About SIGNAL Journal

SIGNAL Journal is the peer-reviewed (refereed) journal of the International Reading Association's Special Interest Group - Network on Adolescent Literature. The journal publishes articles, essays, and reviews about varying aspects of young adult literature (YAL), as well as interviews with YAL authors.

Submission Requirements

Manuscripts, which may be 4-15 pages in length, should be double-spaced and follow APA documentation style. NOTE: Please italicize book titles, but not series titles. Series titles should be capitalized but not italicized or placed in quotation marks. Please also submit manuscripts as Word documents, attaching tables, charts, and photos (.jpg or .gif) in a separate file.

We do not accept simultaneous submissions. Manuscripts should be submitted electronically to  This email address is being protected from spambots. You need JavaScript enabled to view it.   Please include a short biographical sketch, including the name of your school and position. The editors reserve the right to modify manuscripts to fit length and language considerations. SIGNAL Journal requires that articles have not been published elsewhere.

Review Process

Each manuscript will receive a blind review by at least two members of the review board, unless the content or length makes it inappropriate for the journal. The review board will a decision within four to six weeks of receiving manuscripts. Any revisions of manuscripts submitted for further review will also receive a blind review by at least two members of the review board. The review board will make a decision within four to six weeks of receiving the revised manuscript. 

If you have questions or if you're interested in being added to SIGNAL's e-mail list, please e-mail co-editors Robyn Seglem and Chris Goering at  This email address is being protected from spambots. You need JavaScript enabled to view it.  or click here for membership information.


Call for Manuscripts: Spring/Summer 2014

Theme: Classics in YAL

Deadline: March 1, 2014

One staple in pedagogy for teaching young adult literature is pairing young adult texts with canonical texts. Joan Kaywell supports this in Adolescent Literature as a Complement to the Classics, and Sara Herz and Don Gallo support it in From Hinton to Hamlet: Building Bridges between Young Adult Literature and Classics. In our own classes we seek ways to add rigor to teaching young adult literature by pairing it with canonical texts. For example, one pairing we have recently tried is Mexican Whiteboy by Matt de la Pena with Their Eyes Were Watching God by Zora Neale Hurston. What pairings are you trying in your own classrooms? What learning strategies are you finding useful in these pairings? How is implementing young adult literature in conjunction with canonical texts helping your students better understand the classic works of literature?


Call for Manuscripts: Fall 2014/Winter 2015

Theme: Transmedia Storytelling in YA Literature

Deadline: September 1, 2014

In 2003, media studies professor Henry Jenkins coined the term “Transmedia Storytelling,” which describes the coordinated use of storytelling across media platforms. In basic terms, one avenue of transmedia storytelling brings characters that we grow to love in print to visual life through ‘digital channels’ such as comics, movies, television shows, interactive texts, games, mobile applications and websites. As the digital landscape of text expands, we see narratives and interactive experiences for readers as a new frontier in the world of storytelling. Popular young adult novels such as the Harry Potter series, the Hunger Games series, Lord of the Rings, Beautiful Creatures, among hundreds of others, are part of the transmedia storytelling experience.

As consumers, authors, fans, and teachers of young adult literature, we are likely to have a variety of divergent views on the transmedia storytelling experience as it relates to our relationship to young adult literature. As teachers and researchers, have you had success in incorporating these storytelling channels with your students? What transmedia storytelling experiences have you created, based on YAL, to use with your students? Does the use of transmedia storytelling in the classroom diminish students’ experiences with the traditional texts?