ABSTRACT
This chapter conveys how a multiliteracies pedagogy and practice were put into action in a graduate young adult literature (YAL) course. First, the chapter provides a brief overview of the participants and the overall design of the course. After explains the overall course design, focuses on one class session that centered on literature written about Lesbian Gay Bisexual Transgender (LGBT) youth. It present excerpts from the class discussion and from students' written products to understand how they approached LGBT texts to think about their own beliefs, the ways in which authors developed the characters, and the story arc presented in the literature. The chapter presents the class session where LGBT-themed literature was the focus. To illustrate this point, the author explains why it was important to include LGBT YAL literature and the strategic placement of this topic. Then the chapter addresses LGBT YAL class session through a Critical Framing lens.
