Special Issue: SPORTS-RELATED YOUNG ADULT LITERATURE

SOCIETY, CULTURE, AND POLITICS

Authors

  • MARK LEWIS JAMES MADISON UNIVERSITY
  • LUKE RODESILER Purdue University Fort Wayne

DOI:

https://doi.org/10.15763/issn.2376-5275.2020.4.2.i-ix

Abstract

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

Author Biographies

MARK LEWIS, JAMES MADISON UNIVERSITY

MARK LEWIS, Ph.D. is associate professor of literacy education at James Madison University. Prior to entering higher education, he taught secondary school English language arts. Lewis has over 25 publications examining and critiquing representations of adolescence and youth in young adult and adult literature, defining the multifaceted literary competence of secondary students, and identifying effective ways to support linguistically diverse learners. His work has been published in Reading Research Quarterly, English EducationEnglish JournalMiddle Grades Research JournalThe ALAN Review, and Journal of Adolescent & Adult Literacy

LUKE RODESILER, Purdue University Fort Wayne

LUKE RODESILER, Ph.D., a former secondary English teacher and coach, teaches prospective and practicing teachers in English methods, content area reading, and educational research courses. His scholarly interests include the potential for fostering critical literacies through the study of sports culture, nontraditional forms of professional development, and media literacy education. He co-edited Developing Contemporary Literacies through SportsA Guide for the English Classroom (NCTE, 2016) with Dr. Alan Brown, and his work has appeared in outlets such as English EducationEnglish JournalVoices from the MiddleLanguage ArtsTalking PointsThe ALAN Review, and Journal of Adolescent & Adult Literacy.

References

YOUNG ADULT LITERATURE CITED

Aceves, F. (2020). The new David Espinoza. New York, NY: HarperTeen.

Alexie, S. (2007). The absolutely true diary of a part-time Indian. New York, NY: Little Brown.

Brooks, B. (1984). The moves make the man. New York, NY: Harper.

Cheripko, J. (1996). Imitate the tiger. Honesdale, PA: Boyds Mills.

Crutcher, C. (1983). Running loose. New York, NY: Greenwillow.

Crutcher, C. (1986). Stotan! New York, NY: Greenwillow.

Crutcher, C. (1993). Staying fat for Sarah Byrnes. New York, NY: Greenwillow.

Crutcher, C. (1995). Ironman. New York, NY: Greenwillow.

Danforth, E. M. (2012). The miseducation of Cameron Post. New York, NY: Balzer + Bray.

de la Peña, M. (2005). Ball don’t lie. New York, NY: Delacorte.

de la Peña, M. (2008). Mexican whiteboy. New York, NY: Delacorte.

Farizan, S. (2018). Here to stay. Chapel Hill, NC: Algonquin.

Kester, E. (2019). Gut check. New York, NY: Farrar Straus.

Klass, D. (1994). California blue. New York, NY: Scholastic.

Lee, M. (1992). Finding my voice. Boston, MA: Houghton Mifflin.

Lipsyte, R. (1967/2018). The contender. New York, NY: HarperCollins.

Luen-Yang, G. (2020). Dragon hoops. New York, NY: First second.

McGinnis, M. (2019). Heroine. New York, NY: Katherine Tegen/HarperCollins.

Myers, W. D. (1981/2008). Hoops. New York, NY: Laurel-Leaf.

Myers, W. D. (1984). The outside shot. New York, NY: Dell.

Myers, W. D. (1986). Slam! New York, NY: Scholastic.

Naughton, J. (1989). My brother stealing second. New York, NY: Harper & Row.

Schmidt, G. D. (2004). Lizzie Bright and the Buckminster boy. New York, NY: Random House.

Van Draanen, W. (2011). The running dream. New York, NY: Alfred A. Knopf.

REFERENCES

Assor, A., Kaplan, H., & Roth, G. (2002). Choice is good, but relevance is excellent: Autonomy-enhancing and suppressing teacher behaviours predicting students’ engagement in schoolwork. British Journal of Educational Psychology, 72, 261-278.

Crowe, C. (2004). More than a game: Sports literature for young adults. Lanham, MD: Scarecrow Press.

Guthrie, J. T., McRae, A., & Klauda, S. L. (2007). Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42(4), 237-250.

Guthrie, J. T., Wigfield, A., & Klauda, S. L. (2012). Adolescents’ engagement in academic literacy. http://www.cori.umd.edu/research-publications/2012_adolescents_engagement_ebook.pdf

Janks, H. (2010). Literacy and power. New York, NY: Routledge.

Smagorinsky, P. (2016). Foreword: English education. In A. Brown & L. Rodesiler (Eds.), Developing contemporary literacies through sports: A guide for the English classroom (pp. xi-xiii). Urbana, IL: National Council of Teachers of English.

Wilhelm, J. D. (2016). Inquiring minds learn to research, read, and write. In A. Brown & L. Rodesiler (Eds.), Developing contemporary literacies through sports: A guide for the English classroom (pp. 98-100). Urbana, IL: National Council of Teachers of English.

Published

2020-12-29