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| Introduction | |
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| How to Read this Book | |
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| Studying Literature: Some Basic Assumptions Opinion and Dialogue | |
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| Writing About What You Read | |
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| How to Read Children's Literature | |
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| Seeing Beyond an Adult Perspective | |
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| The Implied Reader | |
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| Children's Literature and Adult Literature: Differences and Similarities | |
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| The Pleasures of Literature | |
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| Teaching Children Literature | |
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| Focusing on Literary Strategies | |
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| Can Pleasure Be Taught? What Not to Teach | |
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| What to Teach | |
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| Teaching Literary Strategies | |
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| Strategies for Reading a Literary Text | |
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| Schemata and Reading | |
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| Gaps in Texts | |
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| Filling in the Gaps: Strategies for Building Consistency | |
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| Culture, Ideology, and Children'S Literature | |
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| Common Assumptions About Childhood | |
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| Children in Ideology | |
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| Childhood in History | |
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| Childhood Now | |
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| Some Common Assumptions | |
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| Assumptions as Ideology | |
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| Why the Assumptions Might Be True | |
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| Why the Assumptions Can't Be the Whole Truth | |
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| But They're Sometimes True Anyway | |
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| The Assumptions and Power: Why Do We Have Them? Beyond the Child as Other | |
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| But Are Children Different After All? Childhood Reading and Censorship | |
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| Children's Literature in the Marketplace | |
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| Children's Choices: The Freedom to Be Unique? The Field of Children's Literature | |
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| The Producers of Children's Literature | |
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| Who Sells Books for Children? Who Buys Books for Children? Fewer Books | |
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| The Strange Case of Harry Potter | |
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| The World of Children's Culture | |
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| Unavoidable Teaching | |
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| Nonfiction: Is It Nonfictional? The World of Children's Toys and Games | |
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| The World of Children's TV | |
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| The World of Children's Movies Toys, TV, Movies: A Repertoire For Life and Literature | |
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| Freeing Children from Culture? | |
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| Literature and Ideology | |
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| History and Culture | |
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| Reading Against a Text | |
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| Surfacing Political Assumptions | |
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| Surfacing Assumptions About Gender | |
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| Multiculturalism: Surfacing Assumptions About Race and Ethnicity | |
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| Surfacing Assumptions About Individuality | |
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| Children'S Literature and the Literary Repertoire | |
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| Children's Literature as Repertoire | |
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| Intertextuality | |
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| Texts as Contexts for Each Other | |
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| Children's Literature as a Genre | |
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| Characteristics of the Genre | |
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| The Genre Today | |
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| Genre and Formula | |
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| The Repertoire of Theory | |
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| Reading in the Context of Theory | |
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| Reader-Response Theories | |
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| Psychoanalytic Theories | |
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| Archetypal Theories | |
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| Structuralist Theories | |
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| Ideological Theories | |
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| Cultural Studies | |
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| Values and Canons | |
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| Kinds of Children'S Literature | |
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| Poetry | |
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| Poetry for Children? The Pleasures of Sound and Image | |
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| Experiencing Poetry | |
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| Children's Poetry: The Making of Anthologies | |
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| Why Many People Don't Like Poetry—And What to Do About It | |
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| Picture Books | |
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| The Visual Imagination and Pictorial Comprehension | |
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| The Pleasures of Picture Books | |
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| How Pictures Provide Information About Stories | |
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| Storytelling in Words and Pictures | |
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| Picture Books as Puzzles | |
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| Picture Books for Older Children | |
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| Fairy Tales and Myths | |
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| A Common Repertoire | |
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| The History of Fairy Tales | |
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| Oral Tales from Written Versions: Variant Versions | |
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| Cultural Values | |
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| Which Versions Should Children Read? Characteristics of Fairy Tales | |
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| Literary Fairy Tales | |
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| Myths | |
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| Afterword | |
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| Continuing The Dialogue | |