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Journal articles on the topic 'Young adult literature authors'

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2025

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1

Carroll, Pamela Sissi. "YA Authors’ Insights about the Art of Writing." English Journal 90, no. 3 (2001): 104–9. http://dx.doi.org/10.58680/ej2001723.

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Collects and presents comments made by authors of young adult literature about their writing and about literature. Discusses how writing for young adults and teaching young adults might be related; why write books for adolescent readers; what their goals are as writers of young adult literature; and how they move from a blank page to a finished book.

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2

Matthews, Amber, Gavin Bennett, Maneja Joian, and Jenna Brancatella. "Indigenous Young Adult Literature." Emerging Library & Information Perspectives 2, no. 1 (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 con

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3

Groenke, Susan, Joellen Maples, and Jill Henderson. "Raising “Hot Topics” through Young Adult Literature." Voices from the Middle 17, no. 4 (2010): 29–36. http://dx.doi.org/10.58680/vm201010788.

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While young adult literature increases adolescents’ motivation to read, and adolescents choose to read young adult novels over more canonical works when given opportunities to choose, the authors present yet another reason for teaching young adult literature in the middle school classroom: it provides a medium through which adolescents and their teachers can raise “hot topics,” and confront and grapple with the social contradictions and complexities that comprise adolescents’ lives. In this article, the authors describe three young adult novels and related activities they have used to raise th

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4

Costello, Adrienne M., and Thomas J. Reigstad. "Approaching Young Adult Literature through Multiple Literacies." English Journal 103, no. 4 (2014): 83–89. http://dx.doi.org/10.58680/ej201424648.

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Boyarshinova, E. "Ethical Problems of Young-Adult Genre and Book Video Bloging, As Formation of a Reading Circle in Modern Youth." Scientific Research and Development. Modern Communication Studies 9, no. 1 (2020): 27–31. http://dx.doi.org/10.12737/2587-9103-2020-27-31.

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This paper examines the history and current state of literature for teenagers. In modern criticism young-adult genre stands out in literature for adolescents. An introductory excursion into the history of the concept of “young adults” and literature for this category of readers is given. Criticism of such works is considered by video bloggers who place their clips on Youtube platform. It is analyzed whether these responses affect the book market conditions. According to the most conservative estimates, more than half of the literature published by major publishers is Young-adult books. They ar

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Goering, Christian Z., and Sean P. Connors. "Exemplars and Epitaphs: Defending Young Adult Literature." Talking Points 25, no. 2 (2014): 15–21. http://dx.doi.org/10.58680/tp201425154.

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7

Claude, Andre Drolet, and Jin-woo Park. "Implications of rule-breaking behavior in Young Adult Literature for Educators." Convergence English Language & Literature Association 8, no. 2 (2023): 233–60. http://dx.doi.org/10.55986/cell.2023.8.2.233.

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The purpose of this research is to address the issue of rule-breaking behavior and its’ depiction in young adult literature. Children encounter ethical and moral dilemmas throughout their development, and young adult literature has long been a medium used to explore the issue. However, the depiction of rule breakers is not rebellious youth, acting out against society, but rather more heroic figures who adopt an attitude of the ends justifying the means. Rule breaking is a consistent problem reported by teachers, and a lack of discipline among students is seen by students as one of the largest

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Connor, David J., and Melissa Schieble. "Embodying Tourette’s Syndrome in Young Adult Literature." Journal of Literary & Cultural Disability Studies 18, no. 4 (2024): 495–512. http://dx.doi.org/10.3828/jlcds.2024.38.

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The article foregrounds two protagonists with Tourette Syndrome (TS) from contemporary Young Adult (YA) novels written by authors with TS. Grounded in the interdisciplinary field of cultural disability studies in education (CDSE), each protagonist is analyzed for (1) physical manifestations of TS (external depiction), (2) emotional reactions about having TS (internal depiction), and (3) the response of parents and family members, friends, acquaintances, and strangers (societal depiction). Both main characters navigate a world in which they are viewed as abnormal, frequently working through int

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9

Haramija, Dragica. "SLOVENIAN CHILDREN’S AND YOUNG ADULT LITERATURE OF THE LAST DECADE." Philological Studies 19, no. 1 (2021): 43–57. http://dx.doi.org/10.17072/1857-6060-2021-19-1-43-57.

