The ALAN Review

Those interested in submitting manuscripts for consideration in The ALAN Review should familiarize themselves with the guidelines for authors below. Manuscripts should be submitted electronically to the editorial team. An email address will be announced along with the new team soon. 

ABOUT THE ALAN REVIEW

The ALAN Review (TAR) publishes articles that explore, examine, critique, and advocate for literature for young adults and the teaching of that literature.  Published pieces include, but are not limited to, research studies, papers presented at professional meetings, surveys of the literature, critiques of the literature, articles about authors, comparative studies across genres and/or cultures, articles on ways to teach the literature to adolescents, and interviews with YA authors.

AUDIENCE

Many of the individual members of ALAN are classroom teachers of English in middle and high schools. Other readers include university faculty members in English and/or Education programs, researchers in the field of young adult literature, librarians, YA authors, publishers, reading teachers, and teachers in related content areas. ALAN has members in all 50 United States and a number of foreign countries.

PREFERRED STYLE

Manuscripts should usually be no longer than twenty double-spaced, typed pages, not including references. A manuscript submitted for consideration should deal specifically with literature for young adults and/or the teaching of that literature. It should have a clearly defined topic and be scholarly in content, as well as practical and useful to people working with and/or studying young adults and their literature. Research studies and papers should be treated as articles rather than formal reports. Stereotyping on the basis of sex, race, age, etc., should be avoided, as should gender-specific terms such as “chairman.”

MANUSCRIPT FORMAT

Manuscripts should be double-spaced throughout, including quotations and bibliographies.  The names of submitting authors should not appear anywhere in the manuscript. Short quotations, as permitted under “fair use” in the copyright law, must be carefully documented within the manuscript and in the bibliography. Longer quotations and complete poems or short stories must be accompanied by written permission from the copyright owner. YA author interviews should be accompanied by written permission for publication in TAR from the interviewed author(s). Interviewers should indicate to the author(s) that publication is subject to review of an editorial board. Original short tables and figures should be double-spaced and placed on separate sheets at the end of the manuscript. Notations should appear in the text indicating proper placement of tables and figures.

The ALAN Review uses the bibliography style detailed in the Publications Manual of the American Psychological Association (APA). Please adhere to that style when including in-text citations and preparing reference lists.

SUBMITTING THE MANUSCRIPT

Authors should submit manuscripts electronically to alanrevieweditors@gmail.com. In the subject line, please write: ALAN Manuscript Submission. All manuscripts should be written using a recent version of Microsoft Word and use APA bibliographical format. Complete submissions include the following three documents: 1) A manuscript without references to the author(s) and with name(s) removed in the Properties section under the File menu to ensure the piece is anonymized; 2) A title page with names, affiliations, mailing addresses, and 100-150 word professional biographies for each submitting author, as well as a brief statement that the article is original, has not been published previously in other journals and/or books, and is not a simultaneous submission; and 3) In order to reduce personal bias and increase personal awareness and responsibility in The ALAN Review, we are asking all our authors to submit a positionality statement along with their manuscript. A positionality statement addresses who you are, how you view the field of young adult literature, and your relationship with the field. We ask that each submitting author writes their own positionality statement. Please consider the following question to craft your statements: How are you positioned in terms of the content you will be reviewing? In other words, what are your social identities (e.g., ability, race, ethnicity, gender, etc.) and your professional expertise in relation to the manuscript you are submitting?

REVIEW PROCESS

Each manuscript will receive an anonymous review by the editors and at least three members of the Editorial Review Board, unless the length, style, or content makes it inappropriate for publication. Usually, authors should expect to hear the results within eight weeks. Manuscripts are judged for the contribution made to the field of young adult literature and mission of The ALAN Review, scholarly rigor, and clarity of writing. Selection also depends on the manuscript’s contribution to the overall balance of the journal.

