Presents a profile of children's author Brian Jacques. Discusses his writing and where he finds his inspiration. Explores four of his books. Discusses his interaction with his editors. (SG)

Presents annotations of 30 titles selected for the 2002 Notable Children's Books in the Language Arts. Notes that the works share one or more of the following characteristics: deals explicitly with language, such as play on words, word origins, or the history of language; demonstrates uniqueness in the usage of language or style; or invites child…

Highlights 27 books that invite children to write. Organizes them into four types: the predictable story, stories that reflect significant childhood experiences, stories with novel structure or content, and open-ended stories. (SR)

Presents annotations of 26 humorous children's picture books and chapter books. (RS)

Offers brief descriptions of 24 informational books for children which educate, entertain, and explore the world from a number of different perspectives. Groups books into three broad categories: the natural world around us; people and their endeavors; and other times/other places. (SR)

Explains how children's literature (particularly illustrated tradebooks) makes its way into basal anthologies. Sets an implicit standard for reviewing and selecting such anthologies. (RS)

Presents annotations of 24 recently published works of children's literature that offer opportunities for teachers and students to consider how people's lives are affected by social justice issues. Addresses issues such as human rights, issues of racial justice, issues of gender equity, socioeconomic and class issues, political issues, and issues…

Teachers can share the wealth of literature through the art of storytelling.

Points out some of the problems of selecting the best material from another culture for use in the classroom and suggests ways to solve these problems. (JL)

Discusses 44 recently published poetry collections, noting ways teachers can help children deepen their enjoyment of poetry by helping them become aware of the subtle things poets do. Uses the concept of rhythm to organize the books, believing that rhythm gives poetry its feeling of movement. (SR)

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…

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)

Reflects upon teachers' experiences in using core literature pieces to develop units of study. Raises concerns related to the weakly connected instructional activities generated in the planning of units focused on these teacher-selected literature works. Challenges educators to consider a process for developing conceptually related literature…