Cooperation between the language arts teacher and the librarian can result in a wider and more interesting language arts program for students. (DD)

Reviews selected English and language arts curriculum guides in use in five provinces--British Columbia, Alberta, Saskatchewan, Ontario, and Nova Scotia. The discussion focuses on the literature sections of the curriculum guides. (SRT)

Reviews various methods of teaching literature and proposes that response to literature be an element in the teaching of literature. Considers the role of the teacher in a response-centered classroom and how to create a classroom environment that will encourage interpretation and response to literature. (SRT)

Argues that literacy development should focus on thinking and speaking skills so that students can critically evaluate the oral and written rhetoric in their daily lives and become more articulate and lucid communicators. (HOD)

Provides various definitions of censorship; describes a case of censorship in New Brunswick, Canada; explains what happens to materials that have been challenged; and provides a challenged materials policy and a list of books that have been challenged in Canada. (SRT)

Provides a background of response theory, two Canadian perspectives on response theory, a description of transactional response theory and response-centered curriculum, a discussion of the concepts of participant and spectator roles in literature and of the idea of narration and storying as literature, and a discussion of analysis and criticism.…

Discusses early experiences of children with literature, and the development of and growth in their response to literature. Argues for a response-centered, rather than criticism-centered, curriculum. (SRT)

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…

Defends the study of literature in the elementary and secondary grades for its ability to help students think both creatively and critically. Provides objectives for teaching literature such as development of perception, expression, cognitive style, aesthetic awareness, moral values, and writing ability. (SRT)

Considers literature as something different from the texts themselves (specifically, a way of reading that includes the writer, the text, and the reader) so that the purposes of teachers and readers may be considered, and a flexible approach to selection, organization, and pedagogy be permitted. (SRT)

Discusses the teachers' and the students' roles in the selection of literature to be taught, developing a selection policy, the place of the classics in literature curriculum, and the connection between literature and values education. (SRT)