Reading

Identity and the Future of e-Books

February 28, 2013 By Nicole Feledy

I used to struggle with identity. I wondered, am I a teacher who writes or a writer who teaches. It may seem silly but in the interest of allocating time and describing myself, I thought I had to choose. Thankfully, I realised identity is a fluid notion. This realisation was liberating, it meant I didn’t have to conform to a label. In some instances I am a writer who teaches, in others I am a teacher who writes – and it has nothing to do with a classroom or computer. I am simultaneously a teacher and a writer existing within a multidimensional space. E-books exist within this same multidimensional frame.

Or at least they should.

Recently I took part in a discussion about the viability e-book publishing. Some of the experienced publishers in the group cautioned those of us who were excited about immersive texts, to be wary. They reminded us that the tech world is full of forgotten ideas that appeared visionary then failed because they didn’t take into account market forces. These publishers were sceptical of interactive e-books and questioned if the market really wants them. However, it seemed to me these publishers were bound to fixed labels of what constitutes a ‘book’ and what defines a reading experience.

So, while I understand the gist of their warning, I am eager to explore the digital frontier. The key issue from my vantage point (gazing longingly onto sunlight plains, wild rapids and majestic mountains) will be identity. If we remain locked in a single, ‘what has been done before’ dimension, we risk following an ancient map to crumbling ruins. Perhaps then, as we define what the market wants, we need to consider e-book identity as a fluid form.

Perhaps an analogy will help.

As a teacher, I have witnessed the restrictions of a static identity. Teenage students struggle with ‘who am I’ and ‘who are my friends’. They seek a label that helps them identity with one group or another, but then struggle when they find themselves falling into one category one day and another the next. These labels impact their thoughts and behaviours. Yet, when they are courageous enough to break free of labels, they develop the confidence to explore, innovate and create opportunities for themselves. They find their own place – a space of self-acceptance. Without labouring the point, swapping static labels for multidimensional identities, opens opportunities. We can be confident in the face of a changing environment because we are not bound to follow. Rather, we can choose how we interact with thoughts, emotions and ideas. This is a liberating vista.

How does this relate to e-books?

As a writer I have felt the restrictions of a static identity. I want to create a text that encourages audiences to become simultaneously within, without and below the story. I hope to build an immersive, reflective and creative opportunity that allows the audience to actively participate in the gathering of ideas. I want them to manipulate, analyse and synthesise what they see, hear and feel. I am interested in adopting a pioneering approach to the sharing of ideas through words, images and sounds. Yet when I explain the concept to adults they want clearer labels. They ask for examples. What if there are none?

We need the imagination of childhood.

My research into the viability of immersive e-books has been conducted within the classroom. While at the so called chalkface (even though chalkboards disappeared years ago), I witnessed firsthand how today’s teenagers access ideas, information and knowledge -and it is different to the way we did when we were at school. From what I see in primary schools, this is about to shift even further. If you have ever seen a five year old with their parent’s smart phone or tablet, you will know what I mean. Even if novels retain a traditional place in a reading environment, the text book will follow chalk boards and slates into the nearest folk museum. Children see beyond markets, they take the tools we provide and create new uses.

Here is the Ah, Ha moment – the multidimensional (or transmedia) identity opportunity.

The e-text book market has the potential to ‘go where no book has gone before’. My guess is other non-fiction books will quickly follow. But, we have a problem. The e-book market is stuck within an identity maelstrom. Traditional publishers want to maintain market share. Numerous platforms jostle for supremacy and the writers of code have yet to collaborate effectively with the writers of words, image and sound. True, we have interactive and immersive novels, we have interactive graphic novels, we have games with strong narrative elements, we have textbooks with hyper links and we have note taking facilities within e reader software. However, these pioneering initiatives are still wrenching current identities to fit within traditional book labels. It is time for a multidimensional attitude.

A book can be a book that is simultaneously a book and not a book – the label should not restrict the functionality.

