ADAPTIVE TEACHING GUIDE

MET # 2 (Digital and Experimental Literary Texts) Lesson # 6 - Contemporary Purposes and Value of Digital Literature Mode of Delivery: F2F or (A/S) Online

Prerequisite Content-knowledge:

(The students should have a good foundation of understanding on the following topics)
- Basic Understanding of Literary Elements
- Literary Genres
- Reading and Viewing Comprehension Skills
- Media and Media Literacy
- 21st Century Communication Skills
- Understanding of Literature’s Purpose

Prerequisite Skill:

(The students must apply these two (2) skills in teaching the content. The activities implemented in the ATG will enhance and develop the following skills)
- Creative and Critical Thinking Skills
- Communication and Interpersonal Skills
Prerequisites Assessment:

20-item MCQ Quiz Coverage

(The students will answer 20 questions that gauge their prior knowledge of digital and experimental literary texts)

Instructions: Read each item carefully. Choose the correct letter that corresponds to your answer for each item.
1. Which of the following best defines “theme” in a literary text?
A. The sequence of events in a story
B. The personality traits of characters

Internal Use
 C. The time and place where the story happens
D. The central idea or message the author conveys

2. What does “point of view” refer to in literature?

A. The main problem the characters face
B. The lessons learned by the characters
C. The techniques used to create suspense
D. The perspective from which a story is told

3. Which element is primarily concerned with the “who” in a story?

A. Characterization
B. Conflict
C. Setting
D. Theme

4. What is the term for the tension between a character and an outside force?
A. Climax
B. External conflict
C. Internal conflict
D. Resolution

5. How is tone defined within the context of a story?

A. The order in which events occur
B. The physical surroundings of the characters
C. The message about life conveyed by the story
D. The attitude of the author toward the subject

6. Which of the following is considered a narrative literary genre?

A. Haiku
B. Free verse
C. Short story
D. Sonnet

Internal Use
7. What is drama primarily written for?
A. Told orally as a legend
B. Illustrated with pictures
C. Read silently by an individual
D. Performed on stage or screen

8. Which genre often uses rhyme, meter, and figurative language?

A. Biography
B. Essay
C. Poetry
D. Prose

9. What are the defining characteristics of creative nonfiction?

A. Instructional manuals
B. Newspaper articles only
C. Imaginary events and characters
D. True events written using literary techniques

10. What does folklore typically include?

A. Travel blogs
B. Personal diaries
C. Scientific reports
D. Cultural myths, legends

11. In what ways does identifying the main idea benefit a reader?
A. Memorize all the details
B. Ignore supporting details
C. Evaluate the credibility of visuals only
D. Understand the author’s primary message

Internal Use
12. When a reader infers meaning from the text, they are:
A. Ignoring figurative language
B. Stating facts explicitly written
C. Summarizing the text word for word
D. Drawing conclusions based on evidence

13. What factors must a reader consider to determine the underlying reason for the writing?
A. The order of events
B. How long the text is
C. The number of characters
D. Why the author wrote the text

14. Which skill is needed to interpret images or videos accompanying a text?

A. Visual literacy
B. Memorization
C. Vocabulary recall
D. Reading comprehension

15. How does evaluating bias in a text help readers?

A. Identify plot twists
B. Memorize lines of poetry
C. Recognize rhyme schemes
D. Understand different perspectives

16. What is the primary way in which media literacy helps students?
A. Draw pictures for a story
B. Read printed books faster
C. Write essays in a textbook format
D. Critically analyze messages in various media

Internal Use
17. Which is an example of multimodality?
A. A plain text email
B. A printed encyclopedia
C. A short story with only text
D. A video combining narration, images, and subtitles

18. How do you determine if the information you find online is actually trustworthy?
A. The font style used
B. The number of pages only
C. How entertaining the content is
D. The author’s expertise and source accuracy

19. Which competencies are developed when Junior High students use digital presentations?
A. Only handwriting skills
B. Skills to memorize printed texts
C. Only reading comprehension skills
D. Skills to convey ideas clearly using digital tools

20. How do collaboration tools, such as shared documents or discussion boards, enhance the learning experience for students?
A. Avoid writing tasks
B. Replace critical thinking skills
C. Work alone without interacting
D. Share ideas, collaborate effectively

Internal Use
(The students' quiz results will determine their level of pre-requisite knowledge. Those whose scores fall within the ‘fairly sufficient’ and ‘insufficient’ ranges will be assigned the
remediation activity mentioned below.)

