3/6 Bibliography

When I searched “Welcome to Pine Point” on Google Scholar, only four sources have cited it, and they are all listed below. In addition to these scholarly sources, I also included the website, Pine Point Revisited. This is the website that was discussed at the end of Welcome to Pine Point. [HD]

Harley, D., & Lachman, R. (2014). CHI PLAY 2014: The bellman: Subtle interactions in a linear narrative. Proceedings of the First ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, 343-346.

This source is challenging to find information about, because it was published in the conference proceedings of the 2014 ACM SIGCHI Annual Symposium on Computer-Human Interaction in Play, held in Canada. It also seems as though the PDF needs to be purchased to be viewed in full. However, the abstract says that the paper presents an internet adaption of a novella and it details how interaction affects narrative.

Kiuttu, S. (2013). Integrate multimedia, make fingers happy: Journalistic storytelling on tablets. Reuters Institute for the Study of Journalism, University of Oxford. Retrieved from http://reutersinstitute.politics.ox.ac.uk/sites/default/files/INTEGRATE%20MULTIMEDIA,%20MAKE%20FINGERS%20HAPPY-%20JOURNALISTIC%20STORYTELLING%20ON%20TABLETS.pdf

This 2013 Reuters Institute Fellowship Paper is a 42-page document that describes how stories are told through the use of tablets. The major sections of the paper include the background of tablets, key characteristics of storytelling on tablets, a comparative analysis with genres such as newspaper apps, and a look at the future of tablet storytelling. Welcome to Pine Point is discussed briefly at the end of the report, and is used as an example of multimedia narration.

Pine Point Revisited. (2015). Retrieved from http://pinepointrevisited.homestead.com/

This website was created and maintained by former Pine Point resident Richard Cloutier, who used to be “The Bully” and is now referred to as “The Protector.” The website has not been updated since 2015, but it seems to offer more pictures and history, in addition to what was provided in Welcome to Pine Point.

Pope, J. (2013). The way ahead: The teaching of hyper-narrative at Bournemouth University. New Writing: The International Journal for the Practice and Theory of Creative Writing, 10(2), 206-218.

This article is aimed at writers and teachers who want to learn about creative writing and its connections to new-media. The author also wants to bring awareness to “hyper-narrative,” which includes more sophisticated multi-media writing and design tools that can be used to create interactive narratives. The article discusses ways to create multi-media stories and describes software to do so.

Wong, A. (2015). The whole story, and then some: ‘Digital storytelling’ in evolving museum practice. MW2015: Museums and the Web 2015. Retrieved from http://mw2015.museumsandtheweb.com/paper/the-whole-story-and-then-some-digital-storytelling-in-evolving-museum-practice/

The author explores digital storytelling and argues that it is actually unproductive. The abstract says that Wong does argue for museums to invest in “developing staff as storytellers with fluency in the narrative capacities afforded by the interactions between people, space, content, and technology.” The abstract also mentions that museums also need to think about storytelling as spatial; mobile; location, context, and audience aware; interactive; transmedial; and intermedial.

Bibliography Entries – 2/6

Kress, G. (2005). Gains and losses: New forms of texts, knowledge, and learning. Computers and Composition, 22(1), 5-22. doi: http://dx.doi.org/10.1016/j.compcom.2004.12.004

This source, which is the primary text that Wysocki is responding to, is accessible through Google Scholar. Kress explores what can be gained (affordances) and lost when we shift communicative representation away from writing, and toward materiality, images, digital media, and other non-traditional forms of communication. He also discusses how these shifts toward design can impact learning, forms of reading, knowledge, and human agency. [NW]


Saenger, P. (1997). Space between words: The origins of silent reading. Stanford, CA: Stanford University Press.

This book, which Wysocki references in her discussion of space, is accessible through Google Books. Saenger documents the history and process of how reading–which was originally an oral activity–has become a silent activity due to writing and the written space between words. The space on pages (which makes reading a silent activity) originates from and continues to shape how we comprehend words and reading. [NW]


New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60-92. doi: http://dx.doi.org/10.17763/haer.66.1.17370n67v22j160u

This article, which I’ve heard framed as a foundational text for multimodality (and has been cited in several of our readings already), is accessible through Google Scholar. The New London Group argue that we need a broader understanding of literacy–one that encompasses the multiple communication channels students use daily. They argue that embracing a multiliteracy / multimodal pedagogy can empower students to design and shape their social futures.  [NW]


Ball, C. (2012). Assessing scholarly multimedia: A rhetorical genre studies approach. Technical Communication Quarterly, 21(1), 61-77. Doi: http://dx.doi.org/10.1080/10572252.2012.626390

Per our conversation about assessing visual texts, this article, which is accessible through Cheryl Ball’s website, might be helpful. Ball outlines what scholarly multimedia texts are–what they look like–and recommends that teachers invite their students to help generate assessment criteria with which their work can be assessed. She also argues that when assessing multimedia work, the content and form cannot be separated from the text’s rhetorical purpose. [NW]


Norman, D. Affordances and design. Retrieved from http://www.jnd.org/dn.mss/affordances_and.html

This source, which was listed in Wysocki’s works cited page, explores Norman’s concept of affordance. He explains that the term affordance has gained traction with design work, but the concept of perceived affordance raises important questions about physical and cultural constraints. Norman also argues that we can be well served by thinking about affordances relationships between various design elements/stakeholders. [NW]