Glenn, W. J. (In press for 2024). Authorial ideology and intention in presentations of place in YA immigration narratives. Ubiquity: The Journal of Literature, Literacy, and the Arts.
Caasi, E., & Glenn, W. J. (In press for 2024). (Re)inscribing ideologies: Examining ideological positioning of Black women athletes in nonfiction for children and young adults. Children’s Literature Association Quarterly.
Glenn, W. J., (2023, online). Fictional girls who play to play: Pushing on narratives of competition in YA sports literature. Sport, Education and Society, 1-16.
Glenn, W. J., & Caasi, E. (2023). Teaching with disruptive aims: Countering narratives of Black women athletes in sports nonfiction for young people. The ALAN Review 50(2), 32-47.
Glenn, W. J. (2023). Designs of home: Living spaces as identity-shaping places. English Journal, 112(3), 64-70.
Ginsberg, R., & Glenn, W. J. (2022). “Everything is in us”: Collaboration, introspection, and continuity as healing in #NotYourPrincess. American Indian Quarterly, 46(1-2): 25-63.
Midgette, L., & Glenn, W. J. (2022). “It never starts with machetes”: Interrupting Intergenerational Transmission of Biases Through Speculative YA Fiction. The ALAN Review, 49(2), 30-41.
Glenn, W. J., & Caasi, E. (2021; 2022). Gendered assumptions in the framing of fitness in sports nonfiction for young adult readers. Children’s Literature in Education. https://link.springer.com/article/10.1007/s10583-020-09432-7.
Durand, S., Glenn, W. J., Moore, D., Groenke, S., & Scaramuzzo, P. (2021). Shaping immigration narratives in young adult literature: Authors and paratextual features of USBBY outstanding international books, 2006–2019. Journal of Adolescent and Adult Literacy, 64(6), 665-674.
Glenn, W. J., & Ginsberg, R. (2020). Tensions between envisioned aims and enacted practices in the teaching of Muslim young adult literature. Teachers College Record(122)2, 1-44.
Ginsberg, R, & Glenn, W. J. (2020). Moments of pause: A model for understanding students’ shifting perceptions during a Muslim young adult literature learning experience. Reading Research Quarterly, 55(4), 601-623.
Glenn, W. J., & Moore, D. (2020). The authorial mediation of religious tensions in YAL narratives of immigration. The ALAN Review, 48(1), 13-27.
Glenn, W. J., & King-Watkins, D. (2020). Fictional girls who play with the boys: Barriers to access in the transition to male-dominated sports teams. Children’s Literature in Education, 51(3), 309-331.
Hernandez, M., Torres, F. L, & Glenn, W. J. (2020). Centering immigrant youth voices: Writing as counter-storytelling. English Journal, 109(5), 35-42.
Torres, F. L, & Glenn, W. J. (2020). The journey stories of young adult authors: Complicating contemporary immigration narratives. The ALAN Review, 47(2), 25-36.
Glenn, W. J., & King-Watkins, D. (2019). Being an athlete or being a girl: Selective identities among fictional female athletes who play with the boys. Children’s Literature Association Quarterly, 44(3), 290-309.
Ginsberg, R., & Glenn, W. J., Eds. (2019). Critical approaches for critical educators. Engaging critically with multicultural young adult literature in the secondary classroom. New York, NY: Routledge.