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In this article, we present reflections on the possible dialogs between literary creation and science teaching. Our considerations will be directed to the work of Mary Shelley, Frankenstein, and the role of science and science education over the text that gave rise to the genre "science fiction." This work aims at presenting the possibilities of using Shelley's work in order to explore historical, methodological, conceptual, social, and political implications that may be useful for motivating reflection in teaching science in the classroom in times of "post-truth." In order to do this, we base our notes on the conceptions of Science, Technology, and Society (STS); in rationality and reasonability; in aspects of bioethics; and on the man-machine implications according to the scientific community in the educational field. In addition to the pedagogical mediation of concepts by the teacher, we seek to look at different strategies as alternatives for pedagogical action in science teaching, through dialog.

In this study, children's meeting with the classics through Mavisel Yener's work named "Eternity Library" will be exemplified by discussing intertextual relations. The study is qualitative and descriptive. By using intensive sampling, which is one of the purposeful sampling types, the aforementioned children's book was chosen because it refers to the classics in a diverse, rich and intense manner in the context of intertextuality. The data were collected through document analysis and analyzed with descriptive analysis. In order to ensure its validity and reliability, the features of the determined classification were clearly drawn, the appropriateness of the classifications and quotations was paid attention to, the determined quotations were analyzed and revised at different times, and the final form was given. In the analyzed book, inter-author, interwork, inter-genre, explicit and implicit references were found in the context of intertextuality, and it was determined that these references were mostly structured through the classics. It was concluded that the work examined in the study directed children to the classics with its rich intertextual references. It can be said that the work examined is a good example in terms of both breaking the negative view of the classics and effectively adding these works to the reading process of children.

An integrative tool that we have piloted in two LCs, the interdisciplinary index, is an integrative template that students use to make connections between disciplines. In the learning community, "Cli-Fi: Stories and Science of the Coming Climate Apocalypse," faculty developed the Climate-Change Stress Index (CCSI) that students used to identify evidence of climate-change impacts in the fictional setting of each novel they read. In another learning community, "All things Connect: Living with Nature in Mind," students again used an index consisting Ecopsychology principles to describe, explain, and/or evaluate how these principles informed excerpts from environmental literature. We present a variety of student samples using Barber's (2012) model of integrative learning and conclude with a review of the functions of interdisciplinary indexing.

Humans read and listen to stories not only to be informed but also as a way to enter worlds that are not like our own. Stories provide mirrors, windows, and doors into other existences, both real and imagined. A sense of the infinite possibilities inherent in fairy tales, fantasy, science fiction, comics, and graphic novels draws children, teens, and adults from all backgrounds to speculative fiction--also known as the fantastic. However, when people of color seek passageways into the fantastic, we often discover that the doors are barred. Even the very act of dreaming of worlds-that-never-were can be challenging when the known world does not provide many liberatory spaces. The dark fantastic cycle posits that the presence of Black characters in mainstream speculative fiction creates a dilemma. The way that this dilemma is most often resolved is by enacting violence against the character, who then haunts the narrative. This is what readers of the fantastic expect, for it mirrors the spectacle of symbolic violence against the Dark Other in our own world. Moving through spectacle, hesitation, violence, and haunting, the dark fantastic cycle is only interrupted through emancipation--transforming objectified Dark Others into agentive Dark Ones. Yet the success of new narratives from "Black Panther" in the Marvel Cinematic universe, the recent Hugo Awards won by N. K. Jemisin and Nnedi Okorafor, and the blossoming of Afrofuturistic and Black fantastic tales prove that "all" people need new mythologies--new "stories about stories." In addition to amplifying diverse fantasy, liberating the rest of the fantastic from its fear and loathing of darkness and Dark Others is essential.

This article presents a list of new novels. The entire compilation is grouped into pop fiction, literary, thrillers, Christian fiction, mystery, romance, historical fiction, street lit, science fiction/fantasy/horror, and graphic novels.

This article provides a list of books for librarians. The list is grouped by type: pop fiction, literary, trillers, science fiction/fantasy/horror, romance, western, mystery, and Christian fiction.

Thousands of novels are published each year, some of them debuts that promise to be fresh, fun, and maybe even the work of the next John Grisham or Marcel Proust. This article lists a wide-ranging selection of forthcoming first novels grouped by genre, with a listing of the author's state or country for programming purposes. The best of last season's successes is also included in this article.

