This book speaks to all those teachers who teach the "gen ed" literature course that their students must take to complete a general education or core curriculum requirement. These students--the 95 percent who are not English majors--are the students educators hope will become active and reflective members of a reading public. Given this goal, Kathleen Blake Yancey outlines a course located in reflective practice and connected to readings in the world. The course invites students to theorize--about their own reading practices, about how literature is made, and about texts and their relationships to culture more generally. Such a course also encourages students to think about what places and occasions in the world are poetic, about the role of not-understanding in coming to understand literature, and about technological forms of literacy, such as multimedia pop-ups that link associatively to multiple contexts. This book is organized into the following chapters: (1) Teaching Literature as Reflective Practice: Context, Vocabulary, Curriculum; (2) The Lived Curriculum 20; (3) The Delivered Curriculum; (4) The Experienced Curriculum: Closing the Circle; (5) Portfolios and the Representation of Student Work; and (6) Teaching Literature as Reflective Practice: A Reflective Conclusion. An index is included.