Children's literature charts the makings of the literate imagination. It shows children finding worlds within the book and books in the world. It addresses the changing environments of family life and human growth, schooling and scholarship, publishing and publicity in which children--at times suddenly, at times subtly--found themselves…

The power of fairy tales resonates with children around the world. Fairy tales connect children on an emotional level that can help guide them through the complexities of everyday life. The tales provide stories rich in cultural heritage and the human condition, stories that not only delight children but also instruct. Because fairy tales state…

This article examines the reciprocity between children's literature and educational ideals in Dutch rewritings of international literary classics published for children between 1850 and 1950. It analyses the assumed pedagogical power of rewritings of international literary classics for children from the perspective of three theoretical concepts:…

O'Connor, an author of realistic fiction for children, shares her attempts to strike a balance between carefree, uncensored, authentic, realistic writing and age-appropriate writing. Of course, complicating that balancing act is the fact that what seems age-appropriate to her might not seem so to everyone. O'Connor suggests that while it may be…

This article examines how drama education strategies enrich children's understanding and excitement of a story before they read, preparing them for a deeper exploration and appreciation of the story. Following a book's basic storyline, drama strategies guide children through an honest, spontaneous enactment of a story's key events without…

Discusses Robert Patlock's 1750 novel "The Life and Adventures of Peter Wilkins." Argues that the novel is more than just a late contribution to the tradition of the imaginary voyage, but a novel in which the voyage being traced is both the hero's and the reader's. (MG)

Argues that one way to investigate the relationship of text to story taker (reader or listener) is to compare how the writer has made the story to how the story taker has recreated the story. Indicates a resonance between the story taker's retelling and the original text. (RAE)

Describes a model procedure for integrating direct instruction in story structure with reader response to literature in two settings: traditional storybook read-aloud sessions and nontraditional HyperCard computer sessions. (SR)