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Purpose: This paper aims to examine the reading of a book-length fiction or non-fiction text in one disciplinary literacy (DL) teacher education course. This paper considers how the assignment may help pre- and in-service teachers understand literacy as multifaceted and connected within and beyond their content areas (Moje, 2015). The research explores how reading a book-length text may help support DL, equity-oriented curricula that consider literacy as empowerment and connected to lived and communal experiences (González et al., 2005; Muhammad, 2020). Design/methodology/approach: This work is grounded in a qualitative, humanizing methodology and thematic analysis approach (Braun and Clarke, 2006; Paris and Winn, 2014). This approach examines student work in one DL course, considering how teachers within and beyond English language arts (ELA) respond to the task of reading a book-length text. Findings: First, the assignment offered space for participants to redefine literacy as empowerment and enjoyment. Second, the assignment helped participants connect literacy within and beyond their content areas and to see literacy as active and interdisciplinary. Third, the assignment includes clear limitations for a DL approach, particularly when participants focus mainly on connections to their content area. This sometimes obfuscated participants' enjoyment of reading. Originality/value: The study offers a new perspective on a task that is often seen as specifically "ELA": reading a book-length text. This project offers space for ELA educators to consider literacy from a DL, equity-oriented framework focused on enjoyment in literature within and beyond ELA classrooms.

This paper explores the positivist, museum-based, and touristic constructions of indigenous cultures in the Americas, as represented in the DK "Eyewitness" series, and then overturns these constructions using an artist book created by the authors. In our analysis of the nonfiction series, we identified three trajectories: cataloguing, consignment to the past, and pleasurable display. Using techniques borrowed from "new historiography" and the decolonizing methodologies of Linda Tuhiwai Smith (1999), we suggest ways in which adults and young people might "speak back" to these positivist paradigms.

Previous research has examined the use of nontraditional readings, particularly fiction, as a tool for teaching sociological concepts. Few studies have specifically looked at nonfiction monographs and ethnographies. This paper extends prior research by exploring how in-person and online book clubs using nonfiction texts can be used as a tool to engage and introduce students to sociological ideas. Book clubs were implemented in eight different sections across three courses. The structure and format of the book clubs varied considerably. We identify best practices for incorporating book clubs into sociology courses. Drawing on data from instructor-designed surveys, institutional course evaluations, and course exams, we also examine how book clubs influence student attitudes and learning outcomes. We conclude that book clubs can be adapted to fit a variety of courses and across different types of institutions.

In this column, the author reviews books and other resources that address issues related to teaching tolerance for those of other religions, races, gender orientations, and cultures. It reviews titles related to Jewish oppression, including Doreen Rappaport's (2012) "Beyond Courage, the Untold Story of Jewish Resistance during the Holocaust". It also addresses the civil rights movement and intolerance toward lesbians, bisexuals, gays, and transsexuals, including the powerful "October Mourning: A Song for Matthew Shepard" (Newman, 2012). Nonfiction titles about cultures and people of the Middle East are also reviewed, including "Sharing Our Homeland: Palestinian and Jewish Children at a Summer Peace Camp" (Marx, 2010). Online and other free resources about teaching tolerance are reviewed, describing many materials from the Southern Poverty Law Center.

These 12 authors discuss how they write appealing nonfiction books for children: Emily Arnold McCully; Deborah Hopkinson; Joanne Ryder; Lisa Westberg Peters; Jim Arnosky; Arthur Geisert; Kathleen Krull; Jim Murphy; Jean Fritz; Diane Stanley; Jeanette Winter; and Julius Lester. Discussion includes research; illustrations; stylistic approach and liberties taken/not taken with creating fictitious characters and events. (AEF)

In an address to a symposium on children's book publishing in Canada, the author describes and critiques recent efforts of governments, school systems, publishers, and other organizations to promote the production, distribution, and use of materials distinctly Canadian. A sample list of children's books is appended. (Editor/SJL)

Examines why editors publish certain books and trends in book publishing: memoir, business, management, history, spirituality, religion, science, self-help, and fiction. Provides an annotated bibliography of 21 books predicted to do well in the fall of 1997. (PEN)

In this article, the author, Roger Soder, discusses past books he has read throughout the year on his own and with his book club. He also makes suggestions for summer reading selections. He thanks valued and nearby colleagues and friends for blessing him with books of great wisdom throughout the year.

