15 weeks of class, 10 books, and perhaps a new perspective

When I began this class, I was a little caught off guard. I expected The Adolescent in American Literature to be more about the classics involving adolescents, things we would expect to find in our curriculum: Catcher in the Rye, Lord of the Flies, A Separate Peace, and others of that nature.

So needless to say, I was a little surprised and resisted at first.

However, I always think it's valuable to be exposed to a wide variety of literature, and this was no different. I think my students will someday benefit from my exposure to YA lit. Perhaps they will be inclined to read more outside the classroom if I can present to them a variety of literature. If I can give them literature they like, they may be more likely to trust me about more mature or challenging reads.

I really like the idea of pairing classic literature with YA in order to bring out the similarities, but I have yet to really understand how to effectively do this in a classroom. I'll be holding onto that idea and looking into it as I begin to teach in the coming years.

As I've said, I really enjoyed some books more than others. I will not soon forget Looking for Alaska or My Most Excellent Year. The rest have given me a glimpse of YA Lit and the ability to find new reads for my students in the future.

Blogging with real teens

I thought for one of my final reflections it would be really relevant to touch on the class of sophomores, juniors, and seniors we blogged with about their YA Lit class.

I have to admit that at first, I didn't see the real value in this idea. I thought it'd just be sort of silly and we wouldn't get much out of it. I was quite wrong. Though we only had a brief time to interact with them, I saw immediate value.

I think many of us especially in this class, most of us English or Education majors of some sort, we probably had relatively positive experiences with reading growing up, perhaps even accelerated. Many of us said we may have skipped YA Lit at least a little, if not entirely. We missed out on this literature, but that doesn't mean that many teens don't enjoy it and benefit from it. And hearing what they had to say about why it was important to them to have this kind of class was insightful.

I just saw how much they enjoyed their class, if nothing else. They respected and liked their teacher and trusted her book choices. They seemed to actually read the books, to enjoy them, and to learn from them. Some of the students said they hated reading before this class, and I was excited to hear them say that they really liked to read some of these books. I've said from the beginning that reading is beneficial no matter what kind. And this sort of thing can definitely be a stepping stone to enjoying more challenging reading as an adult.

I also had to comment on the references to the classics. I commented on the blog that it sounded more like they had teachers who were unable to reach them with the classics, to connect the underlying themes to their lives. One student wrote how the sex, drugs, and love in the YA books they just didn't find in Romeo and Juliet... I think they missed something, which made me so sad.

It reinforced to me, as a preservice English teacher, that it is ESSENTIAL to connect with my students, to help them connect with the literature, to help them find relevant meaning. It will turn them off from reading if I can't do that effectively.

The Most Excellent book of the semester?

Okay, sorry, the titles of these posts are really sort of cheesey. I just can't help myself.

Anyway, as the last book of the semester, I couldn't help but think back on all of the ones I've read. The one that stuck out most in my mind was Looking for Alaska. I just so enjoyed that book, and after that, nothing ever quite met that expectation. Sometimes it was the genre, sometimes the characters or the plot itself, but I never quite reached the satisfaction that I had while reading Alaska... until My Most Excellent Year, by Steve Kluger. The story is one of three friends growing up, dealing with love and loss, friendship, and mostly hope.

I know many people didn't like the varying format, but I thought it so enhanced the book and kept it interesting. It gave great insight on each of the characters and helped me better get into their heads and understand their motivations. I just thought the format was appropriate. No complaints.

I also think that one of my favorite parts of the book was its ability to get across a point without making it glaringly obvious. I don't think that it had an "agenda" so to speak, but I think it's fair to say that Kluger was trying to make a point about homosexuality, mostly by not making it at all, less perhaps one line, said by Augie's dad, "I realized that we'd never had the "I'm gay" conversation. Has this generation finally made it superfluous? If only."

