This article was published by the journal Pedagogy in 2012. In it, Laura Aull analyzes two commonly taught American literature anthologies, the Heath and the Norton. She reveals how anthologies perpetuate notions of which texts are canonical or exemplify “American” “literature,” particularly through their introductory, prefatory or framing materials. She then discusses a pedagogical strategy for helping students critically work with anthologies: having students analyze prefatory materials, and ultimately write their own and propose their own anthologies. I found this article on Google Scholar.