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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.
When Loss Gets Personal considers how secondary English language
arts teachers and teacher educators can sensitively and
thoughtfully teach pieces of literature in their classrooms in
which death is a significant, if not central, aspect of the texts.
Death is something that affects all people young and old, yet it is
rarely discussed openly in classrooms despite its prevalence in
texts read in ELA classrooms. Whether it is canonical or
contemporary literature, middle grades or young adult literature,
fiction, nonfiction, or graphic novels, literature provides a
vehicle to have difficult but needed conversations about personal
deaths such as cancer, accidents, suicide, etc. Each chapter in
this book focuses on 1-2 texts and provides practical activities
that ask students to engage with the loss through writing
assignments, projects, activities, and discussion prompts in order
to build empathy, understanding, and develop critically-minded and
engaged students. When Loss Gets Personal will be of interest to
English language arts teachers, teacher educators, librarians, and
scholars who wish to explore with their students the complex
emotions that revolve around discussing deaths that occur in
literature.
When Loss Gets Personal considers how secondary English language
arts teachers and teacher educators can sensitively and
thoughtfully teach pieces of literature in their classrooms in
which death is a significant, if not central, aspect of the texts.
Death is something that affects all people young and old, yet it is
rarely discussed openly in classrooms despite its prevalence in
texts read in ELA classrooms. Whether it is canonical or
contemporary literature, middle grades or young adult literature,
fiction, nonfiction, or graphic novels, literature provides a
vehicle to have difficult but needed conversations about personal
deaths such as cancer, accidents, suicide, etc. Each chapter in
this book focuses on 1-2 texts and provides practical activities
that ask students to engage with the loss through writing
assignments, projects, activities, and discussion prompts in order
to build empathy, understanding, and develop critically-minded and
engaged students. When Loss Gets Personal will be of interest to
English language arts teachers, teacher educators, librarians, and
scholars who wish to explore with their students the complex
emotions that revolve around discussing deaths that occur in
literature.
Moving Beyond Personal Loss to Societal Grieving considers how
secondary English language arts teachers and teacher educators can
sensitively and thoughtfully teach pieces of literature in their
classrooms in which large-scale deaths are a significant, if not
central, aspect of the texts. As mass shootings and violence
against black and brown bodies increase, and issues such as AIDS,
war, and genocide remain important to discuss as part of a shared,
critical, and social consciousness, this book provides resources
for educators to directly tackle and discuss these topics through
the texts they read in their ELA classrooms. Whether it is
canonical or contemporary literature, middle grades or young adult
literature, fiction, nonfiction, or graphic novels, literature
provides a vehicle to have these difficult but needed conversations
about not only the personal but social effects of death and grief
in our society. Each chapter in this book focuses on 1-2 texts and
provides practical activities that ask students to engage with
death, dying, and loss through writing assignments, projects,
activities, and discussion prompts in order to build empathy,
understanding, and develop critically-minded and engaged students.
Moving Beyond Personal Loss to Societal Grieving will be of
interest to English language arts teachers, teacher educators,
librarians, and scholars who wish to explore with their students
the complex emotions that revolve around discussing deaths that
occur in literature.
Moving Beyond Personal Loss to Societal Grieving considers how
secondary English language arts teachers and teacher educators can
sensitively and thoughtfully teach pieces of literature in their
classrooms in which large-scale deaths are a significant, if not
central, aspect of the texts. As mass shootings and violence
against black and brown bodies increase, and issues such as AIDS,
war, and genocide remain important to discuss as part of a shared,
critical, and social consciousness, this book provides resources
for educators to directly tackle and discuss these topics through
the texts they read in their ELA classrooms. Whether it is
canonical or contemporary literature, middle grades or young adult
literature, fiction, nonfiction, or graphic novels, literature
provides a vehicle to have these difficult but needed conversations
about not only the personal but social effects of death and grief
in our society. Each chapter in this book focuses on 1-2 texts and
provides practical activities that ask students to engage with
death, dying, and loss through writing assignments, projects,
activities, and discussion prompts in order to build empathy,
understanding, and develop critically-minded and engaged students.
Moving Beyond Personal Loss to Societal Grieving will be of
interest to English language arts teachers, teacher educators,
librarians, and scholars who wish to explore with their students
the complex emotions that revolve around discussing deaths that
occur in literature.
Technology and multimodal texts must be included as part of the
literacies we teach in 21st century schools. Implementing multiple
modes of literacy requires that teachers shift their focus toward
multiple genres and modes of text. This shift to the visual
requires that teachers consider how students read images in the
classroom, address visual literacy, and engage students in
constructing visual texts. Students already live and communicate in
a virtual world connected by expansive networks, and many also read
young adult literature. Given this, researchers and practitioners
in the field examine ways texts written for students can be
combined with digital tools to craft more critical conversations
around literary response and digital media consumption and
production. This book explores ways adolescents read, engage, and
construct meaning within the world around them and examines how
teachers can leverage the use of young adult literature with
digital practices within their classrooms.
This book considers the practical intersection between digital
media and young adult texts. In these books, teachers and teacher
educators offer practical examples for engaging students with
crafting critical responses to young adult literature through
digital spaces. It examines how teachers can use these spaces to
help students encounter, evaluate, and engage in the world in which
they live. Young adult literature offers a vehicle through which
students can discuss and explore the world in a more removed
manner, while digital media offers a paradigm for helping students
craft multimodal responses that extend beyond the traditional
literary essay. This intersection asks teachers to consider how
they are asking students to interact with the texts they read. It
asks them to invite students to enter and contribute to broader
conversations through the production of their own texts. This book
illustrates pedagogical principles in practice, showing what is
possible in literature study in classrooms.
Technology and multimodal texts must be included as part of the
literacies we teach in 21st century schools. Implementing multiple
modes of literacy requires that teachers shift their focus toward
multiple genres and modes of text. This shift to the visual
requires that teachers consider how students read images in the
classroom, address visual literacy, and engage students in
constructing visual texts. Students already live and communicate in
a virtual world connected by expansive networks, and many also read
young adult literature. Given this, researchers and practitioners
in the field examine ways texts written for students can be
combined with digital tools to craft more critical conversations
around literary response and digital media consumption and
production. This book explores ways adolescents read, engage, and
construct meaning within the world around them and examines how
teachers can leverage the use of young adult literature with
digital practices within their classrooms.
This book considers the practical intersection between digital
media and young adult texts. In these books, teachers and teacher
educators offer practical examples for engaging students with
crafting critical responses to young adult literature through
digital spaces. It examines how teachers can use these spaces to
help students encounter, evaluate, and engage in the world in which
they live. Young adult literature offers a vehicle through which
students can discuss and explore the world in a more removed
manner, while digital media offers a paradigm for helping students
craft multimodal responses that extend beyond the traditional
literary essay. This intersection asks teachers to consider how
they are asking students to interact with the texts they read. It
asks them to invite students to enter and contribute to broader
conversations through the production of their own texts. This book
illustrates pedagogical principles in practice, showing what is
possible in literature study in classrooms.
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.
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