Prerequisite Content-knowledge Level Score Range

Sufficient 14-20

Fairly Sufficient 10-13

Insufficient 9 and below

Pre-lesson Remediation Activity:

(The students will review and analyze how the creative techniques, structural patterns, and literary elements of Philippine traditional arts and indigenous architecture function as media messages to
communicate cultural values through small group discussions, individual reading of supplementary materials, and viewing of video links.)

1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):

Activity:
- Visit an online digital poem or interactive work. Possible choices include:
• “This is a Picture of Wind” — a web-based digital poem using interactive weather descriptions.
• “Loss of Grasp” — a narrative that changes with interaction.

Supplemental Readings:
- Electronic literature and digital poetry — Intro Guide
Online source: [Link]
- Lesson: Thinking About Media – Building Blocks of Digital Media Literacy
Online source: [Link]
- World Literature II – Digital Age Literature Notes
Online source: [Link]

Internal Use
 2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):

Activity:
- Choose one work from each of the following example categories:
• Hypertext or interactive narrative (e.g., Afternoon, a story hypertext concept explained here).
• Interactive digital poem or multimedia text (e.g., This is a Picture of Wind).

Supplemental Readings:
- Digital Narratives in Literature: The Art of Presentation
Online source: [Link]
- Literacy from Literature to Multimedia — Critical Analysis Framework
Online source: [Link]
- Teaching Media Literacy in High School (Edutopia)
Online source: [Link]

Introduction:

1. time frame a student is expected to finish learning the lesson (and where to contact the teacher when concerns arise)

- This topic is intended for eight (8) sessions. The session is good for one (1) hour/session; 2 Weeks (8 sessions)
- Trainer’s Contact Information: XXX@[Link]

2. the knowledge (RUA) the student is expected to gain from learning the topic/lesson

At the end of this lesson, the students should be able to:

1. Explain how digital features such as multimodality and interactivity contribute to meaning-making;
2. Show appreciation for digital literature as a valid and meaningful form of literary expression; and
3. Produce a multimodal digital literary output that demonstrates both critical understanding and creative application of digital literary techniques.

Internal Use
 3. Context where the student is going to apply their learning (In what PAA/EFAA and personal use?) – (Drawing Attention to Meaning & Prompting Connections to Prior Knowledge)

Students will apply their learning on the Contemporary Purposes and Value of Digital Literature in real-world and academic contexts where communication increasingly happens
through digital platforms. In this lesson, they will use their understanding of literary elements, media literacy, and multimodality to critically analyze digital texts they encounter
online and to create their own digital literary outputs that reflect contemporary issues, personal experiences, or social realities. Through producing and sharing a multimodal work,
students practice responsible digital citizenship, creative expression, and critical thinking skills that are essential not only in Senior High School but also in higher education,
professional environments, and today’s technology-driven society.

4. Overview of the Lesson – (Drawing Attention to Meaning & Prompting Connections to Prior Knowledge)

This lesson introduces students to the Contemporary Purposes and Value of Digital Literature, focusing on how literary expression evolves in response to technological advancement
and changing modes of communication. Students will explore how digital texts use multimodality, interactivity, and innovative formats to reflect modern human experiences and
social realities. Through guided analysis and creative application, learners will examine the relevance of digital literature in today’s media-driven world and recognize its role as a
powerful platform for expression, engagement, and critical reflection.

Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)
Drawing Attention to Meaning + Prompting Connections to Prior Knowledge + Using Examples and Non-examples + Prompting Effortful Thinking

Motivation Activity: Digital Text Innovation Checklist

Instructions:
1. Students will demonstrate understanding and appreciation of how creators purposefully use textual innovations (multimodality, hybridity, user interactivity) in digital texts to
engage contemporary audiences.

2. Assign each group one digital text to analyze. Examples:

- A scene from Black Mirror: Bandersnatch (interactive storytelling)
- An article from The New York Times interactive features (e.g., multimedia longform)
- A TikTok video by MrBeast (multimodal persuasion and audience engagement)
- A narrative video game such as Detroit: Become Human (branching narratives)
- A social justice campaign post from Amnesty International (digital activism)

Internal Use
 3. Each group analyzes their assigned digital text using the framework below:
• Identify the Innovation
- Where do you see multimodality? (images, sound, text, animation, hyperlinks, etc.)
- Is the text hybrid? (Does it blend genres, platforms, styles?)
- Does it allow user interactivity? How?
• Purpose & Audience
- Who is the target audience?
- How do these innovations appeal specifically to contemporary audiences?
- Why might this format be more effective than a traditional print-only text?
• Creator’s Intent
- What do you think the creator wants the audience to feel, think, or do?
- How do the innovations support that purpose?

