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Journal articles on the topic 'Young Adult imaginary literature'

Author: Grafiati

Published: 17 May 2025

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1

Papazian, Gretchen. "Digital Citizenship in Twenty-First-Century Young Adult Literature: Imaginary Activism by Megan L. Musgrave." Children's Literature 46, no. 1 (2018): 253–57. http://dx.doi.org/10.1353/chl.2018.0020.

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2

Mallan, Kerry. "Everything You Do: Young Adult Fiction and Surveillance in an Age of Security." International Research in Children's Literature 7, no. 1 (July 2014): 1–17. http://dx.doi.org/10.3366/ircl.2014.0110.

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Espionage, surveillance and clandestine operations by secret agencies and governments were something of an East–West obsession in the second half of the twentieth century, a fact reflected in literature and film. In the twenty-first century, concerns of the Cold War and the threat of Communism have been rearticulated in the wake of 9/11. Under the rubric of ‘terror’ attacks, the discourses of security and surveillance are now framed within an increasingly global context. As this article illustrates, surveillance fiction written for young people engages with the cultural and political tropes that reflect a new social order that is different from the Cold War era, with its emphasis on spies, counter espionage, brainwashing and psychological warfare. While these tropes are still evident in much recent literature, advances in technology have transformed the means of tracking, profiling and accumulating data on individuals’ daily activities. Little Brother, The Hunger Games and Article 5 reflect the complex relationship between the real and the imaginary in the world of surveillance and, as this paper discusses, raise moral and ethical issues that are important questions for young people in our age of security.

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G. Ancheta, Maria Rhodora. "A Convergence of Filipino Worlds: An Onomastic Reading of Edgar Calabia Samar’s Janus Silang Novels." Southeast Asian Review of English 58, no. 1 (July 12, 2021): 64–87. http://dx.doi.org/10.22452/sare.vol58no1.7.

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Edgar Calabia Samar’s Janus Silang book series is a significant body of contemporary young adult fantasy novels in the Philippines. Samar’s ambitious series that successfully melds alternate online tech-worlds, everyday Filipino life, and ancient supernatural, god-inhabited worlds, is worthy of study. In creating this fantasy world, the Janus Silang series underscores the richness of Filipino mythology and lore by cohesively layering these lived worlds by way of spatial and temporal play. This paper wishes to study the value of this “world(s)-building”, entering this by way of the study of onomastics, the study of proper names of all kinds and the origins of names. Using both toponomastics and anthroponomastics, or the study of place names and human naming, respectively, this inventive, powerful focus on naming solidifies the Janus Silang series’ development of unique Filipino characters and narratives and its reintroduction of the cultures of its imaginary worlds for young, contemporary Filipino and global readers

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4

Green, Carie J. "Young children’s spatial autonomy in their home environment and a forest setting." Journal of Pedagogy 9, no. 1 (June 1, 2018): 65–85. http://dx.doi.org/10.2478/jped-2018-0004.

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Abstract Places assigned and places chosen have major implications for the lives of children. While the former are a result of children’s subordinate position in an adult world, the latter are the essence of their agency. Beginning at a young age children seek out places to claim as their own. Places, real and imaginary, shape children and children shape them. This phenomenon of spatial autonomy is a formative, and extraordinary, part of their identity formation. While spatial autonomy has been casually referred to in the children’s geographies literature, a theoretical framing of the concept is generally lacking. This article draws together findings from two research studies, which were conducted by the author, to further theorize the meaning of young children’s (ages 3-6 years old) spatial autonomy in their home environment and a forest setting. Informed by a phenomenological framework, the studies used children’s tours as a method. The findings reveal that spatial autonomy is an expression of children’s independence enacted through symbolic play and hiding activities. The children sought out small places and high places where they could observe others while maintaining autonomy. Additionally, spatial autonomy is relational, negotiated within adult imposed-regulations and influenced by peers, siblings and other more-than-human elements in their environments. By claiming just-out-of reach places, the children collectively and independently established their own rules and a sense of control. The achievement of spatial autonomy plays an important role in young children’s identity formation, boasting their self-confidence as they develop a sense of self with places in all the various environments of their lives.

