Abstrakt: | Teaching literature undergoes not only changes within didactic methods and a set of canonic
texts, but it is also a part of the communication technology development. The author of the article
ponders upon the ways in which the status of the school reading changes, the situations in which
the teacher uses such means as, for example, multimedia historical contexts, textual, musical and
iconographic comments, musical soundtracks and video files available on-line, dictionaries, encyclopaedias,
etc.
The author asks the question if the “educational machines” facilitating the lesson allow the
teachers and students to gain extra time for discussion and reflection. Is it not the case that the
expansion of media in teaching is accompanied by shame and sense of guilt of the literary education
institution that they are not modern enough whereas the literature itself has become an archaic
medium, an old-fashioned machine of meanings, an old model of presentation? |