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I enjoyed both the CNN article and the Trends in Books article. The CNN article did a great job of listing the events that led to the rise and fall of the popularity of young adult fiction since 1942. I hadn't realized that the low birth rate in the 1970s was what contributed to the few young adult books available in the early 1990s. Aside from the rise and fall of availability of titles, the article focuses on why young adults are particularly drawn to dystopian and paranormal fiction. it is theorized that the journey from childhood to adulthood is itself a transformation and can be at times seen as a dystopian world that adolescents need to navigate on their own. Hence, the seeking of protagonists that overcome some nearly insurmountable obstacles that are placed in their paths by an uncaring world.

The CNN article mentions the lack of diversity and gaps in relatable protagonist within the young adult genre but just briefly. The trends in books article gives much more explicit information and it is alarming how little diversity of experience is presented in the most popular, most awarded, and most liked books. CNN mentions that Hispanic girls for example are not well represented.  Truth be told, the Muslim experience, the Jewish experience, the lgbtq experience, the disabled experience, the Multicultural experience, the cross-linguistic experience, and so many more are nearly unrepresented in the literature that is readily available to young adults and teachers of young adults. This means that we as teachers need to seek out these points of view so that our students here in small towns around Maine can have the opportunity to live inside of another character whose experiences in life are vastly different from their own.

Also noteworthy was the percentage of books that were reviewed with an emergence of Hope as a central theme within the stories. 71% of young adult books incorporate hope in some form or another. This of course brings to mind Emily Dickinson's ‘hope is the thing with feathers that perches in the soul.’ Only 8% of the books reviewed had a cliffhanger ending which confirms what those of us who teach teenagers often find: teens have so much in their lives that is unsure and changing (physically, emotionally, mentally, socially, and interrelationally) that they sure don't want a book that doesn't wrap up the story in a way that makes sense. 85% of books for young adults are in some way about finding the self of the narrator or the main characters, and 81% of the books do this in a chronological fashion. teens are experiencing the progress of time in a chronological manner in their own lives and they're looking for realistic fiction with a straightforward tone that does precisely that for the main characters with whom they are trying to relate. Epistolary novels, dual time-track novels, And other literary devices seem to be more intriguing for adult readers than most teens.

It seems, in summary, that my personal definition of what constitutes young adult literature has not changed through the reading of these two articles. However, I am more inclined to make appropriate choices for what will be read in my classroom having read through the statistics of what is working and what isn't in the trends.

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One big idea presented in the Trends in Books article is the successful emergence of several different publishing companies that gear novels toward mature teens. Edge, Push, and Speak are names of companies that I want to follow up on. I work with middle and high school English Language Learners who have all experienced profound upheaval in their lives and the vast majority are refugees from Iraq, Syria, and Afghanistan.  the few who are not in the United States because they have escaped War are here because of enormous personal upheaval in their family lives. Puerto Ricans who miss their country desperately. A boy from Taiwan whose mother remarried a man from the United States and has brought her son to a new country and a new life in which he knows no one.  The experiences that these children have had put them in a different category altogether for what type of relatable literature will appeal to them. I'm looking forward to having honest conversations with my young adult boys and girls about the kinds of experiences they have had (The Telling Room model, out of Portland, Maine’s Multicultural Center). An earlier article about what constitutes a well-written book pointed out that condescension is one of the most obvious ways to create a sense of disdain in the reader, in that the reader immediately disconnects from the author.  My students are not adults but have packed into their young lives and enormous amount of adult experiences that they are currently trying to process an unpack within an unfamiliar culture while trying to acquire the language with which to share their experience with those outside of their culture. they're more isolated than the average adolescent. I am so proud of their willingness to share and try new things including the writing assignments and reading assignments that I give to them. The amount of trust in me that they and their families show on a daily basis to be able to put themselves in a vulnerable space to uncover raw emotions and process them through literature is staggering.

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I would have liked more information at the end of the Trends in Books article about the emergence of multiple narrators as a popular emerging trend in books for young adults.  It was mentioned very quickly in the summary and felt rushed, inserted last minute, and unrelated to the rest of the text.

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I think that my understanding of young adult literature has evolved after participating in module three because I am not sure that I realized that young adult literature has evolved so greatly even since 1998 when Harry Potter, Twilight, and the Hunger Games really hit the scene. I think these books are popular because they being alive that raw emotion that draws readers in

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I agree, I was left wondering about the emergence of  multiple narrators becoming more popular and it feels rushed. I wonder if this trend has emerged as a way to try to add additional depth to the text? 

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I agree, I was left wondering about the emergence of  multiple narrators becoming more popular and it feels rushed. I wonder if this trend has emerged as a way to try to add additional depth to the text? 

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My definition of young adult literature has broadened. Before reading the two assignments, I would have described young adult literature as longer chapter books that are written for a young adult (age 12-18) with content that targets the needs of that population. I was not surprised by the findings of Koss and Teale’s (2009) study. It did not surprise me that most young adult literature was predominantly fiction, with European American characters, about “coming-of-age” topics and “teen issues” (Koss & Teale, 2009, p. 569). It did not surprise me that the young adult literature lacked variety and diversity.

However, my “young adult literature schema” broadened because I learned about the history and background through Strickland’s (2015) A Brief History of Young Adult Literature. It is interesting to me that at one point, teenagers did not have their own “social demographic” (Strickland, 2015). I never realized that there was a low birth rate in the 1970’s! It was also interesting to learn about the teen reader renaissance in 1992 and a second golden age in 2000! Although I was not a fantasy, paranormal or dystopian-seeking teenager, it was evident that this genre aided in the increase of young adult literature. It makes complete sense after Barnes stated: “Just like adolescence is between childhood and adulthood, paranormal, or other, is between human and supernatural” (as cited in Strickland, 2015). Even though the events are fictional, teenagers are able to connect with the emotions of the characters.

It surprised me that out of the 25 books sampled in Koss and Teale’s (2009) study, I have only read two. This is an eye opener for me because not only do I need to understand the definition, I need to be well versed in both children’s and young adult literature.

Lastly, one of Koss and Teale’s (2009) findings resonated with me. A common theme among young adult literature is hope. Although it might appear to a teenager that there is no hope left in their life, they can turn to literature to find a spark. Literature is important. It has many purposes; however, I feel that this purpose is the most important.

Koss, M., & William, T. (2009). What's Happening in YA Literature. Journal of Adolescent and Adult Literature, 52(7), 563-572.

Strickland, A. (2015). A brief history of young adult literature. Retrieved from http://www.cnn.com/2013/10/15/living/young-adult-fiction-evolution/index.html

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“Reading allows teens to play with their identities in a safe and controlled manner, and to explore who they want to be in this ever-changing world” (Koss & Teale, 2009, p. 569). According to Barnes, “Teens are caught between two worlds; childhood and adulthood, and in YA, they can navigate those two worlds and sometimes dualities of other worlds” (as cited in Strickland, 2015). Young adult literature offers an avenue for young adults to experience uncomfortable wonderings, explore questionable boundaries and investigate self-discovery paths. The push is for teachers to expose his or her students to as much diversity and variety as possible. However, when researching the books that have been challenged or banned, many contain content about race, ethnicity, gender, sexuality, religion, etc. Although exposure to these topics are important, they are often times controversial. I think that as society becomes more aware of these topics, they become more educated and (hopefully) more understanding. However, there will always be people who challenge books that contain controversial content and who challenge decisions to teach them in schools. As a kindergarten teacher, my book choices have never been questioned. However, I am sure that teachers who teach older students have had to carefully select texts with the thought of being questioned in the back of their minds.

Koss, M., & William, T. (2009). What's Happening in YA Literature. Journal of Adolescent and Adult Literature, 52(7), 563-572.

Strickland, A. (2015). A brief history of young adult literature. Retrieved from http://www.cnn.com/2013/10/15/living/young-adult-fiction-evolution/index.html

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Koss and Teale (2009) found that the young adult literature that they sampled during their study was predominantly fiction (p. 565). More specifically, Koss and Teale (2009) found that the young adult literature was predominantly contemporary realistic fiction (p. 569). I noticed that this article was written in 2009, which means the research was completed prior to this year. I wonder, with the new implementation of the Common Core State Standards in 2009 and the push to balance fiction and nonfiction, if results would be different if this study was conducted again? What do others think?