Guide Questions:
1. Which specific innovations (multimodality, hybridity, or interactivity) did you find most effective in engaging the audience, and why?
2. How do these digital innovations change the way contemporary audiences experience the text compared to a traditional print or linear version?
3. How well do the innovations in the text help convey the creator’s intended message or goal, and what would you suggest to make it even more impactful?

Chunk 1: Contemporary Purposes and Value of Digital Literature

Formative Questions:
1. How does digital literature remain relevant and valuable in today’s contemporary society?
2. How does technology influence the purpose and value of literature today?
3. How does digital literature shape the way people think, feel, or respond to real-world issues?

A. Differences Between Traditional And Digital Texts

Traditional texts (print books, newspapers) and digital texts (e-books, websites, apps) serve the same core purpose that is delivering information but differ significantly in form, function,
and impact. This module explores these differences to help you navigate both formats effectively.

Internal Use
Traditional Text. It offers a linear and tactile experience; the reader moves sequentially from one page to the next, which helps the brain create a "mental map" of the information based
on its physical location on the page. This static nature fosters "deep reading," a state of high concentration that is ideal for complex narratives and critical analysis. Because there are
no interactive elements or notifications, the traditional medium acts as a closed ecosystem, minimizing distractions and encouraging long-term memory retention.

Digital texts. These are dynamic, non-linear, and multimodal, often embedding hyperlinks, videos, and interactive graphics within the written word. While this allows for instant cross-
referencing and access to a vast breadth of information, it also increases the "cognitive load" on the reader. Instead of deep immersion, digital reading often triggers a "scanning" or
"skimming" behavior, where the eye moves in an F-pattern to find specific keywords rather than processing every sentence. Furthermore, the lack of physical landmarks—since text is
scrolled rather than turned—can make it harder for the brain to anchor information spatially, making digital texts better suited for quick information retrieval than for intense study.

B. Features of multimodal composition

In the past, "writing" almost exclusively meant putting words on a page. Today, communication is multimodal. A multimodal composition is any text that uses two or more "modes" to
create meaning.

Think of a "mode" as a channel of communication. If a textbook only has words, it is monomodal. If that textbook adds a diagram, it becomes multimodal because it is using both the
Linguistic and Visual modes.

a) The Five Modes of Communication.

To understand multimodal composition, you must recognize the five distinct systems that creators mix and match:

1. Linguistic (Alphabetic): Written or spoken words, word choice, and grammar.

2. Visual: Color, layout, style, size, and perspective in images or text formatting.
3. Audio: Music, sound effects, silence, tone of voice, and volume.
4. Gestural: Facial expressions, body language, hand gestures, and movement (common in video).
5. Spatial: The arrangement of elements on a page or screen, organization, and the "white space" between objects.

b) Core Features of Multimodal Texts

1. Intersemiosis (Synergy). In a successful multimodal piece, the modes don't just sit next to each other; they work together. This is called synergy. For example, in a horror
movie, the Visual mode (a dark hallway) and the Audio mode (creepy violins) work together to create a feeling that words alone could not achieve.

Internal Use
 2. Design and Layout (Spatial). Unlike a traditional essay that moves from top-to-bottom, multimodal compositions consider proximity. Where you place an image in relation
to a paragraph tells the reader how those two things are connected.
3. Framing. It involves using borders, colors, or empty space to disconnect or connect different parts of the composition. A thick border around a pull-quote "frames" it as
the most important piece of information on the page.
4. Meaning-Making (Semiotic Resources). Every choice in a multimodal text is a "sign."
4.1. Color Choice: Using red might signify danger or passion.
4.2. Typography: A "handwritten" font feels personal, while a bold "Sans Serif" font feels modern and authoritative.

C. Purpose Of Innovation In Engaging Audiences

In the past, capturing an audience’s attention was simple: you bought a billboard or a TV ad. Today, we live in the attention economy. With millions of hours of content uploaded daily,
traditional methods often fall flat. Innovation isn't just about using new gadgets; it’s about shifting the way we connect, interact, and provide value to an audience.

