Reflection 3: Transmedia

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Prior to this unit I was unacquainted with the concept of transmedia. Upon reflection I realised my initial definition of transmedia was similar to multimedia. However, through the readings and activities, I learned that transmedia, is a process of methodically conveying a story, message, or theme, across various media platforms, to create entertainment that enhances and develops the main story, or grand narrative ( Alper & Herr- Stephenson, 2013; Dudacek, 2015; Gomez, 2013; Jenkins, 2011). An important element of transmedia is the opportunity to learn something new as the story unfolds, through participation, interaction, engagement and collaboration (Dudacek, 2015; Jenkins, 2013). Therefore the difference between multimedia and transmedia is the level of interaction. In a multimedia application, the content is delivered by a single click of a button, for example, a CD rom which uses text, video and audio in the same interface (Jenkins, 2013). In transmedia, however, users have to actively seek out information and be fully engaged by following a story or information across “multiple modalities” and critically analyse all the information received. This ability is known as transmedia navigation (Jenkins, as cited in Alper & Herr-Stephenson, 2013; Jenkins, 2010).

I began to look for evidence of transmedia around me. An example is illustrated in the above photograph, showing various platforms through which my children engage with LEGO. There are books, games, social media, the movie, television shows and the visit to LEGO Land. I learned that, depending on the context, purpose and audience, transmedia can have various forms called “Transmedia logics,” such as, transmedia storytelling and transmedia play (Alper & Herr-Stephenson, 2013).

Transmedia play displays characteristics like mobility, accessibility, resourcefulness, replayability and sociability, which are the key underpinnings of constructionism (Alper & Herr-Stephenson, 2013; Howell, 2012, p. 9). Therefore, engaging in transmedia play encourages curiosity, exploration, experimentation, collaboration and problem solving, skills that have been identified as vital in learning, and reflect characteristics of a 21st century digital learner. The learner must “play” with information, exploring ideas and concepts, whilst developing a deeper understanding of the subject (Jenkins, 2013). As a future educator, working with digitally expectant natives, I can see the power of incorporating transmedia in my digital pedagogy to help create an engaging and immersive learning experience.

Word count: Total number of words 372 – In-text references 42 = 330 words

Please note: The above photographs are my personal photographs and therefore have not been referenced.

References:

Alper, M., & Herr-Stephenson, R. (2013). Transmedia play: Literacy across media. Journal of Media Literacy Education, 5(2), 2.

Howell, J. (2012). Teaching with ICT. Digital Pedagogies for Collaboration and Creativity. Victoria: Oxford University Press.

Jenkins, H. (2010). Transmedia Education: the 7 Principles Revisited. Re: Confessions of an Aca-Fan. Retrieved from http://henryjenkins.org/2010/06/transmedia_education_the_7_pri.html

Jenkins, H. (2013, March 18). T is for Transmedia. [Web log post]. Retrieved from http://henryjenkins.org/

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