Though homosexuality was a theme throughout the book, it was just that, A theme, not THE theme, and nothing jammed down your throat or shoved in your face. I so appreciated that. Perhaps it was an ideal world, perhaps it wasn't "realistic" enough, but the first step to accomplishing a social goal is to be able to envision it. And I think Kluger did an exceptional job with his handling of this social issue.

The rest of the book was simply about love. Father-son love, Mother-son love, friendly love, budding love, romantic love, the love of a child, among probably others. Yes, the world is full of horrible things, and often life is not fair... but sometimes it's nice to step outside of that and remember that love prevails. It was a pick-me-up book, an easy read, something fun, and it left me with a smile. I would give it my highest recommendation for any student looking for this sort of feeling.

Why do we read?

This question seemed to be glaringly significant after the class discussion for We Were Here, by Matt De la Pena. The discussion became somewhat heated and some feelings seemed to be hurt, but I think it very much boiled down to the question, why do we read?

Do we read to relate to our characters or the plot or setting of the book? Do we read to expose societal issues? Do we read to have a different experience or learn something new? Do we read simply to enjoy? I'd argue that all of those are great reasons to read, and there are so many more.

Reading the posts from the high school class in Michigan, they often referenced how the YA lit they were reading was easier to relate to, dealt with issues they deal with, and was more interesting. I simply stated that I believed that a book like We Were Here would not necessarily provide them with what they were looking for, if that in fact was it.

We Were Here is the story of a teenage boy who's committed an awful crime that he cannot face. He is sentenced to a year in a group home, where he must record his feelings and experiences in a journal. Along the way he meets a few different boys who teach him several lessons about himself, his experiences, and dealing with tragedies. The story is really one of forgiving- others, yourself. Running from life simply isn't the answer.

I could definitely see the concept of this book used in a classroom, but the profanity in this specific book may be difficult to bring into a classroom, depending on the district. The title of this section was "unheard voices", and I think that's something worth examining.

Do we bring voices into the classroom specifically because they are unheard? Or can we simply bring this book into a classroom because it has important themes and perspective, and it just happens to have three boys of color as its main characters. I think that the story is worth telling, and these questions are so important to discuss with students. It's a teacher decision, but students should understand the issues.

Not my cup of tea, but enjoyable

Graceling, by Kristin Cashore was a part of our "page turners" section of this class, and it falls specifically under fantasy with a very visible element of romance as well throughout. I'm not a fantasy person, but the book was definitely fun, smart, and enjoyable.

I could see where it was a YA book, but I also felt at times that the book was really mature. The romance was fairly mature, and there was a non-detailed sex scene at one point, but the characters themselves were very mature for their ages. The romance is fairly mature, and there is a very present issue of marriage and if you should get married and why or why not, which I thought to be advanced as well for some young readers. Although I suppose they might just not pick up on it.

This book obviously displays an extreme case, but it begs the question, do you use the powers (whatever they might be) you have to rule over people just because you can? Because the government has power over its people, should they take advantage of it? Or should they rule FOR the people?

The only issue I had with this book is this sort of question. Teen readers say they want something to "relate to" and such, but is this question really relevant in their lives? On some level maybe, but it's seems to be sort of a strange and abstract question. Even the romance, like I said, is so mature, it seems a little much for teen readers.

Though I think it was an interesting and enjoyable read, I would probably recommend it to an older crowd interested in fantasy, and I'm not sure I'd use it in the classroom. I just think there are so many other books out there with more pressing issues for high schoolers.

Saw a little of myself in Frankie

Overall, I would have to say that I really enjoyed The Disreputable History of Frankie Landau-Banks, by E. Lockhart. There were some very real issues presented in the book, specifically gender and class, and I think it could really spark some interesting questions, especially for the young women reading it. Whether or not you believe Frankie was true to herself or got too caught up in everything, that question alone opens up for further discussions, and I think that shows true value in a book.

