First published in 1986. Routledge is an imprint of Taylor & Francis, an informa company.

In 1995, George Haggerty and Bonnie Zimmerman's landmark volume Professions of Desire: Lesbian and Gay Studies in Literature-followed by William Spurlin's Lesbian and Gay Studies and the Teaching of English (2000)-began addressing the esoteric discussions complicating the intersections among gender, sexuality, and other identity constructs within the English classroom. Given the perpetuation of heteronormativity in the educational system, Haggerty encourages instructors to help LGBT students "learn about the politics of oppression in their own lives as well as in the cultural context that, after all, determines what they mean when they call themselves lesbian or gay." Approaches to Teaching LGBT Literature is designed to help teachers address what it means to teach LGBT literature. How can pre-service teacher educators prepare their students to teach LGBT literature? How should teachers introduce different bodies of students to these texts? Those interested in starting LGBT-themed courses and/or thinking about how LGBT literatures might fit into the broader undergraduate curriculum will benefit from this scholarship addressing the history and evolution of LGBT literature courses in different contexts and providing a diverse set of example courses, projects, and activities that would help an array of faculty to implement such courses on their campuses.

Writing Youth: Young Adult Fiction as Literacy Sponsorship shows how many young adult novels model for young people ways to manage the various media tools that surround them. Jonathan Alexander examines not only young adult texts and their media ecologies but also young people's multiliterate media making in response to their favorite texts and stories. As such, this book will be of interest to anyone concerned about young people's literacies and the relationship between literacy development and the culture industries.

Where others have explored the teaching of LGBTQ literature courses, Curricular Innovations: LGBTQ Literatures and the New English Studies explores the impact that queer writers and their works are having across the broader undergraduate curriculum of English departments, as well as beyond those department spaces. While courses that focus on queer texts provide more space for students to think about the complexities of queer lives, this book breaks out of the specialized LGBTQ classroom to consider how we might also restructure and reframe a diverse set of undergraduate courses by paying attention to the contributions that LGBTQ writers make. Beyond simply including a text or two to represent "difference," contributors to this volume take a more structural approach in order to demonstrate ways of theming or designing courses around language, desire, and sexuality. They also demonstrate what happens when queer texts are given freedom to shape other classroom spaces, discussions, and reading/writing practices. This collection offers a practical intervention into conversations about the purposes and places of LGBTQ literatures by making good on the challenges that queer theories have posed to higher education over the last forty years.