This book is a labor of love offered by experts in the field of young adult literacy. It provides a careful and compassionate analysis of the relationship between a young adult reader and a literary text from both psychological and sociological perspectives. It is thoughtfully conceived, beautifully researched, and elegantly written. This study is a necessary read for teachers, for scholars, and for anyone interested in the field of literacy studies.

Mary E. Robbins, PhD, senior associate to the Provost for communication and faculty affairs, University of Massachusetts Lowell

A fresh perspective for educators of literary courses for the young adult reader and how to help them bring their own experiences and understanding to the text, while giving the reader the freedom to broaden their world view. This book explains the relationship between the reader, literature and the role of the teacher and how using literature for instruction brings about the development of identity and growth in the young adult reader, which can continue to lead the young adult reader to independent reading of more complex literature. As a book club leader, the concepts in this book gave me new ways of approaching areas of discussion for my book club, such as, at what point in the book did you become engaged, personal response and character development, even though the book club is beyond the young adult stage of reading. This book gave me a whole new perspective of why we read and the life long effects of reading.

Joanne Burket, book discussion leader, New Hampshire

The authors believe that students reading young adult literature are in a transformational period of their lives. The young adult literature that they encounter and engage in can be companions and guides as they explore and develop their identities and develop their capacity for tolerance, understanding, compassion, equity and kindness. The authors provide not only a framework rooted in Rosenblatt’s concept of transactional reading, they also provide models for applying the instructional framework to actual young adult stories. Their coverage of the theory and practice of the young adult literature landscape puts teachers in a position to develop their own young adult literature lessons, units, and curriculum knowing they are building on the ground that will encourage student engagement and involvement with the power of young adult literature.

Michael Deasy Ed.D, reading teacher

This book is an eye-opening resource for anyone working with young adults in the English language arts, as well as anyone simply interested in young adult literature. Both practitioners and researchers will find the book an informative resource on the literary and psychological theories informing the instruction of young adult literature, and educators especially will find helpful the suggestions for instruction offered by the authors. This is a must-read for anyone working with young people in the field of literature.

Andrea Mooney, PhD, English teacher, Reading Memorial High School

Two of the writing purposes of this book match the mainstream of educational requirements and a nationwide movement initiated by the Chinese government to strengthen and improve ideological instruction and moral education in all levels of the educational system, especially colleges and universities where disciplinary instruction is expected to integrate ideological and moral education for students in various ways. These writing purposes are acquainting readers with the dimensions of the human experience that young adult literature offers because of its reinforcement of such values as tolerance, acceptance, understanding, compassion, empathy, and kindness, and reminding readers that society is in desperate need of thoughtful citizens and that young adult literature provides rich resources for students to draw on in order to grow into compassionate, engaged and educated citizens and the needs of society.

Wei Xu, EdD, associate professor, Shanghai International Studies University

The prose is pithy and, for one, it aptly orients the reader towards the theme of identity. The authors crafted a work that promotes higher-order thinking in literacy classrooms. Their foundational model emphasizes identity, empathy, compassion and understanding over quick recall, standardization and other less desirable things. Amazing work! Now all they need to do is find enlightened and open-minded teachers willing to leave their old ways behind.

Matthew Sutton, PhD, disabled veteran outreach program specialist, Greater New Bedford Career Center