After determining the fiction and non-fiction books which meet the general criteria, teachers may wish to select specific titles for classrooms by answering the following questions:

Suitability - Are the books suited to students' general emotional and intellectual maturity?

Books included in "Common Ground," are generally appropriate for elementary or junior high students. It is up to individual schools and teachers to match the needs, interests, and abilities of individual students.

Equity - Does your list contain works by and about women and minorities?

Serious consideration was given to include books by and about women as well as men and to investigate and select appropriate titles by authors of many different cultures.

Alaskan Titles - Does your list include books by and about Alaskans?

One of the prime motivations for developing this publication was the absence of Alaska Native and Alaska literature in all but two of the recommended readings lists of Alaskan school districts. Using Alaska specific bibliographies prepared by University of Alaska professors, the Alaska Native Language Center, the Sealaska Heritage Foundation, and others, Alaskan titles are included in the general listing for consideration by local districts.

Language - Do the books on your listing represent the language diversities of your students?

Though the Literature Panel encourages the reading of texts in their original language, and, thus, the active collaboration between English teachers and world language teachers, most books on this list are printed in the English language. A number of the Alaskan books have both the original language and English translation.

General Acceptance - Do your titles correspond to what other elementary and high school students in this country are reading?

Books listed in this publication come recommended from the California Department of Education, from the American Library Association, the International Reading Association, and the National Council of Teachers of English listings of selected books for young children and early adolescents as well as number of other publicly produced and distributed listings. These inclusions reflect the extensive energy, effort, and funding put forth by others in a similar attempt to promote the use of literature.

Thematic Selections - Do any of your titles lend themselves to teaching thematic units or comparative literature?

The Literature Panel feels strongly about encouraging the use of thematic units and comparative literature. They also encourage cross disciplinary approaches so that works of literature may enliven and enrich social studies, science, fine arts, or other classes.

LOCAL DECISION-MAKING POLICIES

This publication reflects the ideas of thoughtful educators from across Alaska. However, the most important decisions about the local programs, materials, and resources and their selection and review must always be made at the local level. Each district should involve parents, teachers, administrators, librarians, specialists, curriculum planners, community representatives, and students in the development of literature programs and policies.

FORMAT OF THIS DOCUMENT

It is the hope of the Literature Panel and the Department of Education that this document is flexible and easy to use. It is our intention that a wide variety of audiences may refer to this publication and to that end we have made the following decisions regarding its format.[Please note that the literature listing is still under construction].

• All titles are listed alphabetically, by title.
• "Literature of the North and Alaska" is referenced in the general listing.
• In order to assist teachers in their selection, each literary work has been identified by the genre of literature, geographic region, and a general reading level.
• All titles include the most recent hardback and paperback publishing information and appropriate ISBN listing.
• Poetry anthologies are described in a separate section.
• Appendices include alphabetical listings by author, title, genre