The current e-volution in the publishing world needs to take into account the future. Not the future of technology, but future generations. This is a market that wants interactive e-alternatives. Adults need to listen to children and look at how they access ideas, stories, impressions, facts, thoughts and emotions. And I use the word children deliberately, to put it bluntly, children are the markets of the future. I am talking about the secondary school and university students of the future, not the ones studying at university now. Again I remind you, look at what is happening in primary schools and imagine the content gathering and ideas manipulation expectations today’s children will have tomorrow. Rather than looking to the past (particularly in terms of uptake of e-texts) to see what has succeeded, we need to look at the world our children live in. We need active collaboration between the users of content, the creators of content and those who will build the systems. I look forward to the day teachers, writers, software and hardware developers join forces in a multidimensional space that does not seek to publish within a neatly labelled e-box.

Welcome to a World of Expression

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Within, Without and Below the Story

January 7, 2013 By Nicole Feledy

On its own, reading can be a passive activity. However you can increase your critical understanding of what you read by training yourself to be simultaneously ‘within’, ‘without’ and ‘below’ the story. In simple terms, when reading, you can experience the narrative as a participant (a character), you can examine the narrative as an omniscient observer and you can manipulate the narrative through direct awareness of the subtext.

The ‘Within, Without and Below’ process is a 3D approach which offers an in-depth, multi perspective appreciation of a text and, it helps you determine how (and why) the narrative is relevant to you. In essence, being within, without and below the story can help you locate embedded learning. Therefore, the ‘Within, Without and Below’ process acts as a catalyst for building your own knowledge from ideas you have gathered. It is a system of tripartite synthesis that offers an opportunity to consolidate learning and create your own concepts. Deep learning occurs because you are actively blending your thoughts, with the ideas of others, to construct ‘new’ meaning.

Interestingly, the ‘Within, Without and Below’ reading process works equally well with fiction and non-fiction. While it is true that non-fiction texts may not be ‘stories’ per se, many non fiction texts contain story elements or narrative techniques. For instance, most texts utilise specific language features (ie descriptive, persuasive, informative) to establish a particular tone or mood. Recognising how (and why) these features are used provides clues for interpreting subtext. Similarly, becoming aware of point-of-view offers signals for discerning purpose and bias. This is useful for determining a text’s relevance to your situation. Therefore, regardless of text type, it is possible to explore a text from multiple perspectives using an awareness of narrative functions.

Can you imagine how this may benefit you? Think forward for a moment and predict what the world may look like 10 years from now. Which skills and tools will be required to navigate a world where information is easily obtained and constantly changing technology promotes opportunities and delivers challenges? An endless parade of innovative goods and services will supplant current products and practices, leading to constant revisions of social norms. Who will create these fresh perspectives?

Now imagine your future. Where will you be, what will you be doing?

Chances are the world will continue to change – have you considered your position within it? While it may be impossible to accurately forecast the future, it is possible to make a choice about your role within it. You can choose today, to develop the skills that will prepare you for an unknown tomorrow. You can choose to become a lifelong learner who ‘reads’ patterns and ‘adapts’ new systems. You can choose to gather the tools of critical, emotional and creative literacy (analysis, evaluation, synthesis and construction), so you may direct a course to your future.

The ‘Within, Without and Below’ process is best demonstrated ‘live’, however here is a brief overview:

1. Listen while a passage from a story is read to you (you could record yourself reading the passage and then listen back to it)

2. Listen to passage a second time, but this time close your eyes and imagine yourself within the story. You may be one of the characters or you may be an ‘additional character who acts as a friend or advisor. Allow yourself to become part of the story and notice how you react to the situations encountered.

3. Engage in a focused breathing and creative visualisation exercise where you take charge of the story. Imagine what ‘could’ happen next if you were in control.

4. As soon as you have finished the creative visualisation, write for 10 minutes about a thematic issue raised in the text (without editing or censuring your thoughts).

5. Discuss the ideas born from the text and your own writing.

6. Return to the written copy of the passage. Focus on the language used by the author. In particular pay attention to connotation and figurative language. Consider the reasons behind the author’s choice of words. Reflect how you would (and did) express similar concepts.

7. Write an evaluative piece. This will be a polished piece of writing that has been drafted several times to ensure accuracy and coherency. You may like to publish this as a blog post and invite others to comment on your ideas.