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5

Hurley, Zoe, and Zeina Hojeij. "Coming-of-Age of Teenage Female Arab Gothic Fiction: A Feminist Semiotic Study." Humanities 12, no. 1 (February 14, 2023): 19. http://dx.doi.org/10.3390/h12010019.

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This feminist semiotic study explores the folkloric imaginary of the jinn in the context of children’s and young adults’ Arab Gothic literature. Across the Middle East, the jinn is a common trope in literature, folklore and oral storytelling who, in diegetic terms, can manifest as the Gothic figure of an aging female, deranged older woman or succubus (known as sa’lawwa in Arabic). In this study, a novel feminist semiotic framework is developed to explore the extent to which the Gothic female succubus either haunts or liberates Arab girls’ coming-of-age fictions. This issue is addressed via a feminist semiotic reading of the narratives of Middle Eastern woman author @Ranoy7, exploring the appeal of her scary stories presented on YouTube. Findings reveal tacit fears, ambivalences and tensions embodied within the Arab Gothic sign of the aging female succubus or jinn. Overall, the research develops feminist insights into the semiotic motif of the female jinn and its role in constituting Arab females as misogynistic gendered sign objects in the context of the social media story explored.

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6

Kowalczyk, Kamila. "Geografia krain zmyślonych. Wokół kategorii miejsca i przestrzeni w literaturze dziecięcej, młodzieżowej i fantastycznej [The geography of imaginary lands. Place and space in children's, young adult and fantasy literature]. Eds Weronika Kostecka and Maciej Skowera." International Research in Children's Literature 10, no. 2 (December 2017): 220–23. http://dx.doi.org/10.3366/ircl.2017.0241.

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7

Visych, Oleksandra A., and Tetiana V. Mykhalchuk. "TYPOLOGY AND FUNCTIONS OF READING PERFORMANCE IN CONTEMPORARY UKRAINIAN CHILDREN’S AND ADOLESCENT LITERATURE." Alfred Nobel University Journal of Philology 2, no. 28 (December 6, 2024): 76–86. https://doi.org/10.32342/3041-217x-2024-2-28-5.

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The phenomenon of reading stands as a focal point in literary, cultural, and philosophical studies, prompting ongoing research into how readers perceive texts and the profound impact this process has on our conscious and subconscious minds. Classical theories, including transactional theory (Rosenblatt), reader-response theory (Fish), psychoanalytic reader-response theory (Holland), and the theory of aesthetic response (Iser) continue to shape discourse in these fields, supplemented by contemporary investigations. Recently, there has been a significant expansion in performance studies, with Peter Kivy’s “The Performance of Reading: An Essay in the Philosophy of Literature” analysing the metamorphosis of narrative voices. This highlights the notion of reading as a performance, prompting exploration into how this performative aspect is integrated into literary plots. Writers often reflect on the act of reading, yielding a genre of metaliterature where readers become central characters, engaging in conflicts that revolve around their absorption into the text’s world. Delving deeper, this article focuses on contemporary Ukrainian literature for young audiences, exploring instances where reading transforms into an internal performance through activities such as recitation, family reading rituals, and silent perusal. The article aims to define and characterise the ways of representing reading as a performance in contemporary Ukrainian literature for children and young adults, as well as to explore the artistic function of reading scenes within these works. To achieve this goal, we will employ the foundations of performative theory, particularly its literary applications, substantiated in the works of Peter Kivy and Päivi Kosonen, along with a comparative and typological method, drawing on concepts from receptive aesthetics and transactional reading theory, which we have adapted to analyse in-text reading scenes in order to uncover the dynamics of interaction between the imaginary reader and the imaginary author. The article outlines various aspects of performative strategies in literary texts, emphasizing the depiction of reading as a performance. Despite considerable interest in the issue of performativity in contemporary Ukrainian and global literary studies, literature for children and adolescents remains largely understudied regarding the artistic models of reading that are particularly sought after and prominently featured. This is vividly illustrated in the works of contemporary Ukrainian authors such as Volodymyr Areniev, Halyna Vdovychenko, Kateryna Babkina, Natalia Yasinovska, and others. Performative strategies in epic narrative (reading performance as a family ritual, the theatrical reading, interpretive reading, storytelling as performance) create a tendency to organise the literary text as a verbal-plastic form, aimed at generating a visual effect, where the aesthetics of narration transform into the aesthetics of the show, and an illusion of present action (real-time mode), which, in turn, determines the variability of temporal organization within the narrative. The tendency of the literary epic form toward visualisation may indicate that a trend toward the fusion (or synthesis) of literary genres and types is be- coming more relevant in the contemporary literary process. In the analysed texts, reading as performance is realised in a number of formats. The article characterises the depiction of the family reading ritual, which retains the specific characteristics of such performances: the presence of an actor, a spectator, mise-en-scène, requisites, and social impact. It is determined that the performative aspects of reading go beyond oral recitation and include elements of staging and sometimes puppet theatre. It is proved that the portrayal of reading shows the characters’ ability to fully immerse themselves in the text and to interact creatively with the artistic material, emphasising the strong connection between generations and the preservation of cultural traditions. In many texts for children and adolescents, the performance of reading has a therapeutic function, helping characters overcome emotional challenges and traumatic situations.

