Hello readers!
Throughout the semester, our class has been doing a number of discussions called Socratic seminars. I had never heard of them until this class and I think they are awesome, actually. You're probably asking, "What is that?"
A Socratic seminar is a way of holding a polite, thoughtful discussion of a topic. Our topics have ranged from whether or not YA literature is too dark to articles we read about the field of YA literature. The class is divided into two groups. Group 1 forms an inside circle around a few table, facing one another for discussion. Group 2 forms a circle around Group 1 and observes quietly while the inside group discusses the topic of choice. Every member of the inside circle gets a chance to speak, offering text references, questions, and counter points. Then, after the allotted period of time has passed, the outside group offers feedback on the discussion and switches places to become the inside group.
What I like about this form of discussion is that everyone's opinion is heard. There is no dominant speaker, but a multitude of speakers. The conversations stay polite and no one gets trampled. The other nice thing is that because you are only facing the people you're talking to (instead of facing the outside circle), it creates a safe space to voice ideas.
Each seminar so far has gotten better, I think. As a class, we're learning each other's thought processes as well as our own. I like this as a teaching tool for my own classroom because I think I can use it to build community and safe space in my classes.
If this sounds interesting to anyone reading this, I found a really helpful website that explains not only what the seminar is but how it functions and how to utilize it. You can find the site here. :)
~Meaghan
Showing posts with label reflection. Show all posts
Showing posts with label reflection. Show all posts
Wednesday, April 8, 2015
Tuesday, April 7, 2015
Reflection: Young Adult Reading Survey
Hey readers!
One of the projects we did this semester was to create a survey for young adults about their reading habits. We had to decide on what we wanted to find from the young adults we were surveying. For me, I wanted to know how young adults find their reading materials.
So I created a survey consisting of ten multiple choice answered questions and five short sentence questions. These questions ranged from how frequently the youth visited a library or bookstore to whether or not their friends read. I then distributed it among a group of 10 young adults at my local youth group. These teens ranged from 7th grade all the way to 12th, and were pretty evenly a mixture of guys and girls.
I then compiled their responses and wrote a paper, exploring what I learned from their responses. Here are some of the most important things I took away from this experience:
~ Always be prepared for teens to give you answers that don't relate to the questions. I had quite a few answers that were off the wall from what I asked.
~ Teens like it when books are suggested to them in a very specific manner. This came up quite a few times as well. A lot of the youth told me that when I'm suggesting books, I should gear it towards the teen. So for example, one told me to tell them "You would like this book" instead of "I really liked this book".
~ Many teenagers use the internet to find books. Popular sites include Google, Amazon, and through friends on social media.
~That being said, not one of the teens I surveyed uses Goodreads. (You guys remember this site?) I found that surprising.
I plan on using the results from this survey to help in my future classroom. I want to get my students involved with Goodreads so they can see that I'm reading and to also help them find new books. I'm going to keep my bookshelves open to my students, and when I make recommendations, I will always gear them towards my students. I also think that in the future, I may word my survey differently so that I can get more detailed responses.
Overall, I found that this experience was great.
~Meaghan
One of the projects we did this semester was to create a survey for young adults about their reading habits. We had to decide on what we wanted to find from the young adults we were surveying. For me, I wanted to know how young adults find their reading materials.
So I created a survey consisting of ten multiple choice answered questions and five short sentence questions. These questions ranged from how frequently the youth visited a library or bookstore to whether or not their friends read. I then distributed it among a group of 10 young adults at my local youth group. These teens ranged from 7th grade all the way to 12th, and were pretty evenly a mixture of guys and girls.
I then compiled their responses and wrote a paper, exploring what I learned from their responses. Here are some of the most important things I took away from this experience:
~ Always be prepared for teens to give you answers that don't relate to the questions. I had quite a few answers that were off the wall from what I asked.
~ Teens like it when books are suggested to them in a very specific manner. This came up quite a few times as well. A lot of the youth told me that when I'm suggesting books, I should gear it towards the teen. So for example, one told me to tell them "You would like this book" instead of "I really liked this book".
~ Many teenagers use the internet to find books. Popular sites include Google, Amazon, and through friends on social media.
~That being said, not one of the teens I surveyed uses Goodreads. (You guys remember this site?) I found that surprising.