PUBLICATION OF ARTICLES

The ALAN Review assumes that accepted manuscripts have not been published previously in any other journals and/or books, nor will they be published subsequently without permission of the editors. Should the author submit the manuscript to more than one publication, he/she should notify The ALAN Review. If a submitted or accepted manuscript is accepted by another publication prior to publication in The ALAN Review, the author should immediately withdraw the manuscript from publication in The ALAN Review.

Manuscripts that are accepted may be edited for clarity, accuracy, readability, and publication style. Upon publication, the author will receive two copies of The ALAN Review in which the article appears. Publication usually occurs within 18 months of acceptance.

Those interested in becoming a reviewer for The ALAN Review should read and understand the expectations below as they prepare their response to authors.

The ALAN Review: Become a Reviewer

Thank you for wanting to serve as a reviewer for The ALAN Review! TAR publishes high-quality articles and professional materials that support the learning and development of readers committed to (or wanting to learn more about) young adult literature—its authors, its readers, and its advocates. TAR publishes scholarship and resource materials that build, expand, and challenge readers’ understandings, as well as support them in the daily work they do with the students in their care.Expectations of reviewers are as follows:

1. Read and evaluate manuscripts within three weeks of receipt. Reviewers will provide timely and thoughtful feedback on the relevance of the manuscript to the call/field of YAL, clarity of the writing, and strength of the methods/approaches described. Reviewers will provide evidence for the claims they make about the manuscript and provide specific feedback for the author. We aim for the revision process to be constructive for the author; therefore, we expect reviewer comments to be actionable, clear, and kind.

2. Reviewers ultimately select if a manuscript is: Accept (with minor revisions), Conditionally Accept (accept with necessary revisions), Revise and Resubmit for Review (Substantial revisions necessary; resubmit with no guarantee of publication), Reject (Not suitable for publication in TAR).We appreciate your expertise and support of our authors. We employ a double-blind referee system: identities of the author(s) and the reviewers are not revealed to one another.  However, we include reviewers’ comments (or excerpts) in our responses to submitting author(s).To indicate your interest, please fill out the below Google form with your information and expertise. When we receive manuscripts for each issue, we try to match manuscripts to our reviewer’s expertise. If selected, you will then receive a blinded copy of a manuscript and a Google form to complete the review within 2-3 weeks. To become a reviewer, please fill out this interest form.

If you are new to reviewing manuscripts, the TAR Review Handout may provide you some guidance. It includes an overview of the TAR review process, advice from current TAR reviewers, and example reviews

We have three different opportunities for you to become a column editor. Please read the descriptions below and apply by January 15th, 2026. Any questions should be address to Terri Suico (tsuico@saintmarys.edu).

Adolescence in Academia: Scholarly Books about Young Adult Literature

In response to the popularity of young adult literature (YAL) in the past two decades, there has been a rise in the scholarship on YAL. From literary criticism to commentary to pedagogy, these books offer YAL teachers, scholars, and enthusiasts other ways of thinking about and approaching the texts. 

In order to bring attention to this work, the incoming TAR editorial team seeks a column editor for “Adolescence in Academia: Scholarly Books about Young Adult Literature.” This 1,000-1,750-word column, which will appear in each issue, will review two to three scholarly books about YAL, providing an overview and critique of the books and identifying possible audiences and uses for them. Column editors will be responsible for overseeing the column for one year (three issues), soliciting contributors and/or writing the column and submitting it to the TAR editorial team according to the publication timeline.

To apply, please submit a CV/resume, a writing sample (no more than five pages in length), and a statement (no more than two pages in length) that provides information on your:

• Interest in this position
• Qualifications for being column editor. What makes you well-suited to writing about scholarly YAL?
• Ideas for the column. What books might you want to feature?

We welcome applicants from all backgrounds and experience levels. Applications should be sent to alanrevieweditors@gmail.com by January 15, 2026 for consideration. Please use the subject line “Adolescence in Academia Application 2026” in your email. If you have questions, please reach out to Terri Suico (tsuico@saintmarys.edu).

