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Journal articles on the topic 'Young adult readers'
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1
Crowe, Chris. "Young Adult Literature: Rescuing Reluctant Readers." English Journal 88, no. 5 (May 1999): 113. http://dx.doi.org/10.2307/821799.
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Neira-Piñeiro, María del Rosario. "Children as Implied Readers in Poetry Picturebooks: The Adaptation of Adult Poetry for Young Readers." International Research in Children's Literature 9, no. 1 (July 2016): 1–19. http://dx.doi.org/10.3366/ircl.2016.0179.
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This article analyses Spanish poetry picturebooks for children and young adult readers based on adult poetry. It argues that the main changes that occur in the adaptation process involve the paratexts and literary communication, while the pictures play a prominent role in the creation of the new implied reader. The illustrations transform the original poems in many ways: they can describe, represent the poetic voice, add a story, introduce visual imagery or guide interpretation among other things. Finally, the article examines the pedagogical implications of these picturebooks and argues that they are a good resource for literary education, as they make great literature more attractive and accessible for children and young adults.
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Retnani, Yacine, and Pauline Dod. "Children and Young Adult Readers in Morocco." Publishing Research Quarterly 26, no. 3 (July 27, 2010): 202–9. http://dx.doi.org/10.1007/s12109-010-9168-1.
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Kurvers, Jeanne. "De Analfabetische Blik en de Geletterde Bril." Taal en bewustzijn 68 (January 1, 2002): 9–26. http://dx.doi.org/10.1075/ttwia.68.02kur.
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Until recently, studies about adults' metalinguistic knowledge nearly always dealt with adult readers. Since explanations about the development of children's metalinguistic knowledge are not conclusive about the influence of either (language) development or experience with written language. Adult illiterates form a nice test case for these contrasting hypotheses, since they are both experienced language users and inexperienced in the written code. Therefore, a research project was carried out to compare the metalinguistic knowledge of adult illiterates with another group of non-readers (young children) and with low-educated adult readers. The research project was carried out with 24 young pre-readers, 25 adult (true) illiterates and 23 adult readers with about four years of schooling. All groups were offered different tests of metalinguistic awareness on the phonological, lexical/semantic and discourse-level of language. Analysis of variance and posthoc analyses showed that, on the whole, there were hardly any differences between young children and all adults in the knowledge of linguistic entities (favouring the developmental hypotheses) while there were many significant differences between the no-nreaders on the one hand (both children and adults) and low-educated literates on the other hand. It is concluded that experience with writing systems plays a major role in triggering metalinguistic knowledge.
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Leu, Shwuyi. "Exploring Bicultural Experiences: Responding to a Chinese American Young Adult Novel." Language and Literacy 12, no. 1 (October 16, 2010): 57. http://dx.doi.org/10.20360/g2mw2s.
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Reading and responding to ethnic literature that is reflective of one’s own experiences often has significant value for the younger members of the parallel cultures. This paper reports the results of the responses of young adult and adult Asian and Asian American readers to a Chinese American young adult novel set in the 1920’s. The findings suggest that (1) cultural background played a major role in reader response, (2) cross-cultural reading responses revealed readers’ ethnic identity development, especially when dealing with between-world situations, and (3) Chinese Americans continue to experience racial discrimination today. Implications for educators include the importance of critical literacy and the inclusion of multiethnic literature in the K-12 curriculum.
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Kurvers, Jeanne, Roeland Van Hout, and Ton Vallen. "Print awareness of adult illiterates: a comparison with young pre-readers and low-educated adult readers." Reading and Writing 22, no. 8 (May 30, 2008): 863–87. http://dx.doi.org/10.1007/s11145-008-9129-7.
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Williamson, W. John. "Review of Firmston, Stupid." Canadian Journal of Disability Studies 5, no. 4 (December 27, 2016): 227. http://dx.doi.org/10.15353/cjds.v5i4.321.
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Kim Firmton’s (2014) Stupid is ostensibly a high interest low vocabulary (hi-low) novel marketed primarily to young adult readers, and particularly to young adults who experience reading more linguistically complex texts as difficult.
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김영미. "Teaching Ecological Literacy to Young Adult Readers through Hatchet." Literature and Environment 14, no. 3 (December 2015): 7–30. http://dx.doi.org/10.36063/asle.2015.14.3.001.
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LEWIS, MARK, and LUKE RODESILER. "Special Issue: SPORTS-RELATED YOUNG ADULT LITERATURE." Study and Scrutiny: Research on Young Adult Literature 4, no. 2 (December 29, 2020): i—ix. http://dx.doi.org/10.15763/issn.2376-5275.2020.4.2.i-ix.
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Themed “Sports-Related Young Adult Literature: Society, Culture, and Politics,” this issue of Study and Scrutiny: Research on Young Adult Literature invites readers to explore the confluence of sports culture and sociopolitical issues as depicted in contemporary sports-related YAL
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Jensen, Steven. "Their whole hearts: Formative reading in the young adult classroom." International Journal of Christianity & Education 24, no. 3 (November 28, 2019): 269–83. http://dx.doi.org/10.1177/2056997119891445.
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Students in a college literature class have been formed by conflicting approaches to literary pedagogy. The Common Core Standards deemphasize formative reading in favor of close reading, post-reading analysis of literary elements. A counter-movement, with its own network of publications and workshops, emphasizes formative reading, emotional engagement, and the cultivation of adult reading habits. More grounded in reader-response theory, this approach promotes the emotional engagement and autonomy of student readers, and often makes use of young adult literature. This counter-movement, however, depends upon unspoken pre-conditions that connect it to some ancient regimes of formative reading.
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HAZLETT, LISA A., ANN MARIE SMITH, and ANITA DUBROC. "Recent Young Adult Sports Literature in Review." Study and Scrutiny: Research on Young Adult Literature 4, no. 2 (December 29, 2020): 105–7. http://dx.doi.org/10.15763/issn.2376-5275.2020.4.2.105-107.
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Readers eager to learn more about contemporary works of sports-related YAL will look forward to Lisa A. Hazlett’s review of Gut Check (Kester, 2019), Ann Marie Smith’s review of Heroine (McGinnis, 2019), and Anita Dubroc’s review of Here to Stay (Farizan, 2018).
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Sands-O’Connor, Karen. "Punk primers and reggae readers: Music and politics in British children’s literature." Global Studies of Childhood 8, no. 3 (August 6, 2018): 201–12. http://dx.doi.org/10.1177/2043610618792320.
