Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and

Learning

Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and

Learning

Faryal Akbar, Donna-Marie Hamilton, Mary Sikkes

Department of Education

University of British Columbia

ETEC 500 (65C): Research Methodology in Education

Master of Educational Technology, University of British Columbia

Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning

Abstract

This proposal will explore the effects of transliteracy on student engagement on

grade nine students. Specifically, a transmedia textInanimate Alicewill be presented

over the course of a semester to four classes of grade nine students at Turner Fenton

Public School in Peel School District, Ontario, Canada, as part of their language arts

curriculum. Twenty-one students will be purposefully selected and interviewed in a

qualitative study to gain insight into their engagement with a transmedia text and

transliteracy skills.
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning

Introduction

Purpose

Children raised with the computer think differently from the rest of us. They

develop hypertext minds. They leap around. Its as though their cognitive structures were

parallel, not sequential (Prensky, 2001b, p. 3). With this in mind, we want to explore

how to most effectively promote literacy in 21st century classrooms. The purpose of our

research will be to determine the effect of transmedia literacy on student engagement in

the grade nine literacy classroom. Our research question is, what effect does

incorporating transliteracy1 have on student engagement2 in the grade nine literacy

classroom? Since this is a qualitative research study, the question will likely evolve over

the course of the research (Mertler, 2015).

Theoretical Framework

The word transliteracy is derived from the verb transliterate, which means to write

or print a letter or word using the closest corresponding letters of a different alphabet or

language, but transliteracy extends and applies this to the wide range of communication

tools and platforms at our disposal (Thomas et al., 2007). Research has shown that

humans decode language and acquire linguistic skills through processing images and

pictorial references of ideas (Thomas et al., 2007).

1
In this study, we define transliteracy as the ability to understand and discuss a
transmedia text, incorporating a variety of multimodal elements in one story.
2
In this study, we define student engagement as the level of interest and motivation
students demonstrate towards a particular task. Student engagement will be measured by
the teachers observations, students participation and assessment.
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
Andretta identifies that the study of transliteracy offers a convergence of a number

of academic disciplines such as English, Communication and Cultural Studies and New

Media Studies (Andretta 2009, p. 2). Transmedia texts like Inanimate Alice belong to

a new literacy paradigm (Conner-Zachocki 2015, p. 87), which makes it an interesting

topic to be examined in light of 21 century literature frameworks such as:

st

Design information for global communities to meet a variety of purposes,

Create multimodal texts,
Develop proficiency with the tools of technology,
Manage, analyze, and synthesize multiple streams of information,
Pose and solve problems collaboratively and
Attend to the ethical responsibilities required by complex environments. (NCTE,
2013)
Review of Literature

This literature review addresses themes related to the educational practice of

incorporating digital transmedia into a classroom setting. The following questions

emerged to help define the research topic:

1. Does introducing technology-based options into the classroom increase student

engagement and learning?

In a 2007 study conducted by the U.S. Department of Education it was concluded

that test scores were not significantly higher in classrooms using selected reading and

mathematics software products, and test scores in treatment classrooms that were

randomly assigned to use products did not differ from test scores in control classrooms by

statistically significant margins (U.S. Department of Education, 2007). Having said

that, Marc Prensky, along with many others, maintains that there is a great deal of

evidence that childrens learning games that are well designed do produce learning, and

lots of it by and while engaging kids. (Prensky, 2001b, p. 5). Prensky further
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
supports this point with the fact that practicetime spent on learningworks. Kids

(sic) dont like to practice. Games capture their attention and make it happen (2001b, p.

6). If education can be made more engaging for students, it would make sense that

educational benefits would soon follow and numerous reports have highlighted the

benefits of digital learning projects showing an increase in research skills, increased

organizational skills, and a greater interest in the content being taught (Paull, 2002;

Salpeter, 2005) (as cited in Robin, 2008, p. 225). Rather than detracting from the

educational experiences of todays youth, a digital learning experience like transmedia

storytelling instead exemplifies learning in the twenty-first century by merging the

concept of storytelling with that of the listener-learner and the resulting emotional

engagement with the pervasiveness of media (Fleming, 2013, p. 371).