I can remember going through some of the many things Frankie experienced, suddenly physically maturing, getting a little wrapped up in the opposite sex, etc. I'd say that was junior high age. By the time I got to high school, I had taken on a very strong female persona, where I did not need a guy to feel validated, though I saw many of my friends continue to get too caught up, leave their friends behind while they're dating a new guy, and all of those other issues that arise. Over the years, it's become more apparent the gender issues that our society faces.

I'll never forget my senior year of high school when we did an enneagram test, in which personalities are classified into 9 types, ranging from peacemaker and helper to asserter and adventurer. I took the class my second semester, and on the first day of class, our teacher asked us if any of our friends who took the class first semester had already told us what number we were. I raised my hand and said my friends had told me I was an 8, or the asserter/challenger. He raised his eyebrows and ever-s0-condescendingly said, "Hmm, we often refer to girl 8's as a word that begins with a 'b', if ya know what I mean."

I was furious. It's okay for a boy to be assertive and strong, but if I am as a female, I'm a bitch? Unbelievable. I could not help but think Frankie faces some of these issues in the book: how strong is too strong, will the guys not like her if she's too strong or too weak? Where is that happy medium, and how does a girl and emerging woman establish herself as strong and independent without society calling her a bitch, or worse?

As I was reading this book, I did enjoy the silly pranks, funny scenes, and characters, but for me, the message was so much more. I can really imagine bringing some gender issues to the forefront in a classroom. I worry about the alienation of males, but I do think that they should be a part of the conversation, as they are a part of the society that perpetuates these gender roles. They need to realize that both genders must take responsibility for this issue.

Like I said, I really liked the book, but I more loved the issues that it brought to the forefront, and for me I placed more emphasis on gender than class. I could really see this book working in a classroom, and I could also really see my students enjoying it as well.

Octavian was nothing special for me

I've been very forthright about my opinions of these books, and I will continue to be honest. I got through less than half of this book before I just could not finish it. And I am not usually the type of person who doesn't finish something, a book or otherwise. I just could not do it. That being said, let me continue with what I can say about The Astonishing Life of Octavian Nothing by M.T. Anderson.

The whole idea of YA historical fiction was terribly unappealing to me, but I really made an attempt to get through it. But when I was forewarned in class that, "the first 1/3 or so of the book is tough to get through, but then it's excellent!" I was just not pleased. I continued to try, but when other work piled up, I just could not make it a priority.

Though we like to think that our students are only taking our class and that our class is the most important, that simply is not the case. And I would have a really hard time pitching a book where I recognized that the first THIRD of the book was "tough to get through". Personally, I don't care how good the book turns out when over a hundred pages are not that great. A good author shouldn't take so long to draw a reader in- I believe that a good author draws the reader in right away. I also am more of a page-turner kind of reader, but I think most of my young students might feel the same way.

So I hope that if I want to teach this kind of a book in my classroom or encourage my students to read historical fiction, I can find a better option for them. I would not rule out this book entirely, because I'm aware that not everyone reads like I do, but I'd say that if a student is looking for YA lit, this is not quite what they're looking for.

Satisfying for what it's worth...

I'll be honest off the bat so you understand my bias... I am not a science fiction fan. The closest I come to science fiction is admittedly the Twilight saga, which is more a fictional vampire love story... still silly, but I'm a sucker for silly romance novels even as a junior in college. What can I say?

So it's important you understand that in order to take my review as you will. The Hunger Games, by Suzanne Collins is a science fiction novel with a loud and clear social commentary on social class and government power among others. Our protagonist, sixteen year old Katniss, lives in a world where the Capitol runs twelve districts formerly known as North America. The government put down several revolts, even destroying the thirteenth district. In order to prove and remain in power, they host the Hunger Games, a competition amongst the districts, a battle to the death.

Because I didn't really connect with this book myself on a personal level, I'll comment on whether it accomplished its goal and whether that goal was worthy of pursuing.

I think the goal for this book was to reinvent the traditional dystopian literature topic. Collins uses a female narrator, which is less common in science fiction books. It gives the commentary a different spin than your typical male perspective. In addition, the book is certainly more updated; it just has a very contemporary feeling, with the love story and factoring in non-traditional elements. It's so easy to compare this to almost any of the reality TV shows out there right now on television, and so the feeling is very pop culture.