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In the late 1970s and early 1980s, British punk and reggae artists united to fight racism throughout society. Young people embraced the ideology of these musical forms, and many wrote about and published their experiences with racism and the police, and their desire to change society. Children’s and young adults’ highly politicized writing contrasted with that of adults who wrote about punk and reggae during the 1970s and 1980s. Adult authors divorced the music from its political meaning by focusing solely on punk and reggae style, yet left the threat of police oppression to thoroughly remove any appeal to young readers. The rejection of punk and reggae ideology by mainstream adult authority was so successful that later incarnations of punk and reggae children’s books either allied the music with the authorities or turned it into commodified nostalgia.
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Saxena, Vandana. "‘Live. And remember’: History, memory and storytelling in young adult holocaust fiction." Literature & History 28, no. 2 (September 14, 2019): 156–74. http://dx.doi.org/10.1177/0306197319870380.
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Young adult fiction has emerged as a crucial pedagogical tool for Holocaust education. According to scholars and writers, it promotes empathy and also encourages the readers to become a part of the process of remembering. However, this field of storytelling also grapples with the dilemma of traumatic subject matter and its suitability for young readers. The humanist conventions of young adult fiction are often in conflict with the bleak and horrifying core of Holocaust literature. Young adult novelists have tried to deal with these problematic aspects by using multiple narrative strategies to integrate the memories of genocide and human rights abuse with the project of growth and socialisation that lies at the heart of young adult literature. This paper examines the narrative strategies that make young adult fiction an apt bearer and preserver of the traumatic past. Specifically, these strategies involve fantastical modes of storytelling, liminality and witness testimonies told to the second- and third-generation listeners. These strategies modify the humanist resolution of young adult narratives by integrating growth with collective responsibility.
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Kurvers, Jeanne. "Sapir Revisited?" Thema's en trends in de sociolinguistiek 4 70 (January 1, 2003): 121–33. http://dx.doi.org/10.1075/ttwia.70.11kur.
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Children cannot mark well word boundaries in spoken language before they are about seven years of age, although some researchers (e.g., Karmiloff-Smith et al. 1996) claim a much earlier emergence. Different explanations have been put forward for the development of word marking skills: on the one hand developmental hypotheses which claim a primary role for language development or cognitive development, on the other hand the literacy hypothesis, which claims that systematic experience with written language is crucial for the development of formal metalinguistic skills, including the skill of marking words. The developmental hypothesis predicts age differences, i.e. between young children and adults, irrespective of literacy. The literacy hypothesis predicts differences between readers and non-readers, irrespective of age. Moreover, in the developmental hypotheses, it would not matter whether word boundaries were to be marked in a language with or without skill in the written language. The literacy hypothesis was tested twice in this contribution, first by comparing sentence segmentation skills of young children, adult illiterates and adult readers. It was tested again by comparing the segmentation skills of adult readers, whose mother tongue is only known in spoken form (speakers of Tarifit) with readers who know their mother tongue both in spoken and in written form. All comparisons confirmed the literacy hypothesis that knowledge of writing influences awareness of word boundaries in spoken form.
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MARCOLINI, STEFANIA, DANIELA TRAFICANTE, PIERLUIGI ZOCCOLOTTI, and CRISTINA BURANI. "Word frequency modulates morpheme-based reading in poor and skilled Italian readers." Applied Psycholinguistics 32, no. 3 (June 1, 2011): 513–32. http://dx.doi.org/10.1017/s0142716411000191.
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ABSTRACTA previous study reported that, similar to young and adult skilled readers, Italian developmental dyslexics read pseudowords made up of a root and a derivational suffix faster and more accurately than simple pseudowords. Unlike skilled readers, only dyslexic and reading-matched younger children benefited from morphological structure in reading words aloud. In this study, we show that word frequency affects the probability of morpheme-based reading, interacting with reading ability. Young skilled readers named low- but not high-frequency morphologically complex words faster than simple words. By contrast, the advantage for morphologically complex words was present in poor readers irrespective of word frequency. Adult readers showed no facilitating effect of morphological structure. These results indicate that young readers use reading units (morphemes) that are larger than the single-grapheme grain size. It is argued that morpheme-based reading is important for obtaining reading fluency (rather than accuracy) in transparent orthographies and is useful particularly in children with limited reading ability who do not fully master whole-word processing.
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Boyarshinova, E. "Ethical Problems of Young-Adult Genre and Book Video Bloging, As Formation of a Reading Circle in Modern Youth." Scientific Research and Development. Modern Communication Studies 9, no. 1 (February 4, 2020): 27–31. http://dx.doi.org/10.12737/2587-9103-2020-27-31.
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This paper examines the history and current state of literature for teenagers. In modern criticism young-adult genre stands out in literature for adolescents. An introductory excursion into the history of the concept of “young adults” and literature for this category of readers is given. Criticism of such works is considered by video bloggers who place their clips on Youtube platform. It is analyzed whether these responses affect the book market conditions. According to the most conservative estimates, more than half of the literature published by major publishers is Young-adult books. They are read not only by teenagers, but also by adults who want to immerse themselves in their youth. The theme of Young-adult literature is serious and multifaceted. It attracted both professional authors, whose works become real literary events, and young, non-professional authors. The study of these works is important from the point of view of studying the sociology of teenage life, to understand what young people live, what problems are reflected in such works, albeit in a crooked mirror.
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Hartman, John K. "USA Today and Young-Adult Readers: Can a New-Style Newspaper Win Them Back?" Newspaper Research Journal 8, no. 2 (January 1987): 1–14. http://dx.doi.org/10.1177/073953298700800201.
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The impact of USA Today on 18-to-35-year-old readers was measured to determine if younger audience members used this paper differently than they use other dailies. The investigation included whether USA Today has had an effect on younger readers' use of other newspapers. Results suggest USA Today's approach represents the best known hope in the newspaper industry for reversing the decline in young-adult readers, and the best known way for rival editors to protect against encroachment by USA Today.
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Webb, Sarah, and Janet Fulton. "‘I want to read it in my hands’: The aesthetic attraction of independent women’s magazines." Australian Journalism Review 41, no. 2 (November 1, 2019): 273–87. http://dx.doi.org/10.1386/ajr_00011_1.