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8

Μπάτζου, Κατερίνα, and Βασιλική Τσούρτου. "Oι θετικές ψευδαισθήσεις για τον εαυτό και η ριψοκίνδυνη συμπεριφορά στην εφηβεία: Ανασκόπηση της βιβλιογραφίας." Psychology: the Journal of the Hellenic Psychological Society 21, no. 4 (October 15, 2020): 470. http://dx.doi.org/10.12681/psy_hps.23513.

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The objective of this study is, through the relevant literature review, to point out the associations between risk-taking behavior during adolescence and positive illusions about the self, that is imaginary audience and personal fable ideations. Positive illusions about the self and risky behavior in adolescence are usually investigated as a direct result of adolescent egocentrism. in this study we briefly describe the main theoretical approaches of positive illusions about the self. Moreover, research findings are presented on the mediating role of self-esteem in the relationship between positive illusions about the self (mainly personal fable) and risk-taking in adolescence. also, we discuss age and gender effects on the complex phenomenon of risk-taking and we focus on adaptive developmental functions of positive illusions about the self. in particular, we focus on the dual function of the personal fable ideation: the illusions of omnipotence and invulnerability either lead adolescents and young adults to risk-taking, or they contribute both to a positive self-image projection in the future and to individuals’ functional adaptation to new situations in their transition from adolescence to adulthood.

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9

Zyablikov, Alexey. "People of arts, education and science in the dramatic works of Victor Rosov." INTELLIGENTSIA AND THE WORLD, no. 4 (December 30, 2020): 56–71. http://dx.doi.org/10.46725/iw.2020.4.4.

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The article analyzes the problems of dramatic works by V. S. Rozov, reveals the underlying ideological, social and moral conflicts. The main one is the clash of youthful impulse to truth, human dignity and beauty and a false world of imaginary values, the interpreters and advocates of which are often people who are endowed with ranks, academic degrees, social status and professional right to influence the minds and tastes of the younger generation. The article characterizes literary characters, acting as carriers of various life ideas. It reveals the reasons for the writer’s ambiguous assessment of people of arts, education and science. The playwright’s position is revealed in the context of discussions about the social mission of the intelligentsia, its special responsibility and duties. Generation gap is viewed in the context of social processes characterized by the deformation of value priorities and affecting the mood of the youth. It is stated that the protest mood of the young generation is directly proportional to the measure of lies, evil and injustice that characterizes the state of mind and soul of adults. The conclusion is drawn that V. S. Rozov, as a researcher of the generational gap, continues and develops the traditions of Russian classical literature.

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10

Crowe, Chris. "Young Adult Literature: What Is Young Adult Literature?" English Journal 88, no. 1 (September 1998): 120. http://dx.doi.org/10.2307/821448.

