Remediating English Pedagogy: Nurturing Immersive, Complex and Creative Literary Experiences for Students in Contemporary Times

In the past decade there has been a significant uptake of new forms of storytelling in a multimedia digital communication culture (Alexander, 2011; Page, 2010; Wardrip-Fruin & Harrigan, 2004; 2009; 2010). The examples reported in this paper both provide new opportunities for schooling to offer children opportunities for critical understanding and participatory capacity development in this shift in the cultures of the new media age. A number of studies have recognised that schooling has some way to go to offer students the kinds of practices with new media which they are frequently engaged in during their out of school activities (Chandler-Olcott & Mahar, 2003; Lankshear & Knobel, 2004; 2006; Thomas, 2007). Both examples are discussed in light of demonstrating how a technology enhanced, new media infused, reconceptualisation of English teaching can prepare children for their roles as both creators and consumers in participatory interactive fictional narratives for the future.