In this article, we describe findings from a discourse community created for parents to discuss potentially controversial young adult literature. Focusing on participants' reactions to "All American Boys," the study explores how parents responded to issues of racism in the United States and investigates how participants conceived of the…

What might happen if teachers instruct youth directly about historically situated views of adolescence? This 10-week qualitative study examines what happened when a Black Jamaican English teacher instructed Black and Latino seniors in AP English about adolescence as a construct and guided them to apply this sociocultural lens of youth to texts in…

The #MeToo and Time's Up movements have each cast light on the prevalence of sexual harassment in a variety of media industries. In this piece, I reflect on a college YAL seminar in which my students read Sherman Alexie's "The Absolutely True Diary of a Part-Time Indian." The class discussion quickly became focused on Alexie himself and…

Discussions of urban fiction and multicultural literature hold great potential for transforming the practice of beginning English teachers in diverse school settings. In this article, the authors, both teacher educators of color, present two case studies of preparing middle- and secondary-level English educators from a diversities perspective.…

This qualitative study reveals the ways in which reading and reflecting on two counter-narrative young adult novels fostered opportunities for preservice English teachers to think more acutely about their understandings of race within and beyond the text. Participants expressed feelings of empathy with and connection to characters whose cultural…

A critical reflection of the efficacy of my teaching and the pedagogies I embody is potentially important because under the continual threat of "No Child Left Behind" and some research that may devalue qualitative research, I want to support my students in their efforts, while offering them a well-rounded understanding of different pedagogies and…

The author responds to criticism of his research made in the previous article. Concludes that his critic misread his research findings. (FL)

Analyzes some two dozen course outlines and syllabi for courses in adolescent literature taught around the country. (DD)

Comments on a survey conducted by R. Abrahamson concerning the content of syllabi for young adult literature courses in various colleges. Argues that the study as well as the pedagogy of adolescent literature deserves attention. (FL)

Cites four necessary components of college courses on adolescent literature: (1) advocating book talks and oral readings as motivation devices; (2) providing review sources and selection aids; (3) discussing ways of using nonbook materials, such as filmstrips and records; and (4) discussing teaching strategies for particular books and types of…

Based on a survey of the reading background of students enrolled in a college freshman composition course, the author questions the adolescent reading list compiled by G. Robert Carlsen. (HOD)

Notes that the National Council of Teachers of English's "Guidelines for the Preparation of Teachers of English Language Arts" (1996) encourages institutions of higher education to prepare teachers who are knowledgeable about "contemporary children's and young adult literature, and other appropriate literature written specifically for the age and…

A survey of the course content, reading lists, assignments, and grading procedures used in 63 adolescent literature courses across the country. (RL)

Reviews the historical development of contemporary literature for adolescents, and its use by English teachers, during the first quarter of the twentieth century. Draws several conclusions useful in helping teachers determine general educational principles valid in varying circumstances. (AEA)

Provides a list of more than 100 titles of young adult books which beginning English teachers should read, describes the stages of adolescent reading, and urges teachers to present literature as a vision of life. (DD)