Koss, M., & William, T. (2009). What's Happening in YA Literature. Journal of Adolescent and Adult Literature, 52(7), 563-572.

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My original definition of young adult literature initially included any print geared towards teenagers. That being said, it was interesting to read Strickland’s conclusion that, “Young adult lit has become popular with readers for all ages and has even allowed parents to see what their teens care about through what they’re reading.” As I read the study, What’s Happening in YA Literature? I began to broaden my definition to include, “the wide range of “texts” adolescent literacy practices encompass, including websites, text messages, and blogs.” I hadn’t considered the many forms of digital print that young adults are exposed to incessantly on a daily basis, and how profound an impact these sources have on their world of literature.

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Often when I’m selecting books for my classroom I scope out those that have won Caldecott Medals, Newbery Medals, or Coretta Scott King Awards. I hadn’t thought about awards presented to young adult literature, which some of my students are preparing to read. Moving forward, I would like to continue searching for award winning books, including Printz Award winners, Best Books for Young Adults, and Top Ten Best Books for Young Adults to broaden the maturity of literature offered to my students. Obviously, I will need to preview these more mature additions to make sure they’re developmentally appropriate for my 4th and 5th graders, but this will deepen my ability to make quality and appropriate recommendations for my students.

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Koss and Teale’s findings that, “overall there was a relative lack of multicultural representation” left me unsettled. I have a decent amount of children’s novels that begin to address diversity, however, the characters are primarily African American or caucasian, which excludes the incredible variety of cultures and ethnicities our world encompasses. While I realize Maine is a predominantly white state, especially in the schools I’ve taught in, I do wonder why popular literature is still not reflective of the much more diverse makeup of our country as a whole? The authors’ conclusion that, “the lack of cultural diversity in YA literature indicates that educators will need to make special efforts to seek out and use quality books that include diverse characters,” was a powerful wake up call. I mentioned in an earlier post there is a banner hanging in my classroom that states, “a reader lives a thousand lives;” teaching in a state with a small multicultural population we have an important opportunity to share new cultures with our students through quality literature.

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My definition of Young Adult literature has certainly evolved after reading the two articles. In the past, I considered YA literature as texts that appealed to young adults based on the characters and content. I really didn’t give much thought to the larger themes such as events leading into adulthood or the struggles that teenager regularly face. As the “Trends in Literacy” article tells us, today’s YA literature deals more with everyday struggles than with one significant event which transforms the teen into adulthood. I didn’t fully comprehend the power this literature can have in the lives of teenagers searching for relatable characters. I didn’t think about the impact that these stories can have on GLBTQ teens by just focusing on the character’s sexuality or the message that the lack of cultural diversity revealed in this study sends to these young readers. According to the, “Trends in Literacy” article, only 10% of the titles had GLBTQ characters with the issue of sexuality as the focus and only 20% of the texts studied were culturally diverse.

In the article, “A brief history of young adult literacy,” Ashley Strickland of CNN explains that young adult fiction is always changing and covers many different subjects. According to Shannon Peterson, “Young adult novelists don't shy away from tackling the deepest and darkest issues that teens face, from identity struggles and sexual abuse to drug/alcohol use and suicide. Authors like John Green write about the best and worst of adolescence fearlessly and honestly, building a trust within readers.”

After reading these articles, my definition has expanded beyond entertainment to include YA literature as both a teaching and therapeutic tool to be read by teens and adults.

Koss, M. &  Teale, W. (2009). What’s happening in YA literature? Trends in books for

adolescents. Journal of Adolescent and Adult Literacy, 52(7), 563-572.

Strickland, A. (2015). A brief history of young adult literature. Retrieved from http://www.cnn.com/2013/10/15/living/young-adult-fiction-evolution/index.html

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One big idea that I would like to think more about is the use of literature to help my students explore who they are and who they want to be. According to Koss & Teale, “Reading allows teens to play with their identities in a safe and controlled manner, and to explore who they want to be in this ever-changing world.” I work with students in grades 3 through 8 and over the past few years, I have encountered students who are struggling with their own identities. I believe using literature to help them find relatable characters who have persevered through similar struggles would be powerful for them. This is also true of my students who come from dysfunctional families. Many of them cannot imagine moving past their present situations or even aspiring for lives that extend beyond the streets they live on.

Working with students in grades 6 through 8 provides me with an opportunity and obligation to address these difficult issues by exposing my students to the vast literature available to them.

Koss, M. &  Teale, W. (2009). What’s happening in YA literature? Trends in books for

adolescents. Journal of Adolescent and Adult Literacy, 52(7), 563-572.

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As I read the materials in this module, I wonder how many educators are aware of the findings of this study. Koss & Teale reveal trends in YA literature which I find disturbing. Personally, I was not aware of the predominance of white and European characters in YA literature. In a society full of racial tension, I am concerned if this trend is being addressed in newly published texts. Also, the representation of GLBTQ characters being only 10% with a focus on sexual identity is another area that concerns me because, all students, especially those struggling in this area, need to understand that a person is more than a “label.”

The trends found in the study provide valuable information but is this information being used by authors to address the concerns raised? Is YA literature becoming more inclusive and a more accurate representation of today’s society?

Koss, M. &  Teale, W. (2009). What’s happening in YA literature? Trends in books for

adolescents. Journal of Adolescent and Adult Literacy, 52(7), 563-572.

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Before reading the resources, I simply thought of young adult literature of "books that teenagers read". After reading the resources, I realized that most young adult literature is in genre of "contemporary realistic fiction". This gives young adults opportunities to make connections and relate to the content and characters they are reading about. These books follow readers to discover their own selves and identities. "Teens are caught between childhood and adulthood". That can be a really hard and scary place to be caught or stuck. Reading young adult literature, readers can get directions to find their personal path from childhood to adulthood. These books are about "real things", the content is authentic, readers connect with the plot and characters, relatable, and elicit real emotions. These books can "tackle the deepest and darkest issues that teens face". It can help teens "get through whatever they are going through".

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One big idea I would like to think more about is the lack of diversity in young adult literature. In the study "What's Happening in YA Literature? Trends in Books for Adolescents", most of the characters in these books are "white European Americans". There is a "lack of multicultural representation and multiple cultures". "Character's ethnicity differences are only used for descriptive process". It bothers me that there is not more multicultural literature out there. In this country and the state of Maine alone, we have a high immigration population in schools in certain parts of the state. We have more students who are learning English as a second language. We have more students who come to our schools who are not speaking English as their primary and native language. It is not fair that we do not have literature for these students. Having books that address multicultural can build awareness for other students. These books can help the transition be easier for these new students. These books can be used as teaching material to create more appreciation and understanding surrounding multicultural issues.

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It is clear that there are books that talk about "sensitive topics". For example: bullying, abuse issues, sex, alcohol. Is it appropriate to use these books as teaching material in schools? Or should we stick to the traditional literature in schools? If these are issues that young adults face in their lives in the 21st century, should educators be obligated to teach books about these issues? I am on the fence about these "hot and controversial" questions. I think it is a debate worth having.

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One memory that the article "A Brief History of Young Adult Literature" brought back for me was the explosion of series like Harry Potter, and later on to the Twilight series and Hunger Games. I remember Harry Potter came out when I was in fifth grade and it seemed as though EVERYONE was obsessed with it.  I actually didn't end up reading the series until much later, but series like these hit such a critical demographic: teens and tweens. The article continued on to pose an interesting question, "Why did paranormal and dystopian tales connect so well with teens?" I know that I have wondered about this looking back on those years. Jennifer Lynn Barnes answered this question perfectly, in my opinion, as she made the connection of teens being stuck in between childhood and adulthood, similar to paranormal, or other, caught between human and supernatural. Teens are able to relate to these stories, and authors like J.K Rowling, Stephenie Meyer, and Suzanne Collins definitely started a huge trend! I think of YA literature incorporating real-life and fantasy situations that connect with young readers in ways that keep them wanting more!

