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Interactive British Literature: Not Just What “A Bunch of Old White Guys” Have To Say

ABSTRACT
Using Web 2.0, the texts of British Literature will be taught thematically. Themes will build upon each other, from Tradition and Reform to Experiences of Time to Beauty and Mortality to Absence to The Sublime to Carpe Diem. These lessons will be broken up into approximately three week time periods and will incorporate lessons in the technology along with the traditional reading, writing, and discussion, though approached in a non-traditional format.

RATIONALE
British Literature is typically perceived as intrinsically traditional by its very nature. The point of this Web 2.0 project is to reform that perception. The traditional approach to teaching this subject matter is to read the texts chronologically and relate them to the development of the English language and western culture and society. In a non-traditional classroom this approach can be not only non-engaging, but also threatening.

By altering the order and reason that different texts are approached, a more engaging atmosphere can be created. Teaching the texts thematically and interactively can do this. Doing this brings the texts into the students’ context. Conducting the classroom through a wiki allows for greater classroom collaboration by tying the class to the students’ natural interests in things that are relevant to them, such as music, video, and social networking.

Bringing this technology into the classroom also helps create educational equity for those who do not necessarily have access to computers, internet, or other technologies at home. These students are able to gain knowledge about technology under guidance of educators and their peers. By exposing them to new ideas and skills, new avenues are opened for these students that they would not necessarily be exposed to without the use of interactive technology in the classroom, allowing them to become more competitive for college and job opportunities.

An interactive on-line classroom should lead to greater classroom collaboration by providing students with some comfort in breaking out of their traditional peer groups. The tie to students’ natural interests should also make a subject area that is often perceived as “boring” more engaging. Discussion forums and the ability to relate texts to students own ideas and current issues will bring the subject matter into their context. While there is a large amount of upfront time in design of the wiki, after implementation in the classroom, it should allow the teacher more one-on-one time, teaching time, and the chance to become more of a guide.

PROPOSAL
Language arts teachers have the task of promoting the skills of reading, writing, and composition, otherwise known as promoting literacy. Literacy has going beyond just the skill of reading and writing, however; it also incorporates education in particular fields of study. One of these fields is computer literacy, and considering the amount of reading and writing that occurs on-line today, this makes teaching computer literacy very much a part of the language arts teacher's job. Today's students will be expected to not only be competent in today's technologies to be competitive, but also comfortable enough with technology to quickly acquire and incorporate new skills.

In order to provide students with this literacy, language arts needs to be approached differently. While all of the traditional skills, reading comprehension, grammar, spelling, composition, formatting, research methods, are still needed, their real life applications are changing. Reading comprehension of traditional texts still provides students with necessary cultural literacy, but comprehension of modern media, news sources, web sites, movies, television, are just as important. Grammar, spelling, and formatting still allow consistent communication, but knowing how to use the tools out there that assist in learning and perfecting these skills is also important. Basic research methodology remains the same, but access to sources has increased dramatically, making selecting the best and most accurate source a challenge.

During their senior year, students are planning and making steps to achieving skills and independence necessary for taking the next step in their lives, be it college, tech school, or a career. This is an ideal time to introduce non-traditional literacy skills into the curriculum. Ideally, as this becomes more seamless, these skills would be introduced at an earlier time in students' high school career, and senior year would be a time for perfecting and moving beyond the basic skills.

Traditionally, British literature provides the reading comprehension texts for twelfth grade language arts. These texts will still be used in order to provide students with the necessary cultural literacy, but will be supplemented by non-traditional texts, such as movies, current events, web sites, social networking, and blogs. To achieve this the traditional literature will be approached thematically in order to seamlessly incorporate the non-traditional texts. By choosing literature that has themes that appeal to what these adolescents are going through as they prepare to move into the real world, not only do the traditional texts become more approachable, but it also puts the text into context for the students.

To help provide this context, students will be introduced to new technology with each thematic unit, starting with more basic skills and moving on to more complex skills, culminating in a multimedia presentation at the end of the class where students will incorporate both the technology, literature, and themes that have been taught throughout the class. Basic skills will begin with introduction to the class web site, providing e-mail addresses, and basic internet etiquette and safety. While this may be somewhat basic for some students, many students do not necessarily have access to computers or internet in their homes. With resources for more advanced skills being provided on the web site, students who are more advanced can move beyond the basics at a pace that is appropriate for them. This formatting provides a sort of educational equity by introducing those students without the resources at home to technology and skills they do not have access to, as well as providing the opportunity for advancing to those students who have already acquired basic skills.

After basic comprehension lessons would traditionally move into composition. While teaching standard composition skills is still a necessity, teaching students etiquette, safety, and proper use of technological tools is also necessary. Writing has moved beyond paper and pencil, beyond basic word processing into an interactive format that provides students with nearly immediate response and feedback.

Due to the fact that students' work will be immediately accessible on the internet, it is necessary to educate them in etiquette, safety, and proper use of tools available to them. Etiquette comes into play, by demonstrating to students what is appropriate to post and what is not. It also comes into play in teaching them the difference between formal, essays, letters, research papers, and informal writing, such as blogging, texting, and social networking. While tools that aid in grammar and spelling are available, students need to learn how to appropriately use them. Many teachers complain about a decline in editing skills, yet in reality there should be improved editing if students are taught appropriate use of these tools.

Safety and etiquette are tied together when it comes to teaching students what is and is not appropriate to post follows the same basic rules about what is and what is not appropriate to say in the classroom; the online classroom should feel just a safe as the physical classroom. Rules and standards need to be set and followed with appropriate rewards and punishments for behaviors in the online classroom just like in the physical classroom. Safety also comes into play because students need to realize that what they put online is immediately accessible. When they move from the online classroom into the real world, they need to be careful about information provided to protect themselves from identity theft and other crimes.

The next step beyond basic composition is teaching proper research methodology. This is something that has become both easier and more difficult. Students have access to innumerable resources allowing them to research many topics that typically were not available to them due to limited resources in their media centers. The internet has changed this. Difficulties come in teaching students how to find reliable resources, avoid plagiarism, and how to properly cite different sources they use in their papers. Again, access to lists of resources in the class web site will provide students with access on how to or how not to do different citations and avoid plagiarism. Students with higher comfort levels with technology will be able to access these resources and move ahead at their own pace, while step by step procedures can be provided with those who need more help.

Students will be practicing these skills throughout the class using the web site and wiki space. Wiki is a new format in the classroom for most students, though many are familiar with many of its capabilities because of their participation in social networking sites. This will allow students to use and practice their technology skills in a safe environment. It also allows students the opportunity to actively participate in their own education and classroom. Students can discuss on a blog, or discussion forum, what is being done in the classroom. They can provide immediate feedback to each other regarding what they are thinking and writing, allowing them to take more ownership of their thoughts and works, rather than having only teacher feedback a few days or weeks after they write something.

This online interaction in the wiki space will be monitored by the teacher, but will be run through cooperative student groups. These groups will be determined based on technological skills, common interests, or other criteria. Students will learn self-monitoring skills in this way, but will also be monitoring those within their group, teaching them valuable skills that will make them competitive. Almost daily access to computers and internet will be necessary in order to fully implement this plan to increase the literacy of these students.