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CEE Position Statement

Research and Scholarship Focusing on Adolescent / Young Adult Literature - Previous Revision

Approved by the CEE Executive Committee
January 2010

NCTE and CEE have a long history of commitment to the teaching and study of adolescent / young adult literature and to related research and scholarship in the field of English Education. In 1973, the Adolescent Literature Assembly (ALAN) was founded as an organization within NCTE devoted to the field of adolescent / young adult literature. Currently an ALAN membership of over 1400 indicates the importance of teaching and study of adolescent / young adult literature.

NCTE and CEE affirm that:

  • adolescent/Young Adult literature is a recognized and important area of scholarship and research not only in English and literacy education, but also in multiple disciplines;
  • English educators may become specialists in the field of adolescent/young adult literature;
  • research and scholarship focusing on adolescent/young adult literature may be grounded in theoretical frameworks from the content field of literary studies and/or those from educational studies;  
  • research and scholarship focusing on adolescent/young adult literature should be included in the preparation and certification of teachers of English language arts.

Research and scholarship focusing on adolescent / young adult literature may further our understanding of:

  • the needs, interests, and abilities of diverse adolescent and young adult readers;
  • adolescents’ and/or teachers’ perceptions of adolescent / young adult literature;
  • how adolescent / young adult literature “works” as literature (i.e. issues of craft, reader response, other literary critical approaches);
  • how adolescent / young adult literature may be effectively taught in the classroom.

Research and scholarship focusing on adolescent / young adult literature should:

  • build on prior research as well as define new lines of inquiry;
  • contribute to the knowledge base in English or literacy education or other related disciplines; 
  • be grounded in theoretical frameworks;
  • employ rigorous, systematic research methods, including but not limited to content analysis or critical analysis of adolescent / young adult literature;
  • be  published in peer-reviewed professional journals (i.e. The ALAN Review or other NCTE journals, SIGNAL, etc.) focusing on adolescent or children’s literature, literary study, reading / literacy pedagogy, or other educational fields.

Prepared by CEE Commission on the Teaching and Study of Adolescent Literature, November 2007

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