Describes the story told in Lois Lowry's novel for young adults, "The Giver." Notes also the hyperbolic description of books on their book jackets. Suggests seven activities for stimulating student response to the book. (SR)

Points out the many different kinds of texts people read and write, and how literacy is used for a wide variety of purposes. Argues that teachers should make available for students different kinds of texts in addition to the more conventional ones seen in classrooms, and offers a list of such materials. (SR)

Presents the fourth annual annotated bibliography of adult mysteries to recommend to teen readers. Includes titles under the headings of private eyes, reference sources, amateur sleuths, historical sleuths, suspense and thrillers, police procedurals, and anthologies. (LRW)

Argues that Jane Austen's novels lend themselves to the high school curriculum, and that students will discover a leisurely, rural world in which the concerns of the young people are often similar to theirs. (SR)

Offers brief annotations of 41 children's books and picture books that deal with challenges to peoples' bodies or minds, or challenges to the environment. (SR)

Presents and discusses the book which won the 2000 Orbis Pictus Award for Outstanding Nonfiction for Children: "Through My Eyes" by Ruby Bridges. Discusses the five Honor books chosen by the award committee, and offers descriptions of 14 other nonfiction books selected as outstanding by the award committee. (SR)

Offers brief descriptions of 36 children's books. Discusses the books in the following groups: journeys together; unexpected journeys; journeys to the past; journeys of the heart; physical journeys; and journeys that revisit. Notes more books for promoting discussion and outlines a literature strategy. (SR)

Argues for the use of nonfiction in classrooms. Presents three passages from sources usually far removed from the typical secondary language arts classroom to help make the point. Concludes that just as the study of fiction, drama, and poetry help students explore their thoughts and feelings, nonfiction can offer a reality check with which to…

Invites readers to extend the metaphor of roots and flowers to include all relationships--from those we are born into to those we choose. Considers that all relationships involve give and take, with some resulting in warm feelings and understanding, and others ending up frayed and worn thin. Presents annotations of 30 works of children's…

Discusses four books that carry out the theme of critical literacy and social justice. Notes that three of the four are edited collections and represent many voices. (SG)

Presents brief descriptions of 36 children's books, all "good books" with the potential to linger in the hearts of readers. Organizes the books into categories: those that withstand the test of time, relate to common experiences, explore family relationships, extend readers' knowledge, inspire readers to follow their dreams, and invite readers…

Presents annotations of 16 nonfiction children's literature books (published in 2000 or 2001). Considers how to meet the needs of the children who are seeking quality nonfiction. Gives certain criterion for selecting nonfiction for children such as: the qualifications of the author, the scope and purpose of the book, and the information accuracy.…

Features 20 outstanding books published in 2000 and selected by the 2001 Orbis Pictus Award Committee. Presents books focusing on trailblazers, exhibiting outstanding human achievement; views from the artistic world; views from the scientific world; and views from the historic world. (SG)

Presents a nonfiction sampler of 10 favorite titles of the 1990s with descriptions of features that make them distinguished examples of the genre. Notes that the comments about the 10 picks focus on several exemplary characteristics of content, access features, and visual information. Concludes that deciding which nonfiction books to share with…

The ways in which Teri Lesesne, an author, selects the best book from the hundreds of books published each year are discussed. The importance of understanding the needs of the readers and the curriculum is explained.