Innovation in engagement serves three primary goals:

1. Breaking the Noise: Using unique formats (like Augmented Reality or interactive storytelling) to stand out in a crowded digital feed.
2. Building Two-Way Relationships: Moving from "preaching" to an audience to "conversing" with them.
3. Increasing Retention: People remember 10% of what they read, but 80% of what they do. Innovative engagement turns passive viewers into active participants.

Activity: Create a 1–2 minute digital creative output that applies at least one innovation.
Options:
• Multimedia poem (text + music + visuals)
• Interactive Google Slides story
• Hybrid blog + visual essay
• Short video narrative

Internal Use
 Chunk 2: Print vs Digital Experience

Formative Questions:
1. How do interactive and multimedia elements influence the way readers interpret meaning and experience a text?
2. How do multimodal elements deepen or complicate the meaning of a literary text?
3. How can digital platforms influence both the creation and interpretation of literary works?

(Students will circulate around the classroom to examine different texts posted on all four corners. Using the provided guide questions, they will analyze the features, purposes, and
audience engagement of each text, taking notes to compare how different textual innovations are used.)

Instructions:
1. The class will be divided into small groups of four to five students, and each group will be provided with a short printed poem (hard copy) and shown a digital literary text (such
as a multimedia poem or interactive narrative) through a laptop and projector with internet access.

Afternoon, a story by Michael Joyce (Digital Literary Text)

Online source: [Link]

This Is a Picture of Wind by J.R. Carpenter (Digital Literary Text)

Online source: [Link]

This Is a Picture of Wind by J.R. Carpenter (Multimedia Digital Poem)

Online source: [Link]

Loss of Grasp by Serge Bouchardon & Vincent Volckaert (Multimedia

Digital Poem)
Online source: [Link]

Internal Use
 2. Students will carefully read and view both texts, then collaboratively discuss their experiences using the guide questions.
3. Each group will record their observations on manila paper or a shared digital board and present their insights in a brief two-minute sharing session, allowing the class to compare
perspectives and begin recognizing the distinctive features and value of digital literature.

Guide Questions:
1. How did you experience each text? What elements were present in the digital text that were absent in the printed one?
2. Does the presence of images, sound, or hyperlinks change the meaning?
3. Can digital texts be considered literature? Why or why not?

Synthesis

(This synthesis activity encourages critical thinking, creativity, collaboration, and application of innovative literary techniques in preparation for producing their own digital creative
essays.)

Activity: From Page to Screen – Transforming a Traditional Text into a Digital Experience
Instructions:
1. Each group selects or is assigned a short traditional text (e.g., a poem, short story excerpt, or scene from a novel).
2. Identify the main themes, emotions, and messages of the text.
3. Discuss which elements are essential to retain in a digital version.
4. Decide on a digital format:
- Interactive webpage or blog
- Short animated video or GIF story
- Multimedia poem with text, images, and audio
- Hyperlinked story with optional paths (choose-your-own-adventure style)
5. Map out how visuals, audio, or interactivity can enhance or change the way the story is experienced.
6. Use accessible tools like Canva, Genially, Storyboard That, or Adobe Express.
7. Incorporate at least three different modes: text, visual, audio, or interactive elements.
8. Groups present their digital texts to the class.

Internal Use
Guide Questions:
1. How did meaning change from traditional to digital format?
2. Which elements of the original text were most affected by the transformation?
3. How did your digital choices impact audience engagement?

The shift from traditional to digital texts is not just a change in format but a transformation in how meaning is created and experienced. Traditional texts promote linear, immersive
reading that supports deep focus, critical thinking, and long-term retention. In contrast, digital texts are dynamic, multimodal, and non-linear, incorporating visuals, audio, and interactive
elements that enhance accessibility but often encourage scanning rather than deep reading. Digital communication relies on multimodality, combining linguistic, visual, audio, gestural,
and spatial elements to create layered meaning through synergy. This innovation responds to today’s attention economy by helping creators stand out, foster interaction, and increase
audience engagement and retention. Ultimately, traditional texts emphasize depth and sustained focus, while digital texts emphasize interaction and accessibility, reflecting a broader
shift toward participatory meaning-making.

RUA of a Student’s Learning: Drawing Attention to Meaning & Prompting Connections to Prior Knowledge

Activity: Reimagine & Remix: A Digital Literary Transformation

Information:
1. Students will collaboratively analyze a selected digital or experimental literary text and produce an innovative, interactive digital response that demonstrates deep understanding,
creative interpretation, and meaningful use of digital features.

