A conversation between scholars demonstrates how two experts found common ground and made classroom recommendations while wrestling through an underlying question: Who cares about "The Grapes of Wrath?"

At the end of a two-year Honors Civilizations sequence based on a Great Books curriculum, students at the University of Maine write a reflective essay that describes their personal and intellectual journey with the texts they have encountered over the previous four semesters. Students can describe a theme or narrative that has emerged in their…

In recent years, literacy problematics and different concepts (Cooperative Learning, Learning Styles) have taken up much of the school's literature teaching. It has pushed discussions of the professional content into the background. This article takes up the content discussion for renewed debate, but now also with the aim of discussing the…

A key element of a liberal education is engagement with "classic" texts, texts that often present views in conflict with our commitment to diversity and inclusion. This article will ask, although not necessarily answer, a number of important questions: Do classic texts perpetuate long-refuted and harmful ideas? Can a racist, sexist,…

With support, young adolescents crave the challenge of learning about serious ideas through serious literature. Middle-level learners also enjoy opportunities to become immersed in activities that foster a deeper understanding of serious ideas. After discussing the value of using serious narrative literature, a rationale is provided for supporting…

What books do colleges and universities assign as common reading? What themes do the books contain? Are they old books or recent ones? What kinds of colleges and universities have common reading programs? What does a typical common reading program look like? What does all this tell us about the state of American higher education today? To find…

The purpose of this article is to assert that there are classic African American children's books and to identify a sampling of them. The author presents multiple definitions of the term classic based on the responses of children's literature experts and relevant scholarship. Next, the manner in which data were collected and analyzed in regard to…

Book challenges have become more and more frequent in recent years. In particular, those books that address issues most relevant to preteens and teenagers seem to be the object of many challenges. Many of the hundreds of challenged works represent literary classics and high-quality writing for young audiences. Teachers, administrators and other…

Reports what various educators believe classics are and what their place should be in the English curriculum. (JL)

Examines Bloom's ideas on reading and books, suggesting that his stance on determining greatness is philosophically flawed and arguing that his prime criterion for selecting great texts is premised on a problematic theory of legitimation and greatness, leading to a restrictive view of possibilities for university-level reading. The Freirean notion…

Reviews Dover Publications' new series of literary classics published as inexpensive paperback editions. Finds the books able to withstand physical abuse. Recommends selecting the volumes that comfortably fit the curriculum and enlarge the choices within the department. (RS)

Contends that historical fiction is popular with young readers and has much to offer them. Provides frameworks for selecting and teaching such novels and for linking them to classics from the same historical period. (RS)

Describes 12 old classics of children's literature which are worth reviving in the elementary classroom. (SJL)

Reviews nine novels for young adults written before 1967 which are now considered to be "classics" by many English teachers. (PRA)

Encourages the idea of cross-generational shared reading experiences. Presents annotations (written by students) of 12 titles. Notes that almost half of the books that are featured have been around for a while, and yet they are still fresh for new readers. (SG)