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The anthology Slovenia’s Best for Young Readers (2020) comprises of 44 contemporary Slovenian creators of literary works aimed at children and young adults and serves as a starting point for discussion. The methodology establishes a selection of authors and their texts in the anthology (at least three works of children’s or young adult literature, awards and nominations in the last ten years) and a comparative analysis of rewarded literary genres and the chosen creators’ poetics. The exception are authors who have received awards for their life’s work and in general no longer receive current a

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10

Nance-Carroll, Niall. "Children and Young People as Activist Authors." International Research in Children's Literature 14, no. 1 (2021): 6–21. http://dx.doi.org/10.3366/ircl.2021.0374.

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Children and young people, including individual activists such as Greta Thunberg and Xiuhtezcatl Martinez, as well as larger groups such as March for Our Lives and It's Not Your Fault, are raising their profile and advancing their political agendas through social media, protests, and speeches. This article examines the ways in which their arguments draw on three forms of ethical underpinning: equity claims to the same rights as adults, assertions of unique rights or protections based on child status, and projections into a future adulthood to demand protection of the environment. While some ad

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11

Nilsen, Alleen Pace, James Blasingame, and Ken Donelson. "2004 Honor List." English Journal 95, no. 1 (2005): 103–8. http://dx.doi.org/10.58680/ej20054323.

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12

Kurtts, Stephanie A., and Karen W. Gavigan. "Understanding (dis)abilities through children’s literature." Education Libraries 31, no. 3 (2017): 23. http://dx.doi.org/10.26443/el.v31i3.259.

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The authors of this article examined how pre-service teachers can use children’s and young adult literature about disabilities to enhance understanding of individual differences through a bibliotherapeutic approach. An introduction to bibliotherapy is provided along with related literature from the field. Strategies for using children’s and young adult literature to enhance the understanding of issues associated with disabilities are presented along with one teacher candidate’s application of the literature in her classroom. The authors have also included a selected bibliography of children’s

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13

Сафарова, З. А. Г., та С. П. Бравкова. "Peculiarities of issues in the cycle “The Mortal Instruments” by K. Сlare in the context of the direction of Young Adult literature". Modern Humanities Success, № 5 (28 травня 2024): 46–51. http://dx.doi.org/10.58224/2618-7175-2024-5-46-51.

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литература Young Adult имеет особое место в современном литературном процессе. Она возникла и развивалась за рубежом, позже пришла и в Россию. Среди особенностей литературы Young Adult можно выделить следующие: жанровое своеобразие, участие подростков в виде главных героев, раскрытие социальных тем и вопросов, вовлеченность трендов в сюжет произведения. Актуальность статьи заключается в исследовании направления Young Adult literature в цикле книг «Орудия смерти» К. Клэр, а также определение основных векторов его проблематики. В статье затронут относительно новый вид литературы и анализ цикла к

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Hlebová, Bibiána. "Roma in Children’s and Young Adult Literature in Slovakia." Libri et liberi 12, no. 1 (2023): 73–97. http://dx.doi.org/10.21066/carcl.libri.12.1.4.

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This paper presents the first systematic overview of the artistic production of Romany authors in literature for children and young people in Slovakia in the context of its three developmental stages – from the 1930s until the end of the 1950s, from the beginning of the 1960s until 1989, and from 1989 to the present. Simultaneously, the study points out the contemporary socio-economic conditions of Roma people’s life in Slovakia that are perceived as causes and consequences of their complicated process of self-identification, emancipation, and cultural self-realisation in Slovak art for childr

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Logan, Stephanie R., Terri A. Lasswell, Yolanda Hood, and Dwight C. Watson. "Criteria for the Selection of Young Adult Queer Literature." English Journal 103, no. 5 (2014): 30–41. http://dx.doi.org/10.58680/ej201425135.

