Literacy Matters - Vol 21 - Winter 2021

Dutro, E., & Bien, A.C. (2014). Listening to the speaking wound: A trauma studies perspective on student positioning in schools. American Educational Research Journal , 51 (1), 7-35.

Mirra, N. (2018). Educating for empathy: Literacy learning and civic engagement. Teachers College Press.

NSCH. (2019, October). National survey of children’s health: NSCH fact sheet. https://mchb.hrsa.gov/sites/default/files/mchb/Data/NSCH/NSCH-2018- factsheet.pdf

Ekholm, E. (2017). Ethical concerns of using texts involving death in the English classroom. English Journal, 107 (2), 25-30.

Finkelhor, D., Ormrod, R. K., & Turner, H. A. (2007). Poly-victimization: A neglected component in child victimization.” Child Abuse & Neglect, 31 (1), 2007, 7–26.

Nieto, S. (2018). Language, culture, and teaching: Critical perspectives (3rd ed.). Routledge.

Fisher, D., Frey, N., & Savitz, R. S. (2020). Teaching hope and resilience for students experiencing trauma: Creating safe and nurturing classrooms for learning. Teachers College Press.

Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional theory of the literary work . SIU Press.

Literacy Matters Critical Literacy Matters

Saldaña, J. (2015). The coding manual for qualitative researchers (3rd ed.). Sage.

Glaus, M. (2014). Text complexity and young adult literature: Establishing its place. Journal of Adolescent & Adult Literacy, 57 (5), 407-416.

Sumara, D. J. (1996). Private readings in public: Schooling the literary imagination . Peter Lang.

Hess, K. K. (2013). Linking research with practice: A local assessment toolkit to guide school leaders . Center for Assessment.

Tatum, A. (2005). Teaching reading to Black adolescent males: Closing the achievement gap . Stenhouse.

Howard, T. C. (2010). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms . Teachers College Press.

Turner, K. H. & Reed, D. (2018). Responding to young adult literature through civic engagement. In J. S. Dail, S. Witte, & S. T. Bickmore (Eds.), Toward a More Visual Literacy: Shifting the Paradigm with Digital Tools and Young Adult Literature (pp. 41-52). Rowman & Littlefield. Wolfsdorf, A. (2018). When it comes to high school English, let’s put away the triggers. English Journal , 108 (1), 39–4.  Julia Kate Bentley recently completed her PhD in Literacy, Language, and Culture at Clemson University. Her research interests, inspired by her years as a classroom teacher, include rural education, early childhood and family literacy, and the use of diverse children’s and young adult literature in the classroom. Julia may be contacted at jkbentl@clemson.edu . Rachelle S. Savitz is an assistant professor of adolescent literacy at Clemson University having been a K-12 literacy coach/interventionist and high school reading teacher. She is the recipient of Association of Literacy Educators and Researcher’s Jerry Johns Promising Researcher Award, American Reading Forum’s Gary Moorman Early Career Literacy Scholar Award, finalist for International Literacy Association’s Timothy and Cynthia Shanahan Outstanding Dissertation award, as well as Secondary Reading Council of Florida’s Reading Teacher of the Year award. She has published articles on inquiry-based learning, analysis and use of young adult literature, teacher self-efficacy, and literacy response to intervention. She also has a newly co-authored book with Drs. Douglas Fisher and Nancy Frey entitled Teaching Hope and Resilience for Students Experiencing Trauma: Creating Safe and Nurturing Classrooms for Learning . Rachelle may be contacted at rsavitz@clemson.edu .

International Literacy Association. (2018). Expanding the canon: How diverse literature can transform literacy learning [Literacy leadership brief]. Author.

Ivey, G., & Johnston, P. H. (2013). Engagement with young adult literature: Outcomes and processes. Reading Research Quarterly, 48 (3), 255–275.

Ivey, G., & Johnston, P. (2018). Engaging disturbing books. Journal of Adolescent & Adult Literacy , 62 (2), 143–150.

Johnson, L. L. (2017). The racial hauntings of one Black male professor and the disturbance of the self(ves): Self-actualization and racial storytelling as pedagogical practices. Journal of Literacy Research, 49, 476-502.

Johnson, H., Mathis, J., & Short, K. G. (2017). Critical content analysis of children’s and young adult literature: Reframing perspective . Routledge.

LaRue, J. (2015). Defining diversity . Banned & Challenged Books. http://www.ala. org/advocacy/bbooks/diversity

Lewis, C. (2000). Critical issues: Limits of identification: The personal, pleasurable, and critical in reader response. Journal of Literacy Research, 32 , 253-266.

Magoon, K. (2014). How It Went Down . Squarefish.

McLeod, J. D., Uemura, R., & Rohrman, S. (2012). Adolescent mental health, behavior problems, and academic achievement. Journal of Health and Social Behavior, 53 (4), 482–497.

Michael, A. (2015). Raising race questions: Whiteness and inquiry in education. Teachers College Press.

Mills, H., & Jennings, L. (2011). Talking about talk: Reclaiming the value and power of literature circles. The Reading Teacher, 64 (8), 590-598.

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