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There is a growing body of evidence suggesting that independent magazines, also known as ‘independents’, are thriving in Australia’s print media industry. As ‘maverick’ editors, owners and publishers focus more on the design and aesthetic aspects of their publications in response to changing reader expectations, there appears to be a demand for independents among female readers. In particular, young adult female readers are choosing to engage with independent women’s magazines in Australia, placing particular emphasis on the aesthetic reading experience offered by the hard-copy format. To explore this phenomenon, a survey and focus group were conducted among women aged 18‐24 years, using Blumler and Katz’s Uses and Gratifications theory as the theoretical framework. The initial survey garnered findings from 300 respondents, while the focus group consisted of six participants. One key aspect of the results is that aesthetics is central to understanding the continued appeal and use of such a medium. Other aspects include quality of content, entertainment, escape, collection and habit, and ease of use. In an age where ‘digital’ is often regarded as the norm, young adult female readers are seeking inspiration and expression from independent women’s magazines.
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Crowe, Chris. "Young Adult Literature: Dear Teachers: Please Help My Kids Become Readers." English Journal 89, no. 1 (September 1999): 139. http://dx.doi.org/10.2307/821381.
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Claunch, Beverly, and Patricia Nutt. "Young Adult Literature: Non-Readers Are Made, Not Born: 16 Ways to Turn Off a Reader." English Journal 76, no. 1 (January 1987): 84. http://dx.doi.org/10.2307/818317.
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Pavšič, Brigita. "Understanding Racism and Sexism in Harry Potter and Stuart Hall’s Model of Three Reading Positions." ELOPE: English Language Overseas Perspectives and Enquiries 4, no. 1-2 (June 16, 2007): 69–80. http://dx.doi.org/10.4312/elope.4.1-2.69-80.
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In the Harry Potter book series there are several examples of sexist and racist stereotypes which can distort children’s understanding of reality and thus cause them to adopt prejudices and inappropriate judgments. The reason for such strong impact on the young readers can be explained with the use of Stuart Hall’s encoding/decoding model that suggests three reading positions and; as a result; three different ways of understanding one and the same text. The fact that oppositional reading; which allows the reader to asses the text critically; can only be adopted by educated and well-read readers explains why adult help is needed in directing the child reader towards a correct interpretation of such deficiencies of a text and offering a grounded explanation.
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Norrick, Corinna. "Young Adult Fiction in 1980s (West) Germany The Paperback Series “Rororo Panther” (Rowohlt) “Problem-oriented Novels” for Young Adult Readers." International Journal of the Book 7, no. 2 (2010): 23–30. http://dx.doi.org/10.18848/1447-9516/cgp/v07i02/36810.
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Schwartz, Jessica Hilbun. "Book Review: The Readers’ Advisory Guide to Teen Literature." Reference & User Services Quarterly 58, no. 4 (October 25, 2019): 260. http://dx.doi.org/10.5860/rusq.58.4.7158.
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Finding the right book for the right reader at the right time is a perennial goal for librarians, particularly those who serve adolescents. Even the most seasoned teen services librarians will tell you that being a literary matchmaker is incredibly challenging. Teens can be a fickle bunch, and they are not always great at communicating their needs. Furthermore, young adult (YA) literature is a booming field, and keeping up with it can be daunting. Successful readers’ advisory for teen patrons requires knowing about teens and YA literature, as well as how to talk to teens about books. In The Readers’ Advisory Guide to Teen Literature, Angela Carstensen aims to teach librarians—both those who work directly with teens or teen materials and those who do not—the necessary knowledge to become teen readers’ advisory masters.
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Walsh, Clare. "From `Capping' to Intercision: Metaphors/Metonyms of Mind Control in the Young Adult Fiction of John Christopher and Philip Pullman." Language and Literature: International Journal of Stylistics 12, no. 3 (August 2003): 233–51. http://dx.doi.org/10.1177/09639470030123004.
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This article undertakes a comparative analysis of two trilogies written for a young adult readership: the Tripods trilogy by John Christopher (1967-8) and the His Dark Materials trilogy by Philip Pullman (1995-2000). Both trilogies can be described as science fiction/fantasy Bildungsromans which centre on attempts by adults or surrogate adult figures to thwart the rite of passage from childhood to adulthood for their young protagonists. Contrary to what one might expect, the figurative language used in the texts which comprise the trilogies comes relatively high on Goatly's cline of 'metaphoricity' (Goatly, 1997: 11), partly because of the incorporation of an `open' address in Pullman's case and partly because of the wide-ranging intertextual allusions employed by both writers. In addition, I argue that in common with other dystopian architexts both trilogies exhibit a marked tendency to blur the boundaries between the metaphorical, the metonymic and the literal and, more specifically, that the `cognitive estrangement' intrinsic to the genre of sf leads readers to interpret metaphorically objects and processes that are literal in the world(s) of the text. Finally, I conclude with the view that both Christopher and Pullman offer empowering subject positions to their young protagonists and, by extension, to their young adult readers, with the clear aim of encouraging them to move beyond the circumscribed world of childhood inexperience.
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Groenke, Susan, Stacey Reece, and Allison Varnes. "Multiple Motivations to Read Young Adult Literature in the Lives of Three African-American Middle School Males." Study and Scrutiny: Research on Young Adult Literature 1, no. 1 (May 31, 2015): 46. http://dx.doi.org/10.15763/issn.2376-5275.2015.1.1.46-94.
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In this article, we share what young adult literature three male African-American adolescent participants in this study—Tariq, Tyrell, and Tyrone—chose to read when given opportunities to choose. We also share what they had to say about the literature, about reading, and about themselves as readers. The participants’ own words and text choices reveal much about what kind of young adult literature they find relevant, and why, and point to multiple motivations—both intrinsic and extrinsic, personal and social—for reading young adult literature.
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Perea, Manuel, and Victoria Panadero. "Does Viotin Activate Violin More Than Viocin?" Experimental Psychology 61, no. 1 (January 1, 2014): 23–29. http://dx.doi.org/10.1027/1618-3169/a000223.
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The vast majority of neural and computational models of visual-word recognition assume that lexical access is achieved via the activation of abstract letter identities. Thus, a word’s overall shape should play no role in this process. In the present lexical decision experiment, we compared word-like pseudowords like viotín (same shape as its base word: violín) vs. viocín (different shape) in mature (college-aged skilled readers), immature (normally reading children), and immature/impaired (young readers with developmental dyslexia) word-recognition systems. Results revealed similar response times (and error rates) to consistent-shape and inconsistent-shape pseudowords for both adult skilled readers and normally reading children – this is consistent with current models of visual-word recognition. In contrast, young readers with developmental dyslexia made significantly more errors to viotín-like pseudowords than to viocín-like pseudowords. Thus, unlike normally reading children, young readers with developmental dyslexia are sensitive to a word’s visual cues, presumably because of poor letter representations.
