Many students in American universities are unable to absorb information from a Shakespeare text in the lecture-discussion format. Consumption of electronic media has both absorbed increasing amounts of their time and encouraged passive modes of learning. My response is to seek a pedagogy that produces, on the one hand, in active interpreters of complex language, and, on the other, a participatory, collegial classroom through a pedagogy fusing traditional modes of literary criticism with active modes of learning.
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Bruce Avery; You Don't Know Jack: Engaging the Twenty-First-Century Student with Shakespeare's Plays. Pedagogy 1 January 2011; 11 (1): 135–152. doi: https://doi.org/10.1215/15314200-2010-020
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