This article offers a framework by which teacher educators can offer novice teachers of English a way to open up the teaching of literature away from book-centric practices and toward those of inquiry. A six-step process, accompanied by a detailed example, is offered that acknowledges the traditional bookroom options and connects to the wide array of literary theories that can generate essential questions and move teaching away from atomized, right-wrong kinds of instruction and toward addressing issues of interest and importance to youth.
Consalvo, Annamary; Covino, Katharine; and Chase, Natalie
"Decentering the Book(room) and (Re)Centering Students’ Interest in Contemporary Issues: Theories, Questions, and Relevance,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 10:
1, Article 6.
Available at: https://scholarworks.wmich.edu/wte/vol10/iss1/6