The notion of Education 4.0 has directed to the utilization of various media platforms in
teaching, which, in this context, is the adoption of Transmedia storytelling. Transmedia
storytelling is the material presented to the students during the teaching and learning
session that aims at fostering students transliterate reading. Through transmedia
storytelling students are introduced to reading activities that enable them to read
through multiple media platforms presented in class. A number of studies have been
done in researching transmediality in the area of communication studies, however only
little is known in ELT research. Therefore, this paper endeavors to explore the ways
in which transmedia storytelling helps foster students’ transliterate reading. Adopting
Transmedia Play and Storytelling theories grounded in transmediality, the paper
utilizes a case study as the research design. Employing classroom observation and
students’ response sheets, the findings reveal that transmedia storytelling promotes
students transliterate reading through facilitating them in engaging with multiple types
of visual, audio and interactive media activities. It helps them develop awareness in
three areas: 1) awareness of the function of pictures for story comprehension and
vocabulary acquisition; 2) awareness of the way sound helps for narrative elements
interpretation; 3) awareness of the needs of text-reader transaction through new media
for comprehension.
Social Class and The Unequal Digital Literacies of Youth
