TL;DR—Adolescents and long form fiction in the digital age

The fruit of the very intense master degree labor at Emily Carr University of Art + Design in Vancouver, Canada.

Being an avid reader and wanting to explore and research digital platforms, I embarked on a journey of looking into deep reading principles within hyper-reading platforms. (A recipe for pulling one’s hair out)

Students aged 13–16 as well as educators were involved in a series of activities including interviews, co-creation, and user-testing, looking into how print associated reading skills could be translated and facilitated in a digital format. Focusing on bringing the positive aspects of the digital format into play: reader customization, interactive activities and annotation created the proposed system that builds upon the Guided reading comprehension strategies.

TL;DR is guided by the convergence of various notions and theories including: guided reading, the connection between flow and deep reading, the notions of intrinsic versus extrinsic motivation and the role of gamification. With those strategies in place, the project seeks to add to the spectrum of reading choices as well as to the conversation of extending deep reading into the digital realm.

Design / Research / UI / UX / Animation / Exhibit design