Moving to a new town has been difficult for Ruby. Her dad has been busy getting them settled into their new home and she has not made any new friends yet. Ruby’s dad finds a way to cheer her up. In this interactive video, you can click on the different MBTI® preferences as they appear on-screen to see the story unfold in unique ways.
My chosen story theme is the Myers-Briggs Type Indicator and this interactive video allows us to take a look at each of the eight personality traits – extrovert vs. introvert, intuitive vs. sensing, thinking vs. feeling, and judging vs. perceiving.
What types of “involvement” – and by the author/creator(s), participant(s), and/or audience – are apparent in this story?
The interactive nature of this video lets the audience be involved in the direction of the story. It puts them in the driver’s seat. When I was a child, I loved reading books that gave you a choice of what the characters do next and then skipping to that chapter. I love being able to make choices that determine the behavior of characters.
How would you characterize the “literacy dimensions” present in this story?
I didn’t notice any remixing other than mixing the music with the animation.
What are the online spaces and sites that bring this story to life? Why do these spaces and sites matter to the impact of the given story?
This video was posted on YouTube. In this case, the online space is a place to share, promote, and entertain the audience.
Based upon your assessment of involvement and literacy dimensions, what modifications and changes to this digital story might improve aspects of narrative, production, media usage, and/or audience engagement?
I would open the YouTube video comments for this video. I think there could be some good conversation around this video, but the comments have been disabled for this post. I would provide a link to more information about MBTI and a link to the MBTI assessment.