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Ismah, Nor. "Reading Indonesian and Malaysian Young Adult Novels: Capturing the Image of Young Muslim Women in Indonesia and Malaysia." HUMANISMA : Journal of Gender Studies 4, no. 2 (December 31, 2020): 108. http://dx.doi.org/10.30983/humanisme.v4i2.3498.
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<p class="p17">A number of novel remaja, which mean young adult novels, written by women writers from Indonesia and Malaysia have been published. Writing competitions held by book publishers and language centers have also encouraged the production of the novels. However, since they address youth as their readers and tend to consider the characters, issues, language, and values that appeal to the modern young adult; therefore, some critics say that the novels only respond to the demands of the reader market and they are less creative and lack of quality. In this paper I demonstrate the value of Indonesian and Malaysian novel remaja by examining four novels which are Siti Zaleha M. Hashim’s Biarkan Kupu-Kupu Terbang (“Let the Butterfly Fly”), Rumah Cinta Kelana (“The Love House of Kelana”), written by Sofie Dewayani, Nisah Haron’s Mencari Locus Standi (“Finding the Defense Locus”), and Jadilah Purnamaku Ning written by Khilma Anis. I argue that those novels do not only explore young adults’ feelings, including romance, fear, sadness, happiness, and challenges, but they also describe important themes which may inspire young readers, such as how young Muslim women deal with their identity formation, living in a single mother family, and polygamy.</p><p class="p0"> </p><p><em>Novel-novel remaja karya penulis perempuan banyak diterbitkan di Indonesia dan Malaysia. Lomba menulis yang diadakan oleh penerbit buku dan pusat bahasa juga mendorong banyaknya produksi novel-novel tersebut. Namun, karena novel remaja menyasar remaja</em><em> </em><em>sebagai pembacanya, novel tersebut ditulis dengan mempertimbangkan karakter, isu, bahasa, dan nilai-nilai yang menarik bagi remaja modern. Sehingga, beberapa kritikus mengatakan bahwa novel remaja hanya menjawab tuntutan pasar pembaca dan kurang kreatif serta berkualitas. Tulisan ini bertujuan untuk menunjukkan nilai positif novel remaja yang terbit di Indonesia dan Malaysia dengan menelaah empat novel. Yaitu, Biarkan Kupu-Kupu Terbang karya Siti Zaleha M. Hashim, Rumah Cinta Kelana yang ditulis oleh Sofie Dewayani, Mencari Locus Standi karya Nisah Haron, dan Jadilah Purnamaku Ning yang ditulis oleh Khilma Anis. Saya berpendapat bahwa novel-novel tersebut tidak hanya mengeksplorasi perasaan remaja, termasuk percintaan, ketakutan, kesedihan, kebahagiaan, dan tantangan hidup, tetapi juga menggambarkan tema-tema penting</em><em> </em><em>yang dapat menginspirasi pembaca remaja. Misalnya, tema tentang bagaimana remaja Muslim perempuan menjalani proses pembentukan jati diri, hidup bersama keluarga dengan ibu tunggal, dan poligami, bahkan juga mengkritisi ketimpangan posisi perempuan di dalam masyarakat</em><em>.</em><em></em></p>
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Ismah, Nor. "Reading Indonesian and Malaysian Young Adult Novels: Capturing the Image of Young Muslim Women in Indonesia and Malaysia." HUMANISMA : Journal of Gender Studies 4, no. 2 (December 31, 2020): 108. http://dx.doi.org/10.30983/humanisme.v4i2.3498.
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<p class="p17">A number of novel remaja, which mean young adult novels, written by women writers from Indonesia and Malaysia have been published. Writing competitions held by book publishers and language centers have also encouraged the production of the novels. However, since they address youth as their readers and tend to consider the characters, issues, language, and values that appeal to the modern young adult; therefore, some critics say that the novels only respond to the demands of the reader market and they are less creative and lack of quality. In this paper I demonstrate the value of Indonesian and Malaysian novel remaja by examining four novels which are Siti Zaleha M. Hashim’s Biarkan Kupu-Kupu Terbang (“Let the Butterfly Fly”), Rumah Cinta Kelana (“The Love House of Kelana”), written by Sofie Dewayani, Nisah Haron’s Mencari Locus Standi (“Finding the Defense Locus”), and Jadilah Purnamaku Ning written by Khilma Anis. I argue that those novels do not only explore young adults’ feelings, including romance, fear, sadness, happiness, and challenges, but they also describe important themes which may inspire young readers, such as how young Muslim women deal with their identity formation, living in a single mother family, and polygamy.</p><p class="p0"> </p><p><em>Novel-novel remaja karya penulis perempuan banyak diterbitkan di Indonesia dan Malaysia. Lomba menulis yang diadakan oleh penerbit buku dan pusat bahasa juga mendorong banyaknya produksi novel-novel tersebut. Namun, karena novel remaja menyasar remaja</em><em> </em><em>sebagai pembacanya, novel tersebut ditulis dengan mempertimbangkan karakter, isu, bahasa, dan nilai-nilai yang menarik bagi remaja modern. Sehingga, beberapa kritikus mengatakan bahwa novel remaja hanya menjawab tuntutan pasar pembaca dan kurang kreatif serta berkualitas. Tulisan ini bertujuan untuk menunjukkan nilai positif novel remaja yang terbit di Indonesia dan Malaysia dengan menelaah empat novel. Yaitu, Biarkan Kupu-Kupu Terbang karya Siti Zaleha M. Hashim, Rumah Cinta Kelana yang ditulis oleh Sofie Dewayani, Mencari Locus Standi karya Nisah Haron, dan Jadilah Purnamaku Ning yang ditulis oleh Khilma Anis. Saya berpendapat bahwa novel-novel tersebut tidak hanya mengeksplorasi perasaan remaja, termasuk percintaan, ketakutan, kesedihan, kebahagiaan, dan tantangan hidup, tetapi juga menggambarkan tema-tema penting</em><em> </em><em>yang dapat menginspirasi pembaca remaja. Misalnya, tema tentang bagaimana remaja Muslim perempuan menjalani proses pembentukan jati diri, hidup bersama keluarga dengan ibu tunggal, dan poligami, bahkan juga mengkritisi ketimpangan posisi perempuan di dalam masyarakat</em><em>.</em><em></em></p>
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Joosen, Vanessa. "The Adult as Foe or Friend?: Childism in Guus Kuijer's Criticism and Fiction." International Research in Children's Literature 6, no. 2 (December 2013): 205–17. http://dx.doi.org/10.3366/ircl.2013.0099.
