Abstract
This study is focused on looking into the acceptance level of the teachers relative to transmedia storytelling, views on the modification of reading tasks and activities through transmedia storytelling, and integration of transmedia storytelling in reading tasks and activities. This study focuses and limits only in describing the acceptance level of language teachers as to transmedia storytelling and on knowing the teachers’ thoughts on modification of reading tasks and activities. The study used descriptive research design wherein the data were analyzed through a modified questionnaire on the level of acceptance and thematic analysis wherein responses were analyzed using open-ended questionnaire for thoughts and views on transmedia storytelling modifications and integration. The results of the study show a positive acceptance of transmedia storytelling among teachers. Furthermore, it was emphasized that transmedia storytelling is a beneficial and educational strategy for teaching reading and integration should be done through adapting and designing various media platforms. This action research presented a new reading strategy for language teachers that can be used in distance learning aimed for a contextualized and expanded teaching and learning of reading through a matrix that include selected and applicable reading texts in Grades 7-10 with transmedia storytelling media platforms.
Highlights
In the past few years, transmedia storytelling has been an emerging concept in the language learning context
This study focuses and limits only in describing the acceptance level of language teachers as to transmedia storytelling and on knowing the teachers’ thoughts on modification of reading tasks and activities
It seeks to answer the following questions: 1. What is the acceptance level of language teachers to transmedia storytelling in relation to teaching reading? 2
Summary
In the past few years, transmedia storytelling has been an emerging concept in the language learning context. Having garnered an attention and use in the media through adaptations in various contexts and the use of popular culture, the practice of transmedia storytelling in educational context has been well-recognized. The term transmedia storytelling has been coined and designed by Henry Jenkins, a professor of communication, journalism, cinematic arts and education at the University of Southern California. According to Jenkins (2007), transmedia storytelling is a process where “integral elements of a fiction get dispersed systematically across multiple delivery channels for the purpose of creating a unified and coordinated entertainment experience. Jenkins (2007) emphasized that in transmedia storytelling, is not based on characters or plots of a certain fiction or literary piece but on the creation of various fictional worlds which supports the interrelation of the characters and the stories behind the characters. The wordbuilding process is being encouraged through a desire coming from the readers and writers
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