Alice Through the Looking Glass

Regular readers of the blog will know of my admiration for Inanimate Alice, the digital novel which has captured the imagination of teachers and young readers around the world, and many of you have already introduced your own students to the story, as well as making full use of the literacy resources which accompany the four episodes currently on the website. (You can catch up with my previous posts on Alice here, here and here). After reading about Alice and her travels, young people love to write their own version of the next episode, setting it in their own locations and introducing new characters, but their most frequently asked question is, When are we going to see Episode 5? Recently I caught up with producer Ian Harper of The Bradfield Company at his Vancouver Island base and asked him that very question, as well as what readers might expect as our eponymous heroine develops into young adulthood.

TLA. It has been a long time since Episode 4 appeared online. When can fans expect to see Episode 5 and can you give us any clues as to what it might look like?

Ian Harper. Yes it has been a while since Episode 4 appeared. Way too long in fact. We haven’t been entirely idle in the meantime and have been concentrating our efforts on establishing relationships with partnerships that will grow the title for the long term. Particularly noteworthy in this regard is the relationship we have established with Education Services Australia, the government organisation that has been responsible for the development of the curriculum across the country. We are delighted that Inanimate Alice was the first digital text chosen to be adopted into that national curriculum. That feels like a landmark moment. Education Services Australia has invested in both the development of new content and in the title’s discoverability across all of the nations education platforms and websites. Quite a commitment. It has certainly put Australia firmly on Alice’s map. This year we are developing interactive journals and translating the first four episodes of the series into Japanese and Indonesian for ESA’s Language Learning Space. We must be doing something right!

I digress. These developments, though, have encouraged our creative team to proceed with the development of that long-awaited Episode 5. It is in production now with a planned completion date of the end of May 2014. We are seeking promotion of the episode in similar way to the launch of Episode 3 in the Guardian newspaper. Readers of the series will see familiar scenes in Episode 5 as this episode is set in the same town, the same school as Episode 4. However, Alice is two years older and trying out her storytelling skills using the Unity game engine for the very first time. So those readers may well be surprised to see 3D effects within a 2D linear storyline. This episode provides the transition to the full-on 3D explorable environment we are anticipating for Episode 6 when Alice is “off to college.”

I’m hopeful that long-standing friends of Alice will be pleasantly surprised by developments. There has been much more going on behind the scenes than can be gained from viewing the website. For example, the new Australian project will form part of Season 5: Gap Year where Alice takes up travelling once again, this time without her parents or the Aunt who accompanies her around Europe as part of Season 4. With Japan and Indonesia on the itinerary it is shaping up to be quite a year. Tasters, at least, of each of these Seasons will appear during the year and we will open up windows on Japanese and Indonesian culture in the same way that we have done with Alice’s Australian adventures. Expect to hit the ‘Japan’ button and find yourself in Hiroshima. ‘Indonesia’ will lead to Jakarta and the gateway to a country that doesn’t know how many islands it comprises.

Work in Progress. A screenshot from Inanimate Alice episode 5. The bird silhouettes, like the cat and the nightclub in the following two shots, are animated and move gently, creating a sense of depth.

TLA. You have said often that IA was written as entertainment rather than education. Have you been surprised by the uptake from teachers around the world, and how do you account for its tremendous popularity in classrooms?

Ian Harper. For sure, teachers have taken us by surprise on many occasions and continue to do so, after all this time. The first surprise came quite early on when we noticed, from the website statistics, that most of the site users were teachers and, importantly, they represented almost all of those returning to the site time after time. It was then we decided to switch tactics and actively support teachers in their endeavours.

As the numbers grew, we were able to detect trends in usage and saw that in addition to literacy objectives teachers were using it right across the curriculum with high-spots naturally in literacy and ICT education. What was at first a surprise and continues to be a joy is the uptake in the language learning community. Around the world, British Council teachers of English are among the title’s strongest supporters. We see usage at international schools particularly across the Pacific Rim. The translations, too, have served to widen uptake with Spanish being by far the most popular at this time. This interest is from the Spanish speaking Americas as much as Spain itself. There are multiple factors at play when it comes to its popularity, the strongest of which must surely come under the heading of engagement. Students are immediately gripped by the dramatic storyline and teachers can rely on having the attention of everyone in the classroom. This is a primary consideration whether students are high performers or reluctant learners. It has turned into a bit of a mantra but one of the beauties of the title is that is suitable for deep-reading and re-reading, The story bears revisiting and viewers are often delighted when they experience something fresh on each occasion.

