Brie’s Task 5: Twine

Hi Brie,

I really enjoyed your Twine project, and like Matt, I found it both fun and engaging. The way you crafted the narrative paths made me curious to explore all the different options, and I appreciate how you integrated the readings into your work.

Matt’s reflections on the strengths and limitations of hypertext, particularly the idea that not everyone will explore every path, really got me thinking. When I was working on my own Twine project, I faced a similar challenge. I wanted to create a narrative that felt meaningful no matter which path the player took, but it’s always a bit of a balancing act to ensure that all the potential choices and outcomes feel equally satisfying. I think Matt’s point about the conflict in pedagogy—between allowing students to explore freely and guiding them toward specific learning outcomes—also applies to how we approach storytelling in Twine. For my project, I ended up blending some linear elements with the non-linear structure to guide the player while still allowing for exploration, and it sounds like that’s something you were mindful of as well.

As for whether we should fully embrace non-linear text or continue using linear formats, I agree with Carol that it really depends on the context and the goals of the task at hand. I believe it’s about finding the right balance—using non-linear mediums to foster creativity and engagement, while also recognizing the need for structured, linear content when it comes to building certain skills.

Thanks for sharing your Twine and sparking such a thoughtful discussion!

 

Julia’s Task 6: An Emoji Story

Hi Julia,

Initially, I had some difficulty understanding the emojis, but once I realized they represented characters from “Inside Out 2,” it all made sense! (I have only seen the trailer.) Your approach to using emojis to capture the emotional journey of the characters is interesting since I was expecting to decipher a synopsis. Your use of emojis is neat because it conveys the movie/plot without giving a complicated plotline. You describe characters symbolically, and the plot is somewhat self-explanatory. This was different from my approach, where I tried to convey a linear sequence of events. This made me realize how digital writing allows users to interpret things differently depending on how we prioritize different aspects of storytelling.

Thanks for sharing your creative process and insights!

 

Duncan’s Task 7: Mode-Bending

 

Shannon’s Task 9: Network Assignment Using Golden Record Curation Quiz Data

Hi Shannon,

Thanks for your analysis! It’s good to know that I wasn’t the only one feeling a bit lost with all the data and trying to make sense of something if not everything.

I also noticed that how the most selected tracks really brought people together into tight clusters, especially with the top six tracks, and the less popular tracks had such sparse connections. It really shows how some tracks, probably because of their familiarity or cultural significance, seem to resonate more broadly, while others reflect more personal, niche tastes, in my opinion.

I agree that it’s difficult to make any assumptions due to the lack of demographic data in the nodes. I wondered too if our backgrounds—like being from English-speaking countries or just being more familiar with Western culture—played a big role in why tracks like “Johnny B. Goode” and “Melancholy Blues” were so popular. But as you mentioned, without that specific data, it’s tough to nail down exactly why certain tracks stood out more than others. It definitely adds another layer of complexity to understanding the choices we made.

 

Lachelle’s Task 12: Speculative Futures

Hi Lachelle,

I really enjoyed how you presented your story through different modes! Your backstory is so well-developed, and I can definitely see myself using it as part of my grade 10 English class during our dystopia unit—it’s that good!

I have to commend you on your bravery in experimenting with VEED! I also gave it a shot, and after a few frustrating attempts, I realized that while AI tools have come a long way, they still have some limitations when it comes to fully capturing our speculative visions. Plus, I wasn’t quite ready to pay for premium features just to make those final tweaks. I ended up switching to iMovie for my trailer, and I’m pretty happy with how it turned out.

Anyway, you did a fantastic job with your story! Thanks for sharing it—it was both inspiring and thought-provoking.

 

 

Final Project

Access my project here

 

Reflection:

As Dobson states, “So begins the paradox that whereas digital literacy constitutes an entirely new medium for reading and writing, it is but a further extension of what writing first made of language.” (2009) I kept going back to this statement as I was finding ways to make my idea work. This paradoxical nature of digital literacy – being both revolutionary and an extension of traditional writing – guided my approach. While the medium of presentation was new, the core goal of effectively communicating ideas remained consistent. This insight helped me navigate the technical challenges and conceptualize how to blend different modes and think outside the box from my stance.

Redesigning the “What’s in Your Bag” task by changing its semiotic mode was indeed challenging. Inspired by the New London Group’s multiliteracies framework, I tried to embrace this in my redesign by moving beyond merely recording audio and incorporating visual and audio elements to create a more dynamic and interactive experience.

