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1. Chapter 3 | Models of Reading in the Secondary Classroom : Literature and Beyond
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A. Background
Nowadays, teaching reading which is focusing in literature in the secondary English
classroomsupportedbyICThas beenconductedbyEnglishteachers. The using of ICT in the
classroom was known as e-learning. It gives new atmosphere and stimulation to the
studentslearningliterature. However,the expansion of this new model of learning has not
ensured that the result of learning would be better than the traditional or conventional
learning. That’s why, it needs more explanation and discussion about the correlation
between reading and ICT learning.
Basically,the statementsaidthat ICTchanges both the construction of text and the act
of reading. Therefore, the reading activities in secondary English classroom should be
understood in three major points to discuss in order to find the relationship between
reading literature and ICT learning, as follows:
1. The first point is the ways in which ICT can be said to enhance the activity of reading
“classic texts” including “preferred text” such as those by David Almond, Jacqueline
Wilson and Philip Pullman, the poetry of Carol Ann Duffy and Simon Armitage, and
selectedpre-twentieth-centurypoets such as Alfred, Lord Tennyson (for example, The
Lady of Shalott);andfor Key Stage 4 (students aged 14–16) and A level (post-16) those
textswhichconstitute the textsof examinationsyllabuses, such as Steinbeck’s Of Mice
and Men, J.B. Priestley’s An Inspector Calls and the poetry of Tony Harrison, Seamus
Heaney, John Agard, Monica Alvi and Derek Walcott.
2. The second point is the reading of electronic texts and the ways in which (and the
extent to which) the text form, for example the place of graphics and the physical
representation of text beyond the linear, make different demands on the reader.
3. The third point is how text, for example the reading of wikipedias, have brought an
additional dimension to the notion of readers and the ways in which the concept can
enhance the notion of drafting written text.
The discussions offered above can be regarded as the useful information by English
teachers and students of English Department who wonder to know more about the

2. Chapter 3 | Models of Reading in the Secondary Classroom : Literature and Beyond
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correlation among reading and ICT learning. It must be able to enrich the concept of their
insight to deliver the different ways to teach reading in classroom and improve students’
motivation to love reading naturally and automatically.
As part of thinking about these areas, the discusssion represented in this summary
wouldbe supportedby experts whohave drawnheavily on classroom practices by not only
teach in the class but also stimulated and provided a rich source of case study materials.
B. The Main of Discussion
The discussion below would be divided into three main parts, as follows:
1. Classic Text
In teaching classic text to the students, ICT could give a number of differences. It
enablesthe use of a muchgreaterrange of effects, the use of varying type fonts, wide
use of colour, the addition of sound and imported graphics, and kinetic effects for
example. The potential of such effects has been shown to have a highly motivating
effect on students, especially those who are more likely to think in terms of spatial
rather than verbal models.
ICT also enables group work. It is often difficult for more than two pupils to
collaborate on a conventional poster; using word processing, groups of three or more
are quite possible. The talk that goes on within the group about the text and the
negotiation of the text mapping outcome, develops close attention to the text itself
and its recreation in visual form.
Furthermore, in addressing the ways in which ICT can challenge ideas about
meaning and text, David points out that: It moves the reader from the traditional
practical criticism approach where ‘the words on the page’ are paramount, to the
more modern reader-response where the text is something to be constructed in the
mind of the reader or, in the case of group work, to be negotiated among a group of
readers.Forfurtherideasonthis see Rosenblatt (1938) and Fish (1980), among others.
The originalscaneasilybe downloadedfromthe Internetfor classroom use, saving the
task of typing them in and enabling more time for discussion and creation.

