Reading for Intermediate and Advanced Learners, Fall, 2011

The article did a wonderful job of explaining the importance of using young adult literature in the classroom. By using literature that highlights teen struggles, it helps students learn and find ways to solve issues in the world around them. Students have the opportunity to make connections with a character in the book who may be struggling with a similar problem. They can be empowered by taking on a character’s issues or struggles and thinking of ways that they could deal with it and persevere. Young adult literature should be an integral part in the classroom.

After reading about the two teachers who incorporated young adult literature into their classrooms, I began to wish that I had read more books that connected to my life in middle and high school. Many of the books I read in English classes were the classics, which were wonderful, but I found it was difficult to make connections to my own life. I did not really understand why I had to read books that did not reach me in my adolescent life. For example, I read The Scarlet Letter in my ninth grade English class. I love to read, but I struggled mightily in the book because I couldn’t make connections. As a ninth grader I kept wondering why I had to read a book about adultery set in the 17th century. Teachers should incorporate young adult literature in the classroom because it helps students grow and make connections to the world around them.

This article was a complete eye opener for me. I am a first grade teacher, therefore I do not have any experience or insight to how the upper grades work or what is taught at the middle/high school level. I loved how this article really focused on why it is so important to use Young Adult fiction in the classroom. I have to agree with a lot of what is said in this article. If you give students something to read that they are enjoying then they will flourish and they will grow. I find the same things with my first graders, if we are studying a unit that they particularly enjoy they seem to get more involved in what is being taught. In the article I really loved what Dina did. When the students were finished reading the book she didn't just move on to the next book she wanted to see what these students really understood, so she had them create something. If a student creates a project or does something to show their understand it is so valuable! It gives the teacher something to assess them by.

The whole time I was reading this I kept thinking about Erin Gruwell from Freedom writers. She fought tooth and nail to give her students the same opportunities that other readers had in that school. She did not just pass them on she really worked with them. She gave the students literature that they could relate too. It was amazing the transformation that those students made throughout the year. They were becoming fluent readers and writers.

This is what YA literature does. If you give a student something that they love they will flourish and they will become a more fluent reader and writer because of it.

Teaching first and second grade for most of my career it is easy to engage readers with different story types, but as students get older it takes more work to relate to their needs. For the last 6 years I have taught in a highly impacted school located in the center of public housing. While I read this article I couldn’t help but think of the students I have taught and how the classics I read in school wouldn’t relate to the students on any level. I agree with the article, that if we do not relate to our students and find new literature that reaches out to them and their needs then we have lost them as readers. Young readers need to connect to the book and find a purpose for the reading.

Students also need analyze the story and work with the story. Dana did a great job having the students to use the story and create a project. This not only raises the level of engagement and comprehension, but also lets the students apply the book to their life. YA books today reach young kids to discuss and hear others opinions to gain different perspectives on a topics that were not discussed before.

I enjoyed reading this article. As a first grade teacher I was able to make a few connections with it's contents. For example, even as a teacher of young grades I often struggle with what book to read aloud to my students. It takes a lot of thought and planning to select appropriate text for your students. Quality YA literature can take students to a place they have never been before or help a student make deep connections and feel that they have a story to relate to.
I agree with the article that allowing students to aid in selecting texts is important. It sparks their interest and makes them that their opinion matters. I also agree that appropriate YA literature can help reach a struggling or "alienated" student. Students can often feel empowered when they are allowed to take ownership of a book.

I thought this was a very interesting article. I teach kindergarten and I always choose books to read to my students and use in the classroom that I know they will enjoy and be interested in reading. Why do we not do they same thing for middle and high school students? Educators should be using young adult novels that are interesting to their students and contain issues that are relevent to them. I really like how the two teachers featured in this article use the novels to discuss important life issues with their students. Young adults need to discuss topics that are happening to them and to other kids that they know. I am not sure I would be comfretable discussing some of the topics with them, but I think it is important to do. I also like the way that they use these novels to teach important literary elements and writting techniques. It only makes sense to use texts that students will be engaged in and want to read.