When I read this, the show Survivor came to mind, particularly that first season (the only one I watched regularly). This concept of people on TV conniving and backstabbing and forming alliances to "stay alive" in the game to win one million dollars was new and somewhat shocking. We watched these people suffer horrendous bug bites, near starvation, and exhaustion. And it was entertainment! In retrospect, it really was sort of sick. But that's what audiences crave. Are we so far off from something like the Hunger Games?

The social commentary was certainly another goal, and I personally thought it was a little forced. I really felt like around every turn was another criticism of our current society, mostly involving social class and government, as I said. This government's power is so great, so overwhelming that no one rises up; they give in, even support the government's power by supporting the Games. How easily can we be brainwashed?

So were these worthy goals? I suppose so. Though I think dystopian literature is sort of a dangerous route to go with younger students who are still developing a world view, it is important to discuss. When I say that this book was more contemporary, I'm thinking in comparison to something like Brave New World, by Aldous Huxley. I also think that particular book is more of a classic and will be more likely to be taught in a high school, but Hunger Games is definitely a contemporary counterpart, and even darker than its classic.

These books make us really think about our current situations in society and reevaluate something we might not have before. Being critical thinkers in today's world is so important, and these sorts of books force us to do so. I think this book would also tie in great with a critical media literacy lesson, on taking a closer look at what the media presents us every day and breaking it down.

So in terms of the classroom, I think it could have a place. In conjunction with a classic like Brave New World or a lesson on critical media literacy, this book fits right in, and it might be more interesting to students, especially when compared to something like the show Survivor. I'd be careful with the dark instincts of human nature- but any dystopian has the potential to bring you down. Overall, I'd say it accomplished its goals and those goals were solid. So take it for what it's worth.

A special dedication to my 16 year old brother Ryan

I will be the first to tell my brother that being a boy is no excuse to not like reading. It is not "uncool" or "girly" to like to read. It is important to be able to read and even better if you like it.

However, it's certainly an interesting point to look at the majority of popular books out there, and they seem to seek a female audience. This reinforcing that 'reading is for girls' is not good for anyone. Where oh where can we find 'boy books'?

If any of this rang a bell for you, never fear! Robert Cormier is here!

The Chocolate War, by Robert Cormier was not only a great literary classic by an incredibly talented author, but it is the kind of book that can draw almost any audience. I would hesitate to call it a "boy book" as I really liked it myself, a 21 year old female, but it definitely had a more masculine feel than most of the books I've read so far.

The story follows Jerry Renault, a freshman at an all boys high school who has an encounter with the infamous Vigils, a school gang of upperclassmen boys. This gang gives out "assignments" to intimidate the younger boys and display their power. The assignments are not dangerous or violent, rather rule-breaking and embarrassing.

The main conflict is a result of Jerry's assignment- to refuse to sell chocolates for the school-wide fundraiser being heavily pushed by the administration. The situation certainly escalates, and Jerry is left with an internal conflict and decision to make.

I point this out as a book that boys might like for a few factors, and most of them are pretty obvious. First, we have our male narrator, an immediate draw. Then we have the plot itself- an all-boys school, pranks, gang action, some violence, some sports scenes, and more. Finally, and I think most importantly in a school setting are the themes presented. Jerry and the rest of these boys are easily influenced, intimidated, and coerced into these assignments. Doesn't this happen every day? Aren't boys dealing with issues in the same way girls are?

In terms of this book in the classroom, it would really fit perfectly. I think though Cormier's book is well-suited for boys, it reaches beyond that audience, which really is an accomplishment. As I mentioned, I really thought it was hilarious, and I even found myself laughing out loud at some of the pranks pulled. I also found myself involved with the characters, worried about their decisions, and getting inside their heads.

