This paper explores the potential of a complementary relationship between the learning and teaching of literature and characteristics specific to web-enhanced and multimedia instruction. The research is built upon and is driven by the assumption that the internet potentially represents a powerful means of promoting and enhancing the processes of literary understanding. It is argued that the internet plays a role in enhancing the activities of student-centered, response-based classrooms. The usefulness of web technologies offer students an incredible range of outlets for creative and critical response to literary texts. This paper specifically addresses issues related to classroom applications of some websites and multimedia in respect to literature pedagogy and response-based practice.