I liked that the article included a list of some of these novels and a short description of each. I am not familiar with any of them, but I think several of them will be very interesting to read. I wonder how familiar the teachers in my county are with young adult novels and if they are using them in their classrooms.

The Relevance of Young Adult Literature
By B. Joyce Stallworth

I found this article extremely interesting because it advocates the use of young adult literature in a safe environment, the classroom. Teens often need to find connections in the text they are reading to make meaning of the main idea or author’s message. If the literature they are reading seems too foreign or abstract, they lose interest and associate those negative reactions to reading in general. By using young adult literature as illustrated in the examples of Stallworth’s article, I can see students in the middle and high school grades getting excited about reading and learning about issues that may not be part of their own life but perhaps of a friend or family member.

I knew of a young girl who read Rules by Cynthia Lord and could identify with the main character who lives with an autistic brother like herself. Rather than feeling alone and different, she was able to understand there are other kids dealing with the same issues at home as her. The adolescent years can be very difficult to manipulate and young adult literature that gives some insight to different aspects of real life, such as teen pregnancy or abandonment, can help kids handle these issues that may often seem bigger than themselves. In addition, as they read these novels, they increase their vocabulary and comprehension skills through discussion and self-selected extension activities.

Having taught kindergarten for the past ten years, I am rather proficient in my knowledge of picture books. However when it comes to “contemporary young adult literature,” I am a complete novice. This article has peaked my interest and did a great job of providing numerous examples of why we shouldn’t just stick to the classics. In high school I don’t remember really reading anything that I was able to relate to or that I felt reflected my story. Since then even more has changed in the lives of adolescents and I can’t imagine students today would be able to share much in common with life as described by Shakespeare.

I would love to be in Leah’s 9th grade class. Her introduction activities for Make Lemonade would hook even the most reluctant reader in my opinion. Motivation and relevance are important aspects of getting and keeping kids reading. Using young adult “problem novels” that tackle difficult topics such as rape and teen pregnancy can provide a much needed outlet for students who may think they are all alone. It was hard enough being a teen 20 years ago, can’t begin to think what it is like today. It is nice to know there are teachers and literature like those described in this article to support young adults as they navigate the challenges of life in today’s world.

I enjoyed the article on young adult literature, and I completely agree with their stance on its value in the classroom. A few points from the article really stood out to me. First, the idea of "life literacy". Working in middle school, I know all about the issues and concerns that surround tweens and teens. I absolutely agree that books written about topics and situations that they can relate to will increase their overall reading, writing, and speaking skills. It allows them to learn and practice in literature that is meaningful and relevant. Adolescents are egocentric by nature, and they need books that matter to them. Second, I liked the idea that adolescent literature can give kids the avenue needed to discuss and deal with real-life issues in a safe classroom environment. I especially agree with the author when he stated that young adult novels can give kids the kind of empathy and morality that cannot be taught with traditional character education. Finally, I was glad that Mrs. Stallworth discussed choosing books that are developmentally appropriate and informing parents when controversial topics are being taught. I think this is very important to remember. There are some books (Forged by Fire, Monster) that I would not put in the hands on my sixth graders; however, they work great for my eighth graders. It has taken me a little while to come to peace with introducing certain topics to my students. I think you always wonder if it's too taboo for the classroom. After condsiderable thought, I feel it really comes down to two factors; the maturity of the students, and your comfort level discussing the topic in an objective manner.
I think personal experience is the best testament, and the past week in my classroom is proof of the power of adolescent literature. We completed a short story that involved middle school bullying and retribution. They were completely engaged and the discussions we had were complex and enlightening; both for me and the students. The story was left open-ended and the students had to create and write their own ending for the story. Most of the students wrote at least one page, and many of the students wrote multiple pages. One eighth grade boy commented that he'd never written so much in his whole life. Keep in mind that these are struggling readers and writers! I don't think I would have gotten the same level of thinking and work if we were reading "The Pit and the Pendulum". I firmly believe adolescent literature is an invaluable tool.