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Compared to the attention that children's literature scholars have paid to the construction of childhood in children's literature and the role of adults as authors, mediators and readers of children's books, few researchers have made a systematic study of adults as characters in children's books. This article analyses the construction of adulthood in a selection of texts by the Dutch author and Astrid Lindgren Memorial Award winner Guus Kuijer and connects them with Elisabeth Young-Bruehl's recent concept of ‘childism’ – a form of prejudice targeted against children. Whereas Kuijer published a severe critique of adulthood in Het geminachte kind [The despised child] (1980), in his literary works he explores a variety of positions that adults can take towards children, with varying degrees of childist features. Such a systematic and comparative analysis of the way grown-ups are characterised in children's texts helps to shed light on a didactic potential that materialises in different adult subject positions. After all, not only literary and artistic aspects of children's literature may be aimed at the adult reader (as well as the child), but also the didactic aspect of children's books can cross over between different age groups.
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Gibson Yates, Sarah. "Writing digital culture into the young adult novel." Book 2.0 10, no. 1 (May 1, 2020): 59–70. http://dx.doi.org/10.1386/btwo_00020_1.
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This article investigates how creative fiction writing has responded to the problem of representing the multimodal landscape of digital culture in young adult literature (YAL). Twenty years ago, Dresang’s theory of Radical Change presented a new breed of digitally engaged YAL that addressed changes in thinking about digital technologies and how young people interacted with them. Nikolajeva predicted the phenomenon three years earlier arguing for YAL coming of age as a literary form. In this article, I argue for the necessity of this work to continue, from the perspective of author-practitioner, and for the importance for authors to develop an expanded writing practice that foregrounds formal experiment that both reflects and critiques the thematic concerns and practices of digital culture. I begin by presenting some context for the work, in the form of a brief discussion of formal experimentation within selected YAL, and then go on to discuss my methods and approaches. This creative writing practice research has been undertaken during the course of Ph.D. study that has explored combining dramatic and multimodal writing techniques into a traditional prose fiction text, in this case a novel, aimed for YAL readers.
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Lykissas, Alexandra. "Popular culture’s enduring influence on childhood: Fairy tale collaboration in the young adult series The Lunar Chronicles." Global Studies of Childhood 8, no. 3 (September 2018): 304–15. http://dx.doi.org/10.1177/2043610618798932.
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Fairy tales have a long history of providing educational morals for young women, particularly children. The lessons from older fairy tales have long influenced the metanarratives regarding how women should act in our culture and contemporary versions are no different. Contemporary adaptations of these fairy tales, however, have moved the genre beyond restrictive metanarratives and are now offering new solutions to 21st-century problems like authoritarian rulers. In Marissa Meyers’ Lunar Chronicle series (2012–2015), the characters interact and work together to overcome the villain. This collaborative fairy tale is a new type of fairy tale adaptation in which the characters work together instead of focusing on their individual happily-ever-afters. My article uses postmodern and feminist literary theories along with close-reading literary analysis to examine how this young adult series shows how young adult literature has become political and is able to address adult problems in ways that are easier to process for younger readers. I focus on how the series uses the character of Levana to examine how authoritarian rulers maintain control over the populace, in order to show how the characters then work together to overthrow Levana to free the people from her oppression. This series uses collaboration to show the reader how to resolve possible problems within their own lives. Working in community then becomes as a solution for young adults who may feel disenfranchised or lonely in our increasingly divisive world. Cooperation also becomes a transgressive move against the tendency to become segregated from those around us.
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Meyer, I. A. "Die rol van fokalisering as manipuleringstegniek in die produksie en resepsie van jeugverhale: die verhouding tussen volwasse outeur en jeugleser met spesiale verwysing na drie verhale van Dolf van Niekerk." Literator 9, no. 2 (May 7, 1988): 17–28. http://dx.doi.org/10.4102/lit.v9i2.846.
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A survey of the research done in literature written specifically for adolescents, shows that remarkably little has been done to analyse the reception and production of such works. Those works, which touch on the suitability of adolescent literature , are rarely based on the principles of a literary-scientific approach. The reasons for this may lie in the fairly abstract nature of any literary work. In this article an attempt is made to find some general guidelines which may be of relevance in the field of young adult reading. Using the works of a popular writer of Afrikaans books for adolescents, Dolf van Niekerk, the article focuses on the unique features of books for young readers, those aspects which distinguish this genre from adult literature, and the factors which make such works more acceptable to teenage readers,
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Miller-Shaul, Shelley. "The characteristics of young and adult dyslexics readers on reading and reading related cognitive tasks as compared to normal readers." Dyslexia 11, no. 2 (2005): 132–51. http://dx.doi.org/10.1002/dys.290.
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Soter, Anna O. "Young Adult Literature and the New Literary Theories: Developing Critical Readers in Middle School." English Journal 90, no. 3 (January 2001): 135. http://dx.doi.org/10.2307/821331.
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TAL, EVE. "‘From Both Sides Now’: Power and Powerlessness in Two Contemporary Novels of the Middle East." International Research in Children's Literature 1, no. 1 (July 2008): 16–26. http://dx.doi.org/10.3366/e1755619808000070.
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The paper analyses the narrative techniques utilised in two contemporary young adult novels: Elizabeth Laird's A Little Piece of Ground (2003) and Pnina Moed Kass's Real Time (2004). Set in Palestine and Israel respectively, these novels present convincing psychological portraits of young people on both sides of the Middle East conflict. The paper analyses to what extent each novel allows readers the imaginative freedom to explore opposing points of view, arguing that a text that fails to present readers with a nuanced representation of reality leaves them open to intellectual manipulation by creating a self-contained world in which opposing points of view are in effect censored by their absence.
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Garrison, Kasey, Mary Mary, and Elizabeth Derouet. "Of Men and Masculinity: The Portrayal of Masculinity in a Selection of Award-Winning Australian Young Adult Literature." Knygotyra 76 (July 5, 2021): 228–59. http://dx.doi.org/10.15388/knygotyra.2021.76.82.
