting, Exploring, and Exposing the Self in Hypermedia Projects. In M. Gallego & S. Hollingsworth (Eds.), What counts as literacy: Challenging the school standard (pp. 85-105). New York: Teachers College Press.

Patterson, N. (2000). Weaving a narrative: From teens to string to hypertext. Voices from the Middle, 7 (3), 41-47.

Rice, J.  (2003).  Writing about cool: Hypertext and cultural studies in the computer classroom.  New York: Longman.