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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.
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.
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.
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