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The authors of this article advocate for the inclusion of YA queer literature and seek to provide educational professionals with a set of criteria for selecting appropriate YA queer literature and incorporating it into the curriculum.

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16

Priyadarshini, Arya, and Suman Sigroha. "The ‘Gentle Recitation’: Writing Trauma in Contemporary Children's and Young Adult Literature." International Research in Children's Literature 17, no. 2 (2024): 115–28. http://dx.doi.org/10.3366/ircl.2024.0558.

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Trauma signifies the collapse of personal, social, and cultural meaning systems that causes a rupture to the bond that unifies the individual and the society. While narration of such devastation has been deemed impossible, and its presence in children's and young adult (YA) literature has been debated at great length, writers have attempted, nevertheless, to narrate the ‘unspeakable’ and ‘unrepresentable’ through memoirs and fiction for adults as well as children. Through the study of a select list of titles for children and young adults on the contemporary suffering and displaced populations

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17

Buehler, Jennifer. "Ways to Join the Living Conversation about Young Adult Literature." English Journal 98, no. 3 (2009): 26–32. http://dx.doi.org/10.58680/ej20086909.

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18

Sands-O’Connor, Karen. "Punk primers and reggae readers: Music and politics in British children’s literature." Global Studies of Childhood 8, no. 3 (2018): 201–12. http://dx.doi.org/10.1177/2043610618792320.

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In the late 1970s and early 1980s, British punk and reggae artists united to fight racism throughout society. Young people embraced the ideology of these musical forms, and many wrote about and published their experiences with racism and the police, and their desire to change society. Children’s and young adults’ highly politicized writing contrasted with that of adults who wrote about punk and reggae during the 1970s and 1980s. Adult authors divorced the music from its political meaning by focusing solely on punk and reggae style, yet left the threat of police oppression to thoroughly remove

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19

Fenech, Giuliana. "Reading and Authoring Young Adult Transmedia Storyworlds." International Research in Children's Literature 15, no. 2 (2022): 166–77. http://dx.doi.org/10.3366/ircl.2022.0448.

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Since the proliferation of the Internet in the early nineties and mobile technology in the early noughties, reading and authoring have become networked, intersubjective practices that take place across multimedia storyworlds that are open-ended and connected. Taking the fantasy genre as a case study, this article shows that in the digital age readers do not simply replay or subvert fixed codes of meaning-making established by authors and publishing/production houses. Rather, they engage with metaleptic strategies of reading. They use transliteracy skills to produce creative interpretations of

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20

Makowska, Kaja. "Young adult literature in translation: The state of research." Beyond Philology An International Journal of Linguistics, Literary Studies and English Language Teaching, no. 16/4 (December 11, 2019): 179–94. http://dx.doi.org/10.26881/bp.2019.4.07.

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The aim of the article is to examine the concept of young adult literature, provide its historical timeframe, identify its key components, and, finally, discuss young adult literature in translation by presenting the state of research on the topic. After analysing the concept of a young adult, the article moves on to provide a brief summary of adolescent fiction’s history, concluding that J. D. Salinger’s The Catcher in the Rye and S. E. Hinton’s The Outsiders largely contributed to the recognition of the genre. The paper mentions characteristic style choices employed by the authors of young a

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21

Gubar, Marah. "On Not Defining Children's Literature." PMLA/Publications of the Modern Language Association of America 126, no. 1 (2011): 209–16. http://dx.doi.org/10.1632/pmla.2011.126.1.209.

