Through Lines: Exploring Past/Present Connections in Middle Grade Novels

Kuehl, Rachelle

doi:10.1002/trtr.2041

Cited by 2 publications

(2 citation statements)

References 7 publications

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“…Noting the homogeneity of the characters in each of these books, we searched for additional books that might align with our inquiry using these inclusion criteria to identify additional books that were set in rural Appalachia (as defined by the Appalachian Regional Commission [ARC], with an understanding that fictional locations cannot technically fit the ARC's parameters), were set in a community affected by resource extraction practices, included a protagonist who struggles with a staying/leaving decision, were published recently (2006–2021). It is important to note that as literacy scholars deeply committed to the diversification of children's literature and the need for research about diverse literature (in terms of race, ethnicity, ability/disability, sexuality, language, etc. ; see, for example, Kuehl, 2020b, 2021, 2022), we had hoped to include books that featured characters of color in primary roles, but there were simply no such books available that met (or came close to meeting) our inclusion criteria. However, we did decide to include one novel, Dress Codes for Small Towns (Stevens, 2017), that met all inclusion criteria except for one—it is not set in a community explicitly affected by resource extraction—because we felt it important to include the LGBTQ + perspective it featured.…”

Section: Methodsmentioning

confidence: 99%

“…It is important to note that as literacy scholars deeply committed to the diversification of children's literature and the need for research about diverse literature (in terms of race, ethnicity, ability/disability, sexuality, language, etc. ; see, for example, Kuehl, 2020bKuehl, , 2021Kuehl, , 2022, we had hoped to include books that featured characters of color in primary roles, but there were simply no such books available that met (or came close to meeting) our inclusion criteria. However, we did decide to include one novel, Dress Codes for Small Towns , that met all inclusion criteria except for one-it is not set in a community explicitly affected by resource extraction-because we felt it important to include the LGBTQ + perspective it featured.…”

Section: Text Selectionmentioning

confidence: 99%

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“Bet You Can’t Wait to Get Out”: Complicating Narratives of Leaving in Rural Young Adult Literature

Parton,

Kuehl

2023

Journal of Literacy Research

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Using critical theories of dominant- and counter-narratives, this study analyzed the texts of selected young adult books that focused on an underrepresented population of working-class rural youth in Appalachia. We explored how the dominant deficit narratives of these communities shaped the identity construction and choices of the books’ characters, especially their decisions to stay in, leave, or return to their rural hometowns. We showed how those narratives reflected the lives and decisions of real rural young people. We also looked at the identities and ways of being that are available to rural young adult readers and how those identities are connected to structural power and inequity. With over nine million rural students in the United States, each of them deserves to see themselves reflected in the literature they read.

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Section: Methodsmentioning

confidence: 99%

Section: Text Selectionmentioning

confidence: 99%

“Bet You Can’t Wait to Get Out”: Complicating Narratives of Leaving in Rural Young Adult Literature

Parton,

Kuehl

2023

Journal of Literacy Research

Self Cite

View full text Add to dashboard Cite

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Annotated Bibliography of Research in the Teaching of English

Beach¹,

Bigelow²,

DeLapp³

et al. 2023

Research in the Teaching of English

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in each of the bibliography's nine subject areas over the past year. Team members reviewed library databases such as Education Full Text, WorldCat, EBSCO, and ERIC, as well as leading empirical journals, to select relevant reports in each area of the bibliography. Because this bibliography is published for readers of Research in the Teaching of English, we asked contributors not to include articles from RTE, which would most likely already be familiar to the audience.The expert teams looked for major or large studies that held significant implications for teaching English language arts, as well as research that might lead to new insights into the paradigms or methodological practices within a given field in the coming years. Of course we could not include every high-quality research study conducted in the nine content areas of this bibliography over the past year; instead, the background knowledge and perceptions of the contributors worked together to construct a manageable body of important research that RTE readers might want to explore further.As was the case for previous versions, this year's bibliography is available solely as a downloadable PDF file at http://www.ncte.org/journals/rte/biblios. We appreciate the fact that NCTE has provided free access to these annual bibliographies going back to 2003.Readers can search the PDF for relevant research by using the "Find" feature on Adobe Acrobat to locate particular topics, authors, or journals. To engage in topic searches, readers can also use the tags listed both below and in the beginning of each section. These tags represent some of the most common topics inductively derived from the abstracted studies. While there could be many more tags, we wanted to limit them to a manageable number. Each abstract has been assigned up to four tags, beginning with a section tag (for example, #digital/technologytools) and, in many cases, followed by another section tag (for example, #reading). Because many of the studies in this bibliography fall into multiple categories, readers can search for such studies by entering both section tags (for example, #literaryresponse/ literature/narrative #reading).We hope that this searchable bibliography, which has been edited to select high-quality research and which includes abstracts created by the contributors, continues to provide a valuable service to the RTE scholarly community.

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Through Lines: Exploring Past/Present Connections in Middle Grade Novels

Abstract: Hollie (2018) advocated for the use of cult urally authentic literature, which he defined as "a piece of fiction or nonfiction that illuminates the authentic cultural exper iences of a particular TEACHING AND LEARNING IN ACTION

Cited by 2 publications

References 7 publications

“Bet You Can’t Wait to Get Out”: Complicating Narratives of Leaving in Rural Young Adult Literature

“Bet You Can’t Wait to Get Out”: Complicating Narratives of Leaving in Rural Young Adult Literature

Annotated Bibliography of Research in the Teaching of English

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