The affordances and pedagogical benefits of technology in the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) classrooms are widely acknowledged. One potential use of technology is in eliciting and managing students' responses, which is an area where EAP/ESP teachers often report difficulties. Traditionally, teachers…

Reviews five sets of thematically related books with the intent of helping instructors make connections between children's literature and real living. Investigates five areas, all broadly speaking to the issue of "security": (1) unsettling experiences; (2) nature study; (3) overcoming evil; (4) exploring adolescent angst; (5) journeying for…

Reviews "How Porcupines Make Love II," the sequel on teaching a response-centered literature curriculum. Finds it to be a lively, engaging, provocative text, one that includes workable hints for classroom practice. (MG)

The National Center for Research on Literature Teaching and Learning's review of 45 commercial hypermedia literature applications from a response-based perspective suggests that applications currently available, though not supportive of response-based literature teaching and learning, indicate how such applications could be developed. Includes the…

A response-based pedagogy encourages the exploration of multiple perspectives regarding literary works and student construction of defensible interpretations of the same, with the quality of students' critical and creative thinking being the focus of assessment. The National Center for Research on Literature Teaching and Learning's ongoing…

The three books reviewed in this article represent the continuous effort to make visible the significant bridge between theory and practice in the fields of literacy and children's literature. While the authors maintain distinct purposes for their creations, the texts each speak to a strong theoretical support for the practices they describe. The…