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This research investigates the portrayal of masculinity in Australian young adult novels published in 2019. The novels were taken from the 2020 Children’s Books Council of Australia (CBCA) Book of the Year for Older Readers Notables List. Established in 1946, these annual awards are considered the most prominent and prestigious in Australian children’s and young adult literature and are likely to be accessible and promoted to young readers in schools and libraries. The three texts studied were Four Dead Queens by Astrid Scholte, The Boy who Steals Houses by C.G. Drews, and This is How We Change the Ending by Vikki Wakefield. Using a Critical Content Analysis methodology (Beach et al., 2009), researchers completed a review of the literature and theories around masculinity and chose to analyse three exemplary texts using the attributes of the Hegemonic Masculinity Schema (HMS) and Sensitive New Man Schema (SNMS) as described by Romøren and Stephens (2002). Attributes from the HMS include traits and behaviours like being violent, physical or verbal bullying, and hostile to difference while attributes from the SNMS include being supportive, affectionate, and considerate and respectful of the space and feelings of others (especially females). In this method, researchers identify examples of the attributes within the main characters and minor characters from each of the three books, recording quotes and noting critical incidents depicting aspects of masculinity. Notable findings of the research include the acknowledgment and portrayal of a particular conception of hegemonic masculinity in the selected novels often informed or shaped by the presence of dominant father figures and the absence of the concept of “the mother.” The characters who aligned to the schema used within this research are often overshadowed by a dominant father figure who conformed to an extreme version of hegemonic masculinity and who shaped their child’s actions even if the fathers were absent from the novel. The research reveals commonly held conceptions of masculinity aligned to those used in the schema and demonstrated that young adult literature, like popular media, can be used as a vehicle for the dissemination of such concepts and reveal contemporary understandings of it. Outputs from this research include the development of a modified and more contemporary schema which could be applied to future research. Significantly, this interdisciplinary research bridges the library, education and literature fields to examine the different ways maleness and masculinity are depicted to young adult readers in prize-nominated Australian young adult novels.
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Myhr, Annika Bøstein, Oda Helene Bergland, and Bente Jeannine Hovind. "Lene Asks Kjære Rikard som utgangspunkt for utvikling av emosjonell literacy og mentaliseringsevne." European Journal of Scandinavian Studies 51, no. 1 (April 1, 2021): 117–39. http://dx.doi.org/10.1515/ejss-2020-2029.
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Abstract The article explores whether reading Lene Ask’s documentary graphic novel Kjære Rikard (‘Dear Rikard’) may provide children and adults with training in, and an increased awareness of the importance of, emotional literacy and theory of mind. In order to investigate this question, the authors of the article conduct a close reading of Ask’s novel, using terminology from narratology, picture book and comics’ theory, and look for connections between the findings from the analyses and insights from reader-response theory and cognitive literary studies. The authors suggest that in combination, Ask’s fictive and documentarist drawings and the excerpts from the hand-written correspondence between young Rikard in Stavanger and his father, a missionary in Madagaskar in the 1890s, invite both children and adult readers to develop a keen sense of the value of emotional literacy and theory of mind.
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Doughty, Terri. "Justyna Deszcz-Tryhubczak, „Yes to Solidarity, No to Oppression: Radical Fantasy Fiction and Its Young Readers”, Wrocław: Wydawnictwo Uniwersytetu Wrocławskiego." Anglica Wratislaviensia 55 (October 18, 2017): 169–76. http://dx.doi.org/10.19195/0301-7966.55.12.
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This review assesses Justyna Deszcz-Tryhubczak’s Yes to Solidarity, No to Oppression: Radical Fantasy Fiction and Its Young Readers. Deszcz-Tryhubczak has two agendas in this volume: first, to explore the capacity of Radical Fantasy fiction to model for young readers the agency of youth forming collaborative, cross-generational, and possibly cross-cultural alliances to address glocal socio-political and/or environmental issues spawned by the injustices and inequities of late-stage capitalism; second, to model a new approach to participatory research, involving child readers not as subjects of study but as collaborative readers of texts. Deszcz-Tryhubczak provides a thorough examination of the problem of adult critics speculating about child readers based on constructed implied child readers rather than on actual children, then proceeds to identify how Childhood Studies may offer some productive means of thinking about and, more important, engaging with real children. She provides a clear definition of Radical Fantasy and brief readings of both core and marginal examples of the genre. This contextualizes her description of her methodology and discussion of results from two research projects collaborating with young readers. Finally, Deszcz-Tryhubczak contends that participatory research is a way to move forward in children’s literature scholarship in a more democratic manner, and moreover that applying this methodology to Radical Fantasy is potentially also a means of engaging children in important debates on issues that are shaping their futures. I find this book a stimulating contribution to our understanding of youth reading that offers intriguing possibilities for further research.
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Steyn, Dewald Mauritz. "Looking at the Dark Sun: Aspects of Death, War and the Power of Stories in Markus Zusak and Terry Pratchett ’s Novels." Mousaion: South African Journal of Information Studies 35, no. 2 (February 7, 2018): 28–40. http://dx.doi.org/10.25159/0027-2639/1434.
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In this article, the author argues that Markus Zusak and Terry Pratchett make use of metafictional strategies as well as their respective anthropomorphic figures of death to allow readers, particularly young ones, to confront difficult topics, providing them with a glimpse of truth as far as their own mortality is concerned. In Zusak’s The Book Thief (2005) and Pratchett’s The Amazing Maurice and His Educated Rodents (2001), death, war and the nature of evil are considered through a fictional lens, allowing a certain amount of distancing between the young reader and these painful realities. Without naively underplaying the actuality of death, Zusak and Pratchett show how stories can ameliorate the traumatic and anxiety-inducing aspects of such events. Zusak challenges people’s notions of what young adult literature can portray, while Pratchett focuses on what it means not only to be a human being, but an ethical sentient being.
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Rajch, Marek. "Henryk Sienkiewicz’s output and literary censorship in the DDR." Acta Universitatis Lodziensis. Folia Litteraria Polonica 58, no. 3 (September 30, 2020): 421–34. http://dx.doi.org/10.18778/1505-9057.58.22.
