Roles for Multimedia in the Response-Based Literature Classroom

Abstract

As numerous multimedia products for literature become commercially available, questions pertaining to their quality, approach, and role in teaching and learning need to be posed. This study set out to develop criteria with which to examine products, and in turn have teachers apply these to a representative sample of software currently on the market. Findings indicate that while products are attractive on a technical level, their underlying pedagogical approach is not necessarily aligned with response-based practice in literature teaching and learning. In spite of this lack of supportive features, our teacher/reviewers make suggestions for ways in which the applications might be adapted to meet the needs of the response-based classroom.