2. Why use transmedia in a language arts classroom when students already have a

significant amount of screen time outside the classroom?

Becnel and Pope (2015) note that the Kaiser Family Foundation report (2010)

identifies that young people spend an average of fifty-three hours a week on different

types of entertainment media (p. 2). As educators, we have taken note that young people

are interacting with many forms of digital media. Transmedia literacy helps to hone the

skills of these digital natives by zooming in on their tools of trade, and engaging them

in the emerging literacy paradigm - transliteracy. Additionally, Becnel and Pope (2015)

identify that "[r]eading transmedia titles and participating in the related online gaming,

clue-hunting, and discussion boards gives children the opportunity to practice core media

literacy skills (p.1). Authors Alper, and Herr-Stephenson (2013) theorize that
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
[t]ransmedia experiences invite children to draw upon multiple literacies, including

digital, textual, visual, and media literacies, as well as social skills and cultural

competencies (p.367). With transmedia literacy, students will have the opportunity to

move beyond the navigational skills they already possess to develop a sound pedagogical

rationale for technology use, along with critical thinking skills. Becnel and Pope (2015)

continue to highlight the benefit of transmedia literacy: Transmedia experiences can

help young people develop a set of skills that will undoubtedly benefit them in the future

students who rediscover, or discover for the first time, the thrill of a good story

through a multimedia presentation will be more willing to experiment with more

traditional novels as well (p.1). Transliteracy helps to move students from the humdrum

of the canonical literature and language class to engagement and participation in their

learning: youths do their best work when engaged in activities that are personally

meaningful to them (Jenkins et al., p. 129).

Methods

Methodology

This will be a qualitative research study, using a phenomenological design with

purposeful sampling. We are using this design because we want to study the effect of

transmedia in greater depth, and the emergence of transliteracy can be described as an

educational phenomenon of the 21st century. This approach will allow us to have a better

understanding of students perceptions about transmedia and gauge their level of

transliteracy.
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
We have chosen Turner Fenton Public School in Brampton, Ontario because of its

diverse student and staff population, with different ethnicities, learning abilities,

languages and socioeconomic backgrounds (PDSB, 2016). We are using Inanimate Alice

as the primary transmedia text for this study. It is an interactive, multimodal fiction,

widely recognized as one of the early exemplars of transmedia storytelling, and in 2012,

was named a Best Website for Teaching & Learning by the American Association of

School Librarians (AASL, 2012).

The role of the researcher will be primarily as an observer, taking notes on student

engagement. We will mostly be on the observer as participant continuum, remaining

first and foremost an observer, but having some level of interaction with the participants

being studied (Glesne, 2006) (as cited in Mertler, 2005).

Participants

We will use maximum variation sampling to purposefully select seven students

each from three different grade nine language arts classrooms, for a total sample size of

twenty one students. Students will be selected based on their ethnicity, academic

achievement and IEPs (Individualized Education Program). If some of the students from

the initial group decline to participate in the study, we can extend the invitation to more

students to meet our sample requirement.

Ethical considerations

After selecting the participants, informed consent forms and participation letters

will be sent home.3 It is important to note some ethical considerations: no one will be

3
See Appendix for Sample Letter to participants and Informed Consent forms
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
harmed in the duration of the study and participants have the right to withdraw at any

time. The nature of the study is low risk for participants, but anonymity will be ensured in

the way results are reported.

Materials and Data Collection

Materials required for data collection include computers or laptops (provided by

the school), the transmedia text (free online), and a recording device. Since the school

provides students with access to computers, the cost of this study will be minimal.

Data will be collected through semi-structured observations using field notes,

interviews using an interview guide and recording device, and assignments like reflective

journals.4 The most insightful instrument will be the use of three one-on-one, in-depth

interviews totaling 1.5 hours per student.5

Validity

We will address descriptive validity by ensuring that the student accounts are not

distorted based on inferences; we will address interpretative validity by ensuring that the

students perspectives are accurately represented; we will address evaluative validity by

reporting findings in an unbiased manner; we will address theoretical validity by

assessing the extent to which our findings reflect the larger phenomenon of transliteracy

(Mertler, 2005).