From the Practitioner’s Desk: Teachers and Librarians on Young Adult Literature

Middle and high school teachers and librarians are often the unsung heroes of young adult literature. From connecting readers to the right book at the right time to finding creative ways to bring new books into their classrooms and libraries to championing the right to read, they help young adult literature find its audience. 

With this in mind, the TAR editorial team seeks a column editor for “From the Practitioner’s Desk: Teachers and Librarians on Young Adult Literature.” This 1,000-1,750-word column, which will appear in each issue, will center the voices of classroom teachers and school librarians as they share their perspectives and ideas on YAL in middle and high schools. While we envision topics ranging from pedagogical ideas for a particular book to challenges that teachers and librarians are facing, we ultimately want this column to reflect the needs and interests of those who work with young adults.

The column editor will be responsible for overseeing the column for one year (three issues), soliciting contributors and/or writing (or co-authoring) the column and submitting it to the TAR editorial team according to the publication schedule. Given the nature and focus of the column, the editor should be a practicing middle or high school teacher or librarian.

To apply, please submit a CV/resume, a writing sample (no more than five pages in length), and a statement (no more than two pages in length) that provides information on your: 

• Interest in this position
• Qualifications for being column editor. What makes you well-suited to writing about YAL from a school practitioner’s perspective?
• Ideas for the column. What books, specific topics, and/or other contributors might you want to feature?

We welcome applicants from all backgrounds and experience levels. Applications should be sent to alanrevieweditors@gmail.com by January 15, 2026 for consideration. Please use the subject line “From the Practitioner’s Desk Application 2026” in your email. If you have questions, please reach out to Terri Suico (tsuico@saintmarys.edu).

Meeting in the Middle

Middle-grade literature has increased in popularity over the most recent years. While this literature typically encompasses the ages of 8-12 years old, there are debates surrounding whether the age demographic applies to the reader or to the characters. This discourse – and the liminal space is inherent to this age range – makes middle-grade literature ripe for analysis and investigation. 

In the current social, cultural, and literary landscape, the TAR editorial team seeks a column editor for “Meeting in the Middle.” This 1,000-1,750-word column, which will appear in each issue, will focus on pieces that explore the role of middle-grade literature in the broader arena of literature for adolescents. This column will cover a range of topics such as universal themes, cultural impact, relatability, adaptations and accessibility. The overall aim of the column will seek work that showcases how middle-grade literature is constructed across areas such as pedagogy, literary criticism, author spotlights, book reviews and more.  

The column editor will be responsible for overseeing the column for one year (three issues), soliciting contributors and/or writing (or co-authoring) the column and submitting it to the TAR editorial team according to the publication schedule. 

To apply, please submit a CV/resume, a writing sample (no more than five pages in length), and a statement (no more than two pages in length) that provides information on your: 

• Interest in this position
• Qualifications for being column editor. What makes you well-suited to writing about Middle Grades literature?
• Ideas for the column. What books, specific topics, and/or other contributors might you want to feature?

We welcome applicants from all backgrounds and experience levels. Applications should be sent to alanrevieweditors@gmail.comby January 15, 2026 for consideration. Please use the subject line “Meeting in the Middle Application 2026” in your email. If you have questions, please reach out to Terri Suico (tsuico@saintmarys.edu).

Those interested in submitting work for consideration to The ALAN Review can read the current call for manuscripts below.

General Interest Submissions

We invite and accept manuscripts of general interest on any topic at any time, provided they appeal to readers of The ALAN Review and focus on the research, scholarship, and teaching of literature for adolescents. Types of manuscripts may include traditional literary or sociocultural analyses of texts, empirical studies, pedagogical practices for the middle, high, or university classroom, author studies, or critical commentaries about the field more broadly. Regular manuscript guidelines regarding length and style apply.

