Reviews the tradition of the art of storytelling and of those who initiated it. (AEA)

A children's librarian presents a biographical sketch of Lillian H. Smith, the now-retired director of the children's division of the Toronto Public Library. (AEA)

Highlights some thoughts about affective responses to literature as a work of art and an aesthetic literary experience. (HTH)

Suggests that adult interest in children's books results from a sense of responsibility and love for children, an urge to assist and instruct them, a desire to entertain them, and, most of all, from the memories adults have of their own childhoods. (AEA)

Describes the various responses to literary works that are possible; encourages wide reading. (DD)

Stresses the need for the medical profession to gain an appreciation for the "poetic" to broaden horizons. (HOD)

Shows that the genre of animal tales is rich and varied, affording any reader who has even the slightest interest in animals much reading pleasure and enlightenment. (RL)

Reviews the recent work of Terry Eagleton and Raymond Williams, two proponents of Marxist literary theory. Considers the strengths and weaknesses of each writer, outlining an approach to Marxist literary criticism that blends the two theories. (JT)

Describes the first in a series of poetry workshops for children from the upper secondary school years. (AA)

Drama may be used to prepare students for reading and to assess their understanding of literature. (DD)

In a bookshop established to increase educational opportunities through the sale of books, a special children's room sponsors literary programs for children and allows them to browse, read, and choose books. (JM)

Discusses a book store begun in 1974 which stocks as large and as comprehensive a collection of children's literature as space permits, excluding books which are inaccurate, ill written, tawdry, cheap, or sentimental. (JM)

Considers the importance of vocabulary to writers (the author is one), to teachers (the author was one), and teenagers. Reminds us that literacy and abundant vocabulary are important for practical as well as aesthetic reasons: survival regularly depends upon communicating with strangers. Suggests ways in which teachers can improve their students'…

Presents a powerful story that helps students to realize that words can order the world around them and form realities of their own. Attempts to capture the rich reading experiences that Kingston's "No Name Woman" offers to students developing an understanding of words so strong. Concludes that reflecting on Kingston's experiences,…

Considers how although the influence of "Oprah's Book Club" has been well documented in the popular media, it has received little attention from the academic community. Examines the club as a literacy delivery system, asking how literacy takes its shape from the interests of both Winfrey and her readers. (SG)