Results

Data Analysis

As this study is based on the collection of qualitative data, inductive analysis will

be used to interpret data collected during the course of the study. Data collected through

4
See Appendix for Sample interview guide and observation notes
5
See Appendix for schedule
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
observations and interviews will be analyzed, and any patterns will be noted and

categorized, initially on an individual basis, but as more data is collected, data will be

considered more generally. As the study will include multiple methods, the primary

concern will be to identify and organize key patterns and themes to create a framework

for presenting the data that will allow for a reduction of initial data and the formation of a

coding scheme to further organize and group data (Mertler, 2015). During analysis,

researchers will work to acknowledge any potential biases that could alter interpretations

of data due to the subjective nature of the data being collected. To aid in reducing

potential bias, Mertler references a number of qualitative analysis software programs,

such as HyperResearch, that could be used (2015, p. 214). The process of triangulation

will be used by researchers to increase confidence when interpreting the various methods

of data collected during the study; in this case, including observations, interviews and

student reflection pieces (Mertler, 2015, p. 211).

Expected Outcomes

We expect with triangulation of reports from teachers observational notes and

student feedback data, our findings will conclude that students will be very engaged

throughout the exploration of Inanimate Alice. The multimodal aspect of this study will

appeal to a broad range of learners; as a result, they will find the story interesting and

effectively engage with the material. This is supported specifically by Sukovics (2014)

study where students who used transmedia were very engaged, had positive responses

about their learning and all data [suggested] improved self-confidence in transliteracy

skills.
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
Discussion

Limitations

As researchers, we are cognizant that the data collected from a qualitative study

will be potentially voluminous which may make the task of analyzing the data

overwhelming (Mertler, 2015, p.213). There are limitations such as background noises

that may affect voice recording, as well as the difficulties that may arise from keeping

copious notes (Mertler, 2015, p. 202). While we anticipate findings that will be

instructive for educators wanting to use transmedia literacy in the classroom, we

recognize that one of the most pressing concerns for the use of technology in the

classroom today lies around the issue of ethics. Introducing transmedia in the language

arts classroom is predicated on the understanding that students will understand the

implications of using online media. Jenkins points out, however, that [t]he ethical

implications of these emerging practices [like transliteracy] are fuzzy and ill-defined

[Jenkins, 2009, p.25). Additionally, because this study ascribes students as being digital

citizens it assumes children, on their own, can develop the ethical norms needed to cope

with a complex and diverse social environment online (Jenkins, 2009, p.32).

Educational Significance

A study on transliteracy is timely because of the importance of the ongoing

conversation around developing the 21st-century skills of students. Transliteracy is an

essential platform for building new literacy skills. As Jenkins (2009)

identifies [l]iteracy skills for the twenty-first century are skills that enable students to

exploit new simulation tools, information appliances, and the ability to move easily

across different media platforms and social networks (p.103 ). Transliteracy will make
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
room for conversation between educators, who can guide students to conceptualize the

tools they need to become producers of ethical work through transliteracy (Jenkins,

2009). Additionally, Ito et al. (2009) argue [y]outh could benefit from educators being

more open to forms of experimentation and social exploration that are generally not

characteristic of educational institutions (p.6).

References

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Alper, M., & Herr-Stephenson, R. (2013). Transmedia play: Literacy across

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Andretta, S. (2009, August). Transliteracy: Take a walk on the wild side. Paper

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Becnel, K., & Pope, J. C. (2015). Transmedia demystified: (Re)introducing your students

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Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
Appendix A

Letter to Participants (for parent/guardian)

Project Title: Transmedia and Student Engagement and Learning

Dear Parent or Guardian;

Your childs school, Turner Fenton Secondary School, located in the Peel School
District, has been chosen to participate in a research project that has been developed to
explore the effect of introducing digital transmedia on student engagement and learning
in ninth grade language arts classrooms. Your childs class will be participating in this
study for a period of four months, from September 2016 until the end of January 2017,
and participation in this study will centre around the use of a computer-based,
interactive novel titled Inanimate Alice in place of a traditional paper-based novel.

