I have a little experience teaching literature--everything from introductory courses to survey courses such as World Literature. Teaching the literature requires also being able to provide some contexts--cultural, historical, etc.--so students can begin to understand some of the work's meaning. From a teacher's point of view, it requires that I have done some research and perhaps provided additional resources beyond what a textbook or literature anthology might include. From a student's point of view, it requires that there be an open mind, a readiness to consider diverse perspectives, and a willingness to learn new ideas that may or may not be relevant to an individual's life. Many students that I encounter have developed the belief that there is only right meaning attached to a work or a portion of it. Sometimes that is an initial hurdle to overcome in order to help the students see all the possible meanings. Then we go to the next level to identify how the author may have constructed the work to produce the effect and the meaning. In concept this sounds like a very easy process, but for many students, it can be a slow, arduous process. Some want to "flake out" and ask if I can't just tell them. Others go off into directions and misread what they have which results in misinterpretations.

Anyway, that's a start for this thread, although I don't know if helps anyone.

Bertha

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