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I sort of have to agree with what my classmate Kelly said. While reading the first example of e-literature, where my choices of yes and no influenced how the story advanced, I couldn't help but feel as if it was a choose-your-own adventure. I like my stories to have a more or less decided ending, so I didn't feel I could finish the piece without reading all the possible choices.
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Electronic Literature
The author begins the book with a story about the dangers of books being printed instead of copied. The monk who discovers this is furious because he feels it will lead to a corruption of the value of literature.
We can see in every day life how this metaphor works beautifully for electronic literature. Have you read the book, people will ask, or just seen it on your kindle? I have several shelves full of books....you just have some downloaded pdfs [or something] {or whatever}. You aren't really reading.
People insist on qualifying technologies, and organizing them in a hierarchy. New technologies are forever being ranked low due to entrenched technologies and biases in the audiences. This is what the metaphor Hayle uses is telling us.
Shipka, mutiple literacies, an the benefit of multi-modal composition
Short video on Web 2.0 and multiple literacies
A few words on video games and wasted time
Its a sad state of affairs when we have to justify games as a useful learning tool. I feel that this piece was greeted by the resistance to the idea of multiple literacies we discussed in the first weeks of class. Humans have always learned through games and play. They are incorporated into kindergarten classes, but when that game happens on a television screen, it becomes a hindrance, not a help, to education. The resistance to video games as a learning tool is the same as the disbelief that people learn in different ways.
In school, when I was having trouble with learning long division, my dad tried to show me the math problems in a different light with baseball player's averages. The shift of context made it slightly more relevant to me, and I began to improve. Certainly the same analogy can be made with video games.
Video games offer the repetition of lessons, critical thinking/learning, and problem solving. They provide, in some games/contexts, a perhaps wider information ecology than a classroom. It has codified uses, language, rules, just like a book. By ignoring the fact that video game users come away with lessons that can be applied to real life situations is too limiting. Such a close-minded view transmutes a potential teaching resource into "a waste of time."
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