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11

Crowe, Chris. "Young Adult Literature: What Is Young Adult Literature?" English Journal 88, no. 1 (September 1, 1998): 120–22. http://dx.doi.org/10.58680/ej1998360.

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Outlines some of the many confusions about young adult literature. Sheds some light on what young adult literature is (defining it as all genres of literature published since 1967 that are written for and marketed to young adults). Discusses briefly how it can be used in schools. Offers a list of the author’s 20 favorite books for teenagers.

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12

Crowe, Chris. "Young Adult Literature: Sports Literature for Young Adults." English Journal 90, no. 6 (July 2001): 129. http://dx.doi.org/10.2307/822081.

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Crowe, Chris. "Young Adult Literature: Sports Literature for Young Adults." English Journal 90, no. 6 (July 1, 2001): 129–33. http://dx.doi.org/10.58680/ej2001808.

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14

Matthews, Amber, Gavin Bennett, Maneja Joian, and Jenna Brancatella. "Indigenous Young Adult Literature." Emerging Library & Information Perspectives 2, no. 1 (May 31, 2019): 165–79. http://dx.doi.org/10.5206/elip.v2i1.6198.

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Over the last decade Indigenous Young Adult (YA) literature has risen in popularity and demand in library programming and collections. Many works draw on the rich historical and cultural significance of narratives, oral history and storytelling in Indigenous communities. Their rise in prominence presents new opportunities for libraries to work with Indigenous authors and groups to share the importance of Indigenous histories and works in and through library spaces, collections and programming. However, in the context of popular culture including Indigenous YA literature, it is important to consider the identity and representation of Indigenous people, cultures and histories. The following annotated bibliography has been developed to guide libraries on the appropriate professional and cultural competencies to compliment this rising body of work and foster respect and recognition of Indigenous communities and works.

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15

Sullivan, Edward T., Carol Jago, and Kate Evans. "Young Adult Literature Issue." English Journal 86, no. 5 (September 1997): 11. http://dx.doi.org/10.2307/820430.

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16

Skutlin, Natalie. "Finding Young Adult Literature." English Journal 88, no. 4 (March 1999): 10. http://dx.doi.org/10.2307/822406.

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17

Airey, Jennifer L., and Laura M. Stevens. "Young Adult Women’s Literature." Tulsa Studies in Women's Literature 36, no. 2 (2017): 287–94. http://dx.doi.org/10.1353/tsw.2017.0023.

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18

Kuehl, Rachelle, and Chea Parton. "Rural Young Adult Literature." Study & Scrutiny: Research on Young Adult Literature 6, no. 2 (June 24, 2024): i—v. http://dx.doi.org/10.15763/issn.2376-5275.2024.6.2.i-v.

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Welcome to Study & Scrutiny, Issue 6.2. For this special issue of Study and Scrutiny: Research on Young Adult Literature, deftly curated by Rachelle Kuehl and Chea Parton, we are excited to share with you research and analysis on rural young adult literature. The study of young adult literature in rural settings is not new, but it has never been so focused. Research abounds across many scholarly journals, and other resources for exploring rural young adult literature have been established to enrich our understanding of this vital body of literature.

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19

Kaywell, Joan F., and Kathleen Oropallo. "Young Adult Literature: Modernizing the Study of History Using Young Adult Literature." English Journal 87, no. 1 (January 1998): 102. http://dx.doi.org/10.2307/822033.

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Kaywell, Joan F., and Kathleen Oropallo. "Young Adult Literature: Modernizing the Study of History Using Young Adult Literature." English Journal 87, no. 1 (January 1, 1998): 102–7. http://dx.doi.org/10.58680/ej19983519.

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Presents brief annotations of 61 books of young adult historical fiction and nonfiction that address other time periods (biblical time period, the 1700s, the 1800s, the 20th century, political unrest overseas, and chronicles) that could be used in the classroom as part of a unit of study. Describes possible activities using five of the books.

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21

Crowe, Chris. "Young Adult Literature: Young Adult Boundary Breakers and M." English Journal 91, no. 6 (July 1, 2002): 116–18. http://dx.doi.org/10.58680/ej2002954.

