Argues against providing children only with reading materials which offer happy endings. Argues for literature which depicts life as both happy and sad, difficult and joyful. (RAE)

Presents and discusses criteria for selecting multiethnic children's literature. Suggests some points of departure for critical deliberation of Asian literature. Finds the terms and language of socio-political frameworks necessary in facilitating ethical deliberation over the function, value, and purpose of the multiethnic work. (SG)

Examines 49 recent children's books that highlight some aspect of the unexpected: (1) mysteries; (2) unanticipated life experiences; (3) gifts of love and life; (4) stereotypes about race and culture; (5) unusual writing styles; (6) unusual illustrations and book formats; and (7) surprise story endings. (SR)

Describes how elementary school teachers can build classroom libraries of children's literature. Examines several classroom literature sets (collections of children's literature and related materials), focusing on elements of the sets that appealed to and concerned teachers. Recommends ways to evaluate classroom literature sets. (MM)

Argues that math stories engage children and connect mathematical ideas to students' own personal experiences; that such books provide learning opportunities for children with different learning styles; and that children advance not only their mathematics skills but their critical thinking, language arts, and comprehension skills through such…

Explores the opportunities offered to children and adults in books with an island survival theme. Examines persistent questions about the nature of children's literature. (MG)

Reviews five established features of traditional picture books. Discusses new artistic conventions that have emerged in newer picture books, including: complexity of visual image, increase in multiple viewing perspectives, disintegrating the surface plane, a change in concept of the page, and a loss of narrative linearity. Provides selection…

Discusses five books that deal with selecting and sharing books with children, books which are useful to parents, teachers, media specialists, and librarians. Addresses: nonfiction, young adult literature, using folktales with young adults, choosing books for children, selecting books for elementary school libraries, and choosing books for…

Considers what ideology is reflected in the books that are available through Christian bookstores and Christian publishing houses. Discusses Christian fiction in general, liberation theology, and multiculturalism in literature. Offers an analysis of four books that are top sellers for their publishing house. (SG)

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…

Critiques the trend to publish trade books that incorporate mathematical concepts. Offers criteria for evaluating children's books with mathematical dimensions, arguing that they should provide a pleasurable and authentic literary experience and the opportunity to use math for authentic purposes. Highlights several books that are examples of good…

Offers short descriptions of 10 books for children in which a famous writer appears as an essential character and a catalyst for the plot or content (while another character tells the story). Includes such famous writers as Benjamin Franklin, Emily Dickinson, and William Shakespeare. (SR)

Considers how four relationships (between teacher and student, teacher and the curriculum, student and curriculum, and between and among students) affect readers and the reading program in a classroom. (RS)

Traces children's author Peggy Rathmann's search for what she wanted to do with her life. Provides the stories behind her award-winning picture books for children. (SR)

Discusses the factors involved in determining text difficulty. Discusses some of the reasons children choose to read certain materials, such as personal connections, culture and language, interest, and expertise. Illustrates these factors through descriptions of work with individual students, classroom observations, and research on students'…