What’s New in Young Adult Literature? 2016 Edition An IAG Presentation Dr. Bob Seney Professor emeritus/Gifted Studies Mississippi University for Women

Goals for this Session:

Goals To review my rational for using Young Adult Literature with gifted learners;

Goals To review my rational for using Young Adult Literature with gifted learners; To address the growing problem of “reading disengagement;

Goals To review my rational for using Young Adult Literature with gifted learners; To address the growing problem of “reading disengagement; To review current young adult novels: The Focus of this Presentation.

First Some Observations:

Observations In conversations with gifted readers, I am hearing:

Observations In conversations with gifted readers, I am hearing: The books that we are assigned to read do not match my interests;

Observations In conversations with gifted readers, I am hearing: The books that we are assigned to read do not match my interests; The books that we read do not relate to me or my life;

Observations In conversations with gifted readers, I am hearing: The books that we are assigned to read do not match my interests; The books that we read do not relate to me or my life; The books that we read are not challenging;

Observations I have read the books before, sometimes several years ago;

Observations I have read the books before, sometimes several years ago; Nobody seems to know what are the new and good books to read;

Observations I have read the books before, sometimes several years ago; Nobody seems to know what are the new and good books to read; I don’t know where to go to find out about new books.

I see this as a call to action!

Goal One The Rationale for Young Adult Literature

The Rationale My focus is on three basic concepts:  

The Rationale My focus is on three basic concepts:   Know your Reader!

The Rationale My focus is on three basic concepts: Know your Reader!   Know your Reader! Know your Literature!

The Rationale My focus is on three basic concepts: Know your Reader!   Know your Reader! Know your Literature! Make the Match!

The Rationale My basic premise is that when you compare the characteristics of the gifted adolescent, especially the verbal characteristics, the characteristics of books most suited for gifted learners, and the characteristics of young adult literature, you have an almost perfect match. This leads me to the conclusion that young adult literature is highly appropriate for gifted learners.

The Rationale This is the basis of my rational for using Young Adult Literature with gifted learners.

The Rationale For more notes on my Rational including Characteristics of Gifted Readers, Characteristics of Books Most Suited for Gifted Readers, and Characteristics of Young Adult Literature see the Handout on the conference Web Site or email me: rwseney@muw.edu

Goal Two The Problem of reading disengagement

Background Concepts

Background Concepts Most gifted readers are still highly motivated readers;

Background Concepts Most gifted readers are still highly motivated readers; There is a growing competition that is pulling them away from reading;

Background Concepts Most gifted readers are still highly motivated readers; There is a growing competition that is pulling them away from reading; We must equip ourselves to keep our readers motivated and engaged;

Background Concepts Our goal is to encourage our readers to new heights and depths;

Background Concepts Our goal is to encourage our readers to new heights and depths; We must investigate the problem of “readicide.”

Reading Disengagement

The Question: Why are our capable, competent gifted readers (and others) not reading?

You don’t have to burn books to destroy culture You don’t have to burn books to destroy culture. Just get people to stop reading them. Ray Bradbury

Rounding up the “Usual Suspects”:

The Causes for Not Reading We live in the “era” of the busy, over- scheduled child;

The Causes for Not Reading We live in the “era” of the busy, over- scheduled child; There are other (easier and more engaging) entertainment options;

The Causes for Not Reading We live in the “era” of the busy, over- scheduled child; There are other (easier and more engaging) entertainment options; There is the reality of print-poor environments at home and sometimes at school!

The Causes for Not Reading Economic levels are always a problem;

The Causes for Not Reading Economic levels are always a problem; Unfortunately, there is often a lack of parental education, involvement and support.

However there is one more serious problem!

Readicide!

Readicide Sometimes we are the problem by using practices with the good intent to make students better readers.

Readicide Intensions are not the problem; our practices are the problem.

Readicide Defined: Read-i-cide: noun, the systematic killing of the love of reading, often exacerbated by the inane, mind-numbing practices found in schools. Kelly Gallagher (2009)

Readicide Schools value the development of test-takers more that they value the development of readers;

Readicide Schools value the development of test-takers more that they value the development of readers; Schools are limiting authentic reading experiences;

Readicide Schools value the development of test-takers more that they value the development of readers; Schools are limiting authentic reading experiences; Teachers are over-teaching books;

Readicide Schools value the development of test-takers more that they value the development of readers; Schools are limiting authentic reading experiences; Teachers are over-teaching books; Teachers are under-teaching books. (Gallagher, 2009, p. 5)

What are some of these well-meaning but mind-numbing practices:?

