The author queried thirty-eight children's publishers and compiled a table of sixteen criteria categories. He also includes various pertinent comments offered by the editors who responded. (AF)

All public, private and parochial schools in the city of Baltimore were polled to find out what young adults were reading on their own time for pleasure. The most popular teen titles in each school, as well as the overall top ten titles for the city are given. (NH)

This report by the NCTE Committee recommends books for children in three categories--primary, intermediate, and advanced--and includes a short summary of each book. (JL)

Describes the procedure used by the Tulsa, Oklahoma, Public Schools to deal with censorship problems. (JL)

Examines the three components of bibliotherapy (group discussion, literature, and the trained leader) and the role of reading therapy in the provision of library services to handicapped persons. Fourteen sources are cited. (FM)

Lists and describes the criteria used by the Toronto Public Library in selecting basic reading materials for functional illiterates. (CHC)

Analysis of recent court rulings indicates that controversy over the selection of K-12 reading materials is increasing, yet a survey of 101 responding public schools revealed that less than half had any written policies concerning the selection and restriction of such materials. (MJB)

Discusses the merits of adolescent literature and recommends specific book lists compiled by professionals. (MKM)

Gives suggestions for selecting books to read aloud to young children. (CM)

Presents brief annotations of 30 trade books for young adults published in 1995, chosen by U.S. teenagers as their favorites. (SR)

Presents brief annotations of 40 children's books that explore imagination through play; the arts; other people's experiences; life in the past; real people, places, and events; imaginary journeys; and the power of imagination. (SR)

Presents three teachers' recommendations for works of literature that use a strong oral tradition. Discusses each of the teacher selections: "Harry Potter and the Sorcerer's Stone (J.K. Rowling); "Cuentos: Tales from the Hispanic Southwest" (compiled by Juan B. Rael); and "The Way to Rainy Mountain" (N. Scott Momaday). (SG)

Considers how the hypertext fiction is only the next stage in the evolution of text. Discusses sites that contain an index of current hypertext fiction favorites, reviews by readers, theory and criticism and bibliographies. Presents some suggestions on what to study when using hypertext fiction. (SG)

Presents brief annotations of the 30 books (all of them trade books published in 1994) on this year's Young Adult Choices list, chosen by students in five different regions of the United States. (SR)

Argues that educators' work involves helping kids decide which texts are worth reading and writing, how, where, and to what ends and purposes. Notes that this is an ethical and social responsibility. Suggests that students need a literacy education that provides critical engagements with globalized flows of information, image, text, and discourse.…