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I was definitely surprised to learn from the "What's Happening in YA Literature?" article that the majority of the books in the study represented mostly European Americans. Why is this so? I can't help but wonder if authors are worried about the profits their books will make, or not make, and are so cautious about their stories that most of them include one cultural group. Whether we like it or not, we live in a multicultural society and I feel there needs to be a more diverse selection of books out there that includes characters and story lines touching on various cultures.

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One question I wonder about from this module relates to what may be coming in the future. Our world is constantly evolving and, as we've learned, many authors are choosing to incorporate heated topics in their books to relate to what's currently happening with teens and their families and/or relationships, travels, schooling, etc. What is in store for YA literature in the near future? What can we expect to see ten years from now?

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One big idea that I would like to think more about is selecting and gathering more books in my library to expose students to different social contexts of people. Whether that be people with special needs, LGBTQ, or multicultural characters, I want to provide students with quality books involving these kinds of characters. When we expose our students to diverse characters and challenges that people face, they become more empathetic and understanding. As Koss and Teale (2009) write, "Reading allows for teens to play with their identities in a safe and controlled manner and explore who they want to be in this ever-changing world" (p.569).

Koss, M., & William, T. (2009). What's Happening in YA Literature. Journal of Adolescent and Adult Literature, 52(7), 563-572.

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I, too, hope to find more literature for my students to read to explore who they are and what they want to be. I think that is a powerful concept for students, and I feel like students value those kinds of books. I was really struck by that idea in the article and it resonated with me.
-Marc

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I am a huge fan of young adult literature and I was excited to read more about what professionals had to say about young adult literature. When reading Koss and Teale's (2009) article, I was surprised to read that most young adult literature is realistic fiction, according to their study. When I think about young adult literature, I think about how there has been an explosion of work with vampires, magic, and even dystopian societies where characters are challenged by events that aren't always realistic, which was brought up by the CNN article. Koss and Teale's (2009) study was conducted almost eight years ago, whereas the CNN article was posted about two years ago, which I think shows that just within six years, young adult literature has evolved even more and it continues to evolve with various trends.
Although I think current trends in young adult lean towards more fantasy inspired genres, I think realistic fiction has also evolved and grown in the young adult literature category. Koss and Teale (2009) discuss how individuals with special needs have been included in young adult literature as was as the LGBTQ community. Young adult novels are addressing the diverse nature of humans and it's allowing young people to be exposed to these kinds of thing. As Koss and Teale (2009) write, "This shift in focus from coming-of-age novels to teen issues such as finding oneself, fitting in, and bullying perhaps reflects changes occurring in today's teen world" (p.569). When teens are exposed to these kinds of situations through novels, they are able to form their own opinions and have a greater sense of understanding people in general. I look forward to the continued evolution of young adult literature and I think it is doing great things for students and teens.

Koss, M., & William, T. (2009). What's Happening in YA Literature. Journal of Adolescent and Adult Literature, 52(7), 563-572.

Strickland, A. (2015). A brief history of young adult literature. Retrieved from http://www.cnn.com/2013/10/15/living/young-adult-fiction-evolution/index.html

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Like others who have posted on here, I am left wondering why White and European characters are predominately portrayed in young adult literature, according to Koss and Teale (2009), however, that article was written almost eight years ago. I'm wondering if there has been a shift in diverse and multicultural characters in young adult literature since their research. It's imperative that we expose our students to multicultural characters. Teaching in Buxton, their isn't much cultural diversity among my students, so I feel like it is my job to expose them to multicultural characters in books. It is my hope that there has been a shift in this area of young adult literature.

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Excellent question! As much as I would love to be able to say we have come a long way, progress has been slow when compared to the world population. We will be tackling multicultural literature in the weeks ahead. I think it is a critical issue for us living in Maine where there is a lack of diversity in many of our schools. How can we to provide our students with as many opportunities as possible to discover how much in common the human race shares?

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I'm excited where children's literature will go next. It has evolved so quickly and the trends are consistently changing that I, too, wonder where it will go next. I know that recently, more and more graphic novels have been released and my students have really gravitated towards those kinds of books within the last couple of years. I'm hoping that authors continue to push the limits of children's literature and that we continue to have more books that depict characters of diverse backgrounds.
-Marc

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BIG IDEA
I was surprised by the lack of diversity in many of the books.  As a reader of adult books, almost all of the books I read have ethnic and religious diversity. Granted, some may be in supporting roles, but I can’t remember the last time I read a book with only a homogenous group of characters.  The same could be said for movies and television shows that I watch.   Koss and Teale (2009) share that the majority of the books they examined showed only one general cultural group (p. 566).  Is this because of a lack of diversity among young adult authors?

Koss, M., & Teale, W. (2009). What's happening in YA literature. Journal of Adolescent and Adult Literature, 52(7), 563-572.

Stephanie

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Question: I was surprised that 75% of books Koss and Teale (2009) analyzed did not have characters with disabilities.  Of those that did, over half were mental disabilities.  In the classes I teach, I do have students with mental health challenges, but I also have students with cerebral palsy and difficulty with sight.  I wonder if part of the lack of characters with physical disabilities is due to the fact that these students seem to often be segregated in the later grades.  When I worked in a K-5 setting, we had students with physical disabilities that were mainstreamed (often accompanied by a support-person) with students that did not have these challenges.  In high school I didn’t see that as often.

Koss, M., & Teale, W. (2009). What's happening in YA literature. Journal of Adolescent and Adult Literature, 52(7), 563-572.

Stephanie

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I love your point when you say how we as teachers need to seek out books that branch out experiences from the state of Maine. Through these books, students can experience things that they can't necessary experience in Maine. They can travel to another country. They can travel to other time periods. They can be different people through different characters. They can experience problems they have never experienced in real life. That is part of the joy of reading. It gives you the opportunity to experience things that do not happen in your real world or life.

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I love your idea of using books about these difficult topics to help young people become more educated and create a better understanding. Especially in the world we are living in now with all the hatred. If young people read these books, they can relate, experience, and feeling the emotions and thoughts of these characters who are going through these rough times. Maybe that will result in new understanding and knowledge. Maybe that will result in less hatred, and more acceptance.

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I am actually jealous that you have a decent amount of multicultural books. Where did you get them? Are they easy to find? Is it usual that multicultural books are high quality books? Thank you!

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I find your question very interesting, and worth thinking about. I think it is important to have books that address disability to attempt to break the stigmas and stereotypes that surround them. Students can read them to relate to their classmates who might have these disabilities. Students can read them who actually have these disabilities to find hope, encouragement, and a story to relate to.

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That was also a big idea I had. I want to build my classroom library more with books that include books about multicultural, "controversial issues", disabilities, the different cultures and experiences. I want to have books that especially have different experiences outside of the state of Maine.

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I am interested in your post.  The students who you speak of have a unique need for literature that they relate to.  You mention how even though they are not yet adults they have lived adult experiences.  I hope you are able to find books for these students to connect with.

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I am also curious to learn whether or not there is a change in the percentage of non-fiction books due to the implementation of the Common Core. I would think that there would still mostly be fiction books.

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At first I was surprised to learn that 75% of books do not have children with disabilities, however, when I think about it I am not surprised. There is a great need for books with diverse characters. Whether that is diverse socio-economic status, diverse in terms of race or culture, or diverse in terms of ability.

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I really like how you said "After reading these articles, my definition has expanded beyond entertainment to include YA literature as both a teaching and therapeutic tool to be read by teens and adults." Reading is so much more than a form of entertainment. Reading can greatly influence the life of a child or adolescent.

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I appreciate how you said "This means that we as teachers need to seek out these points of view so that our students here in small towns around Maine can have the opportunity to live inside of another character whose experiences in life are vastly different from their own. " Growing up, I was not exposed to diversity. It wasn't until I went to college when I met lots of people from various backgrounds. I wish that I had at least read diverse literature as a child.

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I am interested in learning more about what is being done to address the problem of their not being a lot of diverse representation in literature. If it is acknowledge that their is a shortage of books that represent minorities, then I am curious to know more about what publishers and authors are doing.

