This book considers the practical intersection between digital media and young adult texts. In these books, teachers and teacher educators offer practical examples for engaging students with crafting critical responses to young adult literature through digital spaces. It examines how teachers can use these spaces to help students encounter, evaluate, and engage in the world in which they live. Young adult literature offers a vehicle through which students can discuss and explore the world in a more removed manner, while digital media offers a paradigm for helping students craft multimodal responses that extend beyond the traditional literary essay. This intersection asks teachers to consider how they are asking students to interact with the texts they read. It asks them to invite students to enter and contribute to broader conversations through the production of their own texts. This book illustrates pedagogical principles in practice, showing what is possible in literature study in classrooms.

Teaching Young Adult Literature Today introduces the reader to what is current and relevant in the plethora of good books available for adolescents. More importantly, literary experts illustrate how teachers everywhere can help their students become lifelong readers by simply introducing them to great reads—smart, insightful, and engaging books that are specifically written for adolescents. Hayn, Kaplan, and their contributors address a wide range of topics: how to avoid common obstacles to using YAL; selecting quality YAL for classrooms while balancing these with curriculum requirements; engaging disenfranchised readers; pairing YAL with technology as an innovative way to teach curriculum standards across all content areas. Contributors also discuss more theoretical subjects, such as the absence of lesbian, gay, bisexual, transgender and questioning (LGBTQ) young adult literature in secondary classrooms; and contemporary YAL that responds to the changing expectations of digital generation readers who want to blur the boundaries between page and screen. This book has been updated to reflect the wealth of new YA literature that has been published since the first edition appeared in March 2012, and to reflect new trends in technology that influences how adolescents are reading and responding to literature.

Proposing a conceptual framework for evaluating "hand-held" books, Dresang (information studies, Florida State U.) explains how books are changing along with developments in digital information and how librarians, teachers, and parents can recognize and use books to create connections for and among young people using digital concepts and designs that emphasize multilayered, nonlinear stories and information. Annotation copyrighted by Book News, Inc., Portland, OR

Teaching Young Adult Literature: Developing Students As World Citizens (by Thomas W. Bean, Judith Dunkerly-Bean, and Helen Harper) is a middle and secondary school methods text that introduces pre-service teachers in teacher credential programs and in-service teachers pursuing a Masters degree in Education to the field of young adult literature for use in contemporary contexts. The text introduces teachers to current research on adolescent life and literacy; the new and expanding genres of young adult literature; teaching approaches and practical strategies for using young adult literature in English and Language Arts secondary classrooms and in Content Area Subjects (e.g. History); and ongoing social, political and pedagogical issues of English and Language Arts classrooms in relation to contemporary young adult literature.

This book is a study of the evolving relationships between literature, cyberspace, and young adults in the twenty-first century. Megan L. Musgrave explores the ways that young adult fiction is becoming a platform for a public conversation about the great benefits and terrible risks of our increasing dependence upon technology in public and private life. Drawing from theories of digital citizenship and posthuman theory, Digital Citizenship in Twenty-First Century Young Adult Literature considers how the imaginary forms of activism depicted in literature can prompt young people to shape their identities and choices as citizens in a digital culture

Publisher Description

Young adult literature is often referred to as the originating source for film adaptations that turn into large transmedia storyworlds and franchises. This is, however, only one of the transmedia interactions involving young adult literature in modern culture. This Element unfolds these relations focusing on transmedia practices that bridge the dominant public discursive split between print based and digital media. Today print and digital products work together as well as independently in interconnected networks and these practices puncture ideas of a media hierarchy. Specifically, it is demonstrated how literature for young people take part in transmedia storytelling on a macro level but also in so-called cluster works that work as transmedia storytelling on a micro level.

Thanks to the success of franchises such as The Hunger Games and Twilight, young adult literature has reached a new level of prominence and popularity. Teens and adults alike are drawn to the genre's coming-of-age themes, fast pacing, and vivid emotional portrayals. The essays in this volume suggest ways high school and college instructors can incorporate YA texts into courses in literature, education, library science, and general education. The first group of essays explores key issues in YA literature, situates works in cultural contexts, and addresses questions of text selection and censorship. The second section discusses a range of genres within YA literature, including both realistic and speculative fiction as well as verse narratives, comics, and film. The final section offers ideas for assignments, including interdisciplinary and digital projects, in a variety of courses.

An encyclopedia designed especially to meet the needs of elementary, junior high, and senior high school students.