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Articles 1 - 8 of 8
Full-Text Articles in Education
Fictional Escapism And Identity Formation: A Duoethnographic Exploration Of Stories And Adolescent Development, Cammie J. Lawton, Leia K. Cain
Fictional Escapism And Identity Formation: A Duoethnographic Exploration Of Stories And Adolescent Development, Cammie J. Lawton, Leia K. Cain
The Qualitative Report
Young Adult Literature has often been utilized to explore reader responses especially in attention to how fiction provides space to explore identity and one’s place within a larger societal context. In this duoethnography, we explored the importance of children and young adult literature’s influence on our own identity development. We share our primary findings that highlight the ways reading stories has provided escape, space for self-discovery and questioning, as well as pathways of learning to cultivate empathy and work towards social justice. We agree with Ellis’s (2014) argument that storytellers must share stories in a way that makes lessons or …
Young Adult And Canonical Literature Instruction In The High School Classroom: Assessing Students’ Reading Interest, Alexis Yang
Young Adult And Canonical Literature Instruction In The High School Classroom: Assessing Students’ Reading Interest, Alexis Yang
Binghamton University Undergraduate Journal
In the high school English classroom, classic novels are taught as cornerstones of the curriculum. Although these canonical works such as To Kill a Mockingbird (1960) and The Adventures of Tom Sawyer (1876) are revered for their literary merit, students often find them boring and skim through the readings or decline to read altogether. Young adult literature (YAL), a genre written for teens, may be an effective genre to teach in high school to boost students’ reading interest. This study aims to determine how teaching young adult literature in the high school classroom, as opposed to canonical works, might affect …
The 2020-2021 Whippoorwill Award: Redefining And Reconsidering What Counts As Rural Ya Literature, Kate E. Kedley, Devon Brenner, Chea L. Parton, Karen Eppley, Nick Kleese, Jennifer Sanders, Stephanie Short
The 2020-2021 Whippoorwill Award: Redefining And Reconsidering What Counts As Rural Ya Literature, Kate E. Kedley, Devon Brenner, Chea L. Parton, Karen Eppley, Nick Kleese, Jennifer Sanders, Stephanie Short
The Rural Educator
No abstract provided.
Teaching Activism: The Feminist Pedagogical Possibilities Of Why We Fly, Miranda M. Findlay
Teaching Activism: The Feminist Pedagogical Possibilities Of Why We Fly, Miranda M. Findlay
Beyond the Margins: A Journal of Graduate Literary Scholarship
Young adult fiction possesses the pedagogical power to educate young readers about activism, and more recently, authors of the genre have answered the call from young aspiring activists to deliver narratives that are reflective of and relevant to their own lives and communities. Published in October of 2021, the novel Why We Fly illustrates the complexities of participating in social justice activism while also providing entertaining and inspiring characters. In honor of Colin Kaepernick, authors Kimberly Jones and Gilly Segal craft the fictional hero Cody Knight who encourages the text’s young protagonists to look at the world around them to …
Literacy In Place: Creating Community By Reading And Writing Rural Stories, Chea L. Parton
Literacy In Place: Creating Community By Reading And Writing Rural Stories, Chea L. Parton
The Rural Educator
No abstract provided.
Integrating Social And Emotional Learning Into Language Arts Classrooms Through Diverse Young Adult Literature, Rachael Schmidt
Integrating Social And Emotional Learning Into Language Arts Classrooms Through Diverse Young Adult Literature, Rachael Schmidt
Honors Projects
This paper discusses the growing integration of social and emotional learning (SEL) in high schools. The project provides an explanation of why SEL should be integrated into classroom instruction, specifically focusing on the language arts classroom. The included teaching guide provides six lessons for integrating SEL in the language arts classroom using diverse young adult literature.
Responding To Literature Through Student–Author Interviews: Eighth-Grade Students Challenge Chris Crowe’S Mississippi Trial, 1955, Danielle L. Defauw, Chris Crowe, Christine Burnett
Responding To Literature Through Student–Author Interviews: Eighth-Grade Students Challenge Chris Crowe’S Mississippi Trial, 1955, Danielle L. Defauw, Chris Crowe, Christine Burnett
Reading Horizons: A Journal of Literacy and Language Arts
This study explores virtual, student–author interviews eighth-grade students led with Chris Crowe in response to his young adult novel Mississippi Trial, 1955. The opportunity to interview the author motivated students to read the novel. Through their text-world development, students connected with the fictional and nonfictional characters, Hiram Hillburn and Emmett Till, respectively. Through their critical reader-responses, students sought truth about Emmett Till’s case as they questioned Crowe about the choices he made as an author and researcher, which supported students’ understanding of character development and historical significance of Emmett Till’s case. Crowe’s answers to the students’ critical questions were …
Who’S ‘Ere?: Identifying And Addressing Rural Erasure In Ela Classrooms, Chea L. Parton
Who’S ‘Ere?: Identifying And Addressing Rural Erasure In Ela Classrooms, Chea L. Parton
Virginia English Journal
This article briefly discusses research on the role of rural out-migrant ELA teachers' place-connected identities on rural erasure through text selection and instructional practice. Based on the research findings, it provides resources such as an equity audit for course syllabi and classroom libraries as well as tools for finding and selecting rural young adult literature to combat rural erasure and support teachers' inclusion of critical rural perspectives in their teaching.