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<span><span>This book explores digital literacies to engage students in responding to young adult literature, including digital literacies to engage students beyond the classroom and with the world in which they live. Practical classroom strategies to implement in classrooms are offered. </span></span>

<span><span>Foreword<br></span><span>Leslie Rush</span><span><br>Introduction: Critical Engagements with Literature: Guiding Youth as They Read, Compose, and Participate in the World<br></span><span>Shelbie Witte and Jennifer S. Dail</span><span><br>Part I: Using Young Adult Literature and Digital Spaces to Encounter the World <br>Chapter 1- Emojis, #Hashtags, and Texting, Oh My!: Remixing Shakespeare in the ELA Classroom <br></span><span>Michelle M. Falter and Crystal L. Beach</span><span><br>Chapter 2- Transmedia Stories in the English Classroom <br></span><span>Rikki Roccanti Overstreet</span><span><br>Chapter 3- Remixing Reader Response with Digital, Mobile, and Multimodal Literacies <br></span><span>Lesley Roessing and Julie Warner</span><span><br>Part II: Using Young Adult Literature and Digital Spaces to Evaluate the World<br>Chapter 4- We Too are Connecticut: Digital Ubuntu with Matt de la Pena’s We Were Here <br></span><span>Bryan Ripley Crandall, Kate Bedard, Paula Fortuna, Kim Herzog, Shaun Mitchell, Jennifer von Wahlde, and Megan Zabilansky</span><span><br>Chapter 5- Becoming a Global and Digital Citizen through the Power of Young Adult Literature </span><span>Kathryn Bailey</span><span><br>Part III: Using Young Adult Literature and Digital Spaces to Engage in the World<br>Chapter 6- Participating in Literacy and the Outside World: Consuming, Composing, and Sharing Graphic Narratives <br></span><span>Mike P. Cook and Brandon L. Sams</span><span><br></span><a></a><span>Chapter 7- Remixing Literacy for Justice and Hope <br></span><span>Breanne Huston</span><span><br>Chapter 8- #iread #iwrite #iteach: Modeling the Use of Technology, Participatory Culture, and Critical Inquiry with YA Literature in the ELA Classroom<br></span><span>Steffany Comfort Maher </span><span><br>About the Editors<br>About the Contributors<br></span></span>

<span><span>Jennifer S. Dail</span><span>, 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.<br><br></span><span>Shelbie Witte</span><span>, 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 21</span><span>^st</span><span> Century Literacies Research and the Oklahoma State University Writing Project.<br><br></span><span>Steven T. Bickmore</span><span> is an Associate professor of English Education at UNLV and maintains a weekly academic blog on YA literature (<a href="http://www.yawednesday.com/"><span>http://www.yawednesday.com/</span></a></span><span>). He is a past editor of </span><span>The ALAN Review</span><span> and a current editor of </span><span>Study and Scrutiny: Research in Young Adult Literature</span><span>.</span></span>