Discusses the author's experiences in learning about the whole-language approach. Suggests that whole language is not so much about method or philosophy as it is about power. Offers five suggestions for administrators and teacher educators to help teachers explore the possibilities of whole language. (RS)

Discusses the use of keyboarding skills in elementary classrooms and stresses the importance of establishing writing environments that help children to understand writing as communication. (MG)

Shares examples from Florida elementary schools that show what happens when librarians and teachers collaborate in language arts curriculum and instruction. Outlines practices that enhance the development of selecting books and using libraries. (MG)