TLA. How many episodes are planned in total, and how fully developed are they?

Ian Harper. We have long held on to the vision that there will be ten episodes in all, spanning Alice’s life from an 8 year old through to her mid-twenties, when we see that she has achieved her ambition to work as a computer game designer. One of the first tasks undertaken, by the writers Kate Pullinger and Chris Joseph, was to develop a story bible that not only described the arc of the narrative but also delved into the multimedia guidance we needed to understand her circumstances at each juncture. This document keeps us generally on track in managing her ever-improving skills as a digital creative, yet affords the flexibility for us to learn both from feedback gained and the improving technologies that help us better present the story. Beyond Episode 6 which has an established format, we have not developed the later episodes in any detail. The shift to 3D graphics and the provision of interactive journals that will run alongside and in-between episodes allow great opportunities to discuss challenges and intended outcomes with partners.

TLA. Are you prepared to give away the ending of the story?

Ian Harper. The straightforward answer to this question is NO! However, I can tell you that the complexity and interactivity increases exponentially with each episode and that by the end of the series the last episode will have the look and feel of a AAA computer game title. That ambition brings great challenges and we hope to surprise and delight ‘Friends of Alice’ many times along the way. It is no secret that the Inanimate Alice series was developed from a theatrical movie screenplay. The ambition holds that folks, having met Alice through all 10 episodes, 3 hours of screen-time, but never having seen her face, will want to visit the Tokyo Games Show and meet her together with Brad for the first time.

TLA. One of the features which makes IA unique is that, in your own words, it was ‘born digital’. Do you think that the era of the paper book is over?

Ian Harper. By no means. The printed word remains just as fascinating, just as gripping as it always did. People still love to get their hands on a book. I’m sure that that desire will remain, but the sorts of books that consumers will buy in paper form will certainly change. The revolution we are now experiencing centres on content, words with audio-visual accompaniment, appearing in multiple forms, often concurrently. Formerly, readers would have the single option of getting their hands on a paper book. Now they can read and experience on myriad devices. They can browse now or download for later reading. They have the choice of ‘read only’ or selecting an enhanced version that offers the prospect of venturing outside of the linear narrative. This enhanced narrative experience is in its formative stages and its an exciting time to see this unfold.

From our perspective, one of the great advantages of having the title ‘born digital’ is the prospect of simply being able to take the title in any direction. It’s just as easy to anticipate smartphone delivery as it is to imagine what Inanimate Alice looks like in print formats. Ease of translation and switching between translations suggests far greater reach than the mere option of “do you want the paperback or PDF on an e-reader?” and thinking beyond “how much is it?” What fascinates me is the challenge of delivering stories and translations for example in print to students in Australia, while offering a mobile version of the stories directly to kids in Japan, China and Indonesia. This kind of reach was the sole domain of the world’s largest publishers until digital came along.

If you haven’t already joined Alice’s growing band of supporters you can do so in a number of ways. Here are a few of them.

Follow Alice on Twitter

Like Alice on Facebook 

Follow Kenny Pieper and his English class as they engage with Alice here

Find out more about Alice on Wikipedia

Read the latest Alice news at Scoop.it!

Collect Alice images and pin them at Pinterest

See how other teachers are using the Alice stories on Edmodo

Download and re-mix the the digital assets from ‘Alice in Australia’

 

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LOL. What Exactly Do You Mean?

There are certain ‘truths’ which become established through simple repetition; if we see and hear them often enough they must be true. One such truth is that the more technological society becomes, the less literate its citizens will be. This is the kind of thinking which had the crime-writer Ruth Rendell claiming in a Daily Telegraph article this week, without a shred of evidence, that reading was becoming a minority activity, something which she said ‘strikes terror into her heart’ (thereby employing the kind of hyperbole which I hope she is able to avoid in her writing).