The biggest challenge wasn’t transforming the written language into audio, but rather how to effectively display the audio. Initially, I tried using coding to create an interactive experience, but it proved too complex for my current skill level. Instead, I used Canva to create a multimodal presentation slide where clicking on an item plays the sound it makes, aligning with the New London Group’s principles of multiliteracies and the iterative nature of design.

Using Canva turned out to be a practical choice for creating a multimodal presentation. I utilized its features to blend visual and auditory elements, aiming to visually incorporate the audio. Each item in my bag was depicted with an image linked to a corresponding sound effect. I realized that selecting appropriate sounds also involves my cultural identity, as it may reflect my interpretation of each item, which might be stereotypical or unorthodox to some.

Despite the benefits, there were challenges in this mode-bending exercise. The technical limitations with coding led me to choose Canva as a more feasible alternative. Even with Canva’s user-friendly features, effectively combining multimodal elements still demanded time and experimentation. Additionally, finding a way to display the presentation on my blog without requiring users to click on a link was another challenge that I couldn’t solve without learning to code properly.

Redesigning the “What’s in Your Bag” task using Canva was a valuable exercise in applying the principles of multiliteracies and mode-bending. It required me to acquire new skills, experiment, and be creative. It was enjoyable to explore the potential of integrating different modes of representation to create a more engaging and accessible learning experience.

References:

Dobson, T., & Willinsky, J. (2009). Digital literacy Download Digital literacy. In D. R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 286-312). Cambridge University Press.

The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. (Links to an external site.) Harvard Educational Review 66(1), 60-92.

Prompt:

Describe or narrate a scenario about a pill found a generation into a future in which ‘progress’ has continued. Your description should address issues related to the court system and elicit feelings of dread.

Title of the story: Reborn

Backstory: In the year 2050, most jobs were taken over by AI, leaving only less desirable and stressful jobs. Ironically, people also did not want to do these remaining jobs, preferring remote work or avoiding work altogether. Since the early 2020s, with the rise of remote jobs and a general aversion to undesirable work, a significant labor shortage in necessary jobs became a major issue for the government.

One of the most controversial innovations was the introduction of the “Memory Erasure Pill,” a pharmaceutical breakthrough intended to revolutionize the world. Unable to wait for public approval, the government began using the pill on select criminals who had no visitors and were convicted of first-degree murder. Instead of the death penalty and costly imprisonment, the government proposed this so-called humane solution to handle severe criminals and the job shortage.

The Memory Erasure Pill is a small, white tablet developed by a consortium of scientists and legal experts. When ingested, the pill wipes the consumer’s memories, effectively erasing their identity. After a few trials, President Richardson provided evidence to convince the nation that using the pill on criminals with the worst charges was a humane and practical solution to the labor shortage. Seven years of successful administration of the Memory Erasure Pill followed.

Story:

It is the year 2057. The main character wakes up one morning in a room with no memory of her past or her name. She steps out into what seems like a communal area, observing people engaged in ordinary activities. A man with a name badge that says “Gideon” approaches her. He tells the main character that she signed up for a government experiment to cure her terminal brain tumor because she was poor and couldn’t afford treatment. He claims she was on the verge of death but was reborn through a brain surgery. In reality, she was injected with the Memory Erasure Pill.

Gideon informs her that her name is Aileen Warner and that her purpose is to fulfill the duties assigned by the government and help other citizens. She will be provided with food, shelter, and basic necessities but must work 14 hours a day and volunteer at a local senior community on weekends. She has been assigned to work in a factory where the labor is intensive, and she is among a few others like her.

One day, while working, a heavy object falls on Aileen, knocking her unconscious. During her unconscious state, she experiences vivid dreams of people and places that seem strangely familiar. These disorienting and faint memory fragments trouble her deeply. Upon regaining consciousness, Aileen reports the incident to Gideon, expressing concerns about what she believes to be side effects of the pill, mentioning the familiar visions she had while unconscious.

Outside the “prison” walls, controversy arises: If a criminal’s memory is completely erased, are they still considered a criminal, or a new person? Why must they do all the dirty and intensive labor? What ethical dilemmas arise from erasing someone’s identity, even for criminals?

