Interviews with public library nonfiction book users gathered data on: (1) subject content of the book; (2) book selection; (3) how much of the book was read; (4) use of the information; (5) success in finding information; (6) features of the book used for finding information; and (7) demographics on library use. (12 references) (MES)

Discusses literature for transitional readers (8 to 11 year olds who can read fairly lengthy stories independently, but need to sharpen and extend reading comprehension and critical thinking skills). Outlines developmental characteristics of these readers, and characteristics of the literature they tend to favor. Includes references to 73…

Describes a variable, intermediate, and senior level class project using articles from German language periodicals to teach German, including suggestions about handouts (samples included), text selection, teaching procedures, and hints about adapting the project to suit different instructional needs. (Author/CB)

Provides teaching tips on how children can be helped to become better readers and writers of nonfiction. Notes that there are many kinds of nonfiction writing, serving different purposes and audiences. Suggests that students be taught strategies for reading nonfiction, which may help them with their writing of nonfiction. Recommends including…

Focuses on the debate about the role of literature in the freshman composition course. Argues that literary works are suitable for these courses because they hold multiple points of view and are by nature multidisciplinary. (HB)

Focuses on the debate regarding the use of literary texts in freshman composition courses. Questions the assumptions embedded in the framing of the debate itself. Asserts the blurring of genre lines. Proposes a way to reframe the debate in more fruitful terms. (HB)

Describes 13 recommended resources that alert busy teachers at all grade levels to meaningful trade books (both fiction and nonfiction) for children and ways to use those trade books in the classroom. Classifies them as lists of trade books; trade books and activities; and trade books across the curriculum. (SR)

Presents annotations of 50 children's books and picture books which explore different perspectives on how people can work toward achieving harmony in the world. (SR)

Discusses several articles on the issue of introducing gay and lesbian literature into the curriculum. (SR)

Children's books selected for schools and libraries are judged by criteria of literary and artistic excellence, and books featuring minority-group characters must be held to additional criteria. Such scrupulous selectivity is not censorship. "The Indian in the Cupboard" trilogy (Lynn Reid Banks) is criticized for its historical and linguistic…

Presents brief reviews of 23 books (published between 1972 and 1992) that feature characters working together to solve problems. Suggests that it is imperative for educators to teach children how to cooperate with one another. (RS)

Focuses on the selection of quality multicultural books for children and young adults. Suggests criteria for such literature, presents a compendium of professional resources that can aid teachers in using it, and offers an annotated bibliography of 75 specific titles that meet the criteria for exemplary pieces of multicultural literature. (RS)

Presents interviews with people deeply involved in multicultural literature for children and adolescents to give more perspectives on key issues related to publishing, selection, and classroom use of such literature. (RS)

Lists authors and titles of 52 items of literature about the U.S. ethnic experience by 40 authors from 23 ethnic groups. (SR)

Details the concept of "breaking the rules" in the context of a high school English classroom. Describes how one English teacher abandoned regular reading materials to concentrate on Judy Blume's novel, "Forever." Considers the pros and cons of using this controversial text in high schools. (HB)