Sequencing Teaching Literature and Culture: Constructing a Framework for Building Multiple Literacies The last chapter addressed what the literacy of genres can add as a framework to the language and literature

The last chapter addressed what the literacy of genres can add as a framework to the language and literature curriculum. To implement these principles into a curriculum, however, requires a broader sense of what it means to teach literature within a developmental context of levels for language and culture teaching and learning.1 Not just genres, but all language and cultural materials must be sequenced within an individual curriculum, so that steps lead learners from defining the learning, setting learning goals, and identifying contents that fill the goals set for the curriculum. The difference between the disjunct curricula we now accept and ones that can promote coherent learning lies in taking the humanities as a coherent field of knowledge production in which "reading literature" need not be equated as reading for personal purposes or reading for practical goals -there is a "text in this class."2 In designing the levels of such a course, it is, as the last chapter discussed, crucial to distinguish "high status" cultural learning (i.e. the best in any medium or genre, literature or otherwise) from "high culture" (the genres preferred by hegemonic classes). Yet at the same time, such a curriculum must accommodate individual institutions’ students and learning goals, but, if it is to focus on teaching literature, it will necessarily attend to levels of teaching culture and to advanced study of literature has to be configured as a professional or technical dialogue relating to canonical, professional, and cognitive norms for teaching as learning, as related to the “credentials” of a professional scholar as any bar exam might be. That is, the curriculum fostering study of literature must encompass predictable and necessary stages of development in "reading," extended to include not only the study of genre, as