Teaching Literature through New Technologies / Διδάσκοντας Λογοτεχνία μέσω των νέων τεχνολογιών

Education and Society: Research and innovation

in new technologies

Editors

D. I. TSELES

K. D. MALAFANTIS

A. I. PAMOUKTSOGLOU

g > JyrxpoNH£κδοτικη

Athens, 2012

Teaching literature through new technologies

Konstantinos D. Malafantis1

'Associate Professor of Education President of the Hellenic Educational Society

Faculty of Primary Education National and Kapodistrian University of Athens,

Navarinou 13A 10680 Athens, Greece Tel: +30 210-3688082, +30 6944125860 Faxsd;30 2103688078

e-mail : [email protected]

Abstract

During the last years, a great interest has been developed concerning the use of Information and Communication Technology (ICT) in the education process. In Greece, the Information and Communication Technologies are progressively involved in every scientific field represented in the school programs in all education levels (Primary and Secondary education). This way the teaching process of all disciplines is changing, as the lessons have become interactive, due to students' active participation, who are therefore starting to realize how enjoyable the educational process can be.

This study aims to present and critically study the integration of new technologies, that enrich educationally the learning process, in the teaching of literature in all education levels, since computers' use and the Internet can provide students and teachers with direct access to libraries, archives, resources, online anthologies, bibliographic records, publishers, online bookstores and websites of the authors themselves, enriching this way the teaching and learning process. Therefore, literature teachers, using new technologies, have the opportunity to enrich their lesson, while students are able to study from their own houses through computers or electronic libraries, discovering a much more enjoyable way of learning.

Key words: Literature, Teaching literature, New technologies, Literacy, Multimedia, E-literature.

1. Introduction-New technologies

In the 21st century, new technologies are already a part of everyday life and, consciously or subconsciously, affect the way we live, the way we work, socialize and learn. In this new society, knowledge and cognitive skills development is not a

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piecemeal process any more, but rather a continuous and endless process, inducing thus an inevitable and gradual acclimatizing of a society of knowledge in the world of technology and information (Παναγιωτακόπουλος & Κουστουράκης, 2005: 303).

The term "new technology" can be defined as the combination of human imagination, invention and electronic tools that convert ideas into reality. At the same time, new technologies include all the electronic tools which are available in order to provide people with faster and better quality of work, and to help them create, save and access information, while nowadays these tools are mostly computers and its regional systems, such as scanners, projectors, slides, etc. (Νικολαΐδου & Γιακουμάτου, 2001: 10).

Therefore, all the services that enable the processing and transmission of a variety of forms of representative information (symbols, images, sounds, videos) can be characterized as «Information and Communication Technologies (ICT) ». These technologies are referring mainly to the relationship between persons and computers, the Internet^ the multimedia, the hypermedia and the modern software (Κόμης, 2004: 16).

New technologies of information and communication, with its enormous variety of modern applications are almost associated with what is characterized as development. Any country aspiring to development (economic, technological, etc.) is literally "hooked" by the new technologies, in education, research, applications and every other field that promotes in every way what is relevant with the new technologies and particularly with computer technology. Among the other aspects of life, the new technologies of information and communication have a great impact in the education process, which in fact is the main condition for development in every country. So, although this field (technology in education) in its actual dimensions, extensions and applications has only began to be studied very recently, the reality is that without new technologies, computers and the various applications of the "information society" there can be no education development (Μπαμπινιώτης, 2000).

The most important benefits of the correct integration of information and communication technologies in every aspect of modern society is the possibility of searching diverse and large-scale information through access to various databases (libraries, journal articles etc), as well as the use of various programs and applications through multimedia technology (combination of text, video and sound) which provide users with a unique opportunity to reach out and work with complex information in a variety of combinations and possibilities (Μπαμπινιώτης, 2000).

In conclusion, new technologies, mostly computers but also other technologies, are already an important parameter of all science areas, as well as in any other productive activity, affecting, therefore, the quality of peoples' lives, shaping their character and their social relations. Consequently, the integration and continuing development of new technologies in the field of education, and

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especially in the teaching of literature, has nowadays become a necessity (Καμαριανός et al., 2005: 286).

2. New Technologies in Education

In the beginning of the 21th century, taking into account all the changes that have occurred concerning developments in technology, all members of the European Union have as a central goal the introduction of new technologies in education, and, specifically, the connection between schools and the Internet (Βακαλούδη, 2003: 11).

In Greece, the integration of new technologies in the educational process has been facilitated by the Operational Program "Information Society" (CSF 2000 -2006), whose main objective was the educational system's adaptation to the requirements of the digital era, as well as the use of technological applications in the culture field (Κουστουράκης & Παναγιωτακόπουλος, 2008: 430).