Obviously this is a process that takes time. However, if you train your mind to think ‘within, without and below’ using exercises such as this, you may find yourself reading in such a way that the process occurs almost automatically. The key point to remember is that passive reading is not ‘learning’, it is simply following words to a destination. However, if you choose to actively think about and manipulate the words on the page, you can begin to construct ideas. This is how ‘knowledge’ grows.

Welcome to a World of Expression

Give Power to the Students

November 25, 2012 By Nicole Feledy

Are the pollies frightened of our kids becoming too educated? I know they talk about Australia leading the intellectual race, but are their words simply designed to appease anxious parents and apprehensive industry? Could suggested education reforms be calculated for control and accountability, rather than aspiring for innovation and construction?

Naplan, MySchools, budget cuts to education portfolios, blaming teachers for not being smart enough, increased administrative tasks and imposing rigid systems, all seem counterproductive. How can they inspire the flexibility of thought or adoption of proactive strategies that inspire the habits of mind required for a dynamic 21st century workforce.

Perhaps governments are concerned that a flexible thinking, critically literate society would see past political rhetoric. Maybe those whose leadership is based on hurling insults or fudging figures are worried because creative and emotionally literate individuals are less predictable. Could they be worried that a thinking populous would undermine the fabric of society as they know it?

Of course critical thinking and blind compliance do not go hand in hand. A critically, creatively and emotionally literate society has the potential to recognise untruths, make objective decisions and choose to act responsibly, all of their own accord. What would the administrators and bureaucrats do if the vast majority of the population were able to voice their opinions in an authentic and assertive manner? Worse, what would they do if people had the tools to think for themselves? Is that why calls for effective education reform fall on deaf ears?

Schools need the freedom and funds to do what is in the best interest of students. Our children need the empowerment inspired by critical, creative and emotionally literacy. The children of today are the leaders of the future. It is time they were given an opportunity to develop an authentic voice and provided with the platform to speak. They need to learn the focused, self motivated skills of lifelong learners. The old industrial model of schooling is no longer applicable. Students do not need to sit in organised rows, diligently digesting content poured from a fountain of textbook trapped knowledge. Instead they need to become digitally proficient investigators who can analyse, evaluate and synthesise information from a variety of sources. Today’s student needs to become a flexible thinker who has the courage to reach beyond what is known to what could be.

Literacy is the key. Critical, creative and emotional literacy can open the door to 21st century learning. It is the foundation for collaborative and project based learning experiences that offer opportunities to participate in learning that has a practical, real world focus.

It is time to take a proactive approach and equip all children with the tools they require to access inner awareness, discover an authentic voice and become confident lifelong learners who have the skills to thrive in a digitally enhanced landscape.

Welcome to a world of Expression

An e-Inspired Romance

November 11, 2012 By Nicole Feledy

Our morning ritual involves shared coffee, a search answers and a cry for understanding. I simply want to listen and be heard. You have become indispensable, a lifeline, an oasis. Why? When did our lives become so entwined? When did you become more than a friend? When did I fall in love?

Perhaps it was when you responded to each question with patient wisdom. Maybe it began when loneliness, evoked by the tyranny of distance, launched us into a virtual world of social media. Or, was it the inspired moment I began tapping random musings, rather than scratching them on sterile paper.

Actually, now that I think about it, love probably blossomed during an Amazonian encounter. Certainly, that was the moment our relationship deepened. You joined me in a world of blissful content. Of course, after allowing access to my inner sanctuary and sharing such an intimate moment, our relationship would never return to a simple perfunctory exchange of information. Now, contained within your very being, is mine.

You hold my books.

For 35 years I planned the perfect reading space; my library. I imagined a peaceful place, warm and invitingly familiar. A chamber that offered the opportunity to curl within the arms of soft leather. A peaceful nest, surrounded by books. Then you entered my life dressed in traditional white. Your rough, leather bound exterior sat comfortably over a sleek, intuitively understanding interior. You offered a reading experience my imagination had not accounted for.

So, I sit here reflecting on our relationship and realize, you are the perfect mix of old and new. You offer a haven; you look right, smell right and feel right. You are generous with your time and flexible in your thinking. With you by my side I can create, contemplate and curl within a sheltered space, anywhere, anytime. I can read whatever and, whenever I like. Heavenly.