Finally, it is SO well-written. Some of the language Cormier uses is so beautiful and perfectly appropriate for the feelings he wants to evoke and the meaning he wants to portray. Not only would this book work for a novel unit, but it would fit right into a writing lesson as well. Pulling specific passages from the novel would serve to help students write more effectively. And reminding those boys that a man wrote this book wouldn't hurt either.

So Ryan, get ready, because we're going to read this book over Christmas break when I get home, and you may even thank me. =)

Found what I was looking for in Alaska

My punny title (sorry, I really couldn't help it) says it all. I was struggling to find YA novels of substance, of literary merit, of true quality. Granted, I haven't read many yet, but I was still disheartened. I was also hesitant to pick up another contemporary novel, afraid of the same issues I'd already run into.

I can honestly say that from the first page until the last, I truly enjoyed Looking for Alaska, by John Green. Miles is a junior in high school who decides to leave his boring life behind and seek the Great Perhaps at Culver Creek boarding school. Miles has a strange interest in knowing people's last words, and the last words of Francois Rabelais, "I go to seek a Great Perhaps" inspire Miles' trip and guide his journey. He immediately meets an eclectic group of friends, each bringing something interesting and distinctive to the table. One of these friends is Alaska- sexy, beautiful, rebellious, and perhaps reckless. And absolutely irresistible to Miles. The book moves at a steady pace, following the daily happenings and harmless mischief, until the climax of the story, where the book cuts into sections of Before and After. The event that separates them will devastate and challenge the friends together and as individuals.

One of the things I loved about this book was its ability to be laugh-out-loud funny and entertaining while still incorporating literary strategies, real-life issues, and so many elements to dissect and interpret. Students will likely enjoy the novel, and this always puts them in a more willing position to analyze. We discussed a few in class, but there are so many ways to look at this novel. Alaska's character alone presents family issues, gender issues, psychological issues. The Colonel, Miles' roommate, has an intense hatred for the "Weekday Warriors", the rich students who go home on weekends; this presents a prominent social class element. It's also then interesting to explore where Lara, a friend in the group who comes from a wealthy family, fits into the group despite her social class. If you delve deeper, there's a recurring image of running and what it means, be it running scared in the darkness or running from trouble with sparklers. Character development is also so important. How much of our personalities are shaped by the events and circumstances in our lives that we cannot control? What makes us who we are? Each character in the book is distinctive and comes from a different background and different life experiences. How does this motivate their actions? There are so many other questions to ask of students, and I really think you could spend weeks just delving into characters and all of the other issues I've mentioned.

I can't help but be cliche. I laughed. I cried. I loved this book for so many reasons. I would give it my highest recommendation for a classroom, a summer read, high school students, college students, even adults. I think it would satisfy most any reader.

A quick matter of business...

So I wanted to take a moment to clarify the purpose of this blog for the time being. I've struggled with it a little, and I've admittedly had no specific audience in mind when writing my posts so far. What I've written has been mainly directed at the class and based on our discussions.

I've also done some more broad thinking about the usage of a blog in my classroom, which has lead me to some other ideas for purposes of this blog. Though I tend to brush off technology in most cases, I've really taken some time to think this one through. What if one day I want my students to do independent reading or recreational reading on their own time? Don't I want them to read books they like? And how will they know if they like them if they have no idea what they're about. So, perhaps, someday I will have a blog with book reviews for my students so they can find books that might interest them. I considered that as an audience for this class assignment. However, I really thought this limited the things I could say in my posts, and for the purposes of this class I want to be clear.

This blog is intended for not only the students in this class, but also future middle or high school teachers. They could theoretically read this blog and find books that are and are not suitable, appropriate, or interesting for their students. Each post will provide a summary, an expansion or analysis of a particular element, and its potential place in the classroom.

Just wanted to clarify!

Appreciating a Classic

The Outsiders, by S.E. Hinton is undeniably a classic. It broke away from the cookie-cutter previously novels aimed at young adults. It spoke about real things, real life. It is certainly of the "coming of age" genre, but it far surpasses the usual themes. Through its combination of groundbreaking reality, literary merit, universal themes, and ability to pull at your heart strings, The Outsiders will continue to stand the test of time.

