Teaching Literature K-12: A Canadian Perspective.

Autor/in	Gambell, Trevor J.
Institution	Canadian Council of Teachers of English.
Titel	Teaching Literature K-12: A Canadian Perspective.
Quelle	(1986), (195 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Adolescent Literature; Canadian Literature; Censorship; Childrens Literature; Curriculum Evaluation; Elementary Secondary Education; English Curriculum; Foreign Countries; Literary Genres; Literature Appreciation; Reader Response; Reader Text Relationship; Reading Material Selection; Reading Materials; Reading Programs; Student Reaction; Canada + Suchen Sie Ihr Suchwort? Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Canada; Kanada; Literatur; Politische Zensur; 'Children''s literature'; Kinderliteratur; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Ausland; Literarische Form; Literarische Wertung; Leserbrief; Schülerkritik
Abstract	Focusing on literature and the teaching of literature, this monograph presents and discusses salient issues, inviting the reader to participate in the dialogue. The first section following the introduction presents reasons for teaching literature and discusses the types, quality, and selection of literature, as well as literature and values. The second section deals with censorship in Canada, focusing on the following: (1) a case study, (2) what constitutes censorship, (3) what happens to challenged materials, (4) censorship and literary quality and effects of literature on students, (5) a challenged materials policy, and (6) challenged books in Canadian schools. The third section treats four aspects of growth in response to literature: early experiences with literature, literature in the elementary school, adolescent literature, and reading and response processes. The fourth section discusses three aspects of the teaching of literature--encouraging interpretation and response, the role of the English/language arts teacher, and literature in the English/language arts curriculum--and includes a selected review of literature in Canadian curricula. Finally, a concluding section reaffirms the place of literature in both the English/Language arts curriculum and the broader context of a humanistic education. A list of over 100 references is appended. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC