When we read from a critical literacy perspective, we are aware of the view of the world that is depicted, and we wonder whose voices, perspectives, and experiences have not been heard. We approached our reading and analysis from a critical literacy stance, an understanding that no text is neutral but rather every text reflects a particular perspective and embodies particular values. An acute awareness of that responsibility guided our work as we developed this list, and we offer these books and related teaching suggestions as a springboard for teachers who seek to co-create a better world one reader at a time.

When we take seriously our responsibility to find and promote many voices, we are in essence, working toward justice and creating a more peaceful world. Stories can also move us to see beyond what we know and experience in our lives to see, hear, respect, and care about-another's life and truth. The stories we share with readers may help them see and understand themselves and affirm that they exist, that they count. Conversely, a book can affirm stereotypes and strengthen already loud voices so that the softer ones are moved more firmly to the side. An engaging book-a well-told story-has the power to challenge prejudice, foster empathy, open eyes and ears to voices and perspectives not previously heard or respected. Selecting and promoting books for young readers is an act rich in potential and fraught with responsibility. They can call us to be more humane and more connected, to see beyond what we think we know to imagine what might be. In short, stories can change the ways we see ourselves and others. In The Call of Stories: Teaching and the Moral Imagination, Robert Coles (1989) writes about the power of story to help each of us ' find a good way to live this life, ' of how ' responding to the moral imagination of writers ' can bring us to understand ourselves better but also to embrace ' the moral imperative of fellow human beings in need ' (p. The 2016 Notable Books for a Global Society winners, individually and collectively, issue to readers an invitation to live wide open to multiple voices and possibilities while also developing insight into who they are, who they might be, and how they might engage to make the world a better place for each person in it. TO LIVE IN a global society means to live with awareness that we are not in this world alone. He suggests ways to work with teachers to teach deep readings of these books.

All these books demand a dynamic and recursive reading process. The author also argues that, depending where along the continuum each of these books is located, a reader’s stance moves along the continuum of efferent to aesthetic experience. He argues that in the best of these books, the poetry or poetic devices are synergistic with the content and raise the overall reading experience. He examines well-established criteria in the fields of picture books, children’s nonfiction, and poetry that can apply to poetic nonfiction picture books. This article addresses three questions about poetic nonfiction picture books: first, how might we categorize picture books that represent this hybrid text? second, by what criteria might we evaluate the quality of these books? third, based in Rosenblatt’s concept of reader’s stance, how might we read these books? The author develops a typology of six categories along a continuum from poetry to narrative or expository prose. This important form of hybrid text has been sparsely examined.

An increasingly prevalent and accessible form of hybrid nonfiction picture books blends factual information with poetry or poetic devices to create literary nonfiction.

Best use of breath of orbis