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Crowe, Chris. "Young Adult Literature: Unfinished Business." English Journal 92, no. 6 (July 2003): 95. http://dx.doi.org/10.2307/3650555.

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23

Louie, Belinda Y., and Douglas H. Louie. "Empowerment through Young-Adult Literature." English Journal 81, no. 4 (April 1992): 53. http://dx.doi.org/10.2307/819931.

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Canedo, Gaby Vallejo. "Young Adult Literature in Bolivia." Bookbird: A Journal of International Children's Literature 52, no. 3 (2014): 91–93. http://dx.doi.org/10.1353/bkb.2014.0110.

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25

Carroll, Pamela S., and Steven B. Chandler. "Sports–related Young Adult Literature." Strategies 14, no. 5 (May 2001): 35–37. http://dx.doi.org/10.1080/08924562.2001.10591498.

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Louie, Belinda Y., and Douglas H. Louie. "Empowerment through Young-Adult Literature." English Journal 81, no. 4 (April 1, 1992): 53–56. http://dx.doi.org/10.58680/ej19928094.

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Crowe, Chris. "Young Adult Literature: Unfinished Business." English Journal 92, no. 6 (July 1, 2003): 95–99. http://dx.doi.org/10.58680/ej20031099.

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Crowe, Chris. "Young Adult Literature: The Problem With YA Literature." English Journal 90, no. 3 (January 1, 2001): 146–50. http://dx.doi.org/10.58680/ej2001712.

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Discusses and answers objections to young adult literature which generally fall into one of two categories: that young adult books are bad because they are not the classics, and/or they corrupt the young. Offers brief descriptions of 12 new or overlooked young adult books worth reading.

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29

Moss, Barbara. "Young Adult Literature: Assessing Oneself: Young Adult Books for Middle Graders." Voices from the Middle 21, no. 2 (December 1, 2013): 59–60. http://dx.doi.org/10.58680/vm201324468.

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This column explores ways middle graders can assess themselves through literature that examines their roles in their families, their society, and in relationships. Titles including The Fault in Our Stars (Green, 2012 ), Under the Mesquite (McCall, 2012) and Chickadee (Erdrich, 2012) are reviewed, and discussion questions are suggested.

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30

Zitlow, Connie S. "Young Adult Literature: Did Patty Bergen Write This Poem?: Connecting Poetry and Young Adult Literature." English Journal 84, no. 1 (January 1995): 110. http://dx.doi.org/10.2307/820491.

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Crowe, Chris. "Young Adult Literature: The Problem with YA Literature." English Journal 90, no. 3 (January 2001): 146. http://dx.doi.org/10.2307/821338.

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32

Meyers, Sally, and Mary Elizabeth Gallagher,. "Young Adult Literature: Issues and Perspectives." Journal of Education for Library and Information Science 30, no. 2 (1989): 146. http://dx.doi.org/10.2307/40323472.

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Rakow, Susan R. "Young-Adult Literature for Honors Students?" English Journal 80, no. 1 (January 1991): 48. http://dx.doi.org/10.2307/818096.

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Johnson, Dianne, and Catherine E. Lewis. "Introduction:[Children's and Young-Adult Literature]." African American Review 32, no. 1 (1998): 5. http://dx.doi.org/10.2307/3042262.

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Crowe, Chris. "Young Adult Literature: AP and YA?" English Journal 91, no. 1 (September 2001): 123. http://dx.doi.org/10.2307/821678.

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Crowe, Chris. "Young Adult Literature: Rescuing Reluctant Readers." English Journal 88, no. 5 (May 1999): 113. http://dx.doi.org/10.2307/821799.

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37

Hunt, Caroline. "Young Adult Literature Evades the Theorists." Children's Literature Association Quarterly 21, no. 1 (1996): 4–11. http://dx.doi.org/10.1353/chq.0.1129.

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38

Mikkelsen, Nina, and Joan Kaywell. "Young Adult Literature: Interdisciplinary Virginia Hamilton." English Journal 86, no. 1 (January 1, 1997): 109–13. http://dx.doi.org/10.58680/ej19973305.

