Introduction to the Draft Report: The What, Why, and How of Teaching Literature

Richard Beach, Co-chair, Hephzibah Roskelly, Co-chair, Peggy Albers, Lynne Alvine, Marshall George, Peg Graham, Joseph Haughey, Mark Lewis, Gordon Pradl, Bob Probst, Robert Rozema, David Stevens

    Our group focused on the what, why, and how of teaching literature as a central focus of an English education program.  In defining questions as to what is literature, we grappled with definitions for what constitutes literature or literary texts, leading to a proposal to not only broaden the definition of literature to include a range of different kinds of texts, but also recognize the need to define literature in terms of the literary experience itself afford through transactions with texts.  And, in addressing the question as to why teach literature, we posited the importance of preservice teachers (hereafter PTs) formulating beliefs as to value of teaching literature to justify its centrality in the English/language arts curriculum.  And, in discussing the how, we propose specific strategies for use in literature methods courses to address various topics and issues associated with preparing PTs to teach literature.