Presents 10 children's books that are particularly rich for analytical classroom discussions. Considers how studying literary theory is a way of becoming more aware of how people read and interpret what they read. Concludes that these books are good reading and good vehicles for introducing critical theories. (SC)

Explores recent children's books for those whose characters are moved and changed by literacy. Places the books into three categories (desire for literacy, power of literacy, and wonder of literacy) that overlap but give insight into ways to share literature with children and at the same time acknowledge common approaches to sharing the value of…

Discusses how all children need the kind of hope that stories can give them. Suggests that educators and writers have been given the responsibility for nourishing the spiritual and intellectual lives of children. Describes the author's life growing up in a difficult time and how literature gave her hope as a child. (SC)

Describes how teacher educator Sam Sebesta's work and life continue to focus on reading and viewing as a performing art. Discusses how his journey and his many contributions to the world of reading and literature have been notable and worthy. (SC)

Presents an interview with Karen Cushman, discussing her career progress, her children's reaction to her writing, as well as her next book, "Matilda Bone." Talks about "what character she is most like" and discusses future projects. (SC)

Examines some of the issues related to evaluating and selecting picture books, informational books, and multicultural literature. Discusses historical trends in each of the three genres from before the 1950s through the 1990s. (RS)

Suggests there is no one formula for evaluating picture books--evaluators need to look at literary standards, artistic criteria, the illustrator's purpose, cultural attributes in the images, and the artwork's effect on a child. (RS)

Provides a close description of the ways that Randolph Caldecott's work continues to compel admiration to show how classic texts that are selected and evaluated in the marketplace are the product of historical contingencies. Suggests that the choice of Caldecott as the name for the big prize in children's book illustration was and is fitting. (RS)

Updates previous studies and provides the first comprehensive history of both male and female roles in Newbery winners. Identifies shifts in gender roles. Finds that gender roles in the Newbery winners are becoming increasingly balanced and that the parity between male and female main characters also has improved dramatically. Recommends that…

Presents a content analysis of Caldecott winners from 1958 to 1997. Finds that images of females, minorities, and the aged have changed to present less biased, stereotypical views of persons in those groups than in the past. Notes that the winners do not provide an accurate mirror of children in America or of their society. (RS)

Presents a 71-item annotated bibliography of selected children's books (published between 1992 and 1996) dealing with disabilities, along with a brief description of criteria used to evaluate the books. Includes sections on AIDS, asthma, autism, blindness, deafness, dyslexia, mental disabilities, and physical disabilities. (RS)

Presents annotations of 10 novels for children (published in 1996 or 1997) that are strongly written and explore tough social and political issues through realistic or historical fiction lenses. (RS)

Describes a librarian's experiences in developing cooperative and collaborative relationships with classroom teachers. Discusses how she moved from a fixed-schedule library to an open, flexibly scheduled library. Suggests that, by pooling their ideas and experiences, teachers and librarians can provide students with many different kinds of…

Argues that in literacy learning and teaching, what children read matters as much as how they learn to read. Suggests that literacy can be a source of power and a source of hope. (RS)

Presents a biographical sketch of educator M. Jerry Weiss, "the best friend a children's book and its author can have." (RS)