Ponyboy Curtis, our male protagonist is a mere fourteen years old, but his perspective is one few fourteen year olds could dream of knowing. He and his two older brothers are members of the Greasers, the poor lower class. They and their gang have a bitter and violent rivalry with the Socs (short for Socials). As the violence escalates, Ponyboy is forced to deal with social class, relationships, family, and loyalty. How much is too much? How far is too far?

Overall, the book was undoubtedly well-written, impressively so when you realize Hinton was just sixteen when she wrote it. Hinton also does an impressive job incorporating several apparent themes, motifs, and recurring symbols. It's a great introductory novel to literary elements, and I believe it's a story that students will really like. The fast-paced, action-packed, high-interest plot would keep both genders satisfied throughout.

I want to specifically point out the gender issues in this book. I first heard of this book a few years back when my younger brother read it. He has fallen into the typical "boy dilemma", one in which he rarely enjoys reading and has trouble finding books he likes. This particular book stood out in my mind, because he actually enjoyed it, so I made a mental note. Having now read it myself, I understand why he liked it. Though I liked it myself, I could see where someone would label this a "boy book". The main characters are all male, and the gangs, violent action, brotherly loyalty and male bonding are prominent themes, more appealing to males than females.

With that in mind, it's interesting that S.E Hinton chose to write under a gender ambiguous name. I can honestly say I didn't know S.E. Hinton was a woman until I did a little more research into the novel, and while reading the book, I assumed the author was male. It begs the question... would her book have been as popular if it was widely known that she was female? Did her gender ambiguity let her fall under the radar and let her book take the center stage?

Furthermore, I thought the role of male and female characters in the book was interesting, especially from a female author. The males were a band of brothers, reliable, loyal, and even the Socs stuck together. The females, however, were widely unreliable, fake, superficial, and problematic for the males. Overall, the gender aspect is an interesting one to examine throughout the book.

There are so many other ideas to examine, consider, and analyze. What a great book, one students enjoy AND you can use for literary purposes.

First impressions aren't everything...

...and it's a damn good thing, because I might've thrown in the towel with the first book I read. Before I critique, I'd like to put out a disclaimer- there is nothing inherently wrong with this book. As I have said, reading is reading, and it can be a gateway to more challenging literature. That said, I did not care for this book, Printz honor or not.

The Earth, My Butt, and Other Big, Round Things

by Carolyn Mackler

The novel begins with a very stereotypical teenager going through stereotypical problems. Our protagonist, Virginia Shreves, is a fifteen-year-old girl braving the high school world and all it entails. She has a budding romance with a boy named Froggy, a relationship many of us might label "friends with benefits". Virginia eats lunch alone in the bathroom stall, and it just so happens that one day, the popular girls waltz into the bathroom and gossip about how "uncool" she is. Imagine that. Did I mention that her best friend moved away? Right... they exchange occasional emails in which Virginia struggles to deal with her best friend making new friends. Oh, and she's fat. Not to be insensitive... she herself says she lives by the "Fat Girl Code of Conduct". And to top things off, her parents and siblings are disgustingly perfect- thin, smart, and popular. Her mother is an adolescent psychologist who is clearly embarrassed by Virginia, and her dad is rarely around. Her sister is beautiful and slightly rebellious, joining the peace corps to escape her mother; though we rarely hear from her, it's clear Virginia wishes she could be more like her.

And then there's Byron. Byron is Virgina's college-age brother who is referred to as "big man on campus". He's your stereotypical heart throb- tall, handsome, athletic. He and Virginia were once close, and she often reaches out to him through her struggles, but their relationship has much changed. This is especially true when the novel takes a sharp turn down maturity lane when Byron shocks and disappoints all by committing an awful crime. Virginia then has to deal with that in the context of her life and their relationship.