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Before participating in this module, I had not thought of young adult literature of books about single problems.  Now that I think of it, I see that in the past, young adult literature was usually based around a single problem.  I like this quote from the CNN article that represents the shift from single problem novels, "Author Meg Cabot tried to find books she could relate to as a teen, but the "single-problem" novels that resulted in girls dying for their choices frustrated her. She wanted to read the "science fiction novels about girls spying on other planets."(Ashley Strickland).

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I am interested in learning more about how books are being written that appeal to boys. This question was raised because I feel like the CNN article mentioned books that appeal to girls more so than boys. I notice in my elementary classroom, my boys love graphic novels and books about Minecraft (some of my girls do too!). So I am curious if this translates to young adult literature.

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I thought the YA article was very narrow  in its scope of study.  And because it was written in 2009, one has to think about all that has changed since then.  I honestly think that nothing has changed for me after reading this article.  Young Adult literature is my specialty, if you will, and I have worked hard to keep up with the trends for this age group that I work with.  I guess I would have to say that in the What's Happening in YA Literature article,  one take-away I had was from the implications section, where it states the "lack of cultural diversity in YA literature indicates that educators need to seek out and use quality books that include diverse characters..." (p.570).  Since the writing of this study, I've seen a plethora of cultural diverse YA books, and have  two shelves full of these types of book.  So in that respect, a change has occurred.  What I liked about the CNN article is that it spoke about YA books appealing to adults as well, as I feel I can attest to that as they are my favorite genre of books to read.  I also was not aware of Teen Read Week, which I certainly will be promoting.

Koss, M. &  Teale, W. (2009). What’s happening in YA literature? Trends in books for

adolescents. Journal of Adolescent and Adult Literacy, 52(7), 563-572.

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Maria Allison                      Before participating in Module 3, I knew that young adult literature addressed issues that most teens go through such as fitting in, peer pressure, love and changes in relationships.  I learned that YA lit “connects readers to transformation stories best through emotion,” (as cited in Strickland, 2015).  This enables teen readers to relate to characters in paranormal and dystopian tales because even though the stories are not realistic, the emotions are.  Strickland, A. (2015). A brief history of young adult literature. Retrieved from http://www.cnn.com/2013/10/15/living/young-adult-fiction-evolution/index.html

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Maria Allison                      Before participating in Module 3, I knew that young adult literature addressed issues that most teens go through such as fitting in, peer pressure, love and changes in relationships.  I learned that YA lit “connects readers to transformation stories best through emotion,” (as cited in Strickland, 2015).  This enables teen readers to relate to characters in paranormal and dystopian tales because even though the stories are not realistic, the emotions are.  Strickland, A. (2015). A brief history of young adult literature. Retrieved from http://www.cnn.com/2013/10/15/living/young-adult-fiction-evolution/index.html

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“The lack of cultural diversity in YA literature indicates that educators will need to make special efforts to seek out and use quality books that include diverse characters…” (Koss & Teale, 2009, p. 570).  I would like to think more about how teachers can obtain multicultural young adult literature.  After a simple Google search, it appears that there are more multicultural YA books that have been published after this study took place.  Therefore, since it seems easier to get culturally diverse YA lit, we should make sure to get some of these books into our classroom libraries and into the hands of our students.                               Koss, M., & William, T. (2009). What's Happening in YA Literature. Journal of Adolescent and Adult Literature, 52(7), 563-572.

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This study reviewed young adult books that were published between 1999 and 2005, so I question whether a review of more recent young adult literature would yield the same results.  It appears that there has been an increase in multicultural YA lit since this study, so I wonder if that is actually true.  I recently read a YA book that told the story of a young Mexican girl who immigrated to the US with her family during the great depression.  When I asked the librarian at the Portland Public Library for the book, she told me that it had been a part of the Summer Reading Program, so these are signs that diverse books are popular in YA lit today.

Another question that I have is what will be the next big issues in young adult literature?  As Koss and Teale explain in the journal What’s Happening in YA Literature? Trends in Books for Adolescents, “This shift in focus from coming-of-age novels to teen issues such as finding oneself, fitting in, and bullying perhaps reflects changes occurring in today’s teen world.”  The world, including the “teen world” is always changing, therefore I wonder what will be next in YA literature.

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My definition of young adult literature has not changed or evolved since participating in Module 3. I took an undergraduate class that focused on adolescent literature about fifteen years ago. I’ve also been friends for years with a local librarian who specializes in teen readers so we have shared many observations.

However, while many things have stayed the same from the time of my first in-depth analysis of this style of writing, there are some noticeable differences.  The most obvious is the massive influx of technology into our daily lives (and that of the characters in books set in the current environment in the Western world).   Texting, emails, social media (Twitter, Instagram, Periscope, and Facebook), and smartphones just weren’t part of the landscape at the turn of the turn of the century (meaning 1999-2000!).

Characters with disabilities continue to be included more often.  I remember reading Rules by Cynthia Lord.  While it’s primary character is 12, it is written in a way that many young adult readers would enjoy.  The focus is on the relationship between a girl and her autistic brother.  In the Twilight series, Jacob’s father is in a wheelchair.

I really enjoyed learning from the CNN article that those ages 16-29 are the largest group checking out books for the library.  Libraries are in the process of redefining themselves (and have been for the past 25 years or so) from a repository of books to a central location of knowledge and services.  Young children can attend a storytime, sing-a-long, or puppet show.  Teens might participate in movie nights, YA book discussions, or computer gaming clubs.  Everyone is welcome to join craft sessions, game days (board, chess, etc.), and other fun activities (gardening, lectures, outings, and the list goes on!).

The idea that young adults are often part of the world that is between childhood and adulthood resonated with me, and I appreciated that it was included in the CNN article.  Children seem to be growing up faster than they used to do so.  YA literature helps to provide guidance and a sense of belonging as teens navigate these often troubled waters of current life.

Koss, M., & Teale, W. (2009). What's happening in YA literature. Journal of Adolescent and Adult Literature, 52(7), 563-572.

Strickland, A. (2015). A brief history of young adult literature. Retrieved from http://www.cnn.com/2013/10/15/living/young-adult-fiction-evolution/index.html

Stephanie

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There is a quote I found from “What’s happening in YA Literature? Trends in Books for Adolescents” that really stuck out to me, “Reading allows teens to play with their identities in a safe and controlled manner, and to explore who they want to be in this ever-changing world.” I had not thought of YA literature as a way for teens to explore their identity, however they are given the opportunity to explore what is like for other teens or young adults who may be facing similar or very different issues that they are facing.

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The idea that young adult books are moving away from the “coming of age” story is interesting to me. Traditionally, many books for adolescents and young adults revolved around the “coming of age” theme. It is interesting to me that these books are now focusing on characters finding themselves and everyday issues that young adults encounter. It think it is good that there are more books geared towards these everyday issues, as that is what many young adults are struggling with.

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One thing I am wondering after going through the materials in the module is has the role of diversity in young adult literature changed in recent years. The study by Koss and Teale studied books between 1999 and 2005. The books they studied are all over 10 years old now, if the same study was to be conducted now, would more minorities be represented? I like to think so, and I feel that there might be.

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I have a whole bookcase in my room that deals with teen issues. While the articles mention what I would consider to be "older" classics, I would like to continue to explore contemporary issues that affect students. Every year, the students change as does the trend of their reading. I feel that I need to focus more on what will interest them in a particular year, and work from there. For example, one year, a boy got hooked on a Paul Volponi book, so I ordered more (actually all) of his books, and this boy read every one. So I feel that I just need to stay relevant and in tune to what the students need and want to read, and add those types of books to my classroom library. In the meantime, many of the books I do have are great for reluctant readers, because they speak to the issues and struggles that teens face today.

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I would have to agree with Kayla, as I stated in my first answer.  There are many more culturally diverse books now than in 2009, not to mention e-readers, kindles, etc. which can expose students to these types of books.  Many of the teen issues books I have also contain minorities as main characters, such as Slam, If I Grow Up, and The Breadwinner.
I was also interested in the statement in the CNN article that said, "Authors like John Green write about the best and worst of adolescence fearlessly and honestly, building a trust within readers,...". I wondered what other authors can do this, how they do it, and what that statement really means. Would the statement apply to a boy vs. a girl if they both read The Fault in Our Stars? Or is it just a general statement meant show us the importance of not shying away from teen issues?