A Readicide Factor: Many schools have removed novels and other longer challenging works from the curriculum to provide teachers and students with more test preparation time.

Well-meaning but mind-numbing practices: Curriculum is being narrowed to make room for test preparation.

Well-meaning but mind-numbing practices: Curriculum is being narrowed to make room for test preparation. Work sheets are taking the place of reading.

Well-meaning but mind-numbing practices: Curriculum is being narrowed to make room for test preparation. Work sheets are taking the place of reading. Short stories are being used instead of novels.

Well-meaning but mind-numbing practices: Curriculum is being narrowed to make room for test preparation. Work sheets are taking the place of reading. Short stories are being used instead of novels. Time for reading in school is not being scheduled.

Well-meaning but mind-numbing practices: There is a dearth of reading materials in schools (and homes).

Well-meaning but mind-numbing practices: There is a dearth of reading materials in schools (and homes). A culture for reading does not exist in schools.

Well-meaning but mind-numbing practices: There is a dearth of reading materials in schools (and homes). A culture for reading does not exist in schools. Over-teaching the novel.

Well-meaning but mind-numbing practices: The Kill-a-Reader Casserole Take one large novel. Dice into as many pieces as possible. Douse with sticky notes. Remove book from oven every five minutes and insert worksheets. Add more sticky notes. Baste until novel is unrecognizable, far beyond well done. Serve in choppy, bite-size chunks. Kelly Gallagher, Page 73

Well-meaning but mind-numbing practices: There is a dearth of reading materials in schools (and homes). A culture for reading does not exist in schools. Over-teaching the novel. Under-teaching the novel.

Well-meaning but mind-numbing practices: Under-teaching the novel: Students are given little or no help in understanding what good readers do when the reading gets hard.

Well-meaning but mind-numbing practices: Under-teaching the novel: Students are given little or no help in understanding what good readers do when the reading gets hard. Discussions are always based on what the text says, little attention is paid to how understanding is reached.

An Important Resource Gallagher, Kelly: How Our Schools are Killing Reading (2009, Stenhouse Publishers)

Goal Three To review current young adult novels: The Focus of this Presentation.

My Top Ten Reads for 2016 Books to be reviewed today are My Top Ten Best Reads of 2016 These are the Underlined Books in the List As time allows, we will add more books!

Let’s Talk Books!

But First: An important Non-Fiction Series

Published by Thinyxgen [www.thinyxgen.com] By E. L. Strauss Chaos Theory Uncovered: How Chaos and Fractals Shape our World:2015 Complex Systems in Our World: A Creative Exploration of Systems and Complexity Theory:2015 Global Explorer: The Southern Hemisphere:2015 Our Universe Revealed: A Cosmic Exploration: 2015 Published by Thinyxgen [www.thinyxgen.com]

Pax By Sara Pennypacker

Crenshaw by Katherine Applegate

the thing about jellyfish By Ali Benjamin

The War That Saved My Life By Kimberly B. Bradley

Apple Sauce Weather* By Helen Frost

The Protector Project By Jenna Lincoln

Riders By Veronica Rossi

Echo: A Novel* By Pam Muňoz Ryan

The Marvels* By Brian Selznick

Wolf Hollow* By Lauren Wolk

Book Scavenger By Jennifer C. Bertman

Moo: A Novel By Sharon Creech

Brotherband: The Ghostfaces By John Flanagan

Keesha’s House By Helen Frost

Learning to Swear in America By Katie Kennedy

Blood Don’t Lie By Aaron Levy

The Best Man By Richard Peck

The Hammer of Thor: Book 2 By Rick Riordan

The Trials of Apollo By Rick Riordan

Harry Potter and the Cursed Child: A Play By J. K. Rowley & Jack Thorn

Contact Information Dr. Bob Seney 14165 Denver West Circle # 3407 Lakewood, Colorado 80401 720 485-5586 rwseney@muw.edu For Your Information: My Top Ten Reads from my What’s New lists are now posted on www.hoagiesgifted.org