Why Young Adult Literature?
The subject of literacy is of major concern to parents and educators alike in the United States today. Concern has been expressed by the United States government in the form of the creation of the National Reading Panel in 1997 and the nationwide implementation of the Common Core Standards. The number of English Language Learners in our schools is increasing each year and more and more students enter the next grade below their grade’s reading level. As expressed by the character Eric Cartman on the television show “South Park”, many educators wonder how they can effectively encourage students to read and develop their reading skills if students are below reading level and show little to no interest in reading canonical texts such as Pride and Prejudice by Jane Austen and The Scarlet Letter by Nathaniel Hawthorne. But behold! A solution may be found in what is known as “young adult literature”, which defined by Groenke and Scherff is literature “written about adolescents, with adolescent readers in mind.” (2010, p.2)
As Freeman and Freeman state in their article, “Home Run Books: Connecting Students to Culturally Relevant” Texts, “Research shows that students read better and read more when they make personal connections with the books they are reading.” (Freeman & Freeman, 2003, p.6) This means that students are more likely to read more to texts that they can relate to, which would probably be texts written about adolescents like themselves.
Even though studies have proven that students are more likely to be engaged when reading relevant material, many parents and educators are against the use of young adult literature for whole class room instruction and some classrooms don’t even have young adult literature in their libraries. I am writing this rationale to convince you otherwise. Here, I will list THREE different reasons why young adult literature is important and why they should be included in the classroom.
*As a heads up, I am a Social Studies Educator, so most of what I mention is geared towards the humanities, but can be used in every classroom*
As Freeman and Freeman state in their article, “Home Run Books: Connecting Students to Culturally Relevant” Texts, “Research shows that students read better and read more when they make personal connections with the books they are reading.” (Freeman & Freeman, 2003, p.6) This means that students are more likely to read more to texts that they can relate to, which would probably be texts written about adolescents like themselves.
Even though studies have proven that students are more likely to be engaged when reading relevant material, many parents and educators are against the use of young adult literature for whole class room instruction and some classrooms don’t even have young adult literature in their libraries. I am writing this rationale to convince you otherwise. Here, I will list THREE different reasons why young adult literature is important and why they should be included in the classroom.
*As a heads up, I am a Social Studies Educator, so most of what I mention is geared towards the humanities, but can be used in every classroom*
Reason One: Presents a Story Students Can Relate To
The period of adolescence is a very important time in everyone’s life. It is when a young person begins to establish their identity and start to move away from the adults in their own life and move towards being adults on their own. As a result of this, adolescents tend to learn less through advice and more through trial and error. Certain words will resonate with students, but generally students pay little heed to lectures unless they see the negative effects themselves. This is actually part of the story of the novel, The Skin I’m In by Sharon Flake, in which a young girl named Maleeka struggles to be accepted by her peers due to her dark skin and the state of her clothing. She meets a teacher with a skin condition who attempts to discourage Maleeka from hanging out with the wrong crowd and instead take pride in herself and her writing skills. Maleeka does not take her teacher’s words into consideration until a particular incident in which she ends up having to take the blame for the actions of the girl she follows in order to improve her image.
The story of “watching who you hang out with” is a common one in an adolescent’s life and students often might not pay attention to the advice of their adults in their lives, but they might be able to see the harm in another’s actions and learn from another’s mistakes if they are a witness. Reading young adult literature such as The Skin I’m In allows students to learn about issues they may face that they might not want to talk to an adult about, either because they want to figure out a solution themselves or because they might not have the words to ask for help. Reading such literature allows students to learn values, gain confidence in solving their own problems, and presents an opportunity to talk about life problems they may be dealing with or are curious about. (Stallworth, 2006)
If a student relates to the story of Maleeka, a girl who wants to be accepted by her peers, he/she may be actively engaged in her story and identify strongly with her decisions and even think about what they would have done in a similar situation. Young Adult Literature is important for this reason because it allows students to relate to a story which not only engages them and encourages them to read, but helps them make better decisions in their own lives.
