Developing Multimedia Adaptations of Novels. Good Practice Example #1

Developing Multimedia Adaptations of Novels. Good Practice Example #1

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Developing Multimedia Adaptations of Novels with Children           

Country:    UK           

Age Group:      6-12 years (esp. 10-11)

Content Area: 

  • Fostering basic reading skills 
  • Fostering high level reading skills 
  • Effective use of tools and strategies for reading online
  • Fostering writing and communication skills
  • Using digital devices to foster reading for pleasure
  • Using digital devices as a medium for coding and programming

This year-long project was undertaken with a class of 10- and 11-year-old children in London, and has since been developed in a range of school settings. During the project, the children were asked to adapt a class novel for their peers and bring the ‘story to life’. In doing so, they were required to design, produce and distribute a range of authentic texts (both digital and non-digital) online and offline. In tackling this challenge, the children decided to use a range of everyday technologies such as websites, films, phone calls and emails to recreate the novel ‘as if it was real’. They ‘designed in role’ as characters from the novel and created a community site to compete with ‘vlogs’ – short films which they filmed in-role as characters – and a community forum where the characters could interact and discuss their perspectives on events in the novel. They also created tourist websites to represent settings in the novel, and news sites which reported on key events. Crucially, these texts were all interactive and supported peer-to-peer role-play which heightened the children’s engagement and literacy development as they worked to communicate their ideas with each other.   

Project Website:

Project Materials/ Examples: 

Doctoral thesis:

Colvert, A (2015) Ludic Authorship: Reframing Literacies through Peer-to-Peer Alternate Reality Game Design in the Primary Classroom Unpublished PhD thesis

Peer-reviewed articles:

Colvert, A. (2019), Presenting a new hybrid model of ludic authorship: reconceptualising digital play as ‘three-dimensional’ literacy practice  Cambridge Journal of Education. 50, 2, p. 145-165

Colvert, A. (2022) Dreams of time and space: exploring digital literacies through playful transmedia storying in school. Literacy, 56: 59– 72.

Book chapter

Colvert, A. (2017) Designing and Playing Peer-Produced ARGs in the Primary Classroom: Supporting Literacies through Play in , Alternate Reality Games and the Cusp of Digital Gameplay. Bloomsbury, (Approaches to Digital Game Studies).

Colvert, A. (2013). ‘What is the MFC?”: Making and shaping meaning in alternate reality games. In G. Merchant, J. Gillen, J. Marsh, & J. Davies (Eds.), Virtual Literacies: Interactive Spaces for Children and Young People (pp. 105). Routledge: Taylor & Francis Group.

Conference paper: 

Colvert (2016) ‘Teachers supporting transmedia play with classes of young children in the UK: Exploring new literacies through Alternate Reality Game design’ in The Digital Literacy and Multimodal Practices of Young Children: Engaging with Emergent Research Proceedings of the first Training School of COST Action IS1410, University of Minho, Braga, Portugal, 6th – 8th June, 2016

Colvert, A and T. Bowtell (2021) ‘Join the D.O.T.S.: Developing Educational Practice Through the Co-Design of Transmedia Stories in Schools’ Extended Realities Case Study Session at the Riga International Film Festival. 

Colvert, A. (2009) Peer-Puppeteers: Alternate Reality Gaming in Primary School Settings In Proceedings of Digra International Conference

Professional Publications for Teachers (Published by the UK Literacy Association): 

Colvert, A. (2011), Bringing the Story to Life: ARG Krindlekrax! English 4-11 No 39 Summer UKLA

Colvert, A. (2021) ‘Join the DOTS: Case Study’ in Dowdall, C. and Burnett, C. (Eds) Digital Literacies in Education: Teaching, Learning and Assessment in 21st Century Classrooms, Leicester, UKLA



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