References 1 National Foundation on the Arts and the Humanities. (1965). National Foundation on the Arts and the Humanities Act of 1965 (P.L. 89-209) [National Endowment for the Humanities]. https://www.neh.gov/about/history/nationalfoundation-arts-and-humanities-act-1965-pl-89-209 2 The National Endowment for the Humanities defines the humanities as: “The term ‘humanities’ includes, but is not limited to, the study and interpretation of the following: language, both modern and classical; linguistics; literature; history; jurisprudence; philosophy; archaeology; comparative religion; ethics; the history, criticism and theory of the arts; those aspects of the social sciences which have humanistic content and employ humanistic methods; and the study and application of the humanities to the human environment with particular attention to reflecting our diverse heritage, traditions, and history and to the relevance of the humanities to the current conditions of national life.” (National Foundation on the Arts and the Humanities Act, 1965, as amended) 3 Pennsylvania Humanities Council. (n.d.). Allegheny Intermediate Unit Reports (Teen Reading Lounge). Pennsylvania Humanities Council. https://pahumanities. org/aiu 4 The Federal Interagency Working Group on Youth Programs. (n.d.). Positive Youth 5
Chevy, C. M. (2020). Beyond the Gap. National 4-H Council.
6 Smith, C. D., & Hope, E. C. (2020). “We just want to break the stereotype”: Tensions in Black boys’ critical social analysis of their suburban school experiences. Journal of Educational Psychology, 112(3), 551–566. https://doi. org/10.1037/edu0000435
20 We Need Diverse Books. (n.d.). Diversebooks.Org. https://diversebooks.org/ 21 In the Margins. (n.d.). In the Margins Site. https://inthemarginssite.blog/ 22 Adams-Bass, V.N. (2014). Children, Youth and Literacy Expert Interview Dr. Susan Groenke, University of Tennessee. Unpublished Transcript. Pennsylvania Humanities Council. 23 Hruby, G. G., Burns, L. D., Botzakis, S., Groenke, S. L., Hall, L. A., Laughter, J., & Allington, R. L. (2016). The Metatheoretical Assumptions of Literacy Engagement: A Preliminary Centennial History. Review of Research in Education, 40(1), 588–643. 24 “I Had No Idea He Was a Reader!”: Learning From Beginning English Teachers’ Implementation of the Adolescent Motivation to Read Profile Survey 1 May 2017 Journal of Adolescent and Adult Literacy60(6):701-704 25 Pennsylvania Humanities Council. (n.d.). Allegheny Intermediate Unit Reports (Teen Reading Lounge). Pennsylvania Humanities Council. https://pahumanities. org/aiu 26 Deschenes, S. N., Arbreton, A., Little, P.M., Herrera, C., Grossman, J.B., et al(2010). Engaging Older Youth Program and City-Level Strategies to Support Sustained Participation in Out-of-School Time. Wallace Foundation 27 Hart, R., Daiute, C., Iltus, S., Kritt, D., Rome, M., & Sabo, K. (1997). Developmental theory and children’s participation in community organizations. Social Justice, 24(3 (69), 33–63. 28 Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
7 Smith, E. P., Witherspoon, D. P., & Wayne Osgood, D. (2017). Positive Youth Development Among Diverse Racial–Ethnic Children: Quality Afterschool Contexts as Developmental Assets. Child Development, 88(4), 1063–1078. https://doi.org/10.1111/cdev.12870
29 Richmond, A., Braughton, J., & Borden, L. M. (2018). Training youth program staff on the importance of cultural responsiveness and humility: Current status and future directions in professional development. Children and Youth Services Review, 93, 501–507. https://doi.org/10.1016/j.childyouth.2018.07.022
8 Deutsch, N. L., Williams, J. L., & Adams-Bass, V. N. (2019). Diversity in Extended Education in the United States. International Developments in Research on Extended Education: Perspectives on Extracurricular Activities, after-School Programmes, and All-Day Schools, 41.
30 Ginwright, S., & Cammarota, J. (2007). Youth activism in the urban community: Learning critical civic praxis within community organizations. International Journal of Qualitative Studies in Education, 20(6), 693–710. https://doi. org/10.1080/09518390701630833
9 Hirsch, B. J., Deutsch, N. L., & DuBois, D. L. (2011). After-school centers and youth development: Case studies of success and failure. Cambridge University Press.
