Presents brief annotations of the 30 books (all of them trade books published in 1994) on this year's Young Adult Choices list, chosen by students in five different regions of the United States. (SR)

Argues that educators' work involves helping kids decide which texts are worth reading and writing, how, where, and to what ends and purposes. Notes that this is an ethical and social responsibility. Suggests that students need a literacy education that provides critical engagements with globalized flows of information, image, text, and discourse.…

Presents annotations of approximately 30 titles grouped in text sets. Defines a text set as five to ten books on a particular topic or theme. Discusses books on the following topics: living creatures; pirates; physical appearance; natural disasters; and the Irish potato famine. (SG)

Presents annotations of seven books that represent a few of the new volumes dealing with the September 11th 2001 terrorist attacks that are available for classrooms and children's libraries. (SG)

Describes censorship cases that have affected the author while he served on intellectual freedom committees of the International Reading Association and/or the National Council of Teachers of English. Recommends four books as valuable resources for protecting the freedom of teachers and students to have access to materials, and the freedom of all…

Features annotations of 13 outstanding nonfiction books that the 2002 Orbis Pictus Award Committee designated as the award winner, honor books, and books of distinction. (SG)

Outlines a method of teaching "To Kill a Mockingbird" along with the study of poetry. Notes that this method allows students to consider the themes of courage and developing compassion. Concludes that teaching such a multigenre unit allows students to look for connections among fact and fiction, the past and present, their own lives and…

Reviews 10 professional resource books related to children's literature, including book selection guides, scholarly investigations into what affects this field, and present ways to teach with children's literature. (MG)

Describes several books for junior high school students which focus on moral choices. Asserts that books with moral choices that have no clear-cut solutions will stimulate classroom discussion. (MM)

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)

Presents a questionnaire for teachers of young adults to assess what texts are currently being used in classrooms, and for what purpose. Lists books that the author feels are appropriate for young readers. (PA)

Suggests that, in the rush to make programs literature-based and to privilege the child's book choices, reading teachers have undervalued both the contribution of easy-to-read books and the expertise of teachers who would judiciously suggest books for children to help move their literacy development along. (RS)

Describes history writing as a social practice that contributes to a radical critique of dominant discourses on gender. Discusses how feminist practices in the history of rhetoric can become an active source of inspiration for the future. Argues that concepts such as positioning and representation can be brought fruitfully into the classroom. (RS)

Outlines some of the many confusions about young adult literature. Sheds some light on what young adult literature is (defining it as all genres of literature published since 1967 that are written for and marketed to young adults). Discusses briefly how it can be used in schools. Offers a list of the author's 20 favorite books for teenagers. (SR)

Shows, in "Cordel" literature (a popular manifestation found in northeastern Brazil) an expressive source for the analysis of popular culture in Brazil. Uses this literature to discuss images of reading. (PA)