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In Response to Stephanie Burns - By: Aly Spearin

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In Response to Stephanie Burns - By: Aly Spearin

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Hi Stephanie! My second job involves working at Camp Sunshine. It is a camp in Casco, Maine for children with life threatening illnesses and their families. With some of these illnesses come physical disabilities or differences. Some kids with brain tumors are permanently blind. Some children with Fanconi Anemia are short in stature and have three or four fingers. Some children have “invisible” illnesses, like Lupus and other autoimmune diseases. I am very passionate about this “issue” because I see how badly these kids want to be “normal.” It saddens me that there isn’t a lot of literature with characters who are disabled. The previous school I was at brought in an outside agency to talk to students about children with disabilities and how they are just like you and me! One of the lessons they teach the kids is that all children are “ABLE.” They discuss how children are able to do the same things, but maybe in a different way.

-Aly Spearin

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Hi Stephanie! You make a good point. Many current books and television shows include a mixed cultural group of characters. I think we are on the right path because the realm of literature is broadening the horizons to be more socially accepting of other cultures. You may be onto something when you say that the lack of diversity could possibly be due to a lack of diversity among young adult authors.

-Aly Spearin

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In Response to Kayla Miedema  - By: Aly Spearin

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In Response to Kayla Miedema  - By: Aly Spearin

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Hi Kayla! It is crazy to think that this study was conducted eight years ago. It feels like just yesterday! However, a lot can change in eight years so hopefully there is more culturally diverse literature available for our kids! I was also wondering about the sample size. At first it seemed like there were 370 titles used in the study but after reading further, it said 59 titles. Regardless, 50 is the magic number for randomly selecting samples for studies. Anything smaller than that is considered a weak sample size. Therefore, 59 is right on the cusp between weak and moderate. The larger the sample, the stronger the results and generalizations that can be made.

-Aly Spearin

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"'Just like adolescence is between childhood and adulthood, paranormal, or other, is between human and supernatural," said Jennifer Lynn Barnes, a young adult author, Ph.D. and cognitive science scholar. "Teens are caught between two worlds, childhood and adulthood, and in YA, they can navigate those two worlds and sometimes dualities of other worlds.'" This quote from the CNN article provides some nice ideas and insight into why teens are so attracted to the edgy novels like "The Hunger Games" series. Even though teens have never been picked in a lottery to play a televised game to the death there are times when navigating the world can seem similar to scenes from the books (being brave and making bold choices, speaking before thinking and the consequences, pull between the past and the future - Gale v. Petre). The role of the characters, the plot, the setting are all there for teens to connect with and see themselves reflected.

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I have been thinking a lot about diversity in my classroom library this summer and fall. The Koss and Teale article solidified for me the need to work on this now, students need to see themselves not just through character traits but through the various lenses of culture, race, religion, and orientation. This summer I watched this video of first graders in NJ talk about diversity (or lack of) in their library, they made a plea to make their library more inclusive and representative of their student body. I would really like to complete an inventory like this in my room and then work with the students to obtain books which would help us. You can find the video on their Twitter feed: @MarshallOwls

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There are a few questions that I was left with after these readings:
~It seems like in an effort to represent women and girls in a strong positive light we've lost the boys. Are there new YA books in which the main characters are boys and are not wizards or demi-gods?
~ Does anyone know of a good resource/listing of books with diverse characters? There have been many lists that have emerged since Charlottesville but most of those books are picture books, (which have their place in every classroom) I am looking for chapter books.
~Are folks crowdfunding for their classroom libraries? What kinds of results are you getting from that type of funding?

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I don't think that my definition of young adult literature has changed considerably in participating in the modules but my thinking on its purpose in the lives of young adults has broadened. I read a fair amount of books from the young adult category starting with the Hunger Games series. I checked out the first book at the library on a recommendation. I remember being surprised to find it in the children's end of the library and questioned why my friend would recommend a children's book to me. Though the main characters are younger, I have found that the themes in young adult literature can be relatable and valuable to adults as well as young adults. The Koss and Teale article highlighted a trend towards more complex themes such as bullying and abuse being present in young adult literature. With the themes trending towards more complex issues I think that it is important that more and more adults are also reading these books. Books are a great way to facilitate difficult conversations without putting anyone on the spot.

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I would not say that my definition of young adult literature has substantially changed or evolved since participating in Module 3.  To me young adult literature is relatable to a certain age group who is experiencing an emotional revolution of sorts.  In some instances these books help young adults work through these feelings by presenting relatable characters in familiar situations.

Personally, I still enjoy reading some young adult literature as they are typically easy, quick reads, sometimes mindless, offering an escape from the real world stresses of being an adult.

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I would be interested in know more about the "New Adult" genre, and what exactly separates this genre from the "Young Adult" genre. For example, what are some examples of books in this genre, and is the writing structure, and content similar to that of its predecessor?

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To be frank, before this class, I hadn’t really thought much about YA literature. I operate mainly in two literary age frames: beginning/children’s literature and adult literature. I don’t teach young adults and I, in terms of categorized literature, am not a young adult, so I have never really had a clearly defined definition of YA literature in mind.

Before this module, however, I suppose when I thought of YA literature, I thought mainly about books I remember reading in middle/high school; books about high school drama, babysitting, and not fitting in. I wholly related to Shannon Peterson’s memory of bookstores only having about “three shelves of books I wanted to read,” when I was a teenager and now “it’s evolved from three shelves to whole hallways” (Strickland, 2015). I can still remember all of the times my family and I would stop into Border’s Books and Music; how eagerly I would rush to the one corner of bookshelf in between the children’s section and the adult books that had “books for teens”, and how disappointed I would feel if there wasn’t a book in that little corner that enticed me enough to ask my mom to buy it.

However, the titles and authors mentioned in Strickland’s article have made me realize that YA literature is vastly different today than they were when I was a teen. And, in fact, I love YA literature and have been enjoying books that fall under this category for the past few years! Strickland included the following statistic from Bowker Market Research in her article: “55% of all young adult books purchased in 2012 were bought by adults between 18 and 44 years old” (2015). I find it fascinating that literature geared directly towards teenagers is reaching such an expansive range of ages, well past teen years.

Strickland, A. (2015). A brief history of young adult literature. Retrieved from http://www.cnn.com/2013/10/15/living/young-adult-fiction-evolution/index.html

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I think overall, I would like to think more about the amount of diverse literature within my own classroom library. Am I providing enough diversity in my read alouds? Do my students have access to books about different cultures and people in the world? If not, what resources are available to find quality literature for my classroom that will aid in the implementation of a more diverse literature experience.

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While working through this module, I felt myself thinking more and more about the goals my graduate program had for its future teachers. As I mentioned in our classroom discussion earlier, the program I attended hoped to create teachers who could and would weave social justice and multicultural issues into our curriculum – not just teach about it as it if exists separately as a subject. The roots of this program and my early teaching experience kept creeping up while reading through the Melanie Koss and William Teale’s study in What's Happening in YA Literature? Their study found a serious lack of cultural diversity in current YA literature, with 32% of their studied books featuring characters representing European American culture. A stark contrast to the 5% of books featuring characters representing African American culture (Koss & Teale, 2009).

I now live and teach in a community that has virtually no cultural diversity, so literature is one of the best ways we can teach our students about different cultures. While I don’t teach middle level, I work at a K-8 school. Keeping in mind my graduate program’s goals and the lack of culture represented in YA, I would like to share this study with my middle level colleagues and begin a conversation about how we can stray from the statistics found in Koss and Teale’s study and make sure a broader spectrum of cultures are represented in our school’s selection of YA literature.

Koss, M., & William, T. (2009). What's Happening in YA Literature. Journal of Adolescent and Adult Literature, 52(7), 563-572.

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I found this module, particularly Koss and Teale’s spotlight on the lack of diversity in YA literature, very relevant given today’s political climate – with specific regards to diversity and cultural differences. It is my opinion that it is our duty as human beings, and even more specifically as teachers, to teach our students about differences. I think it is growing more and more important every day. Knowing that a trend among YA authors is tackling real, often controversial issues, I am curious – and hopeful – to see if YA authors will come out with realistic fiction novels that deal with the tense issues that we are up against today, like immigration, deportation, and underlying racism/white privilege.

