ABSTRACT
Children’s non-fiction literature has not always enjoyed the same critical attention given to fiction and yet has great potential to inspire children’s learning across the whole curriculum. Part II of this book sets out to convince you that the best information texts are interesting, exciting, challenging and sometimes boundary-breaking. For some young readers they are the principle gateway to enjoyable and critical reading. There can be adventures in the real world (Davies, 2005) and the best non-fiction texts can help start the process of reflecting and wondering, with ‘the ever present possibility of being unsettled’ (Meek, 1996: 12).