31 Adams-Bass, V.N. (2014). Youth & Civic Engagement Expert Interview Dr. Barbara Ferman, Temple University, University Community Collaborative. Unpublished Transcript. Pennsylvania Humanities Council.
10 Pennsylvania Humanities Council. (n.d.). Allegheny Intermediate Unit Reports (Teen Reading Lounge). Pennsylvania Humanities Council. https://pahumanities. org/aiu
32 Flanagan, C., Gallay, E., Pykett, A., & Smallwood, M. (2019). The Environmental Commons in Urban Communities: The Potential of Place-Based Education. Frontiers in Psychology, 10, 226. https://doi.org/10.3389/fpsyg.2019.00226
11 Pittman, K., Irby, M., Tolman, J., Yohalem, N., & Ferber, T. (2003). Preventing Problems, Promoting Development, Encouraging Engagement: Competing Priorities or Inseparable Goals? Forum for Youth Investment.
33 Flanagan, C., Kefalas, M., & Carr, P.J. (2017). Connecting with the body politic: Civic engagement in young adulthood. In T. T. Schwartz, D. Hartmann, & R. Rumbaut (eds.), Crossings to Adulthood: How diverse young Americans understand and navigate their live (190-206). Leiden, the Netherlands: Brill Academic Publishers
12 Damon. (1994). Five Cs Origins. Youth Who Thrive. https://www.youthwhothrive. ca/message05_03b.php 13 Curtis, A. C. (2015). Defining Adolescence. Journal of Adolescent and Family Health, 7(2). 14 Erikson, E. H. (1999). Youth and the life cycle. Adolescent Behavior and Society, 252–259. 15 Erikson, E. H. (1968). Identity: Youth and crisis (Issue 7). WW Norton & company. 16 National Research Council. (2002). Promoting Adolescent Development. In Community programs to promote youth development (pp. 41–65). National Academies Press. 17 Black, J. E., & Barnes, J. L. (2021). Fiction and morality: Investigating the associations between reading exposure, empathy, morality, and moral judgment. Psychology of Popular Media, 10(2), 149–164. https://doi.org/10.1037/ ppm0000281 18 Community Action Association of Pennsylvania Poverty Snapshot https://www. thecaap.org/news-events/pa-poverty-snapshot.html Coalition for Low-Income Pennsylvanians https://www.papovertycoalition. org/2018/10/impact-of-census-bureaus-poverty-data.html 19 Deutsch, N.L., Williams, J.L. & Adams-Bass, V.N. (2019). Diversity in Extended Education in the United States. In Bae, S., Mahoney, J., Maschke, S., and Stecher, L. (Eds.) International developments in research on extended education: Perspectives on extracurricular activities, after-school programs, and all-day schools. Barbara Budrich Publishers: Berlin.ncghr4r7stdsdghgtcsrujoksw Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron. B., & Osher, D.(2020). Implications for educational practice of the science of learning and development, Applied Developmental Science, 24:2, 97-140, DOI: 10.1080/10888691.2018.1537791
34 Tout, K. (2021, March 10). Child Care and COVID-19: Support Children by Investing in Early Educators and Program Sustainability. Society for Research in Child Development. https://www.srcd.org/research/child-care-and-covid-19support-children-investing-early-educators-and-program 35 Richmond, A., Braughton, J., & Borden, L. M. (2018). Training youth program staff on the importance of cultural responsiveness and humility: Current status and future directions in professional development. Children and Youth Services Review, 93, 501–507. https://doi.org/10.1016/j.childyouth.2018.07.022 36 Black, J. E., & Barnes, J. L. (2021). Fiction and morality: Investigating the associations between reading exposure, empathy, morality, and moral judgment. Psychology of Popular Media, 10(2), 149–164. https://doi.org/10.1037/ ppm0000281 37 Deutsch, N. L., Williams, J. L., & Adams-Bass, V. N. (2019). Diversity in Extended Education in the United States. International Developments in Research on Extended Education: Perspectives on Extracurricular Activities, after-School Programmes, and All-Day Schools, 41. 38 Ginwright, S., & Cammarota, J. (2007). Youth activism in the urban community: Learning critical civic praxis within community organizations. International Journal of Qualitative Studies in Education, 20(6), 693–710. https://doi. org/10.1080/09518390701630833
PA Humanities Teen Reading Lounge: Insights from 10 Years of Participatory Research and Evaluation
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