Presents an interview with award-winning author Karen Hesse, discussing her writing for children and young adults. Discusses how ideas for particular books arose, as well as the research and writing processes that went into them. Appends reviews of nine books by Karen Hesse. (SR)

Considers how the Harry Potter books help students and adults cope with the struggles of life. Presents several cases in which these books have helped specific students in important ways. (SG)

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)

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

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)

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)

This article is for teachers who wish to introduce their advanced language students to literature but have not yet found an appropriate text. Five major reasons for choosing Georg Buchner's 1837 drama Woyzeck are given: the drama's brevity, uncomplicated language, contemporary relevance and the timelessness of its themes. (LET)

Discusses the problem of censorship and offers 10 suggestions for educators who advocate the use of authentic texts in their classrooms. (MG)

Examines the concepts of multicultural and multiethnic literatures and considers how educators can develop guidelines for selecting these materials for classroom use. Suggests how the discord surrounding these concepts can be alleviated. (HB)

Discusses issues that come up in classrooms regarding children's books that have the power to engage students in "critical" conversations about issues of power and social justice, and how systems of meaning in society position educators. Offers descriptions of 12 such books for children, and lists chapter books, books for older readers,…

Relates the discovery of censorship of certain Chinese classics deemed "yellow" books during a five-week travel study seminar in Beijing. Describes the author's reflections on what content in a book would result in it being censored. (VWC)

Suggests the Book Chat model, which emphasizes subject-related, process-oriented learning principles, be adjusted to accommodate two aspects of change in literary practice: the selection of texts for literature programs; and the influence of critical-literacy theory on the way teachers question children about what they read. (NH)

Argues that Appalachian adolescents often have difficulty finding themselves in literature yet need to see their lives represented and validated. Discusses four young adult novels and the cultural and linguistic characteristics in them that realistically portray the lives of Appalachian teens. Lists 11 other young adult Appalachian novels. (SR)