Rosenblatt, as cited by Groenke and Scherff, states that “Meaning is the product of a transaction between active minds and the words on the page” (2010, p.79) This means that what a reader receives from the text depends on the words written on the page and the background information the reader has while reading. If a story is relevant to a student’s life, the student will be able to construct a very different meaning that they would from a story that isn’t relatable to his/her life. Reader response theory involves students making connections between themselves and the text and encourages higher level thinking that might be more difficult for a student who doesn’t relate to the story. Using relevant texts alongside reader response theory is one great way to incorporate young adult literature into the classroom. Students are capable of using reader response theory to canonical text, but a story with young adult themes would actually make the experience more rewarding since they have more background information to rely on
The story of “watching who you hang out with” is a common one in an adolescent’s life and students often might not pay attention to the advice of their adults in their lives, but they might be able to see the harm in another’s actions and learn from another’s mistakes if they are a witness. Reading young adult literature such as The Skin I’m In allows students to learn about issues they may face that they might not want to talk to an adult about, either because they want to figure out a solution themselves or because they might not have the words to ask for help. Reading such literature allows students to learn values, gain confidence in solving their own problems, and presents an opportunity to talk about life problems they may be dealing with or are curious about. (Stallworth, 2006)
If a student relates to the story of Maleeka, a girl who wants to be accepted by her peers, he/she may be actively engaged in her story and identify strongly with her decisions and even think about what they would have done in a similar situation. Young Adult Literature is important for this reason because it allows students to relate to a story which not only engages them and encourages them to read, but helps them make better decisions in their own lives.
Rosenblatt, as cited by Groenke and Scherff, states that “Meaning is the product of a transaction between active minds and the words on the page” (2010, p.79) This means that what a reader receives from the text depends on the words written on the page and the background information the reader has while reading. If a story is relevant to a student’s life, the student will be able to construct a very different meaning that they would from a story that isn’t relatable to his/her life. Reader response theory involves students making connections between themselves and the text and encourages higher level thinking that might be more difficult for a student who doesn’t relate to the story. Using relevant texts alongside reader response theory is one great way to incorporate young adult literature into the classroom. Students are capable of using reader response theory to canonical text, but a story with young adult themes would actually make the experience more rewarding since they have more background information to rely on
Reason Two: Provides an Escape
Growing up, most children are introduced to reading through fairy tales, fables, and stories of the impossible. Students are encouraged to dream big, pursue their dreams, and make a difference. Children also grow up watching television shows about superheroes, wizards, dragons, pirates, and aliens. Children are also often asked to see and describe the world through pictures, full of color and imagination. As they continue on to the upper grades, they often read fewer books involving fantasy and standards such as the Common Core encourage more nonfiction in the curriculum. This move towards nonfiction does make sense since students will eventually set foot in a world in which they need to read a variety of nonfictional texts, but the world of fiction and fantasy is often discouraged as students grow older which I believe is the opposite of what should be going on in today’s schools. A large chunk of young adult literature is science fiction/ fantasy that encourages students to use their imagination. Many opposed to young adult literature may have no problem with young adult literature that may be more “realistic” and provides issues that students may face in their lives, but surely, a science fiction young adult book has no place in the classroom!
My Response: Actually, I believe it does.
Most entrepreneurs and successful people today became that way because of their creativity and their willingness to think outside the box. Students are being encouraged to learn how to code and to make a difference, but what use is that without an imagination? Young adult literature such as The Hunger Games by Suzanne Collins present worlds that don’t seem much like our own, which is something that adolescents often seek out. Some students may need an excuse to stop thinking about the conditions they face and others may see their lives as boring and seek out something exciting. The idea of worlds different than their own is often exciting to students, which is apparent in the movies and television shows they watch and the video games they play. Why not feed that interest by reading and encourage students to find ways to make what they read a reality?
So maybe you agree with that point, but that type of literature should still only be used for independent reading purposes, am I right? Students should be learning about REAL things, not about robots and magic, right?
My Response: Actually, I think these types of books are perfect for whole class room instruction.
