Reading interactive text

1. Reading interactive text Session 2 Literacy

2. Session Objectives: • To explore the nature of interactive text and its place within current and developing reading practice. • To consider the learning opportunities provided by reading interactive text. • To explore some examples of interactive text, both at consultants’ own response level, and as potential classroom resources.

3. Session 2: ‘route map’ 2.1 Provide an overview of interactive text and its place in reading. 2.2 Explore a particular example and consider its potential to support learning. 2.3 Explore a second example and its potential to develop reading. 2.4 Explore a third example, first at consultants’ own response level, then as a potential classroom resource. 2.5 Write a simple interactive text, within a given framework, the better to understand its nature and potential.

4. 2.1 “Linking reading with ICT gained pupils’ interest immediately. Motivation to read is the biggest impact it has had on pupils.” Improving Pupils’ Reading TES Dec 5 2003 “We must challenge and re-define teachers’ perceptions of ‘texts’. We live in a multimedia world where we experience different kinds of text every day. We need to reflect this in the English curriculum. Teachers should take account of the breadth and nature of pupils’ reading and the consequent text ‘models’ available to them.” Visually Speaking: Essex Writing Project 2003

5. 2.1 Motivational capacity of ICT + Potential of multi-modal, interactive text “Linking reading with ICT gained pupils’ interest immediately. Motivation to read is the biggest impact it has had on pupils.” Improving Pupils’ Reading TES Dec 5 2003 “We must challenge and re-define teachers’ perceptions of ‘texts’. We live in a multimedia world where we experience different kinds of text every day. We need to reflect this in the English curriculum. Teachers should take account of the breadth and nature of pupil’s reading and the consequent text ‘models’ available to them.” Visually Speaking: Essex Writing Project 2003 = Enhanced and extended engagement with reading

6. 2.1 Interactive texts Modes and media

7. mode: writing medium: print (book) pre-sequenced (linear) left to right, top to bottom

8. mode: picture (image) medium: canvas (screen) non-sequenced (non-linear) eye ‘roving’ for information building a ‘picture’ radial reading

9. writing ‘imitating’ image non-sequenced (non-linear) ‘roving’ for information building a ‘picture’ radial reading

10. interactive text mode: mixed (but more akin to image than writing) medium: screen non-sequenced ‘roving’ for information; building a ‘picture’ radial reading

11. 2.2 Activity/Discussion: Think carefully about the interactive text. On your response grid, try to map out the opportunities it might provide to develop each aspect of learning.

12. 2.3 Little Red Riding Hood Interactive text Notes Lesson 1 Notes Lesson 2

13. 2.3 Activity/Discussion • Read the LRRH hypertext for yourself. • On your response grid, gather evidence as to the character of each of LRRH, the wolf, grandma and the woodcutter, as portrayed in this version. Note how and where you found this evidence. • Discuss how the interactive nature of the text effected both the task and the way you went about it. What are the classroom implications of this?

14. 2.4 Writing Template Lesson Notes Interactive Text

15. 2.5 Activity The best way to understand how a text works is to create it for yourself. Listen to the poem The Seventh Dwarf, by Gwen Strauss, and then have a go at writing your own interactive text using the SW7D template. poem template

16. 2.5 Plenary Sharing of some of the the interactive texts written in this session. Discussion of classroom implications.