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Crowe, Chris. "Young Adult Literature: Rescuing Reluctant Readers." English Journal 88, no. 5 (May 1, 1999): 113–16. http://dx.doi.org/10.58680/ej1999453.

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Discusses the attitudes and issues of reluctant readers by describing the author’s son Jonathan, an intelligent young man who came to hate reading. Offers advice for teachers from Jonathan regarding how they can help students enjoy reading more. Presents annotations of 11 new or overlooked young adult books worth reading.

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40

Dean-Ruzicka, Rachel. "Combating Hate Through Young Adult Literature." Journal of Hate Studies 10, no. 1 (January 1, 2012): 199. http://dx.doi.org/10.33972/jhs.119.

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41

Forrester, Sibelan. "Russian Children's and Young Adult Literature." Russian Studies in Literature 52, no. 2 (April 2, 2016): 101–2. http://dx.doi.org/10.1080/10611975.2016.1252209.

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Bach, Jacqueline, Laura Hensley Choate, and Bruce Parker. "Young Adult Literature and Professional Development." Theory Into Practice 50, no. 3 (June 27, 2011): 198–205. http://dx.doi.org/10.1080/00405841.2011.584030.

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43

Pilston, Anna. "Thematic Guide to Young Adult Literature." Library Collections, Acquisitions, & Technical Services 31, no. 3-4 (September 2007): 227–28. http://dx.doi.org/10.1080/14649055.2007.10766169.

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44

Glaus, Marci. "Text Complexity and Young Adult Literature." Journal of Adolescent & Adult Literacy 57, no. 5 (November 22, 2013): 407–16. http://dx.doi.org/10.1002/jaal.255.

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Rakow, Susan R. "Young-Adult Literature for Honors Students?" English Journal 80, no. 1 (January 1, 1991): 48–51. http://dx.doi.org/10.58680/ej19918435.

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46

Connors, Sean P. "Challenging Perspectives on Young Adult Literature." English Journal 102, no. 5 (May 1, 2013): 69–73. http://dx.doi.org/10.58680/ej201323590.

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With its focus on classics, the Common Core State Standards may reduce attention to YA literature. Connors uses a Peanuts comic strip to demonstrate the literariness of seemingly less- sophisticated texts.

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47

Warden, Elisabeth. "Problem Posing through Young Adult Literature." Mathematics Teacher: Learning and Teaching PK-12 115, no. 7 (July 2022): 483–89. http://dx.doi.org/10.5951/mtlt.2021.0256.

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48

Crowe, Chris. "Young Adult Literature: Can Reading Help?" English Journal 92, no. 4 (March 1, 2003): 102–5. http://dx.doi.org/10.58680/ej20031056.

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Ponders the effect of September 11th on teenagers. Proposes that reading books can help teenagers sort out complicated issues. Recommends young adult novels that offer hope for overcoming tragedy. Lists 50 short story collections worth reading.

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49

Crowe, Chris. "Young Adult Literature: AP And YA?" English Journal 91, no. 1 (September 1, 2001): 123–28. http://dx.doi.org/10.58680/ej2001831.

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Although the lack of young adult literature in advanced placement classes is understandable, Crowe contends that there is value in supplementing the canon with YA books. He suggests further reading for AP and Honors English teachers who “dare to disturb the universe,” and includes his regularly featured annotations of new and overlooked YA books worth reading.

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50

Cart, Michael. "From Insider to Outsider: The Evolution of Young Adult Literature." Voices from the Middle 9, no. 2 (December 1, 2001): 95–98. http://dx.doi.org/10.58680/vm20012395.

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Discusses changes in the field of young adult literature since the 1980s. Examines how the definition of “young adult” has evolved. Offers a brief overview of the history of young adult literature from the 1940s. Considers the rise of awards for merit in young adult publishing, noting three in particular. Concludes this is a golden age of young adult literature.Discusses changes in the field of young adult literature since the 1980s. Examines how the definition of “young adult” has evolved. Offers a brief overview of the history of young adult literature from the 1940s. Considers the rise of awards for merit in young adult publishing, noting three in particular. Concludes this is a golden age of young adult literature.

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