Issue Details: First known date: 2011 2011
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'In one of a series of articles in the New York Review of Books...the historian and Harvard Librarian Robert Darnton concludes a passage on the great American research libraries by writing that

students today still respect their libraries, but reading rooms are nearly empty on some campuses...Modern or postmodern students do most of their research at computers in their rooms. To them, knowledge comes online, not in libraries. They know that libraries could never contain it all within their wall, because information is endless, extending everywhere on the Internet, and to find it one needs a search engine, not a card catalog. ('The Library in the New Age', New York Review of Books, 12 June 2008)

In this paper I ask what this shift in learning practices means for the teaching of Australian literature. I take it as a given that education will increasingly be electronic and that students both in universities and in schools will increasingly read books on tablets or eReaders...'(From author's introduction, 369)

Publication Details of Only Known VersionEarliest 2 Known Versions of

  • Appears in:
    y Teaching Australian Literature : From Classroom Conversations to National Imaginings Brenton Doecke (editor), Larissa McLean-Davies (editor), Philip Mead (editor), Kent Town : Wakefield Press Australian Association for the Teaching of English , 2011 Z1851330 2011 anthology criticism 'What role should Australian literature play in the school curriculum? What principles should guide our selection of Australian texts? To what extent should concepts of the nation and a national identity frame the study of Australian writing? What do we imagine Australian literature to be? How do English teachers go about engaging their students in reading Australian texts?

    This volume brings together teachers, teacher educators, creative writers and literary scholars in a joint inquiry that takes a fresh look at what it means to teach Australian literature. The immediate occasion for the publication of these essays is the implementation of The Australian Curriculum: English, which several contributors subject to critical scrutiny. In doing so, they question the way that literature teaching is currently being constructed by standards-based reforms, not only in Australia but elsewhere.

    The essays assembled in this volume transcend the divisions that have sometimes marred debates about the place of Australian literature in the school curriculum. They all recognise the complexity of what secondary English teachers do in their efforts to engage young people in a rich and meaningful curriculum. They also highlight the need for both secondary and tertiary educators to cultivate an awareness of the cultural and intellectual traditions that mediate their professional practice and to encourage a critically responsive pedagogy.' (Publisher's blurb)
    Kent Town : Wakefield Press Australian Association for the Teaching of English , 2011
    pg. 369-382
Last amended 29 Mar 2012