While your child will be involved with the use of technology and the internet
during this study, his/her legal name will not be used online, and internet safety training
will be provided to all students prior to the start of this study. If you choose to allow
your child to participate in this educational research study, the principal investigator (PI)
leading the research along with three graduate researchers will be conducting
observational research and interviews, using field notes and audio or video recording
devices, with your child. In addition to this, your child will be asked to complete
frequent reflection pieces to show his/her impression of Inanimate Alice as well as
his/her feelings of enjoyment and engagement throughout the study.

This research study has been approved by the Behavioural Research Ethics Board
at the University of British Columbia in Vancouver, Canada. It has been determined
that the potential risk or discomfort associated with this study is minimal; however, your
childs involvement in this educational research study is completely voluntary and (s)he
may withdraw from the study at any time at your discretion. Your childs classroom
teacher, as well as the PI and graduate researchers conducting the study, have the right
to withdraw your child from the study at any time if it is deemed necessary. Your
decision not to allow your child to participate in this study will in no way impact your
relationship, or your childs relationship, with his/her teacher or other authority figures
in the school or school district.

If you have questions or concerns about your childs role as a research participant,
please contact the PI at the phone number or email listed below before you consent to
your childs participation in this study by signing and returning the attached Informed
Consent Form. For more information about the interactive novel, Inanimate Alice that
will be used over the course of the study, please visit http://www.inanimatealice.com/

Thank you for your support.

Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
Sincerely,

Name of Principal Investigator: (Professor with Faculty Appointment)

Names of graduate researchers: Faryal Akbar, Donna-Marie Hamilton, Mary Sikkes

Phone: 604-XXX-XXXX

Email: name@ubc.bc.ca
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
Appendix B

Informed Consent Form (for parents and guardians)

Project Title: Transmedia and Student Engagement and Learning

Dear Parent or Guardian;

As explained in the attached participant letter, your childs school, Turner Fenton
Secondary School located in the Peel School District, has been chosen to participate in a
research study designed to explore the effect of introducing digital transmedia on student
engagement and learning in ninth grade language arts classrooms. By allowing your
child to participate in this study, (s)he will be contributing to the field of educational
research by providing researchers with a greater understanding of student engagement
and learning when given technology-based learning opportunities. The following is an
informed consent form designed to provide you with information related to various
aspects of this study including, but not limited to, research ethics, confidentiality,
perceived risks and participant rights. Should you have any additional questions or
concerns, please do not hesitate to contact the principal investigator at the phone number
or email below.

Thank you for your time and support.

Sincerely,

Name of Principal Investigator: (Professor with Faculty Appointment)

Names of graduate researchers: Faryal Akbar, Donna-Marie Hamilton, Mary Sikkes

Phone: 604-XXX-XXXX

Email: name@ubc.bc.ca

Please read the following the following questions carefully and circle YES or NO for
each question.

1. I understand that this study, Transmedia and Student Engagement and Learning,
is being conducted by a principal investigator who is an appointed faculty
member and three graduate researchers who are students at the University of
British Columbia (UBC) in Vancouver, Canada.

YES NO
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning

2. I understand that this educational research study has been approved by the
Research Ethics Board at UBC.

YES NO

3. I understand that the information gathered during the course of this study will be
used for educational research purposes only.

YES NO

4. I understand that while results of this study may be published, no published data
will include any information that would make it possible to identify any
individual participant.

YES NO

5. I understand that all data collected will be coded and names/personal identifiers
will be removed by the researchers. Data will be securely stored either in a
locked research lab or office, or in the case of electronic data, on a secure server.

YES NO

6. I understand that my childs classroom will be involved in this study for a four
month period and the study will involve audio and/or video recordings of
observations and interviews by researchers, and individual student self and peer
reflections.

YES NO

7. I understand that my child will be using the internet daily during the course of this
study as Inanimate Alice is an online and interactive novel.

YES NO

8. As outlined in the participant letter, I understand my childs participation in this

study is completely voluntary and may be withdrawn at any time during the study
without penalty or negative impact on any school relationships.

