Supporting Students' Right to Read in the Secondary Classroom: Authors of Young Adult Literature Share Advice for Pre-Service Teachers (original) (raw)
Related papers
2021
Most public school libraries or English classrooms celebrate Banned Books Week during the school year, featuring dozens of Young Adult novels that have been challenged or banned in public schools across the country. However, books aimed towards young readers are typically not optimized for educational use in the classroom. In this project, I will explore the benefits of using Young Adult literature in the classroom, while also investigating the obstacles that one might face in order to do so, i.e. censorship, sensitive subject matter. I also want to summarize and respond to an argument for the retainment of classic literature in the classroom over the inclusion of Young Adult literature. Finally, the project will include annotated bibliography entries of selected novels in the Young Adult genre. In these annotations, I will summarize the benefits of using the specific novel in the classroom and the potential obstacles that may arise that might hinder its educational value
Tensions in Teaching Adolescents/ce: Analyzing Resistances in a Young Adult Literature Course.
Journal of Adult and Adolescent Literacy, 2012
Identifying English Education courses focused on young adult literature as apposite sites for exploring teacher conceptions of youth and the texts aimed for youths’ consumptions, this article addresses the multiple sources of tension—and pedagogical potential—of teaching a young adult literature course centrally framed around controversial discourses of adolescence. Reflecting on six years of teaching the course at two different institutions with a strong focus on critical perspectives of youth, the article examines why students in the class would understandably strain against this curriculum, as well as what it might mean for secondary literacy curricula and secondary students if teacher educators and secondary teachers take up these pedagogical risks and sources of resistance in efforts to interrupt dominant and stereotypical discourses about youth.
Book in Review: A Teaching Guide: Leaning Into Young Adult Literature as Our Curriculum
2018
's spatial shifts in The Things They Carried (1998); the verse form of Patricia McCormick's Sold (2006); the temporal shifts in Pam Muñoz Ryan's Echo (2015); the point of view in. E. Lockhart's Fly on the Wall: How One Girl Saw Everything (2006). These books invited me into different places, times, and experiences while I was grieving the loss of my dad. At times, I was escaping. At times, I was comforted. But all the time, my relationship with words was changing. I think this is the psychology of books. Jesus, one of my students (all student names are pseudonyms), sketched panels inspired by G. Neri's Yummy (2010) and devoured Todd Strasser's If I Grow Up (2010) in one day, which inspired him to write an advice piece for his younger brother. Last year, Erin read Marilyn Hilton's Full Cicada Moon (2017) followed by Chimamanda Ngozi Adichie's We Should All Be Feminist (2015), after which she wrote a TED-like talk about women in science and how she is going to change the world. Books plus readers equal a synergistic effect that defies measurement. When teachers make choice the reading and writing curriculum, students learn about books, writing, and life, as well as the writers and readers we are and are becoming. We read and we write to make sense of our lives, to stretch moments, to imagine conversations, to remember smells and sounds, and sometimes, to reimagine memories with new endings. Writing is a way of bearing witness to our lives, and I think many authors write as a way of witnessing humanity and making accessible to readers the This article is also available in an online format that allows direct access to all links included. We encourage you to access it on the ALAN website at http://www. alan-ya.org/publications/the-alan-review/the-alanreview-columns/.
Young Adult Literature: Dear Teachers: Please Help My Kids Become Readers
The English Journal, 1999
Dear Mr. or Ms. English Teacher: 1. The right to not read. 2. The right to skip pages. 3. The right to not finish. 4. The right to reread. 5. The right to read anything. 6. The right to escapism. 7. The right to read anywhere. 8. The right to browse. 9. The right to read out loud. 10. The right not to defend your tastes.
Dimensions of young adult literature: Moving into 'New Times
ALAN Review, 2012
Moving into "New Times" "I think it is our job to help students be critical readers of issues. [Students] need to be exposed to current topics. I know that a lot of kids are on their own tackling this difficult stuff. Maybe it is our job as literacy teachers to take this on. And young adult literature might be a good way to do that."