I plan on using the results from this survey to help in my future classroom. I want to get my students involved with Goodreads so they can see that I'm reading and to also help them find new books. I'm going to keep my bookshelves open to my students, and when I make recommendations, I will always gear them towards my students. I also think that in the future, I may word my survey differently so that I can get more detailed responses.
Overall, I found that this experience was great.
~Meaghan
Monday, March 30, 2015
Group Discussion: Forgive Me, Leonard Peacock
Hi there, readers!
This is a reflection of our group discussion regarding Forgive Me, Leonard Peacock by Matthew Quick. There will be spoilers, so you have been warned.
The first thing we talked about in group was how difficult this story was to read. We reside in Colorado and shootings are nothing new: every member in our group has been impacted directly by a shooting (Columbine High School, the Batman Theater Shooting, Arapahoe High School, etc). That tends to taint how you react to a book of this nature. Most of us were also bullied or depressed in high school, which also impacted how we read the text.
Once we got that out of the way, we were able to dive into the text. The biggest thing we found with the book was how Herr Silverman reacted. He saved Leonard's life and took the teen to his home for the night. But should he have really done that? Should Silverman have instead taken Leonard to the ER where he could be evaluated and held on a 72 hour hold?
The truth is, none of us were really sure where the line is drawn. As a teacher (most of us are education majors), what do you do in a situation like that? I don't think we ever fully established an answer to the question, either. The closest we got was that you do what needs to be done and deal with the aftermath later.
We also discussed whether or not this book helps or hinders young adults. The story has a lot of really good coping techniques that it shows the readers, such as when Herr Silverman has Leonard write letters to himself from himself in the future. And because the book deals with such a heavy topic, it can help others feel not so alone and show them there's more than what looks like the only way out.
The overall conclusion, however, was that it's a really important read that young adults should read, but they should read it with adults available. The idea of having adults available isn't necessarily realistic. Mostly, though, adults (parents, teachers, friends, etc.) need to be present to listen and help their teens sort through the information.
The concluding bit we came up with is that it's a very heavy but important book, but probably shouldn't be geared towards anyone below 12th grade unless the person recommending it is sure of the readers maturity level.
~Meaghan
This is a reflection of our group discussion regarding Forgive Me, Leonard Peacock by Matthew Quick. There will be spoilers, so you have been warned.
The first thing we talked about in group was how difficult this story was to read. We reside in Colorado and shootings are nothing new: every member in our group has been impacted directly by a shooting (Columbine High School, the Batman Theater Shooting, Arapahoe High School, etc). That tends to taint how you react to a book of this nature. Most of us were also bullied or depressed in high school, which also impacted how we read the text.
Once we got that out of the way, we were able to dive into the text. The biggest thing we found with the book was how Herr Silverman reacted. He saved Leonard's life and took the teen to his home for the night. But should he have really done that? Should Silverman have instead taken Leonard to the ER where he could be evaluated and held on a 72 hour hold?
The truth is, none of us were really sure where the line is drawn. As a teacher (most of us are education majors), what do you do in a situation like that? I don't think we ever fully established an answer to the question, either. The closest we got was that you do what needs to be done and deal with the aftermath later.
We also discussed whether or not this book helps or hinders young adults. The story has a lot of really good coping techniques that it shows the readers, such as when Herr Silverman has Leonard write letters to himself from himself in the future. And because the book deals with such a heavy topic, it can help others feel not so alone and show them there's more than what looks like the only way out.
The overall conclusion, however, was that it's a really important read that young adults should read, but they should read it with adults available. The idea of having adults available isn't necessarily realistic. Mostly, though, adults (parents, teachers, friends, etc.) need to be present to listen and help their teens sort through the information.
The concluding bit we came up with is that it's a very heavy but important book, but probably shouldn't be geared towards anyone below 12th grade unless the person recommending it is sure of the readers maturity level.
~Meaghan
Wednesday, February 25, 2015
Group Discussion: Before I Fall
Hello dear readers!
Today's post is a reflection of my group's discussion of Before I Fall by Lauren Oliver. If you need a refresher, the original review of the book can be found here. And as always, this will contain spoilers.
One of the biggest things we talked about in my group was whether or not Sam was actually reliving each day. One girl proposed that maybe Sam was comatose and the whole thing was happening in her head. I hadn't thought about it like that. The group was then pretty evenly split between those who thought that was the case and those who thought she was really reliving each day.