3. Chapter 3 | Models of Reading in the Secondary Classroom : Literature and Beyond
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Thinking Skills
ThinkingskillsinEnglishare aboutconstructingframeworksforthinkingabouttext
using agreed literary approaches by identifying textual features, using analytical and
critical language, dissecting text through annotations and comment. Using ICT in
learningof readingcouldprovide and support the analysis in ways printed text cannot
achieve.
Takingreadingpoetryasan example,andconcerningwithteachingthe featuresof
poetry - voice, rhythm, rhyme, length of line, metaphor and so on – ICT enables
students to identify these features in ‘text combing’: the systematic identification of
features for analysis. This is easily achieved by students representing the features on
screenthroughchangingfont type or size, by changing colour of text and so forth, and
thenexaminingindetail how these highlighted features allow you to understand how
the poet has set out to make the poem work. ICT allows such activities to be
undertaken quickly and easily.
Mind Mapping
In addition, mind mapping delivered by visual learning of ICT is powerful and
constructive.The simple picturesof mindmappingonthe screendescribed how ICTcan
motivate studentstoexplore andpresenttheir reactions to texts through exploratory,
summarizingandconcentration-enhancingapproach:itis,inthe full original version,an
intelligently colourful investigation of key features of Hardy’s Far From the Madding
Crowd, from a ‘big picture’ perspective. The student concerned, very much enjoyed
linkingappositequotationsfromthe textwiththe characters’ names and other literary
terms – all with simple but eye-catching graphics. It was then presented to the whole
class via the interactive whiteboard.
2. Electronic Text
Readingwebpagesconstitutesasubstantial amountof adolescentreadingactivity
(Lankshear and Knobel 2003). The briefest of engagement with websites reveals
minimal text and maximal graphics, including animation. Indeed, ‘good’ websites are
deemed so because of their avoidance of being ‘text heavy’.

4. Chapter 3 | Models of Reading in the Secondary Classroom : Literature and Beyond
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The research quoted here also demonstrated that the ICT coordinators were
confident that students were taught the need to filter text, through concerns about
bias and provenance, and that they took this into consideration when Models Of
Reading in the Secondary Classroom using Internet information. The reality found by
those involved in the research study (of 10 schools and nearly 100 students), was that
very few students considered either of these notions when using the Internet to
‘research’work.We put ‘research’ in inverted commas because in itself this activity is
contentious:whenclaimingtoresearchusingthe Internet,manystudentsdepressingly
meant cutting and pasting information.
3. Form and text
ICT allows a simple but powerful analysis of form and meaning through the
straightforward reorganization of text into conventional stanza form. This activity
reveals the power of text, shaped physically, to challenge or confirm a reading.
Studentscanthenreverse the processandliterally shape text which had been created
using conventional representation.
ICT can be saidto be helpful tofindtext which is readily available on the Internet
and studentscanbe askedto downloadandthenreversiontext on screen for example
Wikipedias. Then, In order to be effective in producing ideas and concepts, students
can enter the activity with a concept of reading which included not just of words, but
also of graphics, audio, video and appropriate additional resources as part of the
reading experience.
Finally, ICT learning can extend students’ concept of reading effectively and
enhance their ability to arrange of their notions in drafting written text.
C. Conclusion
Based on the discussion above, it can be concluded that ICT can give enhancement in
learningof reading classictext.Itenablesthe use of amuch greaterrange of effects.ICTalso
enablesgroupworkandit can challenge ideasaboutmeaningandtext.Basically,the activity
of students can be classified in two areas, thinking skills and mind mapping.

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ICT makes new demands on reading through e-text. Reading web pages that reveal
minimal textandmaximal graphics,includinganimationcanprovide different dimension of
students. ICT can help the teachers to teach students how to filter text and arrange the
words into research work.
ICT can be saidto be helpful to find text which is readily available on the Internet and
students can be asked to download and then reversion text on screen for example
Wikipedias.
Lastly, it can be inferred that the concept of reading with ICT includes graphics, audio
and video extendstudents’ reach, beyond the text. Indeed, with ICT perhaps the Hamlet’s
weary comment below can be changed:
Polonius: What do you read, my lord?
Hamlet: Words, words, words.