Technology and multimodal texts must be included as part of the literacies we teach in 21st century schools. Implementing multiple modes of literacy requires that teachers shift their focus toward multiple genres and modes of text. This shift to the visual requires that teachers consider how students read images in the classroom, address visual literacy, and engage students in constructing visual texts. Students already live and communicate in a virtual world connected by expansive networks, and many also read young adult literature. Given this, researchers and practitioners in the field examine ways texts written for students can be combined with digital tools to craft more critical conversations around literary response and digital media consumption and production. This book explores ways adolescents read, engage, and construct meaning within the world around them and examines how teachers can leverage the use of young adult literature with digital practices within their classrooms.

Jennifer S. Dail, Ph.D., is an associate professor of English Education at Kennesaw State University where she works with graduate students in secondary English Education and directs the Kennesaw Mountain Writing Project. Her primary focus is on digital media and technology in English language arts classrooms, and she has a deep love of young adult literature.Shelbie Witte, Ph.D., is the Chuck and Kim Watson Chair in Education and Associate Professor of Adolescent Literacy and English Education at Oklahoma State University, where she works with preservice English Language Arts teachers. She is the director of the Initiative for 21st Century Literacies Research and the Oklahoma State University Writing Project.Steven T. Bickmore is an Associate professor of English Education at UNLV and maintains a weekly academic blog on YA literature (http://www.yawednesday.com/). He is a past editor ofThe ALAN Review and a current editor ofStudy and Scrutiny: Research in Young Adult Literature.

ForewordLisa ScherffIntroduction: Positioning Students as Creators in the ClassroomJennifer S. Dail and Shelbie WittePart I: Classroom Contexts: Helping Students Visualize DigitallyChapter 1- Its about more than words: ReadingAll American Boys in a Social Digital Reading EnvironmentSara KajderChapter 2- Flipping the Teaching of Young Adult LiteratureAmy PiotrowskiChapter 3- Learning Conversations: Ancient Practice Meets New TechnologyJenny Cameron Paulsen and Matt CopelandPart II: Social Engagement: Connecting Youth Beyond SchoolChapter 4- Responding to Young Adult Literature through Civic EngagementKristen Hawley Turner and Dawn ReedChapter 5- Social Media, Gaming, and Jay Gatsby: Integrating Youth Motifs with Youth Literacies in High School EnglishAlison Heron Hruby, Lindsay Ellis Johnson, Dakoda Trenary, and Dallas CoxChapter 6- Infusing Young Adult Literature into the Virtual ClassroomBrooke Eisenbach, Paula Greathouse, and Jennifer FarnhamIII: Critical Inquiry: Digging Deeper with Young Adult LiteratureChapter 7- Emerging Media, Evolving Engagement: Expanding Teachers Repertoires of Literary Study and ResponseAnna Smith and Robyn SeglemChapter 8- Seeing the World Differently: Remixing Young Adult Literature through Critical LensesJennifer S. Dail and Aneté VasquezChapter 9-Song of Myself: A Digital Unit of Study RemixedFawn Canady, Kymberly Martin, and Chyllis ScottAbout the EditorsAbout the Contributors