Laudable Lit for Young Adults

Literary quality in young adult literature is unlike what we generally think of when we hear the term “literary quality.” The phrase often calls to mind the works of authors such as Shakespeare, Bronte, or Voltaire; however, the criteria for evaluating literary quality in young adult novels are much different. Read-worthy YA lit must examine traditionally taboo topics, offer exclusive access to characters’ intimate thoughts and foster a personal connection between characters and reader, teach about diversity, and, most of all, provide a pleasurable reading experience.

            One of the reasons young adult literature is so compelling is that it often has a forbidden essence. It discusses provocative teen topics in a frank, but age appropriate manner, and acts as a venue for young adults to survey their own feelings about sensitive issues; an opportunity they may not otherwise have.  It explores controversial subjects in a unique way that challenges readers to think critically about the material and draw their own conclusions. Subjects such as sexual orientation, eating disorders, death, teen pregnancy, and even rape are dealt with in a more delicate way than they are in adult novels, which accomplishes two things. First, it does not exceed the average adolescent developmental level, and second, it encourages adolescent readers to interact with the text and make connections.

YA authors spend a great deal of  time developing their characters, going deep inside of them to unearth their innermost feelings, creating a bond between characters and young readers. For example, in Speak Laurie Halse Anderson permits her readers to hear Melinda’s most secret thoughts. “I know my head isn't screwed on straight. I want to leave, transfer, warp myself to another galaxy. I want to confess everything, hand over the guilt and mistake and anger to someone else. There is a beast in my gut, I can hear it scraping away at the inside of my ribs. Even if I dump the memory, it will stay with me, staining me. My closest is a good thing, a quiet place that helps me hold these thoughts inside my head where no one can hear them" (p. 50-51).  YA novels often offer readers the opportunity to compare their thoughts with those of the characters.

Exposing young adults to people and cultures outside of their own helps them to develop empathy, one of Pink’s six senses. Learning empathy is important because it allows people to work well together, develops leadership skills, persuades others, and teaches willingness to be more open to learn from others (Pink 2005). Readers will certainly empathize with characters such as Spinelli’s Stargirl, Lee’s Bob Ewell, and Myers’ Steve Harmon.

Interesting plots and characters are what appeal to young adult readers. Engaging young readers is accomplished through creating characters the same age as readers and situating them in real-life challenges familiar to young adults. Good young adult literature has the ability to teach while entertaining. When young adults enjoy what they read, they will be eager to make text-to-self, text-to-world, and text-to-text connections.

Connecting Students and the World through Literature and Technology

I remember my first foray into the world of young adult literature as if it was yesterday. After a full year of begging my mother to let me read Judy Blume’s Are you There, God? It’s Me, Margaret, she finally caved. It was the summer before I was to enter junior high, and I suppose my mother knew I would not spend the summer lounging with the likes of Mrs. Piggle Wiggle, so in what might have been an effort to either foster my love of reading or to give her some peace, Mom agreed to take me to the library to check out the book. I read it voraciously, savoring every word. This was a novel to which I could connect. Nearly thirty years later, I find that this genre still appeals to me. Some of my favorite young adult novels include Star Girl and Speak, but I must admit I also love The Giver.

I had been an avid reader up until high school. I am not entirely sure why reading had less appeal to me in my high school years. It may have had something to do with the new found freedoms, friends, and boys, but I suspect that it had more to do with the reading selections offered in my high school English courses. I went to high school in the early eighties when education was uber-conservative, so naturally, the literature followed suit. I understand that teachers have to teach canonical literature, but interspersing it with novels that teens can relate to will help teach students how to be engaged, active readers.  Once students learn this skill, they will be able to engage with any text. Furthermore, incorporating modern pedagogical practices that enhance global learning through technology helps to engage students and broaden the connections they make to literature.

Professional Self

I am very new to teaching; in fact, this is only my third semester teaching developmental English at Wake Technical Community College, although I am certified in secondary English education. Currently, I do not teach any literature at all. My courses focus on grammar and writing. My students do have to read an essay on each rhetorical mode they are about to compose in, so I try to use what I have learned in other reading and writing courses when choosing an appropriate essay. Once I have completed my MEd, and taken two additional English courses, my plan is to teach two freshman composition courses and two developmental courses. I am filing away my learning in the Med program to use in the future when I teach more literature-based courses.

Literate Self

My literate self has had the opportunity to bloom over many years. I think the most interesting aspect of my literate self is the way I perceive and connect to literature that I read in high school and college and have read again as an adult. It’s fascinating to reflect on how I felt reading it as a young adult and how I feel reading it now. Because of my life experiences, I connect to literature differently now than I did then. Not a groundbreaking observation, of course, but something I enjoy. I love reading everything from Shakespeare and Swift to Walter Dean Meyers.

 Virtual Self

My virtual self was a little slower to develop since I am not a digital native. I was definitely technologically challenged for quite some time. In my first career as a magazine editor, I witnessed profound changes in technology. For example, part of my job was directing beauty and fashion photo shoots, and for years, I resisted new technology—shooting digitally, that is. Sure, digital cameras existed, but initially their film quality was not as good as actual processed film. I spent so much time waiting for Polaroids (sixty seconds can seem like an eternity) and studying endless rolls of film through my Lupe on my light box that I can hardly believe it is now possible to shoot, edit, and send hi-res images without ever leaving the set. I was likely one of the last editors in the Tri-state area onboard with digital photography, but when I finally embraced the technology, I learned my reservations were unwarranted, and my job was a whole lot easier. This experience taught me never to be afraid of new technology.

I have learned a great deal about educational technology beginning in Dr. Chris Anson’s Literacy in the US class right here at NC State. Dr. Anson introduced me to wikis, blogs, and social networking. Again, at first I was hesitant, but I opened my mind to the possibilities these tools offered. Now, every time I learn a new technology, I am eager to employ it in own my classroom if it’s a good fit. I have already used wallwisher—thanks Dr. Crissman—to have my students share one thing they know about writing. Not only were students able to learn from their peers’ writing experiences, but they were able to enhance their digital literacy as well, always a bonus.   

Goals:

1. Professional Self:  I want to teach my students to be critical thinkers. Although I do not have the opportunity to teach literature at this time, I want to learn how to best nurture the active readers in them. I want to teach them how to make connections to what they read on both personal and broader levels.

2. Literate Self: I hope to continue to develop my literate self through both classical and contemporary literature. I especially want to learn more about YA literature since I have not had a tremendous amount of exposure to the genre.  

3. Virtual Self: My goal, since I incorporate into my lessons most of the technology taught to me in my graduate classes and ongoing technology professional development at WTCC, is to stay abreast of the latest and greatest web 2.0 tools. This is a daunting task, so I am not sure how to go about it.

Synthesis:

After reading over my FOKI and reflecting on my present funds of knowledge, I believe that I need to increase my skill sets in the areas of professional and literate selves. I am quite comfortable with my virtual self and my inclusion of technology in the classroom, but I expect to learn a lot more in terms of technological pedagogy. I also anticipate learning more about the teaching of YA literature, and taking a closer look at how and why young adults connect to the literature.