מקורא-סיפור-רשת לקהילה פרשנית מרושתת ובחזרה

In the action research presented in this article, a model of literature teaching in an elementary-school digital environment was developed. The research was the result of a sense of dissatisfaction concerning students' interpretative ability, the planning of their teaching units, and their sparse use of the computer and the Internet in learning and teaching. The dissatisfaction motivated the researchers to develop a teaching model titled "From Reader-Story-Internet to an Online Interpretative Community and Back". This model is based (1) on literature teaching in accordance with the "Reader's Reaction" theory; (2) on focusing the ,process of constructing the literary interpretation on the experience, on creativity and on enjoyment; and (3) on the development of an interpretative community of .readers in a digital environment The teaching model was developed in three circles of action research. The -first circle examined the way to encourage the students to undertake a personal interpretative literary journey and focused on the creation of a dialogue between them and the story and the Internet. In the second circle, an "online interpretative community" was formed during the course of the group journey – a journey in which the personal reactions to and interpretations of the other students' words were exposed. (The returns to the Internet enriched those interpretations). The third circle explored the way to help the students enable their pupils to experience a .Reader-Story-Internet" journey and be part of an online interpretative community" The technology permitted the students to locate information, engage in rich communication, empower the experience of the encounter with creativity, and ,reflect the entire process. The teaching model enabled them to leave their world ."acquire new insights, and return to it "richer