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The conversations surrounding ‘diversity’ in the Anglo-American book publishing industry have increased in recent years, and often centre around the lack of representation of publishing professionals, authors, and characters of colour. This paper contextualises these discussions within British YA, a market that has grown in popularity since 2006. Through an analysis of the corpus of all Young Adult fiction titles published, in the UK, during the 2006–2016 period, this paper will investigate what percentage of the titles were created by authors of colour; to determine whether this number has risen over the years, and to pinpoint any patterns and anomalies that emerge over the time period.

This book explores how mental illness is portrayed in 21st-century young adult fiction and how selected works can help teachers, librarians, and mental health professionals to more effectively address the needs of students combating mental illness.- Offers extensive analysis of contemporary young adult fiction featuring youth with mental illness to help school and youth services librarians make informed collection development and readers' advisory decisions- Examines the symptoms and warning signs of mental illness in adolescents in addition to how various disorders are diagnosed and treated- Offers strategies for teachers and librarians to integrate quality texts into middle and high school curricula and into community initiatives aimed at confronting the stigma associated with mental illness- Follows a standardized chapter format that makes it easy for readers to learn about the books and the mental illnesses they highlight- Provides an extended list of resources at the end of each chapter that includes additional young adult fiction and nonfiction as well as adult fiction texts

This article explores findings from an investigation into the publishing experiences of Australian authors of inclusive Young Adult (YA) fiction. A total of seven authors, each publicly identifying as part of a marginalised community in Australia, were interviewed. This paper concentrates on the findings of semi-structured interviews with two authors of Lesbian, Gay, Bisexual, Transgender, Intersex, Asexual, Pansexual, and Other (LGBTQIAP+) fiction, and their experience of promoting their books in school and library environments. Findings were analysed using Critical Discourse Analysis to understand their interactions with publishers, audiences, and school staff. The research was carried out in 2016 but highlights longstanding issues regarding the inclusion of queer literature for young people in educational spaces, including school libraries and high school English curriculums. More broadly, it contributes to the understanding of how diversity and inclusion within YA Fiction is viewed in Australia, and the role of gatekeepers in providing or denying access. [Author 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 reviews the landscape of diversity in children's literature one year after NCTE's Resolution on the Need for Diverse Children's and Young Adult Books. In February 2015, NCTE members approved a Resolution on the Need for Diverse Children's and Young Adult Books. Although stories matter, not all stories are equally present in today's literary landscape. Over the past decade, much has been made of the persistence of racial and ethnic achievement gaps in literacy and educational attainment. Conversations about diversity in children's literature are not new. New York Times op- eds written by the late pioneering Black children's author Walter Dean Myers and his son Christopher Myers in the spring of 2014 were among the latest developments in decades-long struggles over disparities in children's publishing and media. Their powerful essays, \"Where Are the People of Color in Children's Books?\" and \"The Apartheid of Children's Literature,\" referenced their work with children as well as their lifelong commitments as writers to represent diverse kids' lives.

This article explores findings from an investigation into the publishing experiences of Australian authors of inclusive Young Adult (YA) fiction. A total of seven authors, each publicly identifying as part of a marginalised community in Australia, were interviewed. This paper concentrates on the findings of semi-structured interviews with two authors of Lesbian, Gay, Bisexual, Transgender, Intersex, Asexual, Pansexual, and Other (LGBTQIAP+) fiction, and their experience of promoting their books in school and library environments. Findings were analysed using Critical Discourse Analysis to understand their interactions with publishers, audiences, and school staff. The research was carried out in 2016 but highlights longstanding issues regarding the inclusion of queer literature for young people in educational spaces, including school libraries and high school English curriculums. More broadly, it contributes to the understanding of how diversity and inclusion within YA Fiction is viewed in Australia, and the role of gatekeepers in providing or denying access.

Nonfiction texts demand critical literacy, as evidenced by these teachers' experience teaching Phillip Hoose's Claudette Colvin: Twice toward Justice with ninth graders.

As multicultural education is becoming integral to the core curriculum, teachers often implement this aspect into their courses through literature. However, standards and criteria to teach and promote active discussion about this literature are sparse. Cultural Journeys provides these guidelines through the age-appropriate fiction and non-fiction works embedded in the book. With the example unit plans and extensive annotated bibliography, this book is a valuable resource that pre-service and in-service teachers will utilize throughout their careers.

Gates et al discuss the use of data from collection diversity audits. Diversity audits are an assessment of the representation of collections that, in order to yield the most efficacy, must be adapted to the resources available to the library conducting them and to the community the library serves. Diversity audits provide concrete data about the percentage of diverse items in your library's collection. The results can guide diversification efforts and help collection developers fill gaps in a thoughtful and equitable way. It will likely take time for circulation rates to increase after new items have been purchased. Past collection development practices may have alienated significant parts of your community, making them feel unrepresented and unwelcome in the library. Trust can be rebuilt through new practices and policies, including outreach efforts.

First of all, you have your female lead. At a time when young adults are beginning to struggle with starting and maintaining romantic relationships in their own lives, they are shown that love should only exist in one Hollywood-style way: when you meet the love of your life (who is often the first person you ever fall in love with), the story ends.