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The way to engage students in classroom book discussions is to simply ask great questions. But that's easier said than done. Which questions will elicit one-word answers from students, and which will generate rich, meaningful conversation? Here are 23 tips to help you take book discussions to the next level.

"Politicians behaving badly, #MeToo and a shift you can feel in the ether means that we are all talking about consent. Having these conversations in a developmentally appropriate way with children, however, can be tricky and it can be hard to know where to start. Books are a great gateway into these discussions and the following list might help you on your way. Whether you are looking for a picture book to share with a child, a book to teach a specific topic in a school setting, something a child can read by themselves and discuss with you later or a book to leave casually in the path of a teenager in the hope they pick it up and read it, we have some suggestions for you."

Find and level books with Book Wizard. Plus, get booktalks, lesson plans, author studies, videos, and discussion guides. Note the topic and author search is fine without locking students into leveled reading

The site does not appear to be maintained but the archives are well worth exploring to delve into picture book illustration. From the author: My intention is to discuss picturebooks, in particular the pictures in them! Why? Because, in ELT we tend to select picturebooks because they contain words our students might know. I plan to write something a couple of times a month, sharing what I discover in my readings; describe new titles I come across; discuss particular illustrators and their styles and generally promote the picture in picture books.

Publisher Weekly reports on 2015 UK research finding on increased sales of children's books - print and electronic with some discussion around possible reasons.

Publisher Weekly reports on 2015 UK research finding on increased sales of children's books - print and electronic with some discussion around possible reasons.

Productive classroom discussions-those that enable students to invent, create, imagine, take risks, and dig for deeper meanings-can only take place in a climate in which students feel safe to offer their ideas. Teachers can create such a climate by being mindful of the essential conditions of interactive teaching.

The Eve Pownall Award for Information Books has been a part of the CBCA Book of the Year Awards since 1993. This is a very important category and an interesting one to judge. The 2015 awards have seen a wide range of interesting books in this category. I have drawn together some interesting threads regarding this category in order to frame discussion around this year's entries.

"Book Chats offer students an interesting and enjoyable opportunity to engage with and respond to fiction with their peers."

This presentation from the MANTLE conference 2014 by Pru Mitchell and Colleen Foley, NSW DEC highlights the possibilities and educational value of e-books and digital content for school libraries. It draws on an evidence base that includes research undertaken in NSW school libraries. It includes discussion of key issues involved in the management of e-books in schools, including areas such as Digital Rights Management (DRM), procurement, operations and lending and access.

"Thérése Hegarty and Patricia Kennon explore picturebooks in learning contexts and how they allow a discussion of friendship, conflict, struggle, norms, points of view, difference and injustice in a distanced way, thus allowing sensitive issues to be discussed without direct disclosures about the children's own lives."

Mike Dumbleton discusses the decision he made in selecting (and omitting) content in his book Meet...Douglas Mawson. He presents strategies and suggestions to encourage critical literacy as students use the text as a springboard into further research.

"I love having students discuss the books they've read and enjoyed. They are empowered by taking ownership of, and pride in, their reading. And their peers benefit from hearing about titles they could add to their "Want to Read" lists."

This brief article looks at using Edmodo for students to operate literature circles. Main reasons provided relate to organisation and preparation, how they actually discuss the books and prepare their group response to the text is not covered.

Donlayn Miller talks about nurturing a joy and love of reading in young people. Provide access, time to read, choice in diverse range of texts and a supporting community that talks about and shares books

A high school English teacher has a single accountability measure for her students' choice reading: talking to them about it.