In order for increased educational use of technology to be achieved it is necessary to ensure all schools' access to the Internet and multimedia tools, as well as to prepare and train properly all teachers in those matters. Therefore, the goal for compulsory education is for all of its graduates to be digitally "literate", as well as the development of appropriate educational multimedia applications, and the creation of digital libraries and distance learning centers for both teachers and students (Λάμνιας et al., 2005: 186).

Consequently, although the introduction and the use of new technologies is still in its early stages, there is a smooth transition that is being set in the educational field, from the traditional form of knowledge to a new one, where computers, Internet, e-mails, as well as educational software will be embedded in schools and learning programs (Ferdig, 2006: 749).

Teachers, therefore, will have to adjust to the new circumstances, seek more information and learn about the possibilities offered by information and communication technologies, in order to consciously realize its benefits to the transmission and acquisition of school knowledge and not just use them because of the degree in which they have penetrated our society. On the other hand, the students are encouraged to overcome the traditional way of studying on a particular subject, time and space, and to start learning through surfing the Internet, which will eliminate the spatiotemporal limits of the classroom, providing them with an inexhaustible source of knowledge, of ability to learn things, to collaborate and to communicate, obtaining through this procedure the foundations of a future citizen who will be able to cope with the requirements of the Information Society (Κουστουράκης et al., 1998: 128).

The students' adjustment in the use of new information and communication technologies proves to be not only useful but necessary, since new technologies can contribute to the improvement and reorientation of the learning process in a

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direction where learning will be active and students will experiment, search, discover and enjoy knowledge, while they will learn to cooperate and set goals. Thus, access to the knowledge that fosters the adaptability and flexibility of the students will become more important than the conventional education process (Βακαλούδη, 2003: 11).

This necessity is creating, at the same time, the requirement of a teacher that will understand and be able to create opportunities for a creative relationship of the students with the computer and the use of new technologies, that will work as a flexible and creative tool of learning and pedagogical process, having the students themselves as a key element for the construction of knowledge.

The use of New technologies can therefore enable the development of a teaching environment which will be specifically designed to help students learn easier and more pleasantly each school subject, through the use of visual means (such as pictures, video, multimedia, Internet). Students can use computers and the Internet as means of additional information for their school lessons, as they can provide them with useful solutions for quick access to images and documents (Βακαλούδη, 2003: 11-14).

The main features of the instructional use of computers are the creation of a learning environment where a variety of means can be used (eg. text, image, sound), as well as the possibility of an interaction between the user/student and the machine, in order for dynamic learning environments to occur, that will contribute to the implementation of the latest education theories (Βακαλούδη, 2003: 28).

In order for this to happen, students should become familiar with important functions of computers and the Internet, such as hypertext (i.e. all the text data stored in a digital form) and hyperlinks, which constitute the connection between information in a network of multiple meanings.

The students learn not only how to gain access to additional knowledge, but also how to evaluate it, while the whole process of learning through new technologies intensifies their mental functions and team spirit.

The use of new technologies in the educational process, therefore, can provide students with instructional support in specific subjects, but it can also help them achieve the educational goals of the course through correct information and communication management. The new technologies, thus, have a significant contribution in the enrichment of the existing teaching methods, in the discovery and use of a variety of sources, as well as in the development of students' critical thinking (Βακαλούδη, 2003: 29-30).

3. Electronic Literature

Electronic literature can be defined as "digitally born," since a first-generation digital object is created and meant to be read on a computer (Hayles, 2002: 3), while as a term, electronic literature (or e-literature) refers to the work of literary

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aspects that is provided by the stand-alone or networked computer advantages (McGann, 2001, Nedelko & Cirnu, 2009: 394).

Electronic literature can also be defined as traditional literature which has been converted to e-literature (i.e. an electronic format) (Koskimaa, 2003), through programs like PDF or the Internet.

The most important benefits of e-literature are the search function, the use of automatic bookmarks, the ability to browse page by page at the touch of a key, the scrolling, the creation of page notes and print excerpts, the ability to store several books on a personal computer, as well as ecological and economical reasons, such as decrease of paper loss (Pack, 1994: 55).

On the other hand, electronic literature also has some disadvantages, namely copyright issues, since authors are not able to control the unauthorized copies of their work (Pack, 1994: 56).

Therefore, literature is facing the challenge of new technologies and the Internet with reservedness. The use of Information and Communication Technologies is resulting in the entry of new data, as well as the offer of new features, thus many writers are starting to write online their work, while many texts are digitized and emerge in hybrid forms, changing ^he form of reading and offering an interactive access to literature.

