ABSTRACT
This chapter describes ways of fostering students’ responses to literature through the use of specific multimodal/digital tools as well as methods for teaching online literature courses. It contrasts reading processes for responding to print versus online/digital texts given that reading digital texts involve alternative response processes. Students can create visual responses to texts using images, illustration, comics versions, “body biographies, visual mappings, or “visual mirrors, as well as audio for listening to or responding to texts. For sharing written responses to texts, they can employ annotations, online writing using Google Docs, social media, online surveys, blogs, wikis, or videos, as well as digital remixes of texts. Students may also be engaged in playing video games based on literary texts. The chapter also discusses methods for having students respond to film adaptations of literary texts, as well as engage in critical media literacy analysis of media texts related to stereotypical portrayals in films and television, sharing of misinformation on social media, and analysis of news media broadcasts, as well as the use of engaging students in media ethnography studies of audience responses to media.