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The CNN overview did confirm and solidify the initial definition I had about the power and popularity of Young Adult literature. I was a teen in the 90’s and as the article said there was a bit of stagnation in the YA category. I do remember the books for tweens like Goosebumps and The Babysitters Club but nothing as exciting and popular for teens are there today. I was shocked and happy to read the largest group going to libraries today is 16-29 year olds. Going into this class I was interested in why the paranormal/supernatural YA books are so popular, and I believe there is more than one answer. I appreciated Jennifer Lynn Barnes’ hypothesis drawing the connection between how teens are caught between childhood and adulthood and the paranormal/supernatural also exist in a fluid environment, where the characters don’t feel comfortable in the real world yet.

The case study “What is happening in Young Adult literature” changed my perspective and helped inform my understanding of the genre. Many of the findings were expected while others were surprising. For example, I would have guessed that the majority (85%) of the YA genres were fiction as most of my students don’t read Historical biographies. However, there were a few surprises as well. For instance I was miffed that only 3% of YA books were of the Science Fiction genre. Given the resurgence of Sci-Fi in popular Western culture, I assumed it would have been more popular. Thinking about it further, it is likely more my generation of early Millennials and late Gen Xers who are more fascinated by Science Fiction. I also originally thought teens mostly want to be entertained by these novels. Instead they were drawn to finding books that helped them learn more about themselves and dealing with major life issues. With the issues of bullying being so prominent, it is positive that books on the topic are available and being utilized (36% of books in study). As the article points out, there still needs to be more research done, specifically around how YA is aiding in the literacy of adolescence. I agreed with the overall analysis that YA topics need to stress the importance of critical thought especially in the growth of many forms of media.

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As a history teacher I am always interested in why and how trends occur. I am intrigued by the supply and demand of certain genres and topics in the YA category. The CNN article’s hypothesis that paranormal and dystopian novels are popular with teens due to the fact that teens share an in-between stage in life as do the characters in these books drives me to ask what other societal influences are at work there.  Do we see the popularity translate to TV and movies?

I would also be interested in further research targeted at the genere aspect from the case study, specifically the lack of religion and cultural diversity in YA. On the surface it makes sense many teens are not devoutly religious. Also, the study showed if any religion was present it was Christianity and I would think there would be an interest and need for other defined religious viewpoints including those that are less institutional. Even though much of the modern youth of the world are not as devoutly religious as their parents, religion is still such a major component in the world’s political and socio-economic reality. Is the lack of religious themed books a function of supply from publishers or lack of demand from YA readers. It will be interesting to see what topics and genres the next teen generation will gravitate towards.

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This module made me question the publication process especially since YA books have become a very profitable market segment. I question the motives behind the book selections by publishing houses. I understand they are for-profit companies but I hope they consider the impressionability of their audience and the opportunity to have a positive impact on their customer’s literacy and understanding of the world.

The case study’s discovery of the lack of cultural diversity and religion themed books as a genre  makes me question that publishers are only funding sensational western culture crowd pleasers.  I hope quality multicultural or religious themed book are not being turned away.

I also wonder about the lack of Non-Fiction/Historical Fiction in YA. How many YA books are being written and published specifically to pair with school curriculum? With the push for literacy in every content area I find it hard to locate age and length appropriate books for my students. I would like to see more skilled and even famous writers pair their books with textbook or curriculum writing companies. It would be a large market to funnel their books to through writing short Biographies or Historical fictions that are accurate as well as page turners. I remember in middle school finding many age appropriate biographies but most being very dull and still reading like a textbook.

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The most interesting aspect of the CNN article for me was, "Young adult lit has become popular with readers of all ages and has even allowed parents to see what their teens care about through what they're reading, Skurnick said. After all, 55% of young adult books purchased in 2012 were bought by adults between 18 and 44 years old, according to Bowker Market Research." Prior to reading that article, I often defined YA lit as a category separate from "adult" literature. For me, books like Harry Potter, Hunger Games, and Twilight were exceptions, not the norm. I think Peterson's claim that "there is all of that living, emotion and the heaviness of all that emotion, without the experience. It's such a terrible and beautiful thing to witness" is an accurate assessment of why YA lit appeals to such a wide range of ages.

As Koss and  Teale found in their studies, YA Literature has shifted from the coming of age stories of "The Outsiders" era to novels about identity and fitting in. With the advent of social media and its inherent impact on the teen psyche and sense of belonging, this shift is perhaps much needed.

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Under the "Implications" section of the study, Koss and Teale note that with the rise of technology and social media, there is a need for teens to examine bias and recognize rhetoric. Indeed, with the redesigned SAT essay prompt,  the barrage of "fake news", and social media algorithms,  in depth analysis of rhetoric and the ability to think critically is necessary.  I would like to see teens across the US engaged in this kind of discussion, this kind of work. Recognizing one's own biases is a critical first step, and the study's findings that YA lit is still not very diverse is troubling to me. How can students be expected to play The Believing Game if they have limited exposure to "other" opinions and experiences?

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Koss and Teale published these findings in April 2009. I am curious to see how trends have changed in the past 8 years. 2012 marks a monumental shift for adolescents. That is the year when, for the first time, more than 50% of Americans owned a smartphone. In terms of social behavior, emotional state, and interests, studies show 2012 as the turning point for teens, even when compared against historic trends. How has this shift affected them in terms of not only what they are interested in but also what they need from YA lit?

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I completely agree that teen's acknowledging their own biases should be implemented within their work, as I think it would help them examine other biases and opinions. It's incredibly important especially when it comes to reading a lot of nonfiction text, particularly when they are reading online. That is a huge skill that students must possess. Thanks for you post!
-Marc

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Hi Cassedy,
I, too, questioned the publication industry and their motives in one of my posts to a classmate! There is such a demand for books to sell and I wonder if that is why there are not a lot of main characters that portray multicultural people. I'm wondering if publishers think that more people relate to "white" characters and they think that is what sells? It certainly isn't something that I agree with, but I wonder if that is something that publishers think about.

Thank you for your post!

-Marc Bisson

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Alison,
Wow, I really responded to your post when you stated "I now live and teach in a community that has virtually no cultural diversity, so literature is one of the best ways we can teach our students about different cultures." I think many of us teach in that kind of environment and literature is the best way for us to expose our students to a variety of topics and social issues. It can be quite a challenge to get books that address social issues in an authentic and unbiased way, but they are definitely the closest thing that we can give to our students to make it relevant for them!

Thank you for your post!

-Marc Bisson

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I also aim to 'weave social justices and multicultural issues into my classroom'. I really liked how you phrased that as well. Some administrators or curriculum writers frown on in teaching morals or multiculturalism as they don't see the room in our standards. I think it is essential in creating adults who can work, live collaborate in our multicultural world.
Teaching diversity and perspective is so difficult in homogeneous schools and communities. Maine specifically can be a challenge because it also has low global interaction. Where states or bigger cities that also might have low diversity might have the plus of more exposure to domestic and international diversity visiting their area. I completely agree that one of the best ways to teach diversity and perspective in these settings is through literature. Literature does allow students the quite space to see and learn compared to a teachers we telling them how to see and feel about the world.

Thank you for sharing
-Cassedy Burns

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I also wanted to think about the choices of books being published as well as curriculum choices. I am glad you looked up some typically banned books. I find it not surprising that a majority contained race, ethnicity, gender , sex and religion. I also agree with you that as society changes and becomes more accepting and open, less books will be on the banned list. I also think teachers and schools are giving students more trust and credit in book choice. I have a High School English teacher friend who does the 'banned book project'- where they pick a book that was once banned and reads and researchers why. Projects like these I think are excellent for teaching critical analysis skills as well as giving student choice.

-Cassedy Burns

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I also remember the craze of Harry Potter etc. Even though I actually have never read them it brings me happiness as a teacher that literature for children and teens hit pop culture. The fact that reading these books have become cool is so great for children's literacy. I also wondered, and enjoyed the articles hypothesis, of why supernatural and dystopian has become so popular. I kind of figured the craze around dystopian novels and movies was fad but I did a little googling and of course 'nothing new under the sun'. So many classic novels are fall in the category some of my favorite in turns out! So I guess just again my definition of YA has changed !