This way literature can be translated into different languages and texts can travel fast around the world, can be edited, published without trouble and expense, while they can also include visual and audio material. Therefore, new terms are used to identify literature recorded in digital media and transferred through the Internet (Hyper-literature, Hypertext literature, network literature), while the relationship between the text and the reader is changing (Δημητρούλια, 2006: 95).

The hypertext is a kind of electronic text that is organized in a non-linear form, with passages of text connected by links, which offer the reader the possibility of different ways of reading (Vileno, 2007: 437).

Furthermore, through the use of interaction, the reader does not only assume the text, but he can also shape its structure with the collaboration of the author. Another reader may follow a different route. This way the text is always in a continuous development, and the hypertext is mostly characterized by structural liquidity.

Finally, the hypertext remodels the fundamental characteristic shape of production and ratio assuming (transmitter-message-receiver), since much of the reading procedure takes place through computer screens. Therefore, since electronic text is different from the traditional, the reading behavior is also affected (Παππάς, 2006: 2).

Nowadays, the hypertext as a term refers only to hypertext computer programs and to textual structures that can be synthesized with the computers help and go beyond the linear limits and specific qualities of the traditional written text. The technological invention of the Internet is therefore, the one that, after printing, opened several new paths in literature. This way, the experimentation and

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innovation of the author is feasible, while digital texts can be placed in minimal time, be modified, edited, published and enriched with audiovisual material, whilst the collaboration with remote colleagues has become easy and fast (Delany & Landow, 1994: 4).

Thus, the perception of each text has changed according to modern theories highlighting all of its meanings, which in literary hypertexts is mainly the result of their multimodality, namely the multiple ways in which a text can be read. The multiple semiotic modes of communication are playing therefore a fundamental role as far as the different meanings of a text are concerned (Χοντολίδου, 1999: 116).

In the same context, many authors of hyperliterary texts included pictures and sounds to their projects, extending the hypertexts in the field of multimedia. The enrichment of a hypertext with multimedia elements expands the range of literature by allowing the reader to have access to huge amounts of data in a complex network of audiovisual information. Thus, three different revolutions are occurring at the same time, the technological revolution of the production and dissemination of texts, electronic writing revolution and the revolution of electronic reading. This way, these three simultaneous revolutions transform the readers' relationship with the written texts (Nedelko & Cirnu, 2009: 396)

In conclusion, literature has to face the challenge of new technologies and the Internet, while new data, which can also influence the literature teaching, are occurring in the production, distribution and reading of literary texts.

4. The use of new technologies in literature teaching

The teaching of literature compared to the teaching of other subjects has been characterized by strong resistance to the integration of innovation and the use of information and communication technologies. This happened because for a very long period of time the teaching of literature in all levels of education was thought of as an initiation into an art of the spirit which had nothing in common with the world of technology, that was thought as technocratic and utilitarian, with temporary value which could not be compared with the eternal value of classic texts and works of art (Γιακουμάτου, 2002, Demetriadis et al, 2003: 21-22, Δημητρούλια, 2008: 7-8).

Therefore, each effort to modernize the course of literature towards integration and creative use of information and communication technologies should be initiated by a redefinition of the goals and methods of teaching literature (Νικολαΐδου, 2009: 60).

The literature thus faces the challenge of new technologies and the Internet, having as a result the creation of new data on production, distribution and reading of literature (Δαρδανός, 2010).

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The use of computers and the Internet provides great opportunities in the educational process of literature lessons, such as direct access to libraries, archives, sources, online anthologies, bibliographic records, publishers, online bookstores and websites of the authors themselves (Wang & Liu, 2003: 121).

Therefore, any kind of audiovisual equipment that could be used till today in the teaching of literature, can nowadays be easily searched, digitized and integrated in various ways during the course. At the same time, students can be trained in the selection and verification of information, learning to use it effectively and participate in the educational process (Wang & Liu, 2003: 123).

This way the educational process becomes experiential, which is the main goal of this subject, while the teacher can prepare the course better by searching information in webpages which are not restricted at the school library. This is, as well, a significant advantage for teachers who work in economically degraded or distant areas. Furthermore, the peculiarity of this course aims at allowing the students to shape attitudes and values, as well as at orienting the educational process to the appreciation of literary texts and their communication with the reader, as a work of knowledge, but also delights (Φρυδάκη, 2003: 96-103).

In order to enjoy a literary text, therefore, one has to be a receptive reader. This receptivity, for the young generations goes through the dominance of technology, due to their ingress into the electronic information and multimedia communication as well as the reduced contact with the printed book. This way the new technologies can become a major contributor to the development of favorable conditions for the reception of a literary text in a classroom. Also, the information and communication technologies can give students the opportunity to learn about literature through the Internet, in a different, more attractive and pleasant, learning environment, where teamwork and cooperation will have a dominant role (Νέζη, 2000, 6).