Instructions:
1. Each group will analyze a given digital or experimental literary text. They will Identify its theme, purpose, and digital features.
2. They will create a digital reinterpretation or interactive response using multimedia elements.
3. Present and justify how their output reflects creativity, interactivity, and forward-thinking interpretation.
4. Each group is assigned one digital literary text.
5. Groups will reimagine the text in a new digital format. Each group is assigned to a particular task:
Group 1 - Create an alternate ending in interactive slide format
Group 2 - Transform the text into a multimedia mini digital essay
Group 3 - Produce a short interactive narrative inspired by the theme
Group 4 - Create a digital adaptation from a different perspective
Group 5 - Design a hyperlinked branching story
6. Each group must identify their chosen purpose, decide what digital elements to use and draft a storyboard or outline

Internal Use
Guided Questions:
1. What is the central theme?
2. What contemporary issue or human experience is presented?
3. What digital features are used? (e.g., hyperlinks, sound, animation, visuals)
4. How do these features enhance meaning?
5. What emotions or reflections did the text evoke?

Your goal is to demonstrate deep understanding and appreciation of a digital or experimental literary text by producing an in novative, multimodal
digital reinterpretation that applies digital literary techniques such as interactivity, multimodality, non-linearity, and creative design.
GOAL
You must go beyond summarizing the text. Instead, you will critically interpret its theme and purpose and creatively transform it into a new digital
literary experience.
You are a Digital Literary Designer and Creative Media Artist commissioned by a contemporary online literary platform that promotes innovative
ROLE storytelling for modern audiences. As designers, your responsibility is to analyze the assigned digital literary work, preserve its core theme and
message, reimagine it using digital tools to make it more interactive, engaging, or forward-thinking.
Your target audience is Senior High School students (your classmates), digital-native readers who consume literature through screens, online audiences
AUDIENCE
who prefer interactive and multimedia content.
A digital literary website titled “Future Voices: Literature in the Digital Age” is launching a special feature that invites young creators to reinterpret
SITUATION
existing digital or experimental literary texts for a modern audience. Your group has been selected as one of the featured creative teams.
Each group will produce a multimodal digital literary output that contains original written content (minimum 300–400 words per group). It integrates
PERFORMANCE/PROJECT
digital elements.
Your output will be evaluated based on the following criteria: Understanding of Text, Creativity & Innovation, Interactivity & Digital Integration,
STANDARD/SUCCESS
Collaboration, and Presentation & Explanation.

Internal Use
 RUBRICS
CRITERIA EXCELLENT (5) GOOD (4) FAIR (3) NEEDS IMPROVEMENT (1–2)
Deep and insightful
Understanding of Text Clear understanding Basic understanding Limited understanding
interpretation
Highly original and forward-
Creativity & Innovation Creative Some originality Minimal creativity
thinking
Seamless and meaningful
Interactivity & Digital Integration Mostly effective Somewhat integrated Poorly integrated
integration
Collaboration All members contributed actively Most contributed Uneven participation Minimal teamwork

Presentation & Explanation Clear, confident, well-justified Clear explanation Basic explanation Unclear justification

Post-lesson Remediation Activity:

A. For Students at the Insufficient Level

Activity:
- From Text to Multimedia” Mini-Workshop. Students practice transforming a simple printed paragraph into a basic multimodal output.

Supplemental Readings:
- What Is Multimodal Text?
Online source: [Link]

- Introduction to Digital Storytelling

Online Source: [Link]

- Media Literacy Basics (Common Sense Education)

Online Source: [Link]

Internal Use
 B. For Students at the Fairly Sufficient Level

Activity:
- Interactive Upgrade Challenge. Add one meaningful interactive feature (hyperlink choice, branching slide, clickable button). Justify in writing (1 paragraph) and answers the question -
Why this interactive feature enhances meaning.

Supplemental Readings:
- Electronic Literature Collection (Brown University)
Online source: [Link]

- Understanding Digital Narratives

Online source: [Link]

- Multimodality in Digital Texts (Open Resource)

Online Source: [Link]

References:

Bouchardon, S., & Volckaert, V. (n.d.). Loss of Grasp. Retrieved from [Link]
Carpenter, J. R. (n.d.). This Is a Picture of Wind. Retrieved from [Link]

Electronic Literature Organization. (n.d.). Electronic Literature Collection. Retrieved from [Link]

Electronic Literature Organization. (n.d.). What is Electronic Literature? Retrieved from [Link]
Hayles, N. K. (2008). Electronic Literature: New Horizons for the Literary. University of Notre Dame Press. (Overview resource) [Link]

Internal Use