Within this era of rapid technological change, and where science subjects dominate the curriculum, literature is often relegated to the periphery. Yet, the value of literature cannot be undermined. This paper surveys the possibility of assigning significance to literature study within the twenty- first century setting. At the centre of the argument lies the way in which literature can offer experiences and thus enhance learning by carrying the young learner into different worlds, cultures and settings. Literature is a key tool to enhance and develop critical thinking skills in young minds. The aim of the paper is to present ways in which practice may be altered to adopt and adapt different ways of promoting thinking skills, including critical thinking, critical reading, listening and writing through stories. Drawn from findings following an action research to assess the possibility of the using literature to promote critical thinking, the paper makes a case for a modification of perspective towards literature and its function within the curriculum. The ultimate goal is to allow and cater for self-motivated and autonomous learners who can apply their learning both inside and outside classroom situations.
|Keywords:||Literature, Critical Thinking, Critical Reading, Metacognition, Action Research|
Lecturer, Department of Curriculum Studies and Evaluation, Mauritius Institute of Education, Port Louis, Mauritius
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