eMysteries Toolkit

The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2019-1-DE03-KA201-060127] 32 Digital examples This section summarizes practical digital examples that can be used by teachers during the teaching of mystery detective stories. Teachers can use digital tools in order to prompt their students to do the following activities Rewrite the story in digital form (through word processors, presentation software, etc.). Prepare a script to videotape the story by using students’ creative skills. Use search engines to access different websites on the Internet in order to search about specific topics related to the stories or their author. Watch films that re-enact the story as a film or a related film to stimulate interest. See the suggestion in 1.3. Use popular movies and TV shows to teach students to think like a detective and visualize the setting and characters. See the suggestion in 1.3. Engage in online games, which present mystery cases where the player has to explore the different clues in order to reach a conclusion about a character. However, online games should encourage cooperation and problem-solving without being based on competition. See Modesto Garcia visual scenarios in 1.3. Play commercial board games which have been transferred online, such as “Clue.” Play online riddles and word puzzles. These can initiate students into solving mysteries with simple vocabulary and sentence structure. Such material can be used during the lessons in order to slowly introduce the students to the experience of solving riddles and puzzles. By using less words and sentences and simple images, students can learn how to become aware of hidden clues, and to start making inferences from these clues.