Van papier tot pixel: een onderzoek naar de rol van digitale literatuur in het literatuuronderwijs van docenten Nederlands

Thumbnail Image
Issue Date
Journal Title
Journal ISSN
Volume Title
The outdated learning objectives for the literature curriculum in the Dutch language course, coupled with the increasing digitization of society, necessitate a revision of the curriculum for this subject. This master’s thesis explores the perceptions of Dutch language teachers in the upper grades of havo/vwo (higher general secondary education and pre-university education) regarding the phenomenon of digital literature. Both qualitative and quantitative data were employed, including a survey comprising both types of questions. In addition to the survey, semi-structured interviews were conducted. The objective was to understand the teachers’ views on digital literature and its role in their literature instruction, particularly considering upcoming curriculum reforms. The results of the research revealed that many teachers have limited familiarity with the concept of digital literature and digital literacy. This is concerning given the upcoming curriculum reforms that emphasize the importance of digital literature and digital literacy. Teachers can be categorized into two groups: the majority, who are unfamiliar with the phenomenon and lack repertoire knowledge, and a smaller group that is knowledgeable about digital literature and possesses a reasonable repertoire. However, significance was demonstrated in relation to the variables of ‘age’ and ‘teaching experience’. Younger teachers with fewer years of experience are more likely to incorporate digitization into their lessons. Several areas of tension were identified: the use of digital literature in the respondents' lessons is limited, yet they consider its integration important. There is also tension between the scientifically researched positive effects of digital literature on ‘reading motivation’ and ‘reading pleasure’ and the teachers' opinions. Additionally, teachers prefer discussing examples of digital literature that they themselves understand, while simultaneously aiming to connect with the students’ contemporary experiences. These tensions paint a concerning picture of the current role of digital literature in the literature education of Dutch language teachers in the upper grades of havo/vwo.
Faculteit der Letteren