Thanks
-Cassedy Burns

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I never considered myself a typical fan of YA, but reading YA for this class and looking which books fall under YA categories - I believe I am a fan. I also was surprised that the majority of YA topics was realistic fiction, seeing so many vampire-esq ue books. I do wonder if some of those fast passed exciting books like Hunger games wet the appetite of teens reading and then later they explore deeper YA books. I like that you looked at the dates of the studies and articles, that does shed a lot of light on the growth of YA.

Thank you for sharing
-Cassedy

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from Karen Murray
I had not realized the low birth rate of the 70's contributed to a lower production of books either.  It is interesting that this would be taken into consideration when publishing or writing books.  I say this because sometimes books do not become popular until a few years after they are released, so although books for that time and age group were limited, they still may have risen in popularity as the population grew again, if that makes sense!

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One big Idea that I would like to think more about is about why kids read or why they don't read.  I'd like to play more of a role in connecting them to books that matter to them.  I work as a special education teacher with 3rd to 5th graders.  Reading is difficult for my students and many will tell me that they don't like to read.  Reading is not often valued or reinforced in their homes and this can be an additional challenge in school.  A quote that stood out to me in the CNN article was "The whole reason you're reading is because you want some hope that you're going to get through whatever you're going through."  I agree that books can give hope and the ability to escape from things that are difficult even if it is just for a short time.  I'd like to be that person that makes a reader out of a nonreader.  It can be difficult to find books that are interesting for low readers.  I'd like to look at different methods for accessing books while students are building their reading abilities.

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A question that has emerged for me in this module is what role will technology and "new text types and text structures" play in the future? What will this mean for instruction? What will this mean for those who have less access to technology due to socioeconomic status or other reasons? Will this limit students or be beneficial?

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Response to Kayla Miedemaf from Mary Alexandre

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Response to Kayla Miedemaf from Mary Alexandre

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Hi Kayla, Like you, I was also struck by by the statement that YA literature allows teens to "play with their identities." Working with middle school students has allowed me to experience first hand the struggles that many of them face. Many students don't have someone to turn to or to confide in so exposing them to appropriate literature becomes even more important given the availability and accessibility of materials on the internet. I wonder how much of an impact literature has on the many teens facing these struggles. Is it enough that they know they're not alone with their problems or do they long to find the answers that they're searching for?

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Response to Michelle Hiltz from Mary Alexandre

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Response to Michelle Hiltz from Mary Alexandre

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Hi Michelle, When I read your post the following stood out to me, "Though the main characters are younger, I have found that the themes in young adult literature can be relatable and valuable to adults as well as young adults." I totally agree with you. Some of the YA literature that I have read such as, "The Giver" by Lois Lowry, and "Night" by Elie Wiesel require readers who possess a certain level of maturity to handle the topics discussed. This poses the question, How do we guide our students to literature that meets their needs while keeping in mind their maturity levels with so many choices available?

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Susan, in your response you quoted Peterson’s reasoning as to why young adult literature draws such wide readership beyond just the targeted audience; namely that it allows readers to experience the intense emotions of young adulthood. This sparked so many memories of being a teenager and how ardently I felt every experience at the time. I value your connection between Peterson’s thinking and how young adult literature has shifted from coming of age themes to address a more modern sense of belonging. This caused me to wonder what differences today’s young adults experience due to our ever-changing cultural climate. Thank you for sharing, your insights helped me draw associations I hadn’t originally.

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Cassedy, I enjoyed reading response because you focused so much on the CNN article, whereas I paid more attention to the Koss and Teale study. You bring up an interesting point in your discussion about the prevalence of paranormal/supernatural among young adult literature readers. While this is a genre I have very little personal experience with, your profound insights helped me draw connections from these characters caught between worlds mirroring readers who are not yet ready for adulthood. Thank you for helping me take a step back and better analyze what underlying characteristics of literature may help draw in readers. To borrow a phrase from Donalyn Miller, texts like these help readers to, "lose and find themselves in books."

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Mary, I appreciate that in your reflection you described how you felt obligated to guide students to literature that would help them in processing their personal struggles. I think this is a testament to one of the many hats that teachers wear beyond simply teaching students. You’ve exemplified how you take overall student well being into account, and use your role as a teacher to guide them with a lifelong skill of reading to help them cope with the ever changing issues at hand. Thank you for sharing, you’ve left me inspired to improve at my ability to recommend purposeful literature to help my students heal and better understand their unique situations.

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Michelle, you bring up a great point about what comes next in terms of technological developments! This summer I was enrolled in EDU 521, Digital Literacies. Many of our discussions centered on the role technology plays in education, namely how children’s reading abilities have altered as a result of so much screen time and so little time spent with traditional literature. I, too, wonder will more “literature” be published in the short snippet formats of social media and blogs because there is so much readership in that area? I appreciate how your response takes the discussion beyond the confines of young adult literature and into what’s next both in terms of genre, theme, and rollout.

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Katherine, as I mentioned in my post I have a decent, not at all expansive or equitable, amount of multicultural literature in my classroom library which I’ve collected over the years. However, the majority of this literature is centered on African American culture. I often find historical fiction centering on civil rights helps bolster both my instruction as well as the diversity within my classroom library. A few authors that I would recommend for grades 4 through 7 include: Christopher Paul Curtis, Pam Munoz Ryan, Jacqueline Woodson, Sharon Draper, Allen Say, Mildred Taylor, Thanhha Lai, and collections by Ashley Bryan.

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     Because there always seemed to be many options for me to discover as a preteen and teenager, I have never really thought about how young adult literature evolved. I never thought of a time where this type of literature wasn't offered. I think that it's wise to say that the success is in the timeline; the article shared that marketing of teen books really took off at the turn of the millennium, when there was much more variety to the novels and teenagers weren't reading what the author referred to as "single problem" or formulaic novels.       I liked how the author shared that young adult literature always deals with transformation. This is an interesting point, because whether supernatural occurrences are involved, or the main character is just going through a life transformation, the stories are relatable because teenagers are going through such huge transformations themselves. I think that many themes in young adult literature attract teenage and adult readers for this reason. Humans are constantly going through life transformations and find comfort in the relatability.  Similar to how I teach morals and life lessons to my students through children's books that are age appropriate for them, I myself can take life lessons from the information I've gathered from a young adult novel. 

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     Because there always seemed to be many options for me to discover as a preteen and teenager, I have never really thought about how young adult literature evolved. I never thought of a time where this type of literature wasn't offered. I think that it's wise to say that the success is in the timeline; the article shared that marketing of teen books really took off at the turn of the millennium, when there was much more variety to the novels and teenagers weren't reading what the author referred to as "single problem" or formulaic novels.       I liked how the author shared that young adult literature always deals with transformation. This is an interesting point, because whether supernatural occurrences are involved, or the main character is just going through a life transformation, the stories are relatable because teenagers are going through such huge transformations themselves. I think that many themes in young adult literature attract teenage and adult readers for this reason. Humans are constantly going through life transformations and find comfort in the relatability.  Similar to how I teach morals and life lessons to my students through children's books that are age appropriate for them, I myself can take life lessons from the information I've gathered from a young adult novel. 

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-Alison Clark

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I couldn't agree more with the quote, "A real opportunity for growth lies in diversity."(Peterson, Strickland, 2015) Now that the young adult genre has shifted away from the generic "single problem" novel, there are many more arousing titles that young readers can get excited about. I am thrilled that there are more relatable titles offered for gay and lesbian readers, but find it upsetting that there is a "multicultural hole",(Strickland) especially for young hispanic readers, that hasn't been filled. In "What's Happening in Young Adult Literature", the findings show that fiction books were the most popular by 85%. With that said, when examining the variety of ethnicities, most books represented "one general cultural group, most frequently European American." The article later shares that most of the international titles used the characters' ethnicity simply for descriptive purposes rather than to give insight or appreciation of the culture and cultural ways. America is a melting pot of many cultures, why is there still a gap in the availability of multicultural young adult literature? 

