What's the Big Idea? Integrating Young Adult Literature in the Middle School

George, Marshall

doi:10.2307/821312

Cited by 3 publications

(3 citation statements)

References 1 publication

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“…org/get-resources/reading-lists), and the Assembly on Literature for Adolescents of the National Council of Teachers of English presents the Amelia Elizabeth Walden Award to a YA fiction book each year (see http:// www.alan-ya.org/awards/walden-award/). YA literature can be useful when improving motivation and engagement among secondary students by appealing to their interests (Featherston, 2009) or when scaffolding instruction to bridge curricular content (George, 2001;Herz & Gallo, 2005). YA literature has been used with inquiry-based learning (Niccolini, 2015) to encourage discussions on race (Bishop, 1990;Martin & Smolen, 2010;Schieble, 2012), culture (Bean & Moni, 2003), counternarratives (Hughes-Hassell, 2013), gender and sexual identity (Batchelor, Ramos, & Neiswander, 2018;Wickens, 2011), causes and consequences of bullying (Hughes & Laffier, 2016), social perceptions of (dis) abled populations (Curwood, 2013), and other controversial issues (Ivey & Johnston, 2018), strengthening classroom inclusion (Hazlett, Sweeney, & Reins, 2011).…”

Section: Benefits Of Ya Literaturementioning

confidence: 99%

Defying Expectations: Representations of Youths in Young Adult Literature

Silva¹,

Savitz²

2019

J Adolescent & Adult Lit

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The authors used a youth lens to interrogate representations of adolescent characters and experiences that reinforce or contradict social constructions of youths across young adult novels commonly read in secondary classrooms. The authors found examples across all 10 examined novels of adolescent characters taking on adult‐like roles, exercising emotional discipline, and/or demonstrating agency and independence in ways that challenge traditional ideas about youths and disrupt socially constructed stereotypes of adolescent/ce. The authors suggest that the youth lens, especially when applied to young adult literature, can foster critical analysis and discussion of dominant discourses about adolescents/ce, and offer their own analytic template as a scaffolding tool for secondary educators to use with students.

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Section: Benefits Of Ya Literaturementioning

confidence: 99%

Defying Expectations: Representations of Youths in Young Adult Literature

Silva¹,

Savitz²

2019

J Adolescent & Adult Lit

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“…Based on our literature review on teaching literature in ELA classrooms, teachers’ methods for teaching literary elements have ranged from a focus on author-based responses (Burdan, 2004; Zancanella, 1991) to more personal interpretations (George, 2001; Knickerbocker & Rycik, 2002). Overall, studies over decades show that teachers struggle to help students take ownership of their interpretations of literature in secondary school settings (Burdan, 2004; Locke & Cleary, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Meaningful Learning of Literary Elements by Incorporating Critical Literacies

Yoon

Uliassi

2018

Literacy Research: Theory, Method, and Practice

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Grounded in the theoretical constructs of envisionment building and critical literacies, this article discusses a case study on how the teacher invites the students to make their learning of literary elements (e.g., point of view) more meaningful by incorporating components of critical literacies. The teacher's critical practice and the students' written responses to adolescent literature including novels are discussed as the supporting examples from the study. The findings challenge the misconception that there is little space to implement critical literacies under the prescriptive curriculum during the present standardized testing era.

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“…P ROFESSIONALS IN THE FIELD of young adult literature (YAL) are generally aware of these texts' potential to promote a life-long love of reading (Ivey & Broaddus, 2001), address issues important to students (Bushman, 1997;Kaywell, 1993), and serve as the focus of interdisciplinary lessons (George, 2001). However, they may not have considered the potential of using YAL to promote professional development for educators themselves.…”

mentioning

confidence: 98%