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Hypertext in the classroom: Changing definitions of literature and literacy

, University of Arkansas, United States

University of Arkansas . Awarded


The purpose of this study was to review the current literature on how digital technology practices—particularly the use of hypertext—are changing the definitions we hold of literacy and literature, as well as the skills needed for jobs in the 21st century, and how this technology should be incorporated in English and literature classrooms. After a review of current literature and interviews of high school English teachers, it was determined that hypertext does play a role in a widening definition of literacy and literature, though digital literature remains disregarded by most academics and rarely, if ever, taught to high school students. While teachers see an importance in using digital technology at times (though they debate whether educational skills have actually changed in the 2lst century), access to technology ranks the highest among reasons they may not incorporate it in their curriculum. Until that access is available, it continues to be the role of higher education, which has more access to resources, to incorporate hypertext into curriculum so students can learn with the medium.


Bachelor, J. Hypertext in the classroom: Changing definitions of literature and literacy. Master's thesis, University of Arkansas. Retrieved September 22, 2021 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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