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I couldn't agree more with the quote, "A real opportunity for growth lies in diversity."(Peterson, Strickland, 2015) Now that the young adult genre has shifted away from the generic "single problem" novel, there are many more arousing titles that young readers can get excited about. I am thrilled that there are more relatable titles offered for gay and lesbian readers, but find it upsetting that there is a "multicultural hole",(Strickland) especially for young hispanic readers, that hasn't been filled. In "What's Happening in Young Adult Literature", the findings show that fiction books were the most popular by 85%. With that said, when examining the variety of ethnicities, most books represented "one general cultural group, most frequently European American." The article later shares that most of the international titles used the characters' ethnicity simply for descriptive purposes rather than to give insight or appreciation of the culture and cultural ways. America is a melting pot of many cultures, why is there still a gap in the availability of multicultural young adult literature? 

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-Alison Clark

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In the portion of the article titled 'Overall Trends', it was stated that the overall trend in themes has shifted to titles involving fitting in, major life changes, and finding oneself, along with bullying and abuse. The article shared that perhaps this is due to the adaptations happening in the world of teens today. Now, teens are faced with a lot of pressure to be, to look, or to act a certain way. There is constant exposure to these pressures, and authors can now offer relatable stories that allow teenagers to escape to another identity, "Reading allows teens to play with their identities in a safe and controlled manner, and to explore who they want to be in this ever-changing world." Now, teens can discover another world in a safe way to help them find their way to self-discovery. I feel that society now is working towards a self-acceptance and love yourself type of movement. With that said, I wonder if the trend in young adult literature will evolve as the teen society evolves? 

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In the portion of the article titled 'Overall Trends', it was stated that the overall trend in themes has shifted to titles involving fitting in, major life changes, and finding oneself, along with bullying and abuse. The article shared that perhaps this is due to the adaptations happening in the world of teens today. Now, teens are faced with a lot of pressure to be, to look, or to act a certain way. There is constant exposure to these pressures, and authors can now offer relatable stories that allow teenagers to escape to another identity, "Reading allows teens to play with their identities in a safe and controlled manner, and to explore who they want to be in this ever-changing world." Now, teens can discover another world in a safe way to help them find their way to self-discovery. I feel that society now is working towards a self-acceptance and love yourself type of movement. With that said, I wonder if the trend in young adult literature will evolve as the teen society evolves? 

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-Alison Clark

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In Response to Michelle Hiltz - By: Aly Spearin

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In Response to Michelle Hiltz - By: Aly Spearin

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Hi Michelle! Why some kids read and some kids don’t is important for teachers to try to figure out. I feel like I am constantly searching for a spark that could possibly ignite a love of reading. When I interned in the middle school, something I found most challenging was trying to find content books that matched some of my students’ reading levels. I had an eighth grader reading at a first grade reading level, but expected to read and cite texts about the renaissance. There aren’t any books written about the renaissance at a first grade reading level. I also wonder about our young adult ESL students. It is difficult to find books that are at their reading level but that don’t contain “childish” content.

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In Response to Cassedy Burns - By: Aly Spearin

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In Response to Cassedy Burns - By: Aly Spearin

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Hi Cassedy! I would have loved to participate in this project! The “rebel” nature seems like it would be very motivating and appealing to teenagers. The need to rebel is a common trend among most teenagers at some point. I am curious how your friend gets away with this without getting questioned by parents. I know that my friend who is a middle school librarian faces this challenge too frequently. School librarians cannot deny a child from checking out a book. Therefore, when controversial books come out, librarians must decide if they are going to add it to their collection. If they do, parents might say they can’t read it, but the librarian can’t tell the child they can’t. If they don’t, they are denying children the right to read a possibly great book! The struggle of the lesser of two evils, I suppose.

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In Response to Christine Albert - By: Aly Spearin

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In Response to Christine Albert - By: Aly Spearin

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Hi Christine! In response to your question about books with diverse characters, I do not know of a list. However, I would suggest Everything, Everything by Nicola Yoon (the main character is a half African American and half Chinese female) and The Absolutely True Diary of a Part-Time Indian by Sherman Alexie (the main character is Native American male).

In regards to your crowdfunding question, I actually was told I had to take my DonorsChoose off the page because the district felt that when teachers wrote proposals through the organization, it made it look like the district was not providing for their teachers. However, since then, I have switched districts. So, I have about 2,000 books in my classroom library. Not all of them fit in my classroom but I rotate them. It is a mixture of books appropriate for kindergarten through third grade because those are the grades I have taught. I bought them all with my own money. I use Scholastic points, go to yard sales and library book sales. I especially love when the libraries hold a “stuff a bag” sale.

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When reading the two articles I was taken back by the low birth rate in the 70’s affecting the availability of young adult books 15-20 years later.  And how shortly their after young adult books began to rise again and the books that were being written were more about fiction and fantasy, and how young adults were drawn to these books.  The connection made by the CNN article did not surprise me as adolescence is very difficult and how these books can represent what teenagers are going through. I think teens relate to these books because they are about everyday struggles, even if it is fiction or fantasy. I find myself connecting to characters when reading as a teenager and could relate to their situations even if it wasn’t a true story. I remember when the Hay Potter books came out and they were all-the-craze.  I never read the series, nor did my two older children, which surprised me because every other teen was reading them and loving everything about Harry Potter.

I was surprised how the articles talked about the lack of diversity in young adult books in varying ways and then the explosion surrounding diversity, not predominantly with race.  I was taken back that the article stated that diversity is still lacking with Hispanic teens. I have read many books with Hispanic characters in them, but maybe not as the protagonist, which I guess does surprise me. I am amazed at how much diversity there is in books now a days around gender, sexual orientation, self harm, and other what use to be taboo topics. Teens eat this stuff up! It makes me wonder if reading about these varying topics or experiencing them in a story is some how self-help for that teen.

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One big idea I have is to make sure the students I work with in grades 6-8 have the opportunity to access books that they have not experienced.  Many of the students I work with are from low-income homes where there are many difficulties within their family life. I want to make available to my students the experiences they need. I want to read books to them to show them what is out there and places they can go through reading. I also want to be able to talk to them about different experiences they have had and the ones they read about.  I want them to learn that reading can help them figure out who they want to be and to figure out who they truly are as a person. I want my student to know that it is okay to explore, question, and self discover what ever they need to. I do sometimes wonder if all this information provided to teens through books is beneficial too.  Can their young minds handle, manage what they are discovering?  This is food for thought!

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I wonder if the issues with the lack of diversity in young adult literature have changed since these articles were published so long ago. They talked about the characters being predominantly European American and I have to believe that the literature out there for young adults is more varied culturally as it is with other topics. I talk to my students about difference between them and how they need to accept peers for who they are, that they need to accept anyone, nit just their peers.  In todays world it is very important to make students aware of how this work is changing and what they can do to be a positive impact on it as well.

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I also wondered about how research and case studies impact YA curriculum decisions. Obviously reading these studies in our literacy program will aid us when we are involved in curriculum decisions! Using and staying up the research is important specifically for YA because of how fast trends change and more is discovered about teens development.

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Your question about technology is very poignant. Time will tell how technology is utilized. You are so true we will see if technology is the true connector or divider between the socioeconomic classes . Specifically in literature, technology can provide us so many more options and student choice with books. While as you mentioned if they don't have internet at home it can hinder them. And as we all know technology can be the great distraction in education. Technology can be a blessing and a curse I suppose .

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Karen Murray
You stated: "I was definitely surprised to learn from the "What's Happening in YA Literature?" article that the majority of the books in the study represented mostly European Americans. Why is this so? I can't help but wonder if authors are worried about the profits their books will make, or not make, and are so cautious about their stories that most of them include one cultural group."  I had not thought about this when I read the article, and you pose the question why?  I am now curious as well.  I had written that I thought the study was narrow in its scope, for example, why only choose books that have won awards?  I understand that you have to have a base, but there are honorable mention books that are just as engaging as award winners, and awards winners that sometimes do not appeal to a wide amount of readers.  And the fact that the study was done in 2009 bothered me, since much has changed since then, including your thoughts above, at least in my mind.  Thank you for your post and making me think deeper.