Reading Classical Authors in the Digital Era
AbstractStatement of the problem: Learning about classic authors, whose language is hardly understandable for children, has become a challenge. The decline of literary reading and the lack of focus in the subject matter and idea of the text, which are interrelated to the early culture / identity, make students lose their will to read classic works, thus failing to fulfil the aims and competencies required with the Pre-university Curriculum Framework. Methodology: The research is based on the analysis of Curriculum Framework and the structure of school subjects. Furthermore, methods of teaching classic works and use of complementary means are treated through a combination of quantitative method with the ethnographic one. Results: The research concludes that students tend to read classic works (works by old authors) more easily if they are offered the abridged versions. Making of abridged collections of such works, and complementing book contents with digital content is the tendency that schools have in the digital era. Conclusions / recommendations: MEST should aim towards changing the structure of language and literature course, draft new programs, and prepare additional content for teaching and learning of texts and classic authors (e-school).
May 19, 2017
How to Cite
MIFTARI, Vehbi; MAHAJ, Arbnore. Reading Classical Authors in the Digital Era. European Journal of Language and Literature, [S.l.], v. 3, n. 2, p. 32-37, may 2017. ISSN 2411-4103. Available at: <http://journals.euser.org/index.php/ejls/article/view/2047>. Date accessed: 19 sep. 2018. doi: http://dx.doi.org/10.26417/ejls.v8i1.p32-37.
CC Attribution 4.0 International (CC BY4.0)