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As Roger Sale has wryly observed, “everyone knows what children's literature is until asked to define it” (1). The Reasons WHY this unruly subject is so hard to delimit have been well canvassed. If we define it as literature read by young people, any text could potentially count as children's literature, including Dickens novels and pornography. That seems too broad, just as defining children's literature as anything that appears on a publisher-designated children's or “young adult” list seems too narrow, since it would exclude titles that appeared before eighteenth-century booksellers such as

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22

Rivera, Lilliam. "What to Read Now: Young-Adult Lit by Latina Authors." World Literature Today 92, no. 5 (2018): 8. http://dx.doi.org/10.1353/wlt.2018.0159.

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23

Lilliam Rivera. "What to Read Now: Young-Adult Lit by Latina Authors." World Literature Today 92, no. 5 (2018): 8. http://dx.doi.org/10.7588/worllitetoda.92.5.0008.

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24

YIBRIE, DAWUD, and Haimanot Wassie. "SOCIOECONOMIC PROBLEMS OF ETHIOPIAN YOUNG ADULTS AS REFLECTED IN THREE SELECTED ETHIOPIAN YOUNG ADULT NOVELS IN ENGLISH." International Journal of Engineering Technologies and Management Research 7, no. 10 (2020): 28–65. http://dx.doi.org/10.29121/ijetmr.v7.i10.2020.767.

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The main objective of this study was to show the major socioeconomic problems of Ethiopian young adults in three selected Ethiopian young adult novels written in English. This study contends that contemporary Ethiopian young adult novels in English strongly represent contemporary socioeconomic problems of Ethiopian young adults which face in their day today activities. Eclectic approach was employed in this study so as to identify the major issues represented as challenges of young adults by using thematic analysis in the three novels, namely Breaking the Chain, Behind the Invisible Bars, and

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25

Small, Robert C. "Young Adult Literature: Some of My Favorite Books Are by Young Adult Authors and Some Are by Jane Austen." English Journal 75, no. 4 (1986): 81. http://dx.doi.org/10.2307/819388.

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26

Boyd, Ashley, and Summer Pennell. "Batteries, Big Red, and Busses: Using Critical Theory to Read for Social Class in Eleanor & Park." Study and Scrutiny: Research on Young Adult Literature 1, no. 1 (2015): 95. http://dx.doi.org/10.15763/issn.2376-5275.2015.1.1.95-124.

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In this article, the authors posit the avenue of young adult literature as an untapped resource for cultivating students’ knowledge of social theories and their recognition of societal inequities. Combining specific perspectives of social justice education and young adult literature can be a rich and engaging experience for students, as these contemporary texts afford for multiple layers of analysis.

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27

Gallo, Don. "Bold Books for Teenagers: New Books for Teenagers: New Books from Favorite Authors." English Journal 96, no. 4 (2007): 118–21. http://dx.doi.org/10.58680/ej20075778.

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“Bold Books for Teenagers” provides dynamic, informative viewpoints on important issues in publishing and teaching contemporary literature, especially literature for adolescents. Reviews of young adult literature also appear in this column.

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28

Banack, Arianna. "Columns: Telescopes: Possibilities in Yal: “Liberating Futures” through the Eyes of Diverse YAL Authors." English Journal 113, no. 3 (2024): 104–5. http://dx.doi.org/10.58680/ej20241133104.

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Bushman, John H., and Kay Parks Bushman. "Books for the Teenage Reader: New Authors, New Ideas in Young-Adult Literature." English Journal 81, no. 5 (1992): 93. http://dx.doi.org/10.2307/819908.

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30

Bushman, John H., and Kay Parks Bushman. "Books for the Teenage Reader/New Authors, New Ideas in Young-Adult Literature." English Journal 81, no. 5 (1992): 93–95. http://dx.doi.org/10.58680/ej19928076.

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31

Kelley, Averill Duane, Diantha Watts, Henry Miller, Kathleen Colantonio-Yurko, Jashaun Howard, and Nicole Johnson. "Selecting and Teaching Young Adult Literature Through Black Historical Consciousness Principles." International Journal of Multicultural Education 25, no. 3 (2023): 37–66. http://dx.doi.org/10.18251/ijme.v25i3.3833.

