Examines a few examples of the many pieces of literature that existed prior to the seventeenth and eighteenth centuries and attempts to illustrate that many items from these particular periods indeed deserve a place within the wide spectrum of available children's literature. (EL)

The author urges the adoption of regional, national, and comparative approaches to Canadian literature in Canadian secondary schools. (AN)

Discussed are Canadian novels, short stories, poems and a film which revolve around man's confrontation with nature, the depression, the problem of isolation, realism in Canadian literature. (Author/AF)

My argument could not be more effectively summed up than in the words of Northrop Frye: It is obvious that Canadian literature, whatever its inherent merits, is an indispensable aid to the knowledge of Canada. It records what the Canadian imagination has reacted to, and it tells us things about this environment that nothing else will tell us."…

This interview discusses Dr. Rosenblatt's books on literature and reading and explores the transactional theory of reading in which the text and the reader are equally important. (HTH)

Outlines the contents of a college level literature survey course that emphasizes world literature relative to Canadian multiculturalism. (AEA)

Discusses several recently published adolescent and children's books with the implication that the emphasis on realism can be detrimental to the young. (TO)

The important aspect of a thematic approach is that it can link the literature with the society that produced it. It can help to foster a sense of place in students. It helps to isolate the basic myths which underlie the Canadian response to life. (Author)

Argues that teachers must bring works of the Holocaust to the classroom and focus discussion around its revelations. (FL)

Advises that major novels should be studied in depth rather than within a thematic approach, because the latter teaching method does not allow enough time for adequate study or appreciation of a major literary work. (RL)

Discusses a psychological criticism approach to literature and explores the psychology of English Canadians and French Canadians as it relates to literature. Written in French. (HS)

Discusses the use of visual/aural stimuli in presenting poetry and literature. A step-by-step script for a slide/tape presentation is included. (HTH)

Makes the point that literature should be an integral part of programs that teach English as a second language by considering six reasons for studying poetry in language classes. Illustrates those reasons with poetic works from around the world. (RL)