Reviews recently published books for younger, intermediate, and older readers. (CRH)

Lists 105 books selected by children as the best of those published in l984. (FL)

Annotates 112 books selected by children as the best of those published in l986. (FL)

Discusses recent nonfiction books for young readers. (FL)

Attempts to identify and evaluate reading material currently available to introduce young children to the topics of alcohol and alcoholism. (BB)

Lists and annotates new books for children, arranged according to the following categories: Christmas books; picture books; stories for younger, for intermediate, and for older readers; folklore; poetry; and nonfiction. Also annotates two books of interest to adults: an autobiography of Lucy Boston and an annotated bibliography of children's books on Africa. (GT)

Lists and annotates new books for children, arranged according to the following categories: picture books; stories for younger, for intermediate, and for older readers; folklore; poetry; and nonfiction. Also annotates a book for adults about creative drama and musical activities for children. (GT)

Reviews six new children's books on the topics of animals, biorhythms, and history of science. (GT)

Lists and annotates new books for children, arranged according to the following categories: picture books; stories for younger, for intermediate, and for older readers; folklore and legend; poetry; and nonfiction. Also annotates a book for adults about Lewis Carroll. (GT)

Reviews five new children's books on the topics of astronomy, energy, geology, mathematics, and physics. (GT)

Annotates nine new adult books of interest to high school readers. The books include autobiographical accounts by survivors of the Holocaust, books of short stories, and books about Shakespeare, the Cuban literacy struggle, and early Chinese explorers. (GT)

Lists and annotates new books for children, arranged according to the following categories: picture books; stories for younger, for intermediate, and for older readers; folklore and legends; poetry; and nonfiction. (GT)

Discusses the qualities that move nonfiction writing to a literature of fact: intellectual content, passionate enthusiasm, and a writing style that incorporates storytelling skill, descriptive power, vivid prose, graphic excellence, and sharply defined focus. (AEA)

Recommends Gail Gibbons' 117 nonfiction children's books for use in early childhood settings. Describes Gibbons' research and writing process, including the sources of her ideas for new books, her nontraditional research methods, and her methods of presenting information. (KB)

Reviews six new children's books in the areas of astronomy, energy, mathematics, and physics. (GT)

Reviews eight new adult books of interest to high school readers. The books include biographies, works of fiction, and books about dragons, Cubism and Futurism in art, and designing, knitting, and crocheting clothes. (GT)

Reviews six new children's science books. Five of the reviewed books deal separately with the topics of the space shuttle project, cosmology and stellar evolution, space, forest fires, and the electromagnetic spectrum; one is a book of geography puzzles. (GT)

Reviews five new children's books on the topics of animals, evolution, human intelligence, and science experiments. (GT)

Reviews eight new adult books of interest to high school readers. The books reviewed include two novels, an anthology of selections about cats, an autobiography by a physicist, and books about Patricia Hearst, the abdication of King Edward VIII of England, naive painting, and American astronauts. (GT)

Reviews five science books dealing with the following topics: animals, environment, human physiology, and plants. (AEA)

Although often ignored by teachers and librarians, nonfiction books can make children want to read. Teachers can create effective assignments by moving beyond textbooks to use trade nonfiction that interests students. With fiction, nonfiction makes a total literature connection that introduces, reinforces, and reviews reading skills. (SLD)

Presents a bookseller's objections to the endless stream of new alphabet and counting books and to summer reading lists. (ARH)

Reviews two works of fiction and three of nonfiction that have been translated from English to Spanish. (GT)

Reviews five new adult books of interest to high school readers. The books include a novel, an autobiography, and books about the forest, the tracing of lost pets, and medical folklore. (GT)