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              <p>Twenty years after the first ministerial publications legitimizing children's literature in schools and colleges, this issue of "Français aujourd'hui" is the first entirely devoted to the immense field covered by this literature. The aim is to bear witness to the multiple evolutions that followed this legitimation in the fields of research, criticism, training, mediation and the provision of reading from kindergarten to university. Where do we stand on this teaching?This issue brings together the views and experiences of the actors. It offers benchmarks, a reflection on new practices, a clarification of the issues, and provides elements for evaluation while putting forward didactic proposals.</p>
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