Discusses artistic or esthetic, social and cultural, functional, and commercial values looked for by children's book editors in selecting and publishing manuscripts. Also reviews changes in social and cultural values as shown by children's books published in 1947, 1957, and 1967. (GT)

Argues that historical fiction for young people about Ireland presents concerns of the past as intimately connected with controversies of the present and often explores the possibility of friendship between characters from different traditions in Ireland. (SRT)

Using a questionnaire, a study determined the titles and authors of fiction most used by teachers in the classroom, how the books were used, and the time spent on these books. (SRT)

Provides an annotated bibliography of 70 examples of school stories for children chosen by three specialists in children's literature. (HOD)

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."…

Asserts that in the 1980s fiction for children and adolescents revealed a yearning for the past and an attempt to reassert its "grown up" status through experimentation in both form and content. Offers a list of authors and titles that are frequently cited and have received awards and that seem likely to become "touchstones" for future readers.…

Offers a contemporary view of J. M. Barrie's life and his classic story, "Peter Pan." Suggests that "Peter Pan" does not really speak for today's children and that the time for Peter Pan's retirement has come. (PRA)

Investigates the current situation of the writer in the schools by talking with six eminent children's writers--three novelists, three poets--who visit schools in the United Kingdom. Suggests the need for writers and teachers to work more closely together before, during, and after contact with pupils. (SR)

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)

Discusses the integration of photographs and text in fictional works specifically regarding Garry Disher's "Bamboo Flute." Introduces the story and explores questions in detail regarding the presentation of its photographs in American publications. Attempts to make the readers become aware of alternative reading strategies that expand…

Notes that children's perceptions of other cultures are formed, at least in part, by the books they read; yet the potential of children's literature in the United Kingdom as a site for international cultural exchange is limited by a lack of translations and a historical resistance in Britain toward the languages of the European continent. (SG)