Originally posted in BB for QCR520_TG01_040313_310513_ELL QCR520_TG01(Mar13): Aims and Approaches to Teaching Literature
Is it me or does everyone just forget to have FUN as we get older and more educated? One gets an education, a career, a life partner, and perhaps an offspring or two, who possibly are karmic-retribution for being the child you were to your parents, and all of a sudden you’re speeding past your swinging twenties, round the bend of your sexy thirties, and heading towards that hill of Forty. Somewhere along the way, you’ve picked up love handles that make you look like an over-sized muffin, and a collection photographs of a dashing, daring, sexy thing who just happens to look like you with more hair. Instead of hitting the clubs or the pub for a round of drinks, and a night of hysterics, your friends “jio” for a round of golf, and thereafter to the “kopi-tiam” for a round of kopi.
What happened to Fun? We go about our maturing lives getting all serious, and proper because we’re too old to be wakeboarding, and dancing. Just because a child calls us Daddy, doesn’t mean we can’t have fun. Age is, after all, simply a number which we use to lord over younglings, saying, “I’ve eaten more salt than you have rice!” Fun is what gave us wings as children; it gave us that indomitable, invincible spirit and told us we could conquer the world. Looking back, I sure learned a helluva lot from it! So on that note, here’s my first link:
Fun Classroom Activites for Teaching Literature
In googling for websites about the teaching of Literature, I came across many scholarly websites and articles, with serious sounding titles and tones. Surely teaching is a serious subject, but I wondered, “Where’s the Fun?” This website is really rather simple, but even its simplicity is underpinned by pedagogical theories, motivation theories, and critical theories. In fact, while we’re at it, here’s another:
YouTube, like many social media platforms, and indeed the Internet, has pervaded our lives. Technology and ICT are undoubtedly here to stay, what with Web 2.0 making its rounds on the World Wide Web. There’s even talk of Web 3.0
. So what does technology have to do with the teaching of Literature? Lots, according to this paper:
Pedagogy and ICT a Review of the Literature
The introduction reads, “this review attempts to help us to navigate our way through our thinking about the nature of knowledge; relationships between people, concepts and tools; understandings of pedagogical interactions and more recent thinking about pedagogy and design. It is underpinned by an understanding of pedagogy as relationship, conversation, reflection and action between teachers, learners, subjects and tools
.” Emphasis is mine.
Of particular interests were the following sections:
- 1.3 Pedagogy and ‘Person-Plus’
- 2. 2 Metaphors for ICT and pedagogy, and
- 2.3 Technological Pedagogic Content Knowledge
Source: The interaction of Technological Pedagogical Content Knowledge (TPCK) from Koehler et al., 2007 p.742
So if ICT is so pervasive, then doesn’t it then follow that ICT can be considered to be of a real world context, especially when viewed from the perspective of our children and students? I believe so. What is Literature without Reading? Not much, I daresay. The problem is, kids aren’t always interested in reading old fuddy duddy texts. The trick here is to motivate them to actually Read. But what, you ask? That’s where Real World Contexts come in:
So here I go, traipsing off on a new Journey — Teaching Literature.
But with the World Wide Web, and sites like Teaching Literature to stuff my tiny little brain with ideas, I snub my nose at thee, Fear!