This document discusses the information-based approach to teaching literature. It is a teacher-centered approach where the teacher provides students with background information, literary texts, notes, explanations and lectures. The purpose is to guide students to identify informative extracts, details about literary elements, and provide them with information to increase their knowledge about literature for examinations. Activities include lectures, explanations, reading notes and criticism.

1. Information-based
Approach
GROUP 3

2. or
 Information based approach, from the word “information” it tends
to give knowledge and information to the students (Thunnithet,
2011).
 It is a teacher-centered approach and needs a lot of teacher’s input
in giving different literary text to the students.
BACKGROUND

3.  This approach is a way of teaching knowledge about literature where
literature is seen as a medium to offer a source of information to
students (Carter 1988).
 It includes reading from the criticism or notes, explanations and
lectures given by teacher for examinations sake (Hwang &Embi,
2007).

4. According to Carter, 1998, this approach is a way of teaching
knowledge about literature where literature is seen as a source of
information to the students. This approach is important because
students need to learn literary rules and meta-language to increase the
students’ ability to use these terms and ideas in writing speeches and
literatures.

5. Purpose of this approach:
 Guide students to identify and read informative extracts in the story.
 Provide specific details about the literary elements found in the text.
 Elicit information from students about the text.
 Explain the content of the text to the class.

6.  Asked questions to check student knowledge based on what they have
read.
 Provide student with background information.
Purpose of this approach:

7. Activities deriving from this approach could be lectures, explanation, reading
of notes and criticism provided in workbooks or by the teacher. These activities
usually cater for instrumental purposes such as examinations (Carter & McRae,
1996).

8. ACTIVITIES
 LECTURES
 EXPLANATION
 READING OF NOTES

9. References:
Carter, R. and Long, M. (1991). Teaching literature. London: Longman.
Hwang, D., & Embi, M. (2007). Approaches employed by secondary schools teachers to teaching the
literature component in English.Jurnal Pendidik dan Pendidikan,22, 1-23.
Thunnithet, P. (2011).Approaches to criticality development in English literature education: a second
language case study in a Thai university(Doctoral dissertation) University of Southampton.
Rashid, R. A., Vethamani, M. E., &Rahman, S. B. A. (2010). Approaches employed by teachers in
teaching literature to less proficient students in form 1 and form 2.English Language Teaching,3(4), 87-99.