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In this practitioner article, we detail how American English language arts and social studies teachers can select and teach young adult literature using LaGarrett King’s Black historical consciousness framework. We provide supplemental, related research along with teaching suggestions and titles for each of the Black historical consciousness principles. We end by calling on educators to reimagine both English language arts and social studies curriculum to challenge curricular anti-Blackness and center Black authors, writings, and philosophies.

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32

Warner, Connor K., and Peterman Nora. "Leveraging #YA Twitter for Online Learning in English Language Arts." English Journal 111, no. 6 (2022): 22–29. http://dx.doi.org/10.58680/ej202231941.

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33

Buehler, Jennifer. "Care-Full Curricular Conversations: Voices of Young Adult Literature Authors in the Conversation about Censorship." English Journal 112, no. 5 (2023): 64–70. http://dx.doi.org/10.58680/ej202332423.

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In a wide-ranging Zoom discussion, a group of young adult literature authors contemplated the priorities for thinking about intellectual freedom and for talking about challenged books in the classroom.

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34

Mackey, Margaret. "Formative Young Adult Literature: Negotiating the Terms of Reading." Jeunesse: Young People, Texts, Cultures 14, no. 2 (2022): 180–95. http://dx.doi.org/10.3138/jeunesse-2022-0004.

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Joshua Landy says “formative fictions” help us fine-tune our mental capacities. This article looks at how novels for young adults may challenge readers to fine-tune their capacities as readers of more complex fiction. Three sample titles ( I Capture the Castle by Dodie Smith, The Tricksters by Margaret Mahy, and Slay by Brittney Morris) make use of character-authors to invite readers to negotiate the terms of reading. Young readers normally have extensive childhood experience in the social negotiation of the terms of make-believe games (“You be the daddy”) and can apply this expertise to the c

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Heim, Bradley, Ithai Lurie, and Kosali Simon. "Did the Affordable Care Act Young Adult Provision Affect Labor Market Outcomes? Analysis Using Tax Data." ILR Review 71, no. 5 (2017): 1154–78. http://dx.doi.org/10.1177/0019793917744176.

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Using a data set of US tax records spanning 2008 to 2013, the authors study the impact of the Affordable Care Act (ACA) young adult dependent coverage requirement on labor market–related outcomes, including measures of employment status, job characteristics, and postsecondary education. They find that the ACA provision did not result in substantial changes in labor market outcomes. Results show that employment and self-employment are not statistically significantly affected. Although some evidence supports the increased likelihood of young adults earning lower wages, not receiving fringe benef

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36

Moss, Barbara. "Young Adult Literature: Making the Common Core Text Exemplars Accessible to Middle Graders." Voices from the Middle 20, no. 4 (2013): 43–46. http://dx.doi.org/10.58680/vm201323625.

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This column provides an overview of the Common Core text exemplars and gives examples of ways teachers can group text exemplars and other trade books in ways that will support middle graders’ understanding of complex texts. Building background by supplementing text exemplars with other titles is particularly emphasized. Suggestions for grouping exemplars and other books on topics like the Great Depression, slavery, art, and architecture are provided.— Classic books by authors like Virginia Hamilton, Walt Whitman, and Frederick Douglass are featured, as are more contemporary titles by authors l

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37

Snoj, Janž, and Joanna Bielak. "Polska literatura dla dzieci i młodzieży w przekładach na język słoweński." Paidia i Literatura, no. 3 (December 30, 2021): 1–16. http://dx.doi.org/10.31261/pil.2021.03.08.

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The article discusses the translation of Polish children’s and young adult literature into Slovenian from the beginning to the present day. The first part includes a statistical overview of all Slovenian translations of Polish works for children and young adults published in book form between 1912 and 2020. The overview provides information on the dynamics of translations, the most translated authors and works, and the most prominent translators. The second part focuses on the young adult bestseller W pustyni i w puszczy [In Desert and Wilderness] by Henryk Sienkiewicz, which is the most popul

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38

Latrobe, Kathy Howard. "Ten English Authors for Young Adults." World Literature Today 79, no. 1 (2005): 69. http://dx.doi.org/10.2307/40158789.

