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Why YA Lit?: YA Lit in the Secondary Language Arts Classroom
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Transcript of Why YA Lit?: YA Lit in the Secondary Language Arts Classroom
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Why YA Lit?: YA Lit in the Secondary Language Arts
Classroom
Anna Nero & Shannon PerryWashington-Wilkes Comprehensive
High School
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Perceptions and Misconceptions
• Remedial texts
• Lacking literary merit– Entertainment– Sentimental– Poorly written
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So… what is Young Adult Literature?
• Brief History– Before 1960s – Nancy Drew, Hardy Boys,
Tom Swift• Avoided serious/controversial issues• White middle-class audience
– 1967 – The Outsiders, The Contender, The Chosen, Mr. and Mrs. Bo Jo Jones
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Big, Broad Definitions
• Any literature that teens read without prodding, poking and threatening by means of quizzes, tests and public humiliation in the form of class discussion
• Books with teenage protagonists
• Books written for teenagers
• Includes books for adults, but read by teens
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Don Gallo’s List o’ Characteristics
• Focus on teenage characters• Average length of 200 pages• Point of view – often first person, usually a
teenager• Narrator most often the main character• Usually told in voice of teenager, not adult (as in
To Kill a Mockingbird or A Separate Peace)• Contemporary language • Usually contemporary setting (fantasy, science
fiction)
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Gallo’s List (cont.)
• Relatable characters and issues• Minor role of parents• Outcome dependent on decisions and actions of
main character• Tone and outcome usually positive/happy• Plot and literary style uncomplicated, not
simplistic• Possess all traditional literary elements• As able to appeal to adults as teens
(Herz and Gallo, From Hinton to Hamlet)
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What our students are saying…
• Carlsen and Sherril (1989) study:– Dissection and over analysis of literature– Reviewing same material for days– Lack of fun / sense of wonder– Meaning without feeling– Lack of experience and/or maturity– Comprehension difficulty
• Disconnect for everyday teenage life• Unfamiliar words
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What our students are reading . . .
• Lack of YA Lit titles in required AND pleasure reading categories
• Applebee’s frequent required reading study (1992):– Four Shakespeare plays– Adventures of Huckleberry Finn– To Kill a Mockingbird– The Scarlet Letter– Of Mice and Men– The Great Gatsby– Lord of the Flies
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What our students are reading…
• Several studies (Hale & Crowe, Applebee) – Little change in required texts– Shakespeare dominates– Other canonical texts follow
• Favorite genres:– Romance/love stories– Fantasy– Mystery– Sports– Science Fiction
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Students want . . .
• To read about relatable and relevant topics and situations
• To read works written in the language that they speak
• To read about characters who look, sound and feel like them
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Theoretical Support
G. Robert Carlsen – Stages of Reading Development– Unconscious delight
– Living vicariously
– Seeing oneself
– Philosophical speculations
– Aesthetic delight
Louise Rosenblatt – Reader-response theory– No meaning in text itself– Readers bring meaning to text– Ability to relate to text = important
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So, why Not YA Lit?
• Many teachers cling to the notion of canonical literature being necessary to a quality ELA curriculum– Must be difficult in order to be studied– Students can read without a teacher, then not
worth reading– The test of time– Cultural indoctrination
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So, why not YA Lit?
• Teacher perceptions have changed little– “inferior” form of literature– Most have never taken a YA Lit class– Conference sessions
• Comfort and familiarity
• Teacher’s reading bias– Experience– Expertise
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YA Lit in the Classroom• Thematic Links
• Archetypal Links
• Writing Links
• Research Links
• Miscellaneous Links – Dialogue– Inferencing Lessons
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Bibliography
Asher, Sandy. “What About Now? What About Here? What About Me?” Reading Their World: The Young Adult Novel in the Classroom. Eds. Virginia R. Monseau & Gary M. Salvner. Portsmouth, NH: Heinemann, 1992. 77-82.
Bridgers, Sue Ellen. “Creating a Bond Between Writer and Reader.” Reading Their World: The Young Adult Novel in the Classroom. Eds. Virginia R. Monseau & Gary M. Salvner. Portsmouth, NH: Heinemann, 1992. 65-70.
Bushman, John H. “Young Adult Literature in the Classroom—Or Is It?” English Journal 86.3 (1997): 35-40.
Gallo, Donald R. “How Classics Create an Alliterate Society.” English Journal 90.3 (2001): 33-39.
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Bibliography (cont.)
Gallo, Donald R. “Listening to Readers: Attitudes Toward the Young Adult Novel.” Reading Their World: The Young Adult Novel in the Classroom. Eds. Virginia R. Monseau & Gary M. Salvner. Portsmouth, NH: Heinemann, 1992. 17-27.
Herz, Sarah K. and Donald R. Gallo. From Hinton to Hamlet: Building Bridges between Young Adult Literature and the Classics. 2nd ed. Westport: Greenwood Press, 2005.
Monseau, Virginia R. “Students and Teachers as a Community of Readers.” Reading Their World: The Young Adult Novel in the Classroom. Eds. Virginia R. Monseau & Gary M. Salvner. Portsmouth, NH: Heinemann, 1992. 85-98.
Peck, Richard. “Problem Novels for Readers Without Any.” Reading Their World: The Young Adult Novel in the Classroom. Eds. Virginia R. Monseau & Gary M. Salvner. Portsmouth, NH: Heinemann, 1992. 71-76.
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Bibliography (cont.)Salvner, Gary M. “Young Adult Novels in the Traditional Literature
Class.” Reading Their World: The Young Adult Novel in the Classroom. Eds. Virginia R. Monseau & Gary M. Salvner. Portsmouth, NH: Heinemann, 1992. 99-112.
Santoli, Susan P. and Mary Elaine Wagner. “Promoting Young Adult Literature: The Other ‘Real’ Literature.” American Secondary Education 33.1 (2004): 65-75.