54.1 – Fall 2026: The Legacy of YA

Call for Manuscripts: Submissions due on or before March 1, 2026

“What is a legacy? It’s planting seeds in a garden you never get to see. I wrote some notes at the beginning of a song someone will sing for me.” – Lin-Manuel Miranda

In conjunction with the theme for the 2025 ALAN Workshop, this issue’s theme focuses on “the legacy of YA.” We invite manuscripts that answer ALAN president KaaVonia Hinton’s invitation  “to reflect on over 50 years of ALAN while also considering our present and our ‘liberatory futures.’ It is key that we cultivate a legacy for future generations of students and educators. So, where will we take YA in the next fifty years? Will we pass on a legacy of resisting efforts to hamper an adolescent’s right to read? Will we perpetuate a legacy of inclusivity, antiracism, and antibias?” We encourage submissions that look to the past and present to address Kaa’s questions. Some additional questions to consider are:

• How has YAL led the charge when it comes to exploring issues related to inclusivity, antiracism, and anti-bias?
• What does YAL’s past and present tell us about the legacy that it has had on readers, educators, and the culture at large?
• How has YAL functioned as a means of preserving and subverting legacy?
• Which texts are central to YAL’s legacy, and what do they tell us about this legacy?
• What are the central tenets of YAL’s legacy, and how are they manifested in the books?
• How has YAL’s legacy evolved during its existence, and what has contributed to this shift?

 54.2 Winter 2027: Challenging and Expanding Traditional Notions of the Hero’s Journey

Call for Manuscripts: Submissions due on or before July 1, 2026

Exploring the world of heroes is a part of many English Language Arts curricula within the United States, with many classes focusing on Joseph Campbell’s Hero’s Journey (1949). While Campbell’s theorized journey is widely applied to different protagonists’ stories of triumph, it has become synonymous with heroic journeys of cis-het white boys and men. This messaging of Campbell’s journey can restrict, limit, or flatten characters who differently identify in terms of gender, race, and sexuality. These constraints allow for the promotion of individualism and neoliberal ideas including assimilation (Carriger, 2020; Porosoff, 2022), which oftentimes undermines the cultural attitudes and structures of minoritized peoples. In re-visiting Campbell’s work, there exists a need to disrupt the systems that his work upholds. For example, at least two other journeys exist that would allow for students to explore the plight of heroes whom Campbell’s journey overlooks. The first is Morris’ (1990)  heroine’s journey that follows the plight of girls and women heroes who are parsing together their identities in rejection of male energy and focus. Another promising possibility is Floyd’s (1999) African/Black boy and male journey derived from African methodology that emphasizes cultural aspects such as  the appearance of spiritual guides and finding strength, courage, and wisdom to overcome the challenges faced. These two are important additions to the family of heroes’ journeys often forgotten in the grand scheme of exploring literary heroism in a more equitable way. 

In order to shift the conversations around literary heroism, there needs to be more work done in applying journeys to literature written for teenagers–namely, young adult literature. Young adult literature  presents great source material to build students’ understanding of navigating the particular intricacies that comes with adopting a heroic identity within a literary space. Additionally, this potentially allows for students to critique the narratives around Campbell’s journey –individualism, neoliberalism, assimilation, and privilege. 

For this themed issue, to subvert, nuance, or counter the negative effects of literary heroism often left behind by characterizations of cis-het white boy and man heroes, we invite pieces that (1) explore teaching literary heroism with diverse protagonists from YA and middle grades literature, who exist outside of historical narratives of oppression, and (2) pieces where educators  are teaching in ways that present heroism in critical, more pluralistic, and/or diverse ways.

Some questions we are interested in:  

• How do the different conceptualizations of Hero Journeys (Campbell’s, Murdock’s and Floyd’s) impact diverse character’s journeys? 
• How can white characters’ journeys be unread/made fuller through Murdock’s and Floyd’s journeys? 
• What other journeys exist that provide generative readings of young adult literature?
• Rick Roridan’s Presents imprint has helped to introduce diverse heroic series into the world. How have these new diverse portrayals transformed how literacy heroism can be defined or engaged? 
• How can more diversified journeys be utilized to engage in conversations around access, domination, and transformation of literary spaces? 
• How can literary heroism be conceptualized to make space for all cultural, historical and diverse perspectives? 
• How is literary heroism demonstrated or understood in literature outside of a U.S. or Western perspective? 
• What conflicts or themes appear in the iterations of the hero’s journeys that undergird the essence of what it means to be a hero? 