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Latrobe, Kathy, and Trisha Hutcherson. "An Introduction to Ten Outstanding Young-Adult Authors in the United States." World Literature Today 76, no. 3/4 (2002): 68. http://dx.doi.org/10.2307/40157594.

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Olan, Elsie L., and Kia Jane Richmond. "Conversations, Connections, and Culturally Responsive Teaching: Young Adult Literature in the English Methods Class." English Leadership Quarterly 39, no. 2 (2016): 11–15. http://dx.doi.org/10.58680/elq201628780.

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The authors’ research shows that preservice teachers can develop more confidence and make more meaningful culturally responsive connections with texts and with their secondary students if they use young adult literature in methods courses.

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Olan, Elsie Lindy, and Kia Jane Richmond. "Narrative of Deficit and Authentic Portrayals of Mental Illness and Cultural Sensitivities in Young Adult Literature." Study & Scrutiny: Research on Young Adult Literature 6, no. 1 (2023): 21–46. http://dx.doi.org/10.15763/issn.2376-5275.2023.6.1.21-46.

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This article sheds light on the narrative of deficit that often surrounds characters who have mental illness in young adult literary novels (YAL) and critiques the manner in which that narrative perpetuates the stigma of mental illnesses such as depression, anxiety, post-traumatic stress disorder, and/or obsessive-compulsive disorder. We focus on two 21st century young adult novels whose characters are accurately depicted as having mental illness and whose authors authentically share the characters’ successes and struggles as well as the impact of their mental illness symptoms on family, frien

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42

Boyd, Ashley, and Summer Melody Pennell. "Batteries, Big Red, and Busses." Study & Scrutiny: Research on Young Adult Literature 7, no. 1 (2025): 185–206. https://doi.org/10.15763/issn.2376-5275.2025.7.1.185-206.

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In this article, a reprint from S&S 1.1, the authors posit the avenue of young adult literature as an untapped resource for cultivating students’ knowledge of social theories and their recognition of societal inequities. Combining specific perspectives of social justice education and young adult literature can be a rich and engaging experience for students, as these contemporary texts afford for multiple layers of analysis. To learn more of the context supporting this work, read Terri Suico’s interview with Ashley Boyd in this issue.

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43

McLaughlin, Maureen, and Alexandra Gibb-Lucas. "Teaching the Common Core: Responding to Young Adult Literature: A Motivational Perspective." Voices from the Middle 23, no. 4 (2016): 78–83. http://dx.doi.org/10.58680/vm201628577.

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This article discusses motivating young students to respond to literature in creative ways. The authors begin by describing how motivation influences readers and—how teaching students to use multiple representations of thinking can motivate them to read. Next, they present four performance projects in which middle level—students readily engage: first-person author studies, form poems, lyric summaries, and transmediations. They then detail each project and provide classroom—examples to support its use. Student examples throughout the article are based on both classic and contemporary young adul

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Green, Matthew, Tom Dobson, and Charlotte Haines Lyon. "“Student voice is not as important compared to teachers/adults”: towards critical capacity building for school-based youth participatory action research." Quality Education for All 2, no. 2 (2025): 41–57. https://doi.org/10.1108/qea-07-2024-0063.

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Purpose The past 30 years has seen an increase in the use of youth participatory action research (YPAR), but research into YPAR is, paradoxically, adult-centric, with adult-led capacity building (Cullen and Walsh, 2020). The purpose of this study is to compare young people’s perspectives of YPAR outcomes to those identified in adult-centric research and articulate the potential of youth-led capacity building to improve YPAR processes and research outputs. Design/methodology/approach Working alongside young people undertaking YPAR in a secondary school, the authors use qualitative methods – foc

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Sams, Brandon L., and Mike P. Cook. "(Un)Sanctioned: young adult literature as meaningful sponsor for writing teacher education." English Teaching: Practice & Critique 18, no. 1 (2019): 70–84. http://dx.doi.org/10.1108/etpc-06-2018-0065.

