Reviews five books concerning literature-based classroom instruction. Emphasizes the need to understand something about the history and current status of literature-based classroom instruction to place current books about such instruction in a contemporary classroom perspective. (MG)

Challenges Adrienne Kertzer's assumptions regarding child readers. Presents three arguments: (1) literary childishness is recognizable; (2) child readers do exist; and (3) children read without objectively questioning the text. Argues these points through a discussion with a student reader regarding the book "High Wind in Jamaica." Concludes that…

States that finding a critical language in which to speak about children's fantasy texts is not as straightforward as might first appear. Discusses ideas held by T. Todorov and J.R.R. Tolkien. Argues that fantasy is a metaphorical mode, and details an anatomy of children's fantasy. Concludes that children's fantasy can be described as a body of…

Discusses sexism in the work of Enid Blyton's series "The Famous Five." Defines sexism as a process rather than a thing, which draws its energy from relations of power. Analyzes the texts to provide support for this thesis. Concludes that Blyton's books are not sexist, rather they explore sexism in a way to which children can relate. (PA)

Argues that there is a threshold about to be crossed in "virtual reality" that may have a profound effect on the way stories are generated and experienced. Concludes that even with advances in VR technology, the print media are in no danger of dying, but cautions that responsibility must still be taken to keep books alive. (PA)

States that throughout history, words have been used to signify power, to attribute power, and to disempower. Examines examples of word power in several pieces of children's fiction. Concludes that in the 1980s, children's writers addressed the question of the power of language, and its ability to create worlds within worlds. (PA)

Examines the issues in adjudicating disputes between critics and experts over quality in children's literature. Finds that critics look for the best work, and popularity is irrelevant to them, while the "expert" looks for books that define the time that the expert lives in. Explores one critic/expert debate over Katharine Tozer's "Mumfie Marches…

Provides a comparative analysis between the work of Kenneth Grahame and Enid Blyton. Finds that a truly unbiased comparison is impossible. States that Grahame's "The Wind in the Willows" is most often seen as a "classic," and that Blyton's work is seen as "popular trash." Cautions that definitions of "literature" are not always fair or accurate.…

Explores using Howard Gardner's multiple intelligences for folklore analysis. States that when listening to folktales, linguistic intelligence was used, as opposed to drawing pictures of the stories, which used spatial intelligence. Provides some ideas on how to bring folklore studies and the use of multiple intelligences into the classroom. (PA)