The treasure of the Black experience at a Historically Black College/University (HBCU) is that it offers a personal and intimate experience rooted in Black heritage that cannot be found at other institutions. On campus, face-to-face instruction and activities focused on addressing issues that plague the Black community are paramount. This provides students with small classroom environments and the personal support from administrators, faculty, and staff. In March 2020, the Black experience was interrupted when a global pandemic forced governors to declare states of emergencies and mandate stay-at-home orders. The stay-at-home orders forced universities to transition into fully remote environments. Doing so heightened an array of emotions compounded by the reality of previously recognized disparities in resources and funding amongst higher education institutions. As a result of this abrupt transformation, the HBCU experience was impacted by positive and negative implications for Black people at the campus, local, state, and national levels. The Black Experience and Navigating Higher Education Through a Virtual World explores the reality of the Black experience from various perspectives involving higher education institutions with a focus on HBCUs. The book provides an overview and analysis of a virtual experience that goes beyond the day-to-day technological implications and exposes innovative ideas and ways of navigating students and faculty through a remote world. It focuses on heightening the awareness of disparities through the Black experience in a virtual environment, provides guidance on transitioning to fully remote environments, examines leadership dynamics in virtual environments, analyzes mental health balance, and examines implications on the digital divide. Covering topics such as online course delivery, self-health, and social justice, this book is essential for graduate students, academicians, diversity officers in the academy, professors, and researchers.

This is the third book in a three volume series celebrating and examining about the work of 11 of the most prominent African American authors since 2000. The eleven identified authors are Andrea Davis Pinkney, Coe Booth, Sheila P. Moses, Kwame Alexander, Kekla Magoon, Jason Reynolds, Varian Johnson, Renee Watson, Tiffany D. Jackson, Nnedi Okorafor, and Lamar Giles. These authors build on the work of the authors in books two and three. The chapter authors-librarians and established and emerging scholars in the field of young adult literature--survey the work of each author, their accolades, and how audiences responded to their work. Each chapter highlights a single work and discusses how it might be taught in a classroom with a focus on introductory, during, and concluding activities for individuals, small groups and the whole class. This volume is a resource for classroom teachers, teacher educators, reading specialists, librarians, and other educators who study, research, and read young adult literature. Even more importantly it can be resource for students who read and study these authors at the secondary and collegiate level. This is especially true when the current moment in the U. S. shows facing anew concerns of voting rights and discussion of how and when Critical Race Theory or any discussion of Race might take place in a classroom.

This is the third book in a three volume series celebrating and examining about the work of 11 of the most prominent African American authors since 2000. The eleven identified authors are Andrea Davis Pinkney, Coe Booth, Sheila P. Moses, Kwame Alexander, Kekla Magoon, Jason Reynolds, Varian Johnson, Renee Watson, Tiffany D. Jackson, Nnedi Okorafor, and Lamar Giles. These authors build on the work of the authors in books two and three. The chapter authors-librarians and established and emerging scholars in the field of young adult literature--survey the work of each author, their accolades, and how audiences responded to their work. Each chapter highlights a single work and discusses how it might be taught in a classroom with a focus on introductory, during, and concluding activities for individuals, small groups and the whole class. This volume is a resource for classroom teachers, teacher educators, reading specialists, librarians, and other educators who study, research, and read young adult literature. Even more importantly it can be resource for students who read and study these authors at the secondary and collegiate level. This is especially true when the current moment in the U. S. shows facing anew concerns of voting rights and discussion of how and when Critical Race Theory or any discussion of Race might take place in a classroom.

This volume focuses on a group of authors who began writing in the late 1980s. This group consists of eight authors who expanded the foundation and built a critical reputation that garnered a variety of nominations and awards. These authors are: Rita Williams-Garcia, Jacqueline Woodson, Angela Johnson, Nikki Grimes, Sharon Draper, Christopher Paul Curtis, and Sharon G. Flake, and Jewel Parker Rhodes. This volume has a chapter for each of these eight authors that focuses on their critical reception as authors, then discusses in some detail a single representative work, and, finally offers classroom activities for individual, small group, and whole class activities that will engage students in the work discussed.

