Lists and describes a number of narrative biographies written for children and concerning the life and times of Abraham Lincoln. Points out strengths and weaknesses of the main selections. (HB)

Analyzes the notion of woman as hero along with the basic quest imagery used by Robin McKinley in her novel "The Hero and the Crown." Compares this story with other quest stories involving women searching for selfhood. (HB)

Analyzes Randall Jarrell's children's book of poetry, "The Animal Family," with particular attention to the mermaid protagonist and his notion of a "semifeminine" poetics. Describes Jarrell's personal struggle to come to terms with and to utilize feminine discourse in his poetry. (HB)

Demonstrates how an understanding of Roald Dahl's novel, "Matilda," can be enhanced by recognition of the influences of Victorian novels upon the author. Discusses particularly Dahl's affinities with Charles Dickens. (HB)

Describes how the Japanese translation of Roald Dahl's novel, "Matilda," shifts the literal and cultural meanings of the text. Compares and contrasts the styles and narrative voices of the English and Japanese versions. Argues for the difficulty of translating cultural codes. (HB)

Discusses the image of the abandoned child in literature, with special attention to "Hansel and Gretel." Reviews critical commentary on this tale. Compares and evaluates four contemporary illustrated versions of the tale, especially considering the illustrations as text. (HB)

Studies three African-American children's responses to short works of fiction which were read aloud to them. Describes the three participants and the stories used. Analyzes significant patterns of understanding and interpretation observed. (HB)

Describes and critiques Maurice Sendak's newest book, "We Are All in the Dumps with Jack and Guy," which includes nursery rhymes and pictures. Relates Sendak's book to the poetry of William Blake. Suggests possible readings for the book and approaches to teaching it. (HB)

Provides description and analysis of numerous adolescent novels that all deal with human rights issues in a variety of cultures and national settings. Focuses on works by James Watson and Rachel Anderson. Claims that using such works honestly will foster in students a hopeful sense of motivation. (HB)

Explores the possible responses that contemporary children experience in reading "Alice in Wonderland." Describes "Alice" as an ideal text for involving children in complex philosophical issues. Outlines how such an aim is was carried out with different children. (HB)

Describes the responses of one English teacher recorded in a journal throughout her second reading of Margaret Mahy's novel, "Dangerous Spaces." Considers how later rereadings of the novel were influenced by earlier readings. Shows how one reader can fail to do justice to a book when reading it alone. (HB)

Focuses on the Arthurian influences in the novel "The Turbulent Term of Tyke Tiler" by Gene Kemp. Discusses these influences using heretofore unpublished materials supplied to the author by Kemp. (HB)

Argues that students embody multiple ways of knowing and learning, all of which can theoretically and practically be fostered in the literature classroom. Discusses various ways (especially choral reading and Readers Theater) of including different kinds of intelligence other than merely the verbal in the interpretation of literature. (HB)

Discusses a variety of novels, especially children's novels, in which characters feel alienated by their environments and attempt to locate a more receptive environment, one which might be termed a "home." Argues that the home/not-home framework can be a useful model for teaching children about literature. (HB)

Considers how Carol Kendall's fantasy novel, "The Gammage Cup," can be read as utopian literature for children. Provides a close reading and explication of Kendall's novel. Pronounces Kendall's novel a stimulating success providing hope for young readers. (HB)