I'm another one of the few public track students, so I can definitely identify with Kate and Lyme in their concerns about modifying action research methods for a non-classroom setting. At first I was slightly put off by how the text focuses so heavily on classrooms and teacher experiences, but as I read through chapter two, I found myself making frequent notes about how certain themes in the text could apply to my own research. I work as a teen services assistant in Spartanburg, SC, which may give me an advantage over other public librarians because I do have a more constant focus group. Over the past few years, our library has had several parents and community members express concerns about the content of our teen fiction. While I realize challenges are common for any librarian, my boss and I have been particularly distressed by community efforts to "clean up" our section because we feel that this popular literature has great value for the teens. In my research project, I hope to explore the ways in which realistic teen literature fosters literacy and captures reluctant readers.
I was struck by the section on phenomenology and interpretation (pp. 23-25), as its emphasis on the importance of individual human experience lends itself well to my argument. Teens have very different frames of reference than adults, and I believe that this is something that should be considered in their education and entertainment. Stringer refers to Denzin's idea that in human services, "practices are based on interpretations and judgments of people responsible for their development and delivery" rather than focusing on methods that are appropriate for those being served (24). I hope that an examination of our teens' life-worlds and methods of interpretation will illuminate some of the ways in which we can better serve them.
Another quote that I found particularly meaningful was Stringer's statement that when we deny others' life-worlds, it results in "negative feelings that inhibit the possibility of productivity" (20). By observing the teens using action research methods, I can get a better idea of their life-worlds and find ways to value them in the educational process. Action research will be particularly helpful both for the teens and for me, as I will be able to gather and analyze my information and then implement a plan based on my results while empowering the teens. Giving them a voice and an opportunity to be part of the research process will not only help me reach conclusions, but will also give the teens research and critical-thinking skills. With an increased understanding of how teens receive and interpret controversial literature, I hope to investigate existing educational methods and challenge teens to take ownership of their experiences rather than accept the established order.
Tara Smith
Comments (5)
Tara,
I'd like to explore your last paragraph a little more--the part about denying "others' life-worlds." There are a lot of implications to censorship, some of which involve the reading process itself. For the purposes of this discussion I will use two examples--Beowulf and Monkey: A Journey to the West. In Beowulf, the protagonist exemplifies the virtues of the society. If reading is intended for moral edification (and I'm not saying it always is or should be), we can use Beowulf as a model of honor. In a sense, it may be seen that we follow where the book is leading us. But in Monkey, the protagonist is anything but a role model. In fact, he strays significantly from what the Chinese Buddhist cultural context would expect a good person to do. Moral edification with this book involves becoming a critical reader. We have to look at what Monkey is doing, assess his actions according to our values and make a judgement about his behavior and it's consequences. The literary work is not morally deficient, we are expected to think for ourselves and learn from his mistakes.
A great deal of contemporary fiction for young adults more closely resembles Monkey than Beowulf. There are often teenagers shown conducting themselves imperfectly. I do not think the authors intend for readers to blindly emulate these protagonists. Instead the books share relevant experiences that the readers should and want to think about. They have the opportunity to form their own judgements and are expected to think for themselves. It is not a less moral literary experience, just different. The readers become the moral authority (like with Monkey) instead of the characters (as in Beowulf).
Daniel Skinner
Posted by Daniel Skinner | January 18, 2009 10:59 AM
Posted on January 18, 2009 10:59
Hello, Tara,
I think that another way of restating your comments would be you are going to build deeper relationships with the teens with whom you work. I think that is how we as human beings make connections with others and eventually come to a more deeper understanding of the people that surround us. I am extremely interested in hearing more about your investigation, as I too wish to know more about my students so that I can better serve them.
Posted by Tina Mallén | January 18, 2009 9:44 PM
Posted on January 18, 2009 21:44
Tara-
I think the quote from Stringer about denying students life-world and the negative effects it will have on our young adults is one we should all take notice of. It calls all of us... public or school track to really consider how we effect our students/patrons by not allowing them their outlet. This is why censorship is so dangerous. Your action research project sounds like it will not only foster your understanding the young adults at your library but it will build a bond between you and them. I think this would be a great resource to provide for your community who are pressuring you to "clean-up" the collection. I am excited to see how this turns out and the insight you gain from this project. Good Luck!
Nikki
Posted by Erin Jaynes (Nikki) | January 19, 2009 5:14 PM
Posted on January 19, 2009 17:14
Tara,
When I read your post, I immediately thought of the Henry article that is on the syllabus for this week. That article just may help you to think more about your project....
Anyway, it is excellent that you have a stable focus group and can explore this issue in-depth while working with your research participants. I look forward to hearing more about how you will set up the study -- if you're going to interview teens who have already read some of the "challenged" fiction, or if you are going to set up a reading situation and collect data through the process. Think about it.
Posted by Alecia Jackson | January 20, 2009 2:20 PM
Posted on January 20, 2009 14:20
I always use the plane to go on vacation, as it is faster and you get to the best an nicest places.
Posted by Fliegen | October 15, 2011 4:55 AM
Posted on October 15, 2011 04:55