Back to Aileen, agents make her unconscious and take her to a lab to inject the pill again. Despite the second injection, Aileen’s dreams become more vivid, and she starts to remember things vaguely. She begins to question and resist the control imposed on her, seeking answers to the truth. She discovers evidence of her former life and the government’s role in the memory erasure. Aileen and a group of her housemates plan an escape to reclaim their identities and expose the government’s practices. The escape leads to a confrontation with government agents, revealing the extent of the Memory Erasure Pill’s side effects and the ethical breaches involved. The survivors of the escape attempt to reintegrate into society, but they learn that they were first-degree murderers and are now wanted fugitives…

 

Click the link to view the movie trailer: https://youtu.be/z6QxJq02rVw

Emoji Explained…

 

Reflection:

Translating a story into emojis required me to consider the unique qualities of digital writing. I started with the title, which was a great challenge. Capturing the essence of the title in a few emojis was important, as it serves as the first point of connection for anyone trying to guess the work. I had to decide whether to

1. translate the title literally, using emojis that directly represent the words in the title;

2. find a metaphorical meaning, using emojis that capture the deeper or symbolic meaning of the title; or

3. use physical images, selecting emojis that visually depict elements of the title in a way that readers can easily understand.

I chose the last option since the title was a proper noun, and a literal or metaphorical translation might not clearly convey the specific name to the readers. I figured a visual representation would make the title more recognizable and comprehensible.

The process of translating a title into emojis mirrors the broader challenges of translating traditional writing into digital writing. Just as I had to decide whether to use literal, metaphorical, or visual representations for the title, digital authors must consider how to effectively convey information in a medium that blends text, images, and interactivity. Bolter notes that “electronic text takes on shapes that Web designers and other digital authors deem appropriate to the computer’s capacity to structure and present information” (2001). This requires digital writers to think beyond traditional linear text and leverage the multimedia capabilities of digital platforms to enhance comprehension and engagement. The challenge of making a proper noun recognizable through emojis parallels the challenge of making content engaging and understandable in digital formats, highlighting the evolving nature of writing in the digital age.

For my synopsis, I focused on representing key plot points and character traits with emojis that fit the plot diagram. I referenced IMDb’s summary of the movie and added some missing parts since it was the briefest summary I could find. I had to consider the audience that would decipher my emojis and decided to rely more on ideas and major plot points rather than syllables or individual words. Emojis are a visual language, so capturing the essence of the story through recognizable symbols was more effective than trying to represent every single word. This aligns with what Bolter (2001) highlights about how electronic writing combines the best attributes of various forms of writing: the precision of print, the adaptability of handwriting, and the visual richness of hieroglyphics. This makes electronic writing a versatile and powerful medium in the digital age.

Overall, this exercise has shown me the complexities and creative potential of digital writing. Translating a story into emojis is not just a fun activity but a profound way to explore how meaning is constructed and conveyed in modern digital contexts. It has expanded my understanding of how we can use visual elements to enhance storytelling and make it accessible and engaging for diverse audiences.

Bolter, J. D. (2001). Writing space: Computers, hypertext, and the remediation of printLinks to an external site. (2nd ed). Lawrence Erlbaum Associates.

HTML version of my Twine story:  You Can Choose.html

Reflection:

Playing around with Twine was fascinating and rewarding, especially when my attempts to add a new HTML worked after pressing Test From Here. The more I worked on Twine, the more I realized the importance of developing a solid narrative. When choosing my story, I was inspired by a game app that often appears as an ad, where a character faces life dilemmas, such as deciding what to do when discovering a cheating spouse. So I decided to create a high school version, where players shape the protagonist’s journey through significant choices in three different stages: teenage hood, career path, and relationships.

To make the story engaging, I focused on three distinct personality archetypes for Carolyn: the Overachiever, the Social Butterfly, and the Rebel. Each personality type influences how she interacts with others and makes decisions. This approach allows players to empathize with her and feel more engaged by creating a scenario that feels personal.

Writing the story in the second person point of view was a deliberate choice to make the experience more immersive. This style helps players feel directly involved in Carolyn’s journey, making decisions that shape her path. Changing the language style was also important to ensure players don’t feel like they are reading a book; hypertext stories are meant to be interactive, so I avoided lengthy texts per click.

What’s more important is thoroughly developing story elements such as characters, conflict, and plot. Developing side characters was essential for creating a rich narrative. Although I couldn’t develop all characters in depth (like Carolyn’s mom or other characters I could’ve added), I focused on making interactions based on Carolyn’s personality type to add depth and uniqueness to each scene. Things like adding dialogues and actions helped show character traits and conflicts, making the storytelling more vivid.

Experimenting with interactive elements like link-reveal macros was crucial in keeping players engaged and making the screens less dull. I used different elements, such as italicizing Carolyn’s inner thoughts or changing the font colour to enhance the experience.

This project has allowed me to utilize my storytelling skills and my ability to create interactive, player-driven narratives. I find Twine to be an excellent resource to share with my students, as it’s a great tool to help them develop new media and storytelling skills. I will certainly be using it in my classes to foster creativity and narrative development.