1. How should we teach the young adult literature course? Roundtable Presentation at 2011 CEE Conference Fordham University, Rose Hill Campus Bronx, NY

2. Young Adult Literature Course: Research and Practices Jeffrey Kaplan University of Central Florida Jeffrey.Kaplan@ucf.edu

3. Research and Young Adult Literature The study of young adult literature is in its infancy. Recent research reveals two distinct bodies of academic work – one, the study of young adult literature and their authors and two, the study of young adult literature and its implications for classroom instruction. Both avenues of research have contributed significantly to our understanding of young adult literature. These and future studies demonstrate how good books for teens encourage the development of life-long readers. (Cart, 2007; Beers, Probst, Rief, 2007) As popular culture reveals, the life and lifestyle of adolescents is a profitable adventure. Yet, simmering beneath the surface, is a real attempt to reveal and understand how the ‘fragility of adolescence’ manifests itself in both real life and fictional dramas. Thus, one of the primary roles of academic research is to discern what role, if any, can young adult books play in defining the life of adolescents. Simply, what do kids read and why?

4. Research and Young Adult Literature Research and scholarship focusing on young adult literature may further our understanding of… - adolescent readers and their responses - classroom teachers and their classroom instruction - teacher educators and their pedagogical practices - young adult advocates and their observations of teen behavior - media specialists and their understanding of teen reading habits - academic researchers and their scholarship on adolescent literacy - young adult authors and their books for teens and young adults - young adult literature and the art and craft of writing for adolescents - developmental specialists and their understanding of adolescence - sociologists and social workers and their study of teen and young adult social issues - media cultural researchers and the influence of popular culture on teen development - young adult literature and its influence and effect on self-development - Bond, E (2011). Literature and the Young Adult Reader, Pearson

5. Questions How can we incorporate research into our courses on the study of young adult literature?

6. Questions How can we encourage teachers to study their own practices in using young adult literature in their respective classrooms?

7. Questions How can we encourage teachers and researchers alike to study how the teaching of young adult literature has influenced their own learning from both a pedagogical and developmental perspective? Simply, how does teaching YA lit define you?

8. How Should We Teach the YAL Course? Considering Common Core Standards Introduction by: Judith Hayn University of Arkansas, Little Rock

9. In response to NCLB, all states require tests to determine whether each public school is meeting AYP (Adequate Yearly Progress.) Teachers must spend more instructional time on test preparation and may find it difficult to add YA lit to their curriculum. Standardized Testing

10. In order to meet post-NCLB guidelines, “states and districts quickly adopted programs from a short list of commercial literacy curricula known to meet the federal requirements.” 1 Often teachers are given a script that they must follow. Restrictive Curriculum 1 Dutro, E. (2010). What ‘hard times’ means: Mandated curricula, class- privileged assumptions, and the lives of poor children. Research in the teaching of English, 44(3), 255-291.

11. KEY CONCEPTS FOR READING – Establishes a “staircase” of increasing complexity in what students must be able to read – Through reading a diverse array of classic and contemporary literature students are expected to gain insights, explore possibilities, and broaden their perspective. – Intentionally does not offer a reading list, but offers sample texts Common Core Standards in ELA

12. Classic myths Stories from around the world Foundational U.S. documents Seminal works of American Literature Writings of Shakespeare What texts are mandated by CCSS?

13. Where does YA Lit fit in the CCSS? Standard 10: Range, Quality and Complexity of Student Reading 6-12 Levels of meaning, structure, language conventionality Levels of meaning, structure, language conventionality and clarity, and knowledge demands Readability measures and other scores of text complexity Reader variables (motivation, knowledge and experiences) and task variables (purpose and complexity of tasks assigned)

14. – Texts should be selected from a broad range of cultures and periods Range LiteratureInformational Texts StoriesDramaPoetryLiterary Nonfiction Adventure stories Historical fiction Mysteries Myths Science Fiction Realistic fiction Allegories Parodies Satire Graphic Novels One-act and multi-act plays, both in written form and on film Narrative poems Lyrical poems Free verse poems Sonnets Odes Ballads Epics Examples include: Biographies Memoirs Journalism Scientific, technical and economic accounts Essays and opinion pieces

15. What are examples of YA Lit that would meet Standard 10 and would be good for the ELA classroom? – Example: Christopher Paul Curtis’ Elijah of Buxton Discussion Question 1 Historical fiction

16. How does the book you suggested fit Standard 10 in range, quality, and complexity? Discussion Question 2

17. How would you incorporate the understanding and application of Standard 10 into your YA Lit Course for ELA teachers? Discussion Question 3

18. What challenges do you anticipate teachers will face in implementing the CCSS? How will you address these challenges in your YAL course? What are some possible solutions or tips? Discussion Question 4

19. The YA Course: Service-Learning and Community Engagement Jacqueline Bach Louisiana State University Baton Rouge, LA June 16, 2011

20. What is service-learning? (1) “participate in an organized service activity that meets identified community needs (2) reflect on the service activity in such a way to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility" (Bringle & Hatcher, 1995).

21. Tradition of s-l in YA Course S-L in adolescent literature courses tend to consist of – Book clubs (O’Donnell-Allen & Hunt, 2001) – Using a text as a means for discussing possible action (Eppert, Etheridge & Bach, 2007). – Raising awareness and extending global awareness through study abroad-type programs (Neely, 2011).

22. This scholarship emphasizes Reciprocity Taking action Logistics of setting up partnerships Reflection Enhanced engagement with content material and course objectives

23. Discussion Questions Are your students currently engaged in s-l projects? If so, describe those partnerships – What books/texts are you using? – What do your students gain from their experiences?

24. Discussion Question What ideas do you have for service-learning and the adolescent literature/ young adult literature course?

25. Young Adult Literature in Secondary Language Arts Classroom Steve Bickmore English Education LSU

26. Assumptions There are a variety of communities who might have assumptions about the use and value of YA.

27. Possible Communities – English Educator – Teachers – Preservice teachers – District and School curriculum specialists – Publishers—Textbook and novels – Academic Departments: English departments, education departments – Parents – Students

28. Assumptions People like to use YA. YA is used frequently. The NCLB and RTT stifle the use of YA in the classroom. The older generation of ELA teachers avoid using YA. Some texts are repeated used. New texts are hard to introduce. The new teachers “we” train use it frequently. The value of using YA in the ELA classroom is well established. The classics are more valuable in classroom instruction than YA. YA is more valuable in middle school settings.

29. Questions We are at the point were we need to document what is happening with YA in the classroom as opposed to what we think may be happening in the classroom. – How do we verify what we think we know? – What is the difference between what is anecdotal verses what we can prove through research? – What could various avenues of research be?(Clearly, we are not all interested in the same things.)

30. Who Questions Who uses YA? – New teachers? – Veteran teachers? – Middle school teachers? – High School teachers? – Librarians? – Curriculum specialists

31. When Questions When is YA used? – Full class instruction – Literature circles or other small group formats – Self-selected text during class, outside of class, or for some kind of enhanced learning activity – Summer reading

32. How Questions How are most new teachers prepared to use it? How do districts and schools formally (or informally) include YA in curriculum? How do teachers determine the appropriate audience for a book? How do students in ELA classes know about YA? How do students select books? How is YA used in Libraries? How do librarians and teachers combine their efforts?

33. Why Questions Why is it used? – For literature instruction? – To meet core standards? – To promote life long reading? – To meet reading abilities and needs of students? – As a bridge to the classics? – For reading practice? – For reluctant or lower level readers?

34. Which/What Questions Which books are selected? What reasons or rationales are used? Which books are used most frequently? Which books are too frequently ignored?