Let’s use the novel I mentioned before, The Hunger Games, as an example. The Hunger Games tells the story of a futuristic North America in which a powerful government maintains control of twelve districts by forcing them to send children once a year to fight to the death in an arena. The protagonist, Katniss, volunteers to fight to protect her sister and struggles to survive against twenty-three other competitors who also want to live. One could see why this story might be engaging to readers, but how could it be used in the classroom? I found the answer while teaching Ancient Rome to a group of 9th graders. One student was having trouble finding interest in the ancient civilization and even my best speech about the Roman Coliseum and gladiators didn’t seem to gauge interest when all of a sudden a student called out “This is like the Hunger Games!” After that, a discussion ensued about the similarities between the plight of the children in the Hunger Games and the gladiators in Ancient Rome and students who had not participated in the past wrote narratives describing what it might have been like as an ancient roman gladiator based on what they knew from The Hunger Games. I also was able to later use the book series as a talking point since it heavily mentions the power of government and later in the series, discusses life in a capitalist society versus a Marxist society. The prior knowledge gained from these books allowed students to grasp ideas in history they may have had trouble with in the past. Books similar to The Hunger Games not only add to prior knowledge, but allow students to make connections to what they already know. Issues such as child soldiers, forced labor, and the sex trade that are mentioned in the series cause students to think about social issues in their own world and even think of ways to take a stand against these issues as Katniss does in the book series. (Simmons, 2012)
Several fictional fantasy or science books involve elements of history in their plots, whether it be oppressive governments, genocide, revolution, or war. The background information students gain from these texts allows them to better grasp the material in a Social Studies/Humanities classroom as well as further the imagination of our students.
My Response: Actually, I believe it does.
Most entrepreneurs and successful people today became that way because of their creativity and their willingness to think outside the box. Students are being encouraged to learn how to code and to make a difference, but what use is that without an imagination? Young adult literature such as The Hunger Games by Suzanne Collins present worlds that don’t seem much like our own, which is something that adolescents often seek out. Some students may need an excuse to stop thinking about the conditions they face and others may see their lives as boring and seek out something exciting. The idea of worlds different than their own is often exciting to students, which is apparent in the movies and television shows they watch and the video games they play. Why not feed that interest by reading and encourage students to find ways to make what they read a reality?
So maybe you agree with that point, but that type of literature should still only be used for independent reading purposes, am I right? Students should be learning about REAL things, not about robots and magic, right?
My Response: Actually, I think these types of books are perfect for whole class room instruction.
Let’s use the novel I mentioned before, The Hunger Games, as an example. The Hunger Games tells the story of a futuristic North America in which a powerful government maintains control of twelve districts by forcing them to send children once a year to fight to the death in an arena. The protagonist, Katniss, volunteers to fight to protect her sister and struggles to survive against twenty-three other competitors who also want to live. One could see why this story might be engaging to readers, but how could it be used in the classroom? I found the answer while teaching Ancient Rome to a group of 9th graders. One student was having trouble finding interest in the ancient civilization and even my best speech about the Roman Coliseum and gladiators didn’t seem to gauge interest when all of a sudden a student called out “This is like the Hunger Games!” After that, a discussion ensued about the similarities between the plight of the children in the Hunger Games and the gladiators in Ancient Rome and students who had not participated in the past wrote narratives describing what it might have been like as an ancient roman gladiator based on what they knew from The Hunger Games. I also was able to later use the book series as a talking point since it heavily mentions the power of government and later in the series, discusses life in a capitalist society versus a Marxist society. The prior knowledge gained from these books allowed students to grasp ideas in history they may have had trouble with in the past. Books similar to The Hunger Games not only add to prior knowledge, but allow students to make connections to what they already know. Issues such as child soldiers, forced labor, and the sex trade that are mentioned in the series cause students to think about social issues in their own world and even think of ways to take a stand against these issues as Katniss does in the book series. (Simmons, 2012)
Several fictional fantasy or science books involve elements of history in their plots, whether it be oppressive governments, genocide, revolution, or war. The background information students gain from these texts allows them to better grasp the material in a Social Studies/Humanities classroom as well as further the imagination of our students.
Reason Three: Broadens One's Worldview in an Approachable Manner
So we’ve already established that students enjoy learning about different worlds, but we’ve also established that students often don’t listen to what adults tell them. They are also not too likely to seek out information about global issues or pay too much attention to the phrase “Make sure you eat everything on your plate. There are starving children in Africa.”
The way information is introduced to students greatly affects the way they absorb that information. Because they are at an age at which they establish their identity, students are often oblivious to the plights of others. This is a crucial age to learn that the world is full of issues, but if they hear about it as a lecture, students may turn a blind eye to it. Reading and discussing young adult literature that involves global issues allows students to relate to the young person the story revolves around but also introduces them to issues they may not have been aware of.