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Works by Henryk Sienkiewicz, a Polish writer and the winner of the 1905 Nobel Prize for Literature, were subjected to verification by the DDR’s censorship apparatus several times. Censors considered his novellas which discussed 19th-century social issues as desirable and worth promoting among East German readers. His novel Krzyżacy, which was set in the Middle Ages, was accepted eagerly both by publishing houses and the censorship office as it enabled national socialism in Germany to be viewed in critical terms, as the DDR distanced itself from the system. Reviewers did, however, find a major ideological threat for young readers in East Germany in a young adult novel entitled W pustyni i w puszczy, and for that reason it was withdrawn from the publishing procedure.
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Clark/Keefe, Kelly. "Becoming Backpack: Towards a Counter-Inscription of Young Adult Collegian Identity Work." Art/Research International: A Transdisciplinary Journal 5, no. 1 (February 28, 2020): 158–79. http://dx.doi.org/10.18432/ari29495.
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This article invites readers to encounter the author’s early attempts at engaging creatively with data produced during a research project called Life Lines: The Art of Being Alive to Young Adulthood. Launched in January 2019, the Life Lines project was conceived as a critical participatory arts-engaged research endeavor aimed at opening up conventional theoretical wisdom about the nature of young adult college student identity formation. In addition to providing details of the inquiry project’s design and aims, a series of visual and poetic prose narratives open and become threaded throughout the article. These multimodal expressive forms function as a type of creative counter-inscription device, working both to complicate identity development models that limit subjectivity to human consciousness and agency, and to illustrate a more expansive, somatically attuned, and materially-entangled set of practices and productions of young adult identity work’s work and its study.
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Warrington, Kayleigh L., Sarah J. White, and Kevin B. Paterson. "Ageing and the misperception of words: Evidence from eye movements during reading." Quarterly Journal of Experimental Psychology 71, no. 1 (January 2018): 75–84. http://dx.doi.org/10.1080/17470218.2016.1251471.
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Research with lexical neighbours (words that differ by a single letter while the number and order of letters are preserved) indicates that readers frequently misperceive a word as its higher frequency neighbour (HFN) even during normal reading. But how this lexical influence on word identification changes across the adult lifespan is largely unknown, although slower lexical processing and reduced visual abilities in later adulthood may lead to an increased incidence of word misperception errors. In particular, older adults may be more likely than younger adults to misidentify a word as its HFN, especially when the HFN is congruent with prior sentence context, although this has not been investigated. Accordingly, to address this issue, young and older adults read sentences containing target words with and without an HFN, where the HFN was either congruent with prior sentence context or not. Consistent with previous findings for young adults, eye movements were disrupted more for words with than without an HFN, especially when the HFN was congruent with prior context. Crucially, however, there was no indication of an adult age difference in this word misperception effect. We discuss these findings in relation to the nature of misperception effects in older age.
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Davis, Aimee. "Adapting Elaine: Tennyson’s “The Lady of Shalott” and Feminist Young Adult Novels." ALAN Review 44, no. 3 (June 21, 2017): 36–46. http://dx.doi.org/10.21061/alan.v44i3.a.4.
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One of the hallmarks of young adult literature is its focus on adolescent protagonists who struggle to reconcile what they want with what they are supposed to want. Indeed, some of the most enduring works of young adult literature, from L. M. Montgomery’s Anne of Green Gables (2006) to Judy Blume’s Forever (1975), place their young characters at a crossroads between cultural convention and individual desire. Foundational scholarship in the field of young adult fiction has suggested a recurring conflict in novels for young readers in which a protagonist finds himself or herself directly at odds with social expectations (McCallum, 1999; Trites, 2004). Furthermore, critics such as Trites (1997), Wilkie-Stibbs (2003), and Mallan (2009) have noted that many of these works concern an adolescent search for identity that is complicated by issues of gender politics, in which a protagonist’s grappling with conventional notions of masculinity and/or femininity is fundamental to a completed coming of age. In Waking Sleeping Beauty: Feminist Voices in Children’s Literature, Roberta Seelinger Trites (1997) argues that this kind of novel “demonstrate[s] characters ‘turning inward’ in ‘a search for identity’ because some form of environmental pressure has made them aware that they are not upholding socially sanctioned gender roles” (p. 2). In turn, these novels can become cathartic for adolescent readers, who may be facing similar struggles in the throes of real-life adolescence. Relying on the definition of a feminist novel established by Elaine Showalter (1977), Trites (1997) defines a “feminist children’s novel” as one “in which the main character is empowered regardless of gender,” or a novel in which “the child’s sex does not provide a permanent obstacle to her/his development. Although s/he will likely experience some gender-related conflicts, s/he ultimately triumphs over them” (p. 4). Though many novels fit this description, two bestselling young adult novels distinguish their adolescent female protagonists’ search for identity as inspired by the legends of Arthurian literature. Meg Cabot’s Avalon High (2006) and Libba Bray’s A Great and Terrible Beauty (2003) each reference the Arthurian legend of the Lady of Shalott—specifically the version that was retold and adapted by Alfred, Lord Tennyson in his 1842 poem “The Lady of Shalott.” Both novels use the characters, language, and symbolism from Tennyson’s poem to provide their heroines—and by extension, their adolescent readers—with a template through which they can understand, examine, and potentially reject the social codes that attempt to determine their behavior. In capitalizing on the ways in which Tennyson’s “The Lady of Shalott” enhanced and adapted the traditional Arthurian legend for a Victorian audience, Cabot and Bray access what Ann Howey (2007) calls the “constellation of association and meanings” (pp. 89–92) connected to the Lady of Shalott in the medieval and Victorian texts, many of which are distinctly feminist by Trites’s definition. In this article, I will argue that in drawing inspiration specifically from Tennyson’s “The Lady of Shalott,” Cabot’s and Bray’s novels develop their feminism through the framework of a Victorian narrative that is more thematically complex and more politically charged than any earlier, medieval version of the Lady of Shalott legend. Specifically, Cabot’s and Bray’s novels reflect the impact of feminist criticism of Tennyson’s poem found in the works of Victorian scholars Nina Auerbach (e.g., The Woman and the Demon: The Life of a Victorian Myth, 1982) and the team of Sandra Gilbert and Susan Gubar (e.g., Madwoman in the Attic, 1984). This foundational work identifies in Tennyson’s adaptation of the Lady of Shalott a dualistic and subversive set of alternatives that is not present in the medieval sources: her status as both a docile, passive figure who is “powerless in the face of the male” (Gilbert & Gubar, 1984, p. 618) and, simultaneously, as an icon of deviant and potentially powerful feminine desire. To identify the ways in which Cabot’s and Bray’s novels revise the Lady of Shalott narrative and embrace this subversion of traditional gender roles, I will first examine the Lady of Shalott narrative in medieval Arthurian literature and in Tennyson’s poem, focusing on how Tennyson’s enhancements to the tale transformed the Lady of Shalott into an iconic image of Victorian femininity. I will then demonstrate how Cabot and Bray employ revisionist strategies to adapt the gender politics of Tennyson’s poem for a 21st-century young adult readership, creating heroines who reject the passive qualities of the Lady of Shalott in favor of a more autonomous alternative and who, in doing so, model for adolescent readers a search for identity that results in self-identification and empowerment.