And in the end, Virginia finds herself through piercings and dyed hair. Really? She couldn't find a more meaningful way to come into her own, to break away from her cookie-cutter family? What a shallow perspective to give kids who are looking to create themselves. Couldn't she have found something that interested her, something that defined her, something she could believe in? Isn't that really what kids are looking for?

I was also frustrated by the simplicity of the writing and the maturity of the themes. According to several reviews, the book is placed at the 7-10th grade level. While a 7th grader may find the book humorous and entertaining, I think some of the events are simply beyond the maturity level of a 7th grader. As for the top of the spectrum, though a 10th grader may better handle the mature aspects, they're likely to find a more interesting and challenging book on the shelves.

And need I address the stereotypes played out over and over again? Outcast in the perfect family. Friend moved away. Doesn't fit in with the popular girls. Mom's a psychologist. Been there, done that!! The twist at the end certainly provides a different angle, but even so. Perfect brother not so perfect after all? I guess it's not so unique after all.

I must have missed something, some appeal. I could see a 5th-7th grader reading this book and thinking it's funny and a bit rebellious, with some mild sexual content... and that's sort of where I think the appeal ends. Even then, I think the ending would be lost on that age group. I think this book had potential to be honest, funny, and inspiring. It really fell short, in my opinion.

YA Lit

Though I've been struggling with the concept of YA lit the beginning of this class, I'm slowly getting to know it. I guess I should start with my expectations for this class- it will help with some perspective. I came into this class expecting to read classic American literature that was either aimed at adolescents or had adolescent characters. I was expecting Catcher in the Rye and other classics. It's also important to know that as a junior education major, I'm really looking to learn practical topics I can teach and how I can teach them to my high school students. So even though I knew this was an English class and not an education class, I still had some educational objectives. With that in mind, I was a little thrown off when we started discussing what I perceived as "irrelevant" literature.

I have since found a new perspective, thankfully. I have decided that though YA lit does not lend itself perfectly to teaching in my high school classroom, I have looked beyond that to find some very legitimate purposes. We hear all the time that when students get to the high school level, they lose interest in reading. Whether it's a time issue (or lack thereof) or the introduction to the classics or otherwise, I don't care to debate it. The bottom line is that reading is important- all reading can be helpful to a student's vocabulary, critical thinking, and reading comprehension, among other perks. So I want my students to read.

As an English major, I need to remember that not all students will find great joy in reading those classics. Any time I can get them reading something that interests them outside the classroom, I have done that student a great service. YA lit can be a great alternative to your typical classroom novels. It is up to me, as the teacher, to be knowledgeable of this genre so I can recommend these books to my students.

One way to do that is to simply immerse myself, take the time to read whatever I can get my hands on and sort through the good, the bad, and the ugly, so to speak. Another option is certainly the award system that seems to be still expanding for YA lit. Maybe I work with Printz winners to find literary merit. Maybe I find some more mature books through the Alex Award (for adult books that appeal to young adult readers). The William C. Morris award recognizes first-time writers, and so maybe I find an author I really like and continue to follow his or her work. This is a lot of work for me, but if I can find books that I enjoy and think have value, then I can help my students do the same.

I've found some issues with YA lit, but I am working through them. Sometimes I think the writing is simple and unchallenging, while the content is more mature. I find this problem frustrating, because I think I can still challenge my students with YA lit, but these books just aren't going to do it. Take the Gossip Girl series, for instance. Sure, I read them while I was in high school, mostly over the summers when I wanted quick and easy "beach reads". And they were fun. But I can't say I learned much except that apparently upper east side New York city prep school students can get into martini bars at age 16... hmm...

So yes, I know this is not an education class, I promise! There is always some benefit to exposure to new literature, teachable or not. But I would certainly like to make it applicable to my teaching career. Anything that can benefit my students is worth investing my time. So I will continue to explore the field of YA lit with an open mind. I have already encountered both good and bad, and I will try to learn from both experiences.