This paper explores the intersections of spirituality, religion and gender in contemporary children's books published in the United States. Background for the discussion includes a history of religion in children's literature and the history of women's roles in the Christian tradition. Representative works of realistic fiction--historical and contemporary--and one work of science fiction are discussed. (Contains 1 note.)

Presents an annotated list of the 40 books reviewed in this journal from 1996-2000 that were judged to be the best in quality and popularity, including fiction, nonfiction, and science fiction/fantasy/horror. Discusses the review process for books that appeal to young adults. (LRW)

Presents an interview with science-fiction writer and 1999 winner of the Margaret A. Edwards Award, Anne McCaffrey. Discusses other awards and honors, how science fiction has changed in 30 years, inspiration for characters, writing for young adults, discovery of science fiction, research, writing habits and dealing with writer's block, and the downside to and gratifications of fame. (AEF)

Describes the Phoenix Award, which honors children's books which did not receive an award at publication (20 years in the past), but have withstood the test of time. Presents an annotated bibliography of winning titles under the categories of: Fantasy/Science Fiction; Historical Fiction (British, Depression Era, World War II, Other Wars, Other Periods); and Realism. Suggests several learning activities. (AEF)

Study of library holdings on OCLC compared with book reviews listed in "Book Review Index" showed a positive correlation between the number of reviews a book received and the number of libraries holding it. Positive and negative reviews were not differentiated, and the correlation was strongest with general and science fiction, weakest with mysteries. (10 references) (LAE)

Adolescence is a period of feeling like an outsider. Teenagers are literally outsiders in their bodies because they are unable to stop or control the physical changes that are happening. Laurence Yep, whether writing historical and contemporary fiction, science fiction, or fantasy, has outsider as the dominant theme in his writing.

Discusses how "The Earthsea Trilogy" by Ursula LeGuin embodies her peculiar vision of awareness of the processes of human maturation in terms derived from the philosophies of Carl Jung and Tao. (HOD)

Provides a bibliography of materials which deal with astronomy and: (1) science fiction; (2) poetry; (3) general fiction; (4) music; (5) psychology; and (6) the law. Also cites two general references on interdisciplinary approaches with astronomy topics. (JN)

Shows how writers and publishers of young adult books are beginning to respond to the issues of nuclear war and the arms race. (EL)

Indicates that books with realistic views of both war and peace are still rare. Claims children cannot escape the subject of nuclear war so they deserve books that will confront their fears honestly and present reasonable solutions. (RT)

Annotates booklists of literature for young adults that were selected on the basis of their quality and interest. Topics include: (1) contemporary nonfiction; (2) fantasy, science fiction, and the supernatural; (3) titles for reluctant readers; (4) death and war; (5) love and teen sexuality; (6) science; (7) American and world culture; (8) Black culture; and (9) sports. (SKC)

Questions whether the world presented in interactive fiction is a "literary one." Defines "literariness" as quality of "making strange" that which is linguistically familiar. Randall presents study of: "Mindwheel,""Brimstone,""Breakers,""A Mind Forever Voyaging,""Portal," and "Trinity." Suggests that the literariness of interactive fiction comes out of its concern for "making strange" what is familiar and vice versa. (GEA)

Presents the results of the 1988 Books for Young Adults Poll. Includes the 31 most popular reading choices of Iowa and Illinois high school students. Provides brief summaries and publication information on books in the following categories: contemporary realism; historical fiction; science fiction; nonfiction; and adventure, mystery, suspense. (MM)

Examines the physical bases for the appearance of the starfield from a moving reference frame. Concludes with a sequence of computer-generated figures to show the appearance of Earth's starfield at various velocities and that a "starbow" does not exist. (Author/GA)

Describes the use of science fiction in the science classroom to introduce and teach scientific concepts and theories, to demonstrate relevance, and to encourage further study. Included are suggestions for incorporation of science fiction in the science curriculum and sources of science fiction stories. (DS)

Perceives utopia as the quest for the promised land. Proposes such quests derive from Moses delivering his people from captivity to a new place on earth. Cites true fictional accounts enjoining the need to strive for perfection and search for a site to build a perfect society (Editor/DMM)