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Purpose The purpose of this paper is to examine youth literacy and writing practices in select, contemporary young adult literature (YAL), especially how and why literate activity is sponsored, negotiated or occluded by teachers and schools. Design/methodology/approach The authors position young adult fiction as case studies of youth composing in and out of school. Drawing on Stake's (1995) features of case study research in education, the authors present readings of Gabi, a Girl in Pieces by Isabel Quintero and The Vigilante Poets of Selwyn Academy by Kate Hattemer that highlight particular p

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Hayn, Judith A., Karina R. Clemmons, and Heather A. Olvey. "Fostering Inclusion of Disabled Youth through Young Adult Literature: Action Research with Wonder." Study and Scrutiny: Research on Young Adult Literature 1, no. 2 (2016): 64. http://dx.doi.org/10.15763/issn.2376-5275.2015.1.2.64-78.

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It is imperative that we insist that meaningful inclusion of students with disabilities is an issue upon which schools, administrators, and teachers must continue to improve. The authors believe that secondary classrooms are excellent platforms to discuss issues of disability in an attempt to bridge students to the place of empathy and understanding. This study shows that exposing preservice teachers to literature about people with disabilities has the potential to transform their practice.

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Houle, Jason N., and Fenaba R. Addo. "Racial Disparities in Student Debt and the Reproduction of the Fragile Black Middle Class." Sociology of Race and Ethnicity 5, no. 4 (2018): 562–77. http://dx.doi.org/10.1177/2332649218790989.

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A nascent literature recognizes that student loan debt is racialized and disproportionately affects youth of color, especially black youth. In this study, the authors expand on this research and ask whether black-white disparities in student debt persist, decline, or increase across the early adult life course, examine possible mechanisms for changes in racial disparities in student debt across early adulthood, and ask whether racial disparities in student debt contribute to black-white wealth inequality among a recent cohort of college-going young adults. The authors address these questions u

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Bickford, John H., and Megan Lindsay. "Franklin Delano Roosevelt’s historical representation within children’s and young adult literature." Social Studies Research and Practice 12, no. 2 (2017): 125–38. http://dx.doi.org/10.1108/ssrp-04-2017-0012.

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Purpose Education initiatives require substantive changes for history, social studies, English, and language arts teachers of any grade level. History and social studies teachers are to integrate multiple texts from diverse perspectives, which increases teachers’ uses of trade books and primary sources; English and language arts teachers are to spend half their allotted time on non-fiction topics, which enhances the position of historical content. The compulsory changes are not accompanied with ready-made curricula. Trade books are a logical starting point for teachers inexperienced with the n

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Crowe, Chris. "Young Adult Literature: 1999 Honor List: New Forms and Formats by Ken Donelson and Alleen Pace Nilsen." English Journal 90, no. 2 (2000): 150–55. http://dx.doi.org/10.58680/ej2000683.

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Sands-O'Connor, Karen. "Is Puffin a Plus for Diversity in Young Adult Literature? The Move from Peacock to Puffin Plus." International Journal of Young Adult Literature 4, no. 1 (2023): 1–21. http://dx.doi.org/10.24877/ijyal.123.

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From 1981 to 1994, Penguin Books published literature for young adults under the ‘Puffin Plus’ imprint. Although Penguin had been publishing young adult literature since 1962, through its ‘Peacock’ imprint, Puffin Plus’s editors tried to radically alter the way that books for teenagers were selected and marketed in order to increase their readership. But while Puffin Plus editors attempted to connect with readers through covers that mimicked magazine and advertising techniques, they ignored contemporary teens’ political activism and interest in the cultures and lifestyles of their peers. This

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