This volume focuses on a group of authors who began writing in the late 1980s. This group consists of eight authors who expanded the foundation and built a critical reputation that garnered a variety of nominations and awards. These authors are: Rita Williams-Garcia, Jacqueline Woodson, Angela Johnson, Nikki Grimes, Sharon Draper, Christopher Paul Curtis, and Sharon G. Flake, and Jewel Parker Rhodes. This volume has a chapter for each of these eight authors that focuses on their critical reception as authors, then discusses in some detail a single representative work, and, finally offers classroom activities for individual, small group, and whole class activities that will engage students in the work discussed.

This first book in a three volume series celebrates and examines the work of four African American authors of young adult literature. They are Virginia Hamilton, Julius Lester, Walter Dean Myers, and Mildred D. Taylor; they serve as the foundation of young adult literature and provide robust stories that center and illuminate African American youth. In addition, this volume also examines the role of the Coretta Scott King Award in promoting access and visibility to authors and illustrators who shine a spotlight on African American youth and society. The chapter authors--librarians and established and emerging scholars in the field of young adult literature--survey the work of Hamilton, Lester, Myers, or Taylor; their accolades; and how audiences initially responded to their work. Each chapter highlights a single work and discusses how it might be taught, providing pre, during, and post reading activities or, in some cases, individual, small group, or whole class activities. This volume is a resource for classroom teachers, teacher educators, reading specialists, librarians, and other educators who study, research, and read young adult literature. This first volume supplements studies in the foundations of African American authors of young adult literature and explorations of critical works by these authors.

The treasure of the Black experience at a Historically Black College/University (HBCU) is that it offers a personal and intimate experience rooted in Black heritage that cannot be found at other institutions. On campus, face-to-face instruction and activities focused on addressing issues that plague the Black community are paramount. This provides students with small classroom environments and the personal support from administrators, faculty, and staff. In March 2020, the Black experience was interrupted when a global pandemic forced governors to declare states of emergencies and mandate stay-at-home orders. The stay-at-home orders forced universities to transition into fully remote environments. Doing so heightened an array of emotions compounded by the reality of previously recognized disparities in resources and funding amongst higher education institutions. As a result of this abrupt transformation, the HBCU experience was impacted by positive and negative implications for Black people at the campus, local, state, and national levels. The Black Experience and Navigating Higher Education Through a Virtual World explores the reality of the Black experience from various perspectives involving higher education institutions with a focus on HBCUs. The book provides an overview and analysis of a virtual experience that goes beyond the day-to-day technological implications and exposes innovative ideas and ways of navigating students and faculty through a remote world. It focuses on heightening the awareness of disparities through the Black experience in a virtual environment, provides guidance on transitioning to fully remote environments, examines leadership dynamics in virtual environments, analyzes mental health balance, and examines implications on the digital divide. Covering topics such as online course delivery, self-health, and social justice, this book is essential for graduate students, academicians, diversity officers in the academy, professors, and researchers.

This first book in a three volume series celebrates and examines the work of four African American authors of young adult literature. They are Virginia Hamilton, Julius Lester, Walter Dean Myers, and Mildred D. Taylor; they serve as the foundation of young adult literature and provide robust stories that center and illuminate African American youth. In addition, this volume also examines the role of the Coretta Scott King Award in promoting access and visibility to authors and illustrators who shine a spotlight on African American youth and society. The chapter authors--librarians and established and emerging scholars in the field of young adult literature--survey the work of Hamilton, Lester, Myers, or Taylor; their accolades; and how audiences initially responded to their work. Each chapter highlights a single work and discusses how it might be taught, providing pre, during, and post reading activities or, in some cases, individual, small group, or whole class activities. This volume is a resource for classroom teachers, teacher educators, reading specialists, librarians, and other educators who study, research, and read young adult literature. This first volume supplements studies in the foundations of African American authors of young adult literature and explorations of critical works by these authors.