Gombos, Péter2020-09-112020-09-112019-01-01Studia Litteraria, Évf. 58 szám 1-2 (2019): Gyerekvilágok , 339–346.0562-2867https://hdl.handle.net/2437/296031In the first part of my study I would like to prove that our way of teaching literature has moved in the wrong direction in the last few decades. As a result, our adolescents have a rather distorted picture about literature, and they lack reading experience, and the lighthearted debates, talks that would come from them. In my writing I attempted to draw attention to contemporary texts that I have already (successfully) used during my teaching practice, but are mainly absent from literature lessons. I intentionally avoid the genre of novel – evading the discussion about compulsory readings –, and I mainly focus on contemporary poems, short stories and lyrics. Although I offer several methodological ideas, I intended to share thought-provoking questions, tasks and games rather than lesson plans.In the first part of my study I would like to prove that our way of teaching literature has moved in the wrong direction in the last few decades. As a result, our adolescents have a rather distorted picture about literature, and they lack reading experience, and the lighthearted debates, talks that would come from them. In my writing I attempted to draw attention to contemporary texts that I have already (successfully) used during my teaching practice, but are mainly absent from literature lessons. I intentionally avoid the genre of novel – evading the discussion about compulsory readings –, and I mainly focus on contemporary poems, short stories and lyrics. Although I offer several methodological ideas, I intended to share thought-provoking questions, tasks and games rather than lesson plans.application/pdffolyóiratcikkOpen AccessStudia Litterariahttps://doi.org/10.37415/studia/2019/58/4279Studia Litteraria1-258Stud.litt.2063-1049