This paper is a bibliographic review of the scientific studies published from 2000 to 2014 on children’s literature and its teaching. The data analised show the number of the scientific studies which have focused on children’s literature and its educational use and their evolution over these 14 years, the list of leading scientific journals where these studies are published, the list of researchers who mostly have devoted to the scientific study of children’s literature and its teaching between 2000 and 2014 and the main thematic areas of scientific study on children’s literature and its teaching in this period. This bibliographic review allows us to state that the most studied research lines focuses on authors, titles and genres of children’s literature. They are all analyzed from different points of view, although there are other prominent lines such as the instructional use of children’s literature and literacy for the younger student population and the analysis of stereotyping gender in children’s literature texts.