Recent years have witnessed a surge of interest and activity in the field of young adult literature. In order to describe the types of young adult books being published currently, a systematic content analysis was undertaken on of a wide sample of titles published in English between 1999 and 2005 representing both high quality literature and books popular with teens. This article reports on trends found in the genres, descriptive features, subject matters, and writing styles of the books. ملخص البحث: لقد شهدت السنوات الأخيرة طفرة في الاهتمام والنشاط في مجال الأدب للشباب. لقد تم القيام بتحليل المحتوى والتنظيم من أجل وصف أنواع الكتب للشباب التي تنشر حالياً من عينة عريضة مختارة من عناوين الكتب المنشورة في اللغة الإنكليزية بين عامي 1999 و2005 تمثّل فيها كتباً ذات الجودة العالية والكتب التي تتمتع بشعبية كبيرة مع المراهقين. إذ تنقل هذه المقالة خبراً عن النزعات الموجودة في أنواع الكتب ومعالمها ومواضيعها وأساليبها الكتابية. 对年轻成人文学领域的兴趣及其活动近年来有所激增。为描述当今出版发行的年轻成人书籍的种类，研究者对1999年和2005年间以英语出版的广大书籍样本，进行一项系统性的内容分析﹔该书籍样本代表了既是高质量的文学作品，又是青少年的流行读物。本文报告关于这些书籍的体裁、描述特点、题材和写作风格的趋势。 Les dernières années ont témoigné d'un regain d'intérêt et d'activité dans le champ de la littérature de jeunesse. Afin de décrire les types de livres pour les jeunes adultes publiés récemment, nous avons entrepris une analyse systématique de contenu portant sur un large éventail de titres publiés en anglais de 1999 à 2005 et représentant à la fois la littérature de bonne qualité et des livres bien connus des jeunes. Cet article rapporte les tendances que nous avons trouvées dans les genres, les traits caractéristiques, les sujets traités, et les styles d'écriture des livres. В последние годы зафиксирован всплеск интереса и активности в области литературы для молодежи. Что именно сейчас издается? Чтобы ответить на этот вопрос, авторы предприняли системный содержательный анализ большой выборки книг, изданных на английском языке между 1999 и 2005 годами, куда вошли и высококачественные литературные произведения, и книги, популярные среди подростков. В статье описаны основные жанровые и содержательные тенденции, а также особенности авторского стиля и художественного оформления этих книг. Los últimos años han visto gran interés y actividad en el campo de la literatura para adultos jóvenes. Para poder describir las clases de libros que se están publicando ahora para adultos jóvenes, se emprendió un análisis sistemático del contenido de una muestra extensa de títulos publicados en inglés entre 1999 y 2005, tanto de libros de gran calidad como de libros populares entre los adolescentes. Este artículo da información sobre las tendencias en los géneros, las descripciones que presentan, el material y el estilo de escritura de los libros.

This article seeks to complicate the understanding of Bishop's () metaphor of mirrors, windows, and sliding glass doors, with particular emphasis on sliding glass doors and the emotional connections needed for readers to move through them. The authors begin by examining the importance of the reader and the characters he or she meets. Next, the authors extend Bishop's metaphor by exploring the role of readers’ emotional connections to texts and characters. The authors then make recommendations for selecting appropriate books, linking books thematically, and guiding readers in ways to respond. They conclude with a call to action for teachers to consider their responsibility to #EmpowerTheReader.

No abstract

We examined representations of main characters in Caldecott Award winner and honor books over the past 25 years. Each book containing a human main character was coded for the following features: culture/ethnicity, gender, age, place where character lives, time period in which the character lives, disability, religion, socioeconomic status, and language usage. Although we found some promising changes in representation across the decades, overall the main characters in contemporary Caldecott books are predominantly White and show minimal diversity in terms of SES, disability, religion, or language usage. We use the metaphor of mirrors, windows, and sliding glass doors to reflect on what appears to be a gulf between the students in today's schools that are becoming increasingly diverse and the characters they meet in Caldecott books.

This article explores the current landscape of children's picture books in terms of the diversity represented, how having a range of diverse populations authentically depicted in picture books impacts culturally and linguistically diverse students, the importance for teachers to seek out culturally relevant literature, and ways that ideologies of literacy transmitted through picture books impact English learners' (ELs') academic success. The authors suggest that books must offer ELs authentic views of all cultures represented in schools and discuss culturally relevant literature and its uses in the classroom. The article presents three pedagogical lenses teachers can explore and incorporate into their curricula to build on their ELs' cultural capital in the classroom: multicultural, multilingual, and strategic. Specific curricular ideas, including pre-, during-, and postreading strategies, are included as are lists of suggested titles for classroom use.