2. UQ Cyberschool – Literature online Databases – some general observations – access – direct experience – professional development

3. Johns Hopkins Guide to Literary Theory and Criticism Key strengths – currency – refereed – ease of access

4. Primary use – English Extension University level application of literary theorists must be evident within each task. The course is an intensive program of understandings and applications of literary theory: text-centred; reader-centred; world context-centred; etc. Literary theories (e.g. Derrida) explicitly taught up- front by the teacher. The Johns Hopkins Guide to Literary Theory and Criticism includes mainly secondary sources that offer a range of commentary, explanations and applications of a range of literary theories.

5. Student activity The students are allocated one theory or theorist. They complete research from the database. They present to the class and devise a learning resource. The teacher then fills in gaps.

6. Activity Peer Teaching Roster 2010 – Guidelines: – Present for no longer than 10 minutes. – Provide a succinct summary + handout. – Be innovative in your presentation. – Use multimedia as much as practicable. – Test your colleagues’ comprehension in some way.

7. Extension English tasks Demands of Tasks 3(a) and (b): – independent choice of two texts [novel and film] – 3(a) is a multimedia seminar presentation – the student posits a theoretical approach – “justify your initial and provisional selection of texts, integrating device, and theoretical framework” – “display your awareness not only of the subtleties of the four reading approaches, but also of their interconnectedness”

8. Task 3(b) An essay for an academic journal The student must demonstrate the central contention that – “whatever literature is, it is dependent on how, when, where, by whom and for what purposes it is read”. Involves – “the selective and synthesised application of literary theories – “sophisticated engagement with … theoretical underpinnings” – a bibliography of references – the correct application of terminology and technical terms appropriate to the genres and the theory

9. Secondary use – professional development English teachers – Year 12 Hamlet – Year 10 Macbeth – Year 11 reader response theory 30 hours!

10. Another possibility National curriculum – specified element of research. – Year 6: which is about to become the final year of primary school for us - “Determine the nature and extent of information needed and selectively source specific information using evaluative library and online research skills” – Year 7 (what is about to become our first year of secondary school) “Collect evidence from a variety of sources including libraries, websites, databases and search engines” – Or Year 10: “Undertake independent research using libraries, media sources and online resources”