When writing my literacy autobiography it was hard for me to think of many books that I read in middle and high school. It is probably because I was not given books that interested me or applied to my life. I was given books like The Scarlet Letter or The Odyssey, that could not be understood if I read it 100 times. I love how this author is an advocate for young adult literature and even quotes one librarian saying " these books facilitate teaching the same literary elements covered in The Scarlet Letter or any traditional title." It is important for teachers to understand that even though they are required to have students read some books, they can supplement those books with texts that are personal to the students. I never thought that these books teach character traits, but so often students are not taught manners or responsibility in the home and those have to be taught at school. Reading these books show them real world experiences in which they can relate to as well as use character traits effectively to cope with those experiences. I like the idea of giving the students several choices to read instead of mandating that a book be read. Most children do not want to do anything that is demanded of them and that includes reading. Letting students know that their opinion and their choice in books matter, makes them want to read and discuss openly.

In the article, The Relevance to Young Adult Literature, I was surprised to learn that many educators do not use young adult literature on a regular basis. As a first grade teacher, I had never stopped to think about potential challenges an educator could face simply because they wanted to expose their students to this genre. Unfortunately, many parents are uncomfortable with their children reading these books because of their content. These parents are most likely unaware that their children (usually) have background knowledge on the subject matter already. As Stallworth pointed out, these topics are often times very real that young adults can relate to. If they are not aware of the subject matter within the text, I think the safest way to learn about it would be through reading instead of experiencing an unfavorable situation first hand. These texts provide students with knowledge on a variety of hot topics through reading and class discussions. This genre is helping prepare them for life outside of the classroom where these controversial topics are real.
It was interesting that Joyce Stallworth’s graduate students were reluctant at the beginning of the semester but by the end they were advocates for young adult literature. Although this genre is susceptible to criticism and/or questioning because of the sensitive topics, I think that any educator who really understood the positive it can have on students would be more open to its use in the classroom.

I enjoyed reading this article. It brought up some very good points about the value and importance of using “contemporary young adult literature” in classrooms today. When I think back to my middle school and high school days, I don’t remember reading anything other than the “classics,” so it was hard to relate to the things we were reading. I agree with what Stallworth says about the importance of reading and discussing books about different life problems in the safety of a classroom so that they might have the possibility of some knowledge of how best to deal with those types of problems later on if they ever encounter them in their lives.
I was glad to hear that I had read some of the books mentioned in the article, but also glad to read about some that I hadn’t, like Make Lemonade. The teacher to introduced that book to her class really had a great motivating activity to hook the kids, and as we know, motivation for kids to read is so important.

With so much facing today's children, it is great that we have literature to promote discussion of events which can be frightening to bring up. This brings a unique time and place to share one's thoughts about life events. The parents who are not happy with their children reading this genre is sad because in some ways this may be the only venue to discuss an event before someone is faced with the consequences of it.
I notice in talking about novels with bullying, or other prevalent genres of today's world, how readily students open up about their perspectives. This opens a much wider arena for solving world issues. If we could start understanding different people's perspectives before coming to conclusions-our world may be different.

The Relevance of Young Adult Literature

As I read this article I kept thinking back to what I read in school, and the interest level in discussions in class. I cannot recall any situations in which I felt connected enough to characters in the books we read in high school to argue their points of view with any passion.

I have seen first-hand the problems with forcing young people to read classics before they are able to understand and relate to them. In middle school, my son, who was an excellent reader, had to take an Accelerated Reader placement test. His reading level, this test reported, was 11th-12th grade level. The school rule was that the students had to read AR books on their own reading level; the problem was that the books on his level were largely classics like War and Peace. He struggled through several books in order to meet his points goal, but he was really turned off to reading, and didn’t read outside of the required books, which was a big change for him. A few years later I watched him struggling to write a paper about The Scarlet Letter for his AP English class. He didn’t connect to the text at all, but even more problematic was the fact that neither one of us was able to understand the writing prompt his teacher set forth for the class. How was he supposed to grow from this experience? Wouldn’t it have been more productive for the students to read books which addressed issues they could understand and relate to, as they concurrently learned about literary elements? I feel certain that the teachers could have met their Standard Course of Study objectives with other kinds of literature which would have been more engaging to the students, which might have encouraged them to enjoy their reading and provided pertinent issues for discussion. Although my son was an excellent reader, following these experiences he rarely read anything which was not required for coursework at school. It has been only in the past year that he has begun again to read anything for pleasure.

