Reports on an exploratory comparative study of the impact of whole language on four elementary school libraries. Finds that librarians were excited about the impact of whole language, and that they wanted to talk to someone about it. Concludes that whole language empowers librarians. (RS)

Presents a case study of a sixth grade teacher trying to increase her use of literature for language arts instruction. Shows the challenges and successes of attempting to get better at teaching. (PRA)

Suggests that the dangers and risks in whole language are real and irremedial, and educators' only recourse is to take responsibility for its shadow side and attempt to learn the lessons that even "monstrous examples" portend. (RS)

Describes a collaborative professional development project designed to bring whole language knowledge to more classroom teachers. Discusses one staff developer's work with a second grade teacher. Argues that staff developers must (1) know and respect teachers; (2) provide ongoing support; and (3) link theory and practice. Concludes that staff…

Shares examples from Florida elementary schools that show what happens when librarians and teachers collaborate in language arts curriculum and instruction. Outlines practices that enhance the development of selecting books and using libraries. (MG)

Searches for some precision in the discourse of whole language with respect to the role of the teacher as expressed in words such as empowerment, control, predictability, and authenticity. Observes and interprets the practice of two successful whole language teachers to refine understandings of these concepts as they are enacted in classrooms. (MG)