Explore the vast range of titles available.

A powerful and heart-stopping young adult novel from a master storyteller. This is Steven Herrick at his best. 'There are worse things than school.' Luke sleepwalks through his days wagging school, swimming at the reservoir and eating takeaway pizza. That is until Charlotte shows up. Rumour is she got expelled from her city school and her family moved to the Blue Mountains for a fresh start. But when Luke's invited to her house, he discovers there's a lot more going on than meets the eye.

Bernice Thurman Hunter’s Booky trilogy depicts the economic hardships of a white, working-class girl nicknamed Booky who lived in Toronto, Canada, in the Great Depression. This article analyzes hundreds of letters sent to Hunter from two cohorts of readers: adults who grew up in the 1930s and school-age children coming of age in the 1980s and 1990s. The adult letters brim with details of their own Depression-era childhoods, while young readers express shock at how difficult things were in 1930s and compare Booky’s experiences to their own challenges and privileges. The letters’ revelations demonstrate how readers used a piece of historical fiction to grapple with the past—be it their own childhoods or the history of childhood.

The subject of sister relationships in contemporary young adult fiction has been all but ignored in the critical literature, glossed over in favor of a protagonist's relationship with her parents, closest friend, or boyfriend. Nevertheless, the topic of sisters in the context of family relationships has an ongoing relevance to contemporary young adult readers, particularly in the face of adolescent adversity and sisters who replace mothers who are physically absent. The bond between sister pairs in these coming-of-age narratives is represented as a positive one of deep intimacy, connection, friendship and profound significance which may well enable the sisters to overcome challenges that have arisen during childhood and that re-emerge in late adolescence. The literary sister relationship is examined in the context of absent parents in Joanne Horniman's Secret Scribbled Notebooks (2004) and My Candlelight Novel (2008), Jandy Nelson's The Sky Is Everywhere (2010) and Rainbow Rowell's Fangirl (2013).

This article examines the representation of children as a “second lost generation” in John Dos Passos’ novel The Big Money. It explains that the documentary and narrative sections that Dos Passos integrates into the novel explore how children’s position in the 1930s is caught between parents’ care and indifference. Dos Passos clarifies the impact of the American Dream and materialism upon the structuring of this conflicted position. In the novel’s Newsreels, Dos Passos presents a composite of popular songs and news headlines that present children seeking jobs and also departing from their family houses. Alongside the presentation of this phenomenon which resonates with children’s social situation in 1930s, in the narrative sections Dos Passos portrays Juvenile characters as living in families whose main concern is the making of money. To investigate this representation, the article considers the views of historians about the first “lost generation” (the post-World War I generation). It utilizes the “second lost generation” term to describe the juveniles who struggled during the 1930s age of Depression. The article historicizes the position of children in 1930s America. It refers to literary critics’ views about Dos Passos’ modernist and political inclination. The article concludes that Dos Passos’ The Big Money manifests in a modernist form fragmented historical realities about 1930s America’s materialistic thinking, within which children are seen as a second “lost generation”.

Resumo: Diante do alto índice de atos autolesivos em adolescentes no Brasil e no mundo, pretende-se analisar o apelo recorrente a esse recurso na adolescência, discutindo questões relativas ao laço social nele implicadas. Tal discussão será feita a partir do caso clínico de uma adolescente de 14 anos, encaminhado pela escola para o SPIA/IPUB-UFRJ e marcado pela presença da angústia e do desamparo, cujas possibilidades de inscrição psíquica e endereçamento parecem vacilar. O artigo é fruto de pesquisa em andamento sobre autolesões e suicídio na adolescência, que pretende contribuir para a construção de dispositivos, particularmente nos âmbitos da saúde e da educação, para intervir e manejar esse problema clínico-político de nossos tempos.

Adolescents who face life-limiting illness have unique developmental features and strong personal preferences around end of life (EOL) care. Understanding and documenting those preferences can be enhanced by practising narrative medicine. This paper aims to identify a new form of narrative, the Adolescent End of Life Narrative, and recognise four central themes. The Adolescent EOL Narrative can be observed in young adult fiction, The Fault in Our Stars, which elucidates the notion that terminally ill adolescents have authentic preferences about their life and death. Attaining narrative competence and appreciating the distinct perspective of the dying adolescent allows medical providers and parents to support the adolescent in achieving a good death. By thinking with the Adolescent EOL Narrative, adults can use Voicing my CHOiCES, an EOL planning guide designed for adolescents, to effectively capture the adolescent’s preferences, and the adolescent can make use of this type of narrative to make sense of their lived experience.

Award-winning author Kathy Kacer has written numerous fiction and non-fiction books for children about the Holocaust. With a master’s degree in psychology, she worked with troubled teens before turning to writing full time in 1998. Growing up listening to her parents’ stories of their experiences during the Holocaust, her writing is a very personal labour of love. Her work has been translated into many languages and rights have been sold around the world. Kathy spends much of her time speaking at schools, libraries and conferences. In the following interview Kathy tells us about the importance of speaking to this generation about the Holocaust, her favourite Jewish custom, books she has collaborated on and much more.

In this article we study how the frequency of book-reading — a form of legitimate culture — develops in the period from adolescence to young adulthood and how it is influenced by parents' education, parental reading socialization climate, school and their interactions. In disentangling parental and educational effects we contribute to the cultural reproduction—cultural mobility debate. We use multi-actor panel data on three cohorts of Dutch secondary school students (and their parents) who took part in a classroom survey between the ages of 14 and 17, and who participated in at least one of the follow-up surveys two, four and six years later. We find that the amount of book-reading is more strongly associated with education than with parenths' reading socialization. The influence of parents increases slightly in the period from adolescence to young adulthood. Differences in reading behaviour between students of different educational programmes increase during secondary education, but decrease in the period after secondary schooling. The transition to tertiary education hardly affects the frequency of reading. Overall, the results are more in line with the cultural reproduction model than with the cultural mobility model.

There aren't any listed in our textbook.\" [...]hearing the question from this student, we had never thought about the availability of LGBTQ books for intermediate-grade children. According to Naidoo,10 and supported by Schrader and Johnson,11 subject access to LGBTQ children's titles is fruitless. Pat Griffin suggests it is a step toward welcoming all students, staff, and families as valued members of the school community.25 Moving these books out of the library and into the classroom is a next big step. [...]school administrators, librarians, and teachers need to work collaboratively to discuss and plan for the inclusion of LGBTQ books in the school libraries and even in the instructional curricula.