Marketing Strategies in the Literature Class to Create Active Learners

Conference: The Paris Conference on Education (PCE2022)
Title: Marketing Strategies in the Literature Class to Create Active Learners
Stream: Learning Experiences, Student Learning & Learner Diversity
Presentation Type: Oral Presentation
Aaron Hahn, University of North Carolina Chapel Hill, United States
Jamie Ortolano, Sogang University, South Korea


Research has shown that there is a significant decline in early adolescent learners’ academic motivation after the transition to middle schools due to traditional or teacher-centered instruction (Eccles, Wigfield, Midgley, Reuman, Mac Iver, and Feldlaufer, 1993). This is because learners are likely to be bored and shy away from voicing confusion or misunderstandings when they are less involved in and cannot relate to their learning experience. In particular, middle to high school students generally dislike or resist literature classes due to their role as passive learners (Bojesen, 2016). Moreover, the notion that the learner’s mind is tabula rasa (blank slate) and all knowledge comes from teachers or other external sources has been challenged by psychologists (Maslow and Vygotsky) as well as educators (Freire, Dewey, and Rosenblatt). Thus, there has been consistent demand for the inventive “salesmanship” of literature teachers in secondary education. In other words, today’s teachers are expected to perceive learners as active consumers of education and may act as marketers of educational contents instead of merely focusing on the traditional mode of teaching. However, there is not much research on the types of marketing strategies that can be used in literature classes and how they can be utilized. Therefore, this presentation is designed to serve as an introduction to identify the most effective marketing strategies for instructional purposes in literature classes and promoting student engagement.

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