Describes four books written for children about the struggles to survive, to escape, and to gain freedom of children who are refugees. Describes how fourth-grade children responded to these books. (SR)

Explains how a teacher comes to learn that primary and intermediate grade students are engaged by fiction and nonfiction both, that they do not associate one with pleasure and the other with learning. Argues that readers of all ages find meaning in a work, fictional or nonfictional, to the extent that it relates to their own lives and experiences.…

Argues that the primary value of literature lies within the work itself, an appreciation of it, and the connections readers make to it. Discusses how a reader response approach offers one way to open the door for children to the lived-through experience of literature as art with intrinsic value. (SR)

Presents nine student responses to "Pink and Say" by Patricia Polacco. Gives the students opinion and often times their response to some of the scenarios presented by the book. (SG)

Considers how in this modern world a teacher masters children's literature for the purpose of guiding selection and literary experiences. Presents three vignettes illustrating different uses of literature today. Discusses a workshop, the Children's Choice and the Teacher's Choice projects. (SG)