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

2. Goals for this Session:

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

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

5. 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.

6. First Some Observations:

7. Observations
In conversations with gifted readers, I am hearing:

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

9. 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;

10. 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;

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

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

13. 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.

14. I see this as a call to action!

15. Goal One
The Rationale for Young Adult Literature

16. The Rationale
My focus is on three basic concepts:

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

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

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

20. 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.

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

22. 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 me:

23. Goal Two
The Problem of reading disengagement

24. Background Concepts

25. Background Concepts
Most gifted readers are still highly motivated readers;

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

27. 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;

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

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

30. Reading Disengagement

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

32. 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

33. Rounding up the “Usual Suspects”:

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

35. 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;

36. 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!

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

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

39. However there is one more serious problem!

40. Readicide!

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

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

43. 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)

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

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

46. 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;

47. 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)

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

49. 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.

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

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

52. 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.

53. 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.

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

55. 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.

56. 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.

57. 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

58. 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.

59. 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.

60. 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.

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

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

63. 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!

64. Let’s Talk Books!

65. But First:
An important Non-Fiction Series

66. 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 [

67. Pax By Sara Pennypacker

68. Crenshaw by Katherine Applegate

69. the thing about jellyfish By Ali Benjamin

70. The War That Saved My Life By Kimberly B. Bradley

71. Apple Sauce Weather* By Helen Frost

72. The Protector Project By Jenna Lincoln

73. Riders By Veronica Rossi

74. Echo: A Novel* By Pam Muňoz Ryan

75. The Marvels* By Brian Selznick

76. Wolf Hollow* By Lauren Wolk

77. Book Scavenger By Jennifer C. Bertman

78. Moo: A Novel By Sharon Creech

79. Brotherband: The Ghostfaces By John Flanagan

80. Keesha’s House By Helen Frost

81. Learning to Swear in America By Katie Kennedy

82. Blood Don’t Lie By Aaron Levy

83. The Best Man By Richard Peck

84. The Hammer of Thor: Book 2 By Rick Riordan

85. The Trials of Apollo By Rick Riordan

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

87. Contact Information
Dr. Bob Seney Denver West Circle # 3407 Lakewood, Colorado For Your Information: My Top Ten Reads from my What’s New lists are now posted on