Provides brief descriptions of 24 children's books identified as outstanding in that they are culturally authentic, rich in cultural details, and celebrate both diversity in the common bonds of humanity. Groups the books in five categories: Stories from around the World; Heritage and Childhood Memories; the Immigrant Experience; the Struggle for…

Explores a particular aspect of adolescents' literacy development: their growth in the interpretation and appreciation of literature. Examines how decisions about the goals of literature instruction and the kinds of literature selected can create difficulties for maturing readers. Suggests some instructional approaches that support the development…

Suggests that many of the current instructional practices that use children's literature in the elementary classroom derive from "modernist" theories of meaning, readers, texts, and contexts which do not reflect the transactional nature of reading, perspectives from reader response, or various critical theories. Describes three theoretical…

Presents an interview with Chris Raschka that explores his creative process. Notes he is the author of over 20 picture books. Focuses on controversial children's books. (SG)

Notes that the selections in this cluster of books, intended for students in the intermediate and middle school grades, portray youth as they courageously take strands for environmental protection or against societal injustice. Summarizes 10 titles including nonfiction, fiction, and picture books. (SG)

Explores the following two questions: what counts as text in classrooms in the United States?; and how are texts used by both teachers and students for the purpose of learning? Notes that the authors hope to begin an online dialogue by posing some initial questions and inviting readers to respond to them. (PM)

Gives insights from a writer's agent into the crucial importance of the first paragraph of a short story. Alerts the teacher that he or she almost certainly employs a similar procedure for assessing suitability of a story for classroom use. Admonishes teachers to begin at the beginning when guiding students through a work of fiction. (SG)

Investigates whether seventh-grade students who were exposed to the Accelerated Reader during elementary school tend to do more reading of books than those who did not have such exposure. Describes Accelerated Reader, a program in which books are given a point value on the basis of length and reading level. Proposes that students do not become…

Questions students on what gets in the way of reading for them and what advice they would give educators to help overcome those obstacles. Concludes that as a result of their words, educators now look at each classroom for common elements that support all readers: diverse resources, respected adults as readers, choice, time for reading, multiple…

Presents an annotated bibliography of the most recent middle school literature as it relates most directly to English language arts. Consists of only book-length publications published from 1990-2002. Presents annotations of 32 titles categorized into three related sections: general middle school issues; resources for teaching middle school…

Discusses the value of series romance novels that are written for adults but that teen readers enjoy. Highlights include defining series romances; characteristics of series romances; collection development issues for libraries; sensuality levels; resources, including books and Web sites; and an annotated list of 100 appropriate titles. (LRW)

Notes that less than 1% of the new Prentice Hall American literature textbook, "The American Experience," is devoted to works by writers with Hispanic surnames. Offers two guidelines for the selection of literature outside the anthology: independent choice by students and teachers; and indigenous literature which arises from students'…

Uses the examination of materials designed to teach critical reading to review the three criteria discussed in previous Instructional Resources columns: content validity, transfer potential, and amount of reinforcement. (MG)

Discusses a list of books of varying lengths and difficulty that the reading teacher can use to help reluctant readers find that all-important breakthrough book to discover what reading can do for them. (KEH)

Reviews 46 children's books which offer an introduction to the world of visual art as well as the verbal art form. (MG)