The number of text messages sent by phone users in Pakistan 2007-2013

This is the same near-hysterical reaction which greeted the advent of text-messaging or Short Message Service (SMS) in the 1980s, and which has accompanied it ever since. Developed in the Franco-German GSM corporation by Friedhelm Hillebrand and Bernard Gillebaert, the idea was to transport messages on the telephone signalling paths when there was no other traffic, and in so doing make optimum use of existing resources. In order to fit existing formats, message length had to be restricted to 128 bytes (later improved to 160 seven-bit characters), though based on his personal observations of postcard and Telex messages, Hillebrand argued that 160 characters were enough to express most messages succinctly. Today, SMS is the most widely used electronic data application across the globe.

In this TED talk from April 2013, the linguist John McWhorter argues that not only is it a myth that texting is destroying the English language, but the mistake we make is in thinking of texting as a form of writing at all. In his opinion, it is more closely associated with speech, and as such its informal structure is quite appropriate. Far from being a dumbed-down form of language, in the ‘fingered speech’ which we call texting we are seeing what McWhorter calls an ’emergent complexity’ in the ways that writing and speaking overlap. Another important theme which emerges from his talk, and which he shares with David Crystal (see later), is that most reasonably-informed people, including young people, are still quite capable of distinguishing between formal and informal language, and recognise the need to switch between them for different purposes, something which traditional grammarians used to refer to as ‘appropriate register’.

If McWhorter believes that ‘texting’ is a kind of sophisticated amalgamation of speech and writing, the eminent Professor of Linguistics David Crystal goes further in a way, by arguing that texting is also good for the development of language skills: in order to express yourself precisely and unambiguously in a very limited space, you need to understand something of the structures of formal grammar and the rules of spelling. In the most definitive study of the phenomenon to date, Txtng. The Gr8 Dbt., Crystal shows how to interpret its mix of pictograms, logograms, abbreviations, symbols, and wordplay, looks at how it works in different languages, and explores the ways similar devices have been used in different eras. It will surprise many to discover for example that the texting system of conveying sounds and meaning goes back a long way, all the way in fact to the origins of writing – and he concludes that far from hindering literacy, texting may turn out to help it. Here he is on the BBC TV programme It’s Only a Theory in 2009, debunking a few of the myths about texting,

A few common misconceptions about text messaging, according to David Crystal:-

1. Texting is done by kids only. It doesn’t take much time or effort to demonstrate that this just isn’t the case.

2. Kids fill their text messages with abbreviations. In fact, only around 10% of words used in text messages are abbreviated.

3. These abbreviations are ‘a modern thing’, invented by kids. Not true.

4. Since kids are leaving letters out, they don’t know how to spell. As Crystal sees it, if you don’t know how to spell it, you don’t know what to leave out.

5. This poor spelling finds its way into essays and examinations, leading to a generation of illiterates. Again, not true. Most young people recognise that text language is inappropriate in the context of formal assignments.

6. Most text messages are pointless. Think about it. Even the  proverbial ‘I’m on the train’ text has a point, and the point may not be explicit. ‘I’m on the train’ can often mean ‘I’m thinking about you at the moment’.

A more modern relative of text messaging of course is Twitter, the social networking site which requires users to ‘tweet’ a message in 140 characters or fewer. Much has been written about the benefits of Twitter in the classroom, for both students and teachers, but until now this has focussed on the social aspects of the medium, specifically on the importance of networking, sharing ideas, showcasing work and finding resources. Much less has been said about the benefits of tweeting in terms of language development. If you believe, as I do, that a crucial aspect of reading, writing and speaking effectively is the ability to summarise, you begin to understand the wider significance of texts and tweets. However, that is another post for another day. In the meantime remember that, as educators, our role is to help young people to a better understanding of the medium, not to control the message.

Further Reading:

Download the Creative Education Twitter Guide for Teachers here.