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Ilghami, Roghaiyeh, Hafez Mohammadhasanzadeh, Jaleh Barar, and Mohammad A. Rafi. "BioImpacts: An emerging global journal." BioImpacts 10, no. 4 (August 24, 2020): 207–8. http://dx.doi.org/10.34172/bi.2020.26.
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The toddling BioImpacts has now grown into a young adult with strong opinions and perspectives, to a high-quality journal, and it has not been raised but by a family of professional editors, reviewers, authors, and even readers who had fantasized about a bright future and that fantasies are now coming true one-by-one.
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Studenna-Skrukwa, Marta. "Między utopią socjalizmu a karykaturą Zachodu. Nie-dziecięca interpretacja świata przedstawionego w trylogii o skrzacie Nieumiałku Mikołaja Nosowa." Studia Europaea Gnesnensia, no. 18 (July 9, 2020): 63–88. http://dx.doi.org/10.14746/seg.2018.18.4.
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This paper attempts an interpretation of Nikolai Nosov’s novels about the adventures of Dunno, which enjoyed a cult status in the Soviet Union. Despite being children’s literature, they are examined in terms of themes that have little to do with young readers. The analysis is historical rather than literary, aiming chiefly to elucidate the cultural context and the social notions from the period of Khrushchev’s thaw. Here, the author undertakes to answer the questions concerning the extent to which the reality created by Nosov served to mould the socialist worldview as early as childhood and, simultaneously, whether it incidentally offered the adult reader an opportunity of intellectual escape into the officially condemned world.
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Mazurkiewicz, Adam. "Kryminałki dla najmłodszych. O nurcie polskiej literatury kryminalnej adresowanej do dziecięco-młodzieżowego czytelnika po roku 1989. Rekonesans." Literatura i Kultura Popularna 23 (May 31, 2018): 121–34. http://dx.doi.org/10.19195/0867-7441.23.9.
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Crime stories for the youngest. About the current of Polish crime novels addressed to children and teenagers after 1989: ReconnaissanceLiterature intended for children and teenagers has got a specific character because of the specificity of the reader. What attracts our attention is first of all the didactic level of texts addressed to young concerning both age and literary knowledge readers and the instrumentalism, understood as a flow of particular information which aim is exerting a pedagogical influence. Therefore, the criminal intrigue is not in the centre of reader’s attention. It does, however, play an important role as the fiction mode, which enables genealogical instantiation of a particular text. This property draws the crime story for children and teenagers near to the novel of manner which is addressed to the juvenile reader; in this novel, the central theme point remains the closest setting of a protagonist, who is modelled on the assumed reader and his or her relationship with surroundings. The criminal thread is then fulfilling a function of a background which allows boosting the plot of the novel. However, reading texts for children and teenagers can be treated as an introduction to adult-oriented novels, especially when the reader has an opportunity to solve the mystery together with protagonists and outrun them in uncloaking the killer.
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Boon, Danielle. "Alfabetisering In Oost-Timor." Toegepaste Taalwetenschap in Artikelen 83 (January 1, 2010): 31–42. http://dx.doi.org/10.1075/ttwia.83.04boo.
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Almost 50% of the adults in Timor-Leste are illiterate. With Portuguese and Tetum as official languages, fifteen regional languages recognized, and English and Bahasa Indonesia accepted as working languages, adult literacy education takes place in a multilingual context. Most adult learners are multilingual and learn to read and write in a second language. The NWO-WOTRO funded research project 'Becoming a Nation of Readers' investigates adult literacy in Timor-Leste. One study focuses on acquisition and use of literacy in the two official languages. This paper presents first results: a description of currendy provided literacy programmes (different in method, content and length), a profile of teachers (relatively young, low educated, multilingual), participants (two-thirds women, two-thirds without school experience) and learning circumstances (poor). Analysis of aspects of participants' reading and writing ability shows that school experience, age and being able to speak Tetum are important factors, as is teachers' work experience in the adult literacy sector.
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Zelezinskaya, N. S. "Dialogues with teenagers. Jay Asher." Voprosy literatury, no. 5 (December 19, 2018): 126–52. http://dx.doi.org/10.31425/0042-8795-2018-5-126-152.
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The article examines the prose of the US writer J. Asher, a popular author of young adult novels, who does not hesitate to bring up issues such as teenage suicides, peer relationships, social networks, etc. Considering Asher’s works in the context of contemporary young adult literature in the English language, N. Zelezinskaya singles out their defining features, such as plasticity of material, realism of descriptions and motivations, the use of multiple interwoven plotlines, experimentations with the form, elements of science fiction (e. g. characters travelling to the future), etc. Along with treatment of highly relevant and even poignant subjects, those are the reasons why Asher remains popular with teenage readers and keeps meeting their expectations with his new work.
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Thompson, Dawn. "Prussic Acid with a Twist: The Well of Loneliness, M. E. Kerr, and Young Adult Readers." Children's Literature Association Quarterly 31, no. 3 (2006): 282–99. http://dx.doi.org/10.1353/chq.2006.0052.
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Rodriguez, Rodrigo Joseph. "“There is No Hiding from the Self:” A Conversation with Isabel Quintero." Study and Scrutiny: Research on Young Adult Literature 2, no. 1 (July 8, 2016): 87–99. http://dx.doi.org/10.15763/issn.2376-5275.2016.2.1.87-99.
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Isabel Quintero, author of the young adult novel Gabi, a Girl in Pieces, shares her writing life and commitment to readers of all ages and backgrounds through inclusive literature. Moreover, she advances the conversation by speaking about the adolescent characters in her work, specifically the characters’ quest to name themselves and their identities in the presence of competing forces, influences, and voices.