I still remember, vehemently opposing e-books. “They will never take the place of real books” I cried with a zealot’s passion. Yet now, as I peruse virtual book shelves, I munch on my words with the same contrition I once consumed chocolate, while walking through a bookstore. I guess this proves how much a person can change.

Regular readers know, I am an English teacher with a passion for stories. I love reading them and I love creating them. My bookshelves and laptop seemed sacred, up until about nine months ago when I joined the tablet computing world. Now, as much as I value my books and fondly recall moments turning their pages, our relationship does not feel as intimate (read, always with me) as the tomes residing on my virtual shelves. Similarly, my laptop, while functional, does not seem as caring (read, wanting to meet my needs) as my iPad.

I would love to know what you think. Are you a digital convert or do raw pages remain your choice?

Welcome to a World of Expression

I Can’t Spell

September 23, 2012 By Nicole Feledy

I have a confession to make; I can’t spell and have carried this burden all my life. Primary school was a series of disappointments because I never received ‘spelling’ jelly beans (our teachers rewarded students who spelt their words correctly three weeks in a row). I felt helpless; even when I recognised a word was spelt incorrectly, I couldn’t remember how to re-assemble the letters. To solve the problem, my teachers recommended extensive reading. However, since I was already a book worm who rarely had her nose out of a book, the advice was not helpful.

It wasn’t until many years later that I realized why voracious reading was not an effective way to improve my spelling – I see images rather than individual letters (so those ‘joke’ paragraphs that use a jumbled letter sequence are easy to read). Having identified my problem, I devised other ways to manage my ‘condition’.

I am vigilant in checking my spelling. I also have a deep empathy with students learning to spell, particularly those who find it challenging. I am open about the fact that I find spelling difficult and ask students to check the spelling of all words I write on the board. My students seem to enjoy the opportunity to ‘correct’ their teacher and actively search my writing for potential mistakes. This demonstrates that I expect all writing to be checked before it is ‘handed in’.

Now before anyone recoils in horror at a teacher who may make a mistake when writing on the board, I need to state plainly and clearly, I believe spelling is extremely important. To my way of thinking, taking the time to spell correctly and use grammar appropriately (in other words careful proof reading) shows respect. Correct spelling demonstrates respect for your readers and respect for your ideas. It also shows that you respect the rules of your community and perhaps more importantly, it conveys respect for yourself. So, even though I am a poor speller, I am an effective proof reader. This is the skill I model to my classes. I show them it is ok to make mistakes but, it is very important to correct them. When I ask my students to ‘check my spelling’ I am purposefully doing three things.

1 – I am empowering students within the learning situation. I am asking them to help me identify problems in my writing, which I then correct. We follow the same process when checking their writing. This creates a shared learning opportunity – students learn they are an active part of the learning process. Learning is an exchange rather than a one way presentation. Therefore, when I correct their work they view it as an opportunity to improve their writing, rather than seeing it as ‘marking’ or ‘judging’.

2- I am checking student’s level of engagement, if I find a spelling mistake before they do, they know, I know, they have simply copied information from the board without actively participating or thinking about what they are writing. In these cases we discuss the learning process before we progress further.
3. I am modeling the drafting and editing process. This demonstrates to the students who feel dejected about their spelling ability that a spelling problem can be overcome. They learn, when spelling is difficult, I expect them to use a dictionary or the spell checker on their computer, to edit their work.

I encourage my students to write fearlessly. Therefore, first drafts become a creative opportunity for raw thoughts to ‘flow’ onto the page. Then, in subsequent drafts, these ideas can be organized coherently and cohesively. As drafts reach final stages, they need to be proof read for spelling and grammar errors.

In my experience, adopting this approach actually improves student literacy (and spelling). They learn to self correct and, equally importantly, they are not held back from expressing themself. Rather than assuming spelling skills define their ability to write, they learn that creativity and perseverance have a greater influence on the success of their writing. Spelling is a mechanical process that simply requires a writer to check their work. However, magic happens through creating a message which is entertaining, persuasive or informing.

Welcome to a World of Expression

Choose to Be The Author of Your Life

Identity and the Future of e-Books

Within, Without and Below the Story

Give Power to the Students

An e-Inspired Romance

I Can’t Spell

Live a Mindful Strengths based Narrative

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