The editorial team is excited to have Dr. Doricka L. Menefee join them as a guest editor for this issue.

54.3 – Summer 2027: War and Peace in YAL: Civic Education in the ELA Classroom

Call for Manuscripts: Submissions due on or before November 1, 2026 

Young adult literature provides young people with the opportunity to see and contend with the world in a way that is relevant to them. This can include addressing the many conflicts that surround us. More recently, YAL has centered stories of war that have been previously elided or marginalized such as Standing Up Against Hate (Farrell, 2019), We Are Not Free (Chee, 2020 ), and Ruta Sepetys’s Between Shades of Gray (2011), Salt to the Sea (2016), and The Fountains of Silence (2019).

For this issue, we are examining how YAL can provide a space for helping readers make sense of war as well as a place where authors articulate the complexities and histories of conflict. This examination aims to challenge simplistic notions of victims and aggressors, soldiers and noncombatants. We encourage submissions that highlight perspectives of peoples previously overlooked or conveyed as singular (e.g., a simplistic hero/villain narrative), as well as articles that critically engage YAL texts presenting experiences of combat and diplomacy. We are particularly interested in how shared reading of YAL can serve as a catalyst for strengthening conflict resolution and civic education, such that democratic values of tolerance, openness, and pluralism can be practiced by readers.  

We encourage submissions that are connected to transformative classroom practices that actively engage learners in multiple meanings of peace and war, and how exploring these concepts sustain and strengthen democracy and civic participation. We are especially interested in articles that offer a compelling argument for the intentional use of YAL to interrogate, reimagine, understand, and examine the United States’ history of conflict engagement through intersectional and multivocal lenses.      

Authors might consider the following critical questions: 

• How have the YAL depictions of America’s role in historical conflicts changed in ways that tell richer, multivocal, and more nuanced perspectives? For example, consider the different perspectives, voices, and themes across novels linked by the Revolutionary War context: Johnny Tremaine (Forbes, 1943), My Brother Sam is Dead (Collier & Collier, 1974), Chains (Anderson, 2008), Sophie’s War (Avi, 2012), The Fighting Ground (Avi, 1984), and The Astonishing Life of Octavian Nothing, Traitor to the Nation, Vol. I: The Pox Party (Anderson, 2006).
• How does YAL explore the perspectives of adolescents involved in conflict, including military-engaged combatants and victims who seek refuge?      
• What instructional strategies have you found to encourage students to examine and respect multiple perspectives? What strategies and dialogic routines foster productive, respectful conversations in your classroom, especially around complex and challenging historical or political topics?
• How does the current state of conflict influence how educators discuss and/or select texts for discussion of historical events related to war and diplomacy? 
• How do you incorporate conflict-related nonfiction texts, especially speeches, news media, memoirs, and essays into your classroom?      
• What does young adult literature still lack in the realm of diverse perspectives of peacemaking and authentic conveyance of conflict engagements? Why are those elements important, and what prevents them from being represented?

The editorial team is excited to have Dr. Julianna Lopez Kershen join them as a guest editor for this issue. 

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Authors are asked to consider the inclusive language and citations used throughout their manuscripts. Please access the following resources to help determine the inclusivity of your manuscript and your references list:

• University of Idaho Brand Resource Center Inclusive Writing Guide
• The Diversity Style Guide
• GLAAD Media Reference Guide
• National Center on Disability and Journalism Language Style Guide
• Asian American Journalists Association Guide to Covering Asian Pacific America
• National Association of Black Journalists Style Guide
• A Note on Inclusive Citation Practices: if only white scholars are referenced, this is unacceptable; cite multiply marginalized and underrepresented (MMU) scholars and voices (e.g., #CiteASista)

Archives of The ALAN Review are hosted at Virginia Tech and can be accessed from that web site. Please note that archives reflect a two-year delay from the print publication date.