For example, The Breadwinner by Deborah Ellis tells the story of an eleven year old girl named Parvana who has to disguise herself as a boy to provide for her family after her father is arrested for having a foreign education. This story takes place in Afghanistan and the main character deals with a series of hardships due to the state of her country. Students may relate to the eleven year old Parvana and the relationship between her and her family, but soon find that their lives are very different due to the hardships that Parvana has to face. Because of what she has to face, students will find themselves trapped in the story and make a connection to something they never felt connected to before. Other students may also find a connection because they also provide for their families and they will be able to use Parvana as someone they can connect to because of that. Because of this, The Breadwinner and many stories like it are great for discussion and allow students to think about issues without feeling like the issues and opinions about these issues are being thrown at them. Instead, they can form their own opinions and decided themselves what they want to believe. As mentioned in Groenke & Scherff, “Adolescent literature has the potential to broaden adolescents’ vision of self and the world, providing an avenue for reflection and a means for personal development.” (2010,p.2)
Being able to make personal connections to what they read allows students to have more background information to discuss. A way to have students discuss what they read is by using the Socratic Seminar method, in which students facilitate their own discussion on a text with prepared questions and parts of the text they wish to talk about.
*Below is a podcast I have made providing further detail on the novel,The Breadwinner*
The way information is introduced to students greatly affects the way they absorb that information. Because they are at an age at which they establish their identity, students are often oblivious to the plights of others. This is a crucial age to learn that the world is full of issues, but if they hear about it as a lecture, students may turn a blind eye to it. Reading and discussing young adult literature that involves global issues allows students to relate to the young person the story revolves around but also introduces them to issues they may not have been aware of.
For example, The Breadwinner by Deborah Ellis tells the story of an eleven year old girl named Parvana who has to disguise herself as a boy to provide for her family after her father is arrested for having a foreign education. This story takes place in Afghanistan and the main character deals with a series of hardships due to the state of her country. Students may relate to the eleven year old Parvana and the relationship between her and her family, but soon find that their lives are very different due to the hardships that Parvana has to face. Because of what she has to face, students will find themselves trapped in the story and make a connection to something they never felt connected to before. Other students may also find a connection because they also provide for their families and they will be able to use Parvana as someone they can connect to because of that. Because of this, The Breadwinner and many stories like it are great for discussion and allow students to think about issues without feeling like the issues and opinions about these issues are being thrown at them. Instead, they can form their own opinions and decided themselves what they want to believe. As mentioned in Groenke & Scherff, “Adolescent literature has the potential to broaden adolescents’ vision of self and the world, providing an avenue for reflection and a means for personal development.” (2010,p.2)
Being able to make personal connections to what they read allows students to have more background information to discuss. A way to have students discuss what they read is by using the Socratic Seminar method, in which students facilitate their own discussion on a text with prepared questions and parts of the text they wish to talk about.
*Below is a podcast I have made providing further detail on the novel,The Breadwinner*
In Conclusion
As mentioned before, adolescents are experiencing a time in their life where they are establishing who they are and are trying to learn things with little adult intervention. Young adult literature provides adolescents with stories they can relate to and learn from. It also provides students with new information that they can use in their own lives and to connect to new material. Another reason young adult literature is important is that it encourages students to read because they find the material engaging, which provides them with new vocabulary and skills that improve their reading skills. Young adult literature SHOULD be used in the classroom. It not only helps students make connections with content, but provides them with information they can use in their own lives. Canonical texts should still be taught, but in conjunction with material that will allow students to make better connections to the canonical texts.
Sources
Here are some of the sources used to create this rationale:
- Collins, Suzanne. (2008). The Hunger Games. New York, New York: Scholastic Books.
- Ellis, Deborah. (2000). The Breadwinner. Berkley, California: Groundwood Books.
- Flake, Sharon G. (1998). The Skin I’m In. New York: New York: Hyperion Books.
- Freeman, Y., Freeman, A. & Freeman, D. (2003). Home run books: Connecting students to culturally relevant texts. NABE News, 26(3), pp. 5-12, 28.
- Groenke, S., & Scherff, L. (2010). Teaching YA lit through differentiated instruction. Urbana, IL: NCTE.
- Simmons, Amber M. (2012). Class on Fire: Using the Hunger Games Trilogy to Encourage Social Action. Journal of Adolescent & Adult Literacy, 56(1), pp. 22-34.
- Stallworth, B. Joyce. (2006). The Relevance of Young Adult Literature. Educational Leadership, 63(7), pp. 59-63.