The digital era presents countless opportunities to read, write, and interpret young adult literature through a contemporary lens. Building upon NCTE's 2018 Preparing Teachers with Knowledge of Children's and Young Adult Literature position statement, the authors of this book spotlight how teachers and students can use digital tools and technologies to re-read, re-write, and restory young adult literature today. This book offers:
Teaching approaches to integrate shifts in textuality in the ELA classroom;
Helpful resources for using participatory digital networks in classrooms; and
Strategies for restorying text selection with an eye toward multimodality, digital access, cultural diversity, and social justice.
The authors propose digital young adult literature and digital young adult culture as conceptual tools from which teachers can learn effective digital restorying practices. The result is young adult literature instruction that is more engaging and just.

James Joshua (Josh) Coleman is an assistant professor of English education at the University of Iowa. A former high school teacher, his research interests seek to integrate queer and trans studies scholarship within English education. A member of NCTE since 2015, he is currently a member of the Gender and Sexuality Equity Assembly. His most recent scholarship can be found in The ALAN Review, Research on Diversity in Youth Literature, English Education, and Teaching and Teacher Education. Please feel free to contact Josh at josh-coleman@uiowa.edu or on Twitter at @JoshEducating.