Pupils' books in primary science are either rarely used, underused, or misused, even though many excellent books and schemes exist. Various explanations have been offered, such as cost, lack of "match" to the QCA scheme, failure to differentiate, lack of visual literacy, cultural inappropriateness, and language problems (Peacock, 1995, 1997). So how do teachers choose the right text for their pupils? And how do they help them get best use out of the print and on-screen materials in their school and classroom? In this article, the author offers guidance on selecting non-fiction books for children and helping children to use them effectively.