ERIC Number: ED424582
Record Type: RIE
Publication Date: 1998-Oct
Reference Count: N/A
Sequencing in Literature Instruction.
Literature, as a unique discipline and a core course offered from kindergarten through college, lends itself as a wonderful yet daunting subject for the study of sequencing strategies on both macro (curriculum) and micro (course) levels. Current literature instruction mainly involves such sequencing strategies as literary forms, chronology (history), theme, genre, focus unit, subject, and author. The issues of how literature instruction should be sequenced on the micro level and the most optimal sequencing principles for literature instruction on the curriculum level need to be properly addressed in the new theory of literature instruction. Literature instruction encompasses a broad spectrum of goals and objectives ranging from improving linguistic competencies to mastering specific knowledge about literature and cultivating a taste for aesthetics. Literature is more than a collection of unrelated poems and stories. The interrelatedness among literary works is made manifest through the recurrent elements and structural patterns that are labeled as archetypes. The sequencing of literature instruction needs to be sensitive to all three dimensions (linguistic, cognitive, and psychological) of children's development. Along the continuum of the school curriculum, it seems logical to divide literature instruction into six stages, which coincide with the developmental stages in children's journey towards linguistic, cognitive, and psychological maturity. The sequencing of literature instruction at each stage is determined by the interaction of the goals of literature instruction, the intrinsic nature of literature, and children's developmental characteristics. (Contains 30 references and 7 figures illustrating course level sequencing.) (RS)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 14-17, 1998).