Instructions
1. Right-click on the link posted: Link–>Please right-click here:What do you like to do?
2. Save link as and choose a location.
3. Click save.
4. If the download bar pops up in the bottom corner saying it is not safe, click on the little up arrow on the download bar and select “keep”.
5. It will start downloading. Right-click and choose open.
6. It will open a file folder. Double-click the index file and it should open in a web browser.
Reflection on Creating a Twine Story
To create this Twine story, I chose my Year 1/2 EAL pullout class as my audience. I found it fascinating how text was described to have a hierarchy like a tree or could be accessible to all as a network (Bolter, 2001). It made me think how I usually plan lesson activities so that they increase in complexity, which is a hierarchy of sorts. What would a lesson look like if it could be accessible from any point of the lesson? I considered how alphabetic written language is exclusive (Bolter, 2001), so I tried to construct this so there are multiple means of representation, but I found it difficult to find and create symbols to make it accessible to my students. In the end I remembered that I could read the story aloud to them. Reading and speaking are both ways to communicate; there is no reason why they could not be combined together. While Twine provided me with a canvas that I could easily rework and add new ideas to, it was only extended to traditional usages of typed text. If I wanted to add images and sound effects to my Twine story that took more time and due to copyrights and my own limitations in my current knowledge, what I visualized did not materialize. Initially I wanted to dismiss Twine and hypertext as an inferior method of communicating, but then I remembered my Year 1 and 2 students. Right now, they’re learning to recognise the letters of the alphabet and the phonetic sounds they make so they can read and write words. I’m at a similar stage with Twine, and if I continue working on it, just as I expect my own students to continue with their progress, I’ll gain the fluency to manipulate the text to communicate what I visualize.
References
Bolter, J.D. (2001). Hypertext and the remediation of print. Writing space: Computers, hypertext, and the remediation of print. (pp. 77-98). Mahway, NJ: Lawrence Erlbaum Associates.