本文第一作者因為收到金門縣棒棒糖班幼兒與老師（第二作者）合作製成的一份靈感來自圖畫書的教師節禮物，感動於因閱讀而與孩子發生的情感聯繫，而與第二作者一起回溯並描述這張文學密網的編織與生發歷程。透過對第二作者網誌中圖畫書討論紀錄、班級閱讀紀錄與第一作者觀察紀錄的初步分析，本文首先整理出棒棒糖班師生閱讀、探索與回應圖畫書的方式；繼而描述棒棒糖班老師與孩子如何創造此種慣於、樂於閱讀的教室生活。接著，本文思索分享棒棒糖班閱讀生活的必要性，說明此種閱讀生活在語文學習指標建構過程中的重要位置與意義，討論此種閱讀生活可能的限制，並體現兩位教師透過網誌書寫與回看所產生的實踐能量。最後，本文回頭再思圖畫書的意象、聲音與意義安舒存在於幼兒生活中的可能意涵，以實例展現幼兒體驗文學的能力，以及閱讀、人與生活交織而成的難忘記憶。

Inspired by a picture book, the lollipop class of kindergarten children and their teacher (the second author) collaboratively made a special gift for the first author on Teacher’s day. As moved by the affective bonds between the two teachers and the children on account of a love for reading, the two authors looked back and described how this dense and intimate web of literature had been woven together with young children. First of all, the way the class read, explored and responded to picture books were introduced through a preliminary analysis of the second author’s web-log records of the discussion, the records of children’s favorite books and the first author’s observation notes. Secondly, the second author described how this kind of reading life was created in this classroom. Thirdly, the first author discussed the necessity of sharing lollipop class’ reading life, the substantial meaning such a reading life had on the construction of language learning indices, the limitations of such a reading life, and the dynamics resulting from the two teacher’s reflection and self-reflection on and via web-log writing in the teaching practices. Lastly, the possible meanings of the images, sounds and senses of picture books existing comfortably in these young children’s classroom lives were again pondered upon. Some examples of these children’s responses to picture books revealed how deep young children were able to appreciate literary works and how unforgettable a memory reading could bring along when it was interwoven with people’s feelings and their lives.