I wish that my children had been able to be in English classes where they were able to learn with this Young Adult genre of books. I certainly agree with the concluding statement in this article, which says “Inviting young adult literature into the curriculum increases the likelihood that young adolescents will turn into avid, mature, and lifelong readers.”

I found this article to be sightful. I wish there was a way to get this article out to more teachers. I think that it is extremely important to find reading materials that are relevant to the students.

Often times, students' see reading as a chore, or something that they have to do for class. Very few students actually take the time to be or feel like that they have been drawn into a story. I believe that Young Adult Literature is the gateway into students becoming active readers.

I liked the extension activities that the teachers had the students do. It allows for students to take pride and ownership in their learning. I have always believe that there is more than one way to skin a cat. Students have an active imagination and even more ideas and skills. It is up to teacher to allow them to tap into their own creativity, when presenting a project. No one likes to just stand in front of the class and answer the same questions about the book over and over again.

This article is a great reminder that Media specialist are there to help the teachers and students broaden their horizons.

In high school, reeading was not my favorite thing to do; especially if it did not make a connection for me, which it usually didn't because we were required to read something totally off the wall such as "The Odyssey." I can not tell you one thing about that book. I liked reading things that related to my own life; books that had a purpose, books that made a connection for me.

Throughout reading this article, I felt like YAL could truly make an impact on young adults if teachers would use this to engage students. I agree with Stallworth that YAL can energize the class and enrich group discussion. Students will want to talk about what they know, and what they know is what is going on in their own lives.

By reading and writing about things that hit close to home, this could not only reach out the struggling students, but also to young adults who have a low self esteem, bad living environments, or no direction in life. If children have something more realistic to read, then they could possibly have a better outlook on life and know what to expect. YAL could be a guide for those with no direction. Those with low self esteems can realize that they are not the only one and that others can relate to how they feel. YAL can be used for the good, the bad, the ugly, and the beautiful.

The article “The Relevance of Young Adult Literature” by Joyce Stallworth is thought provoking. My personal teaching career has focused on the early elementary grades, therefore I am not extremely familiar with contemporary young adult literature. The article helps to provide an understanding of how young adult fiction is so valuable to adolescent readers. This genre is attractive to young readers because it contains themes that are relatable to young adults, and it seems that it helps to spark an interest in reading and discussion among classmates.

I enjoyed reading about the real life classroom examples in the article. There were two very different classrooms, one with a high percentage of students with low socioeconomic backgrounds and many of those students were also struggling readers. The other classroom example came from an affluent high school. Both teachers had success in their respective classrooms. In the poorer school, the teacher found that young adult literature helped the students make connections to real life problems. In the more wealthy school, the teacher found that young adult literature helped the students gain perspective on lives that were less sheltered than their own.

To me, one of the most powerful themes in this article comes at the very end. The idea that contemporary young adult literature will improve the chances of students becoming life long readers is valuable. Crafting the desire to be a lifelong reader is not an easy task, and hopefully more frequent use of young adult literature will assist in this cause.

This article mirrored a lot of my own thoughts. Today's students have a greater need than ever to be able to relate what they are learning and reading to their own lives. The wonderful thing about this particular time is that today's authors are writing on so many different experiences that young adults are able to find something they can relate to.
I think when it gets down to teaching students of different cultures, religions, ethnic groups, and socioeconomic backgrounds: a teacher must find a way to reach every student I myself did not truly get interested in reading until a teacher introduced me to material that I could relate to.

I thought this article was exciting for teachers, students and up and coming authors. It is definately a time for authors to give young people a voice and a way of expression.
I have become more familiar with this genre through assigned books in the masters classes. I loved the book Monster and could imagine children really responding to literature written about them in this time era. Having worked with middle schoolers in the past, I know they like things to have relevance in their every day lives. I do believe that providing this literature is an exciting, thought provoking answer to helping kids deal with adolescent problems.
The author of this article was quick to point out controversial subjects and that parents will indeed question choices. Given the society and times we live in, I would rather have a child read about a serious issue and ponder through the decisions and reactions than be in the middle of a difficult situation and have to reference point.