On the other hand the development of teachers' critical thought and attitude towards conventional-traditional way of teaching has become important in order to highlight the current trends in the educational process of literary texts.

Literature teaching has traditionally thought of as a process of reading the text as well as a reading exercise for students. The role of the teacher, therefore, is to intervene in the natural channel (means) so that the encoded message-text- of the sender (author) to be decoded from the receiver (student) in order to achieve the greatest possible degree of understanding and enjoyment/delight of the text (Νέζη, 2000: 2).

Hyperliterature, of course, is clearly outside the literature norms (which follows a linear form and a linear recitation), which is the main subject of the course of literature in the classroom. Nevertheless hyperliterature provides a dynamic trend of modern literature and launches a new kind of reading that cannot be absent from the reading perceptions of the students. The hypertext, thus, reverses the dominance of the author, while the electronic media and the overlying

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structure require active participation of the reader in order to form the shape of the text (Νικολαΐδου, 2009: 86).

At the same time information and communication technologies can contribute to multilayer assumption and enhance the playful nature of the printed literature. Thus the words and structure experiments of literary texts are encouraged, highlighting the elements of poetry. Furthermore, the use of new technologies favors corrections and successive writings during creative writing, demonstrating better than anything the writing machine and its capacities to the students. Thus, the transcription of a literary text with the help of the media highlights the conversation of the arts and the cooperation of the senses for its assumption/understanding (Νικολαΐδου, 2009: 86).

Therefore, a problem regarding the difficulties of bringing literary texts within the schools arises, as there are obvious obstacles such as the fragmentation of the texts, the difficulty in their approach and the integration of the texts in a historic and economical context. But the use of new technologies, especially the computer and the Internet, brings benefits that erase these restrictions.

This way the entire literature work can be accessible through the Internet and the nature of hypertext, providing a better understanding for the students as well as the chance to enjoy the text more profoundly. Therefore, the exploration of the historic and economical framework becomes easier through information of sites related to the text, the author, the time during which it was composed, etc. (Κάλφας, 1993: 27).

Moreover, the access to on-line dictionaries achieves linguistic normalization and understanding of concepts which in conjunction with the above may result in the desired outcome, which is the sensitiveness of the text (Παππάς, 2006: 5).

The general concept of literacy is equated with technological literacy (Ματσαγγούρας 2007: 19-67), as computers provide students with information about literature, as well as with a general academic background that enhances their critical thought.

At the same time, the use of new technologies allows the use of modern teaching approaches to teaching literature and the introduction of modern teaching methods and models. Information and communication technologies' tools and especially the Internet, which implies a change in the way of writing and studying of the literary text, can be utilized towards the exploratory and discovery learning. The computers can, as well, be used as a means of exploration and discovery rather than a repository of knowledge from which the student will learn. Additionally, new technologies can be used towards collaborative learning, by adding the possibility of communication between students in the same or different schools, as well as the access to older work of other students and to sources through the Internet, in the collaborative effort, team play, the catalytic role of the teacher and the students' initiative (Wang & Liu, 2003: 121).

This way the new technologies can be a means of in-school, interschool and global communication and cooperation, in order for the emergence of the student

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as author to be obtained by accessing to the literature that is written specifically for the Internet and having seen the characteristics that distinguish it f rom conventional literature. In this way, the active role of the reader according to new conceptions of reading theory is highlighted during the teaching approach.

In conclusion, perhaps the new technologies adversely affect the lyricism of a literary text, but the truth is that when it is used in the educational process as an alternative of an interdisciplinary, multidisciplinary approach and multimedia teaching we can do nothing but accept the fact that it promotes the educational process. Therefore its practice in schools and universities promises reconciliation between literature and the new conditions by utilizing the potential of new technologies (Παππάς, 2006: 6).

5. Conclusion

By accepting the fact that literature is an appropriate vehicle to raise students' literacy, to integrate them to contemporary culture, to involve them with the problems of their times, to train them in the use of media and communication codes, and, above all, to help them face contemporary culture critically and creatively, in order to be transformed from passive users to active producers of culture, it is obvious, that the role of information and communication technologies, that are themselves a part of contemporary culture, in a modern literature course, is multidimensional.

New technologies are not just a simple learning tool, but they are the way to the digital world of our time, to the digital communications that create new types of "texts", new practices of production, of dissemination and assumption of literature. In a modern, digital school, information and communication technologies could help to the renewal of all points of the teaching process: f rom how literary texts arrive in the hands of students till the strengthening of their culture and their expectations. Therefore, new technologies can provide students with new ways of communication and group negotiation of the meaning of literary texts, as well as with multimedia presentation of texts' interpretations and production of their own multimodal texts.

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