YES NO

9. I understand that my child has the right not to answer any questions or submit any
reflections that create a feeling of discomfort for him/her.

YES NO
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
10. I understand that if I have any questions or concerns about my childs rights as a
research participant, I may contact the principal investigator (PI) at the phone
number or email provided above.

YES NO

By signing this informed consent form, you are confirming that you have read both this
informed consent form and the letter to participants in their entirety, and you are giving
consent for your child to participate in this educational research study.

I, _____________________________________ (name of parent/guardian please

print), agree to allow my child, _______________________________ (name of
participant please print), to participate in this educational research study as described
above and in the attached participant letter.

Parent/Guardian Signature: ___________________________________________

Date: ___________________________________
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
Appendix C

Data Collection Tools

Table C1: Sample Observations Chart

Observation #
Date:
Time: Observations Observers notes

*please note that this will be a full

page document, to ensure that more
space is given for actual observations

Table C2: Sample Semi Structured Interview Guide

First session (approximately 30 minutes)

-How much time do you normally spend online every day? What kind of activities do
you engage in?
-How much do you enjoy reading? Writing?
-Do you like what you learn at school? Especially in your language arts class?
-What grade do you want to get this semester? What grade do you think you will get?
Please explain why you think you will get this grade.
-What can you tell me about Inanimate Alice so far? What are your first impressions?
-Are you enjoying this form of learning? What do you like most about it? What do you
like least about it? What are you hoping to learn from it?

Second session (approximately 30 minutes)

-What have you learned so far?
-How do you feel about the main characters?
-Has your opinion of the text and your experience with it changed so far?
-What can you tell me about the story? Plot line?

Third session (approximately 30 minutes)

-How was your overall experience with this transmedia text?
-Can you tell me what you think a transmedia text is? Do you prefer this form of novel
study or the traditional novel study style?
-How has your confidence changed about your language arts skills? Critical thinking
skills? Creativity skills?
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning

Appendix D

Research Timeline and in-School Schedule

Table D1: Research Timeline

Milestones May-August September-January February-April

Submit research May 1, 2016

proposal to graduate
supervisor for ethics
approval

Get approval from Dependent on

Peel District School proposal
Board and Turner approval,
Fenton PS tentatively June
1, 2016

Meet with staff and August 1, 2016

administration at
Turner Fenton PS to
share research plan

Begin data collection Entire duration of fall

and conduct research semester (Sep 2016-Jan
at school (see Table 2017)
D2)
February 2017
Analyze data from
interviews,
observation notes and
student assignments
March 2017
Write research report

April 2017
Share report findings
with supervisor and
colleagues
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
Table D2: Field (in school) Schedule

Month Week 1 Week 2 Week 3 Week 4

September -Select participants -Teacher will -Students -Researchers
-Introduce teachers introduce continue to conduct first round
to research plan students to explore text of interviews about
-Send consent Inanimate Alice in language students
forms home -Students set up arts class perceptions and
-Schedule computer and write first impressions of
computer time in access, sort out about their text
class any technical first
Resource: issues impressions
http://www.inanim -Researchers in journals
atealice.com/index. begin
html observations
October -Students begin -Group -mini -teacher feedback
Episode 1: China collaboration writing about transmedia
and designed assignment experience
activities related related to -students finish
to text text Episode 1
November -Students begin -Researchers
Episode 2: Italy conduct second
round of
interviews about
students
perceptions and
experiences with
text
December -Students begin
Episode 3: Russia
January -Students begin -Researchers
Episode 4: conduct final
Hometown round of
interviews about
students
perceptions and
overall feelings
about transmedia
-Researchers
collect student
journals, all
assignments
related to study for
assessment and
analyses
Exploring Inanimate Alice: The Effects of Transliteracy on Student Engagement and
Learning
Appendix E

Student Feedback Survey

To access Student Feedback Survey, please visit

http://hamslammer16.polldaddy.com/s/inanimate-alice-student-feedback-survey

For paper-based copy of Student Feedback Survey, please see document submitted
separately.