Identifies a number of growth paths from 15 years of experimenting with Literature Circles. Presents an annotated bibliography of seven collections of very short fiction the author has been using to create collaboration minilessons. Notes that microfictions work on every level, are packed with craft, and often feature a surprising synthesis or…

Discusses 22 young adult fiction titles that address teen pregnancy. Addresses issues such as female responsibility, female sexuality as victimization, and female sexuality as moral choice. Concludes that through reading and critiquing young adult novels in which girls meet the challenge of pregnancy or of mothering, teachers can help students…

Discusses 40 titles that provide an authentic look into the migrant experience, a segment of society that still exists in the United States today. Notes that these works of literature contain recurring themes regarding education, family, poverty, labor, immigration, and citizenship--all topics that are especially relevant in post-September 11…

Analyzes three young adult titles that feature black, female protagonists written by white women. Discusses the power of literature, historical perspectives on African-American publications, society as reflected in literature about African-Americans, and authorship and authenticity. Concludes that with the power of young adult literature, everyone…

Describes how the author uses three properties of vocabulary instruction that increase comprehension: integration, repetition, and meaningful use. Notes that these three properties can be a natural part of the teaching and learning that occur each day in the classroom. (SG)

Explores "fanfiction" (fiction written by fans of mass culture, such as "anime," Japanese animation) as a valid literacy practice in the context of the Multiliteracies framework. Strives to understand youth culture better and to make school literacy instruction more responsive to learners' needs. Discusses "Anime" as…

Offers a method of selecting, analyzing, discussing, and testing from college reading materials that has worked significantly better than previous traditional approaches. Concludes that by employing greater student responsibility for what they read, students' interest, enthusiasm, and scholarly use of read material seems to have risen. (SG)

Presents materials that contribute to students' excitement and interest. Reminds teachers that with a new curriculum and new guidelines from local or national educational agencies, the goal is to help students become joyfully literate and experience the pleasures and the rewards that most educators associate with learning. Reviews materials for…

Considers how the Holocaust can be rendered for younger readers without mythologizing or idealizing its victims--particularly victims who came of age in deportation and concentration camps. Discusses nine texts that deal with the Holocaust. Suggests that teaching the Holocaust through literary representations may require teachers to turn away from…

Determines the relationship between attitude and reading behavior in adults. Finds that adults with positive attitudes toward reading spend more time in daily reading and read a wider variety of materials than do adults with negative attitudes. (MG)

Reviews 46 books that were first published for children of other nations and then translated into English. Notes that some books exhibit aspects of culture different from American culture and that other books show the commonalities different cultures share. (MG)

Provides guidelines for teaching reading in a multicultural framework. Discusses why, when, and how to use multicultural literature. Offers criteria for choosing good multicultural literature. (RS)

Reviews 49 new multicultural picture storybooks, folktale collections, and novels, drawing together both contemporary and traditional stories from peoples of color around the world. (MG)

Identifies and annotates 30 outstanding trade books published for children and adolescents that teachers recommend for curriculum use. Notes that selection criteria include books that may not be discovered by children without guidance from an educator, and books that have potential for use across the curriculum. (MG)

Discusses the responsibility of teachers and librarians to choose children's books based on an understanding of children and their needs, and summarizes the views of several critics on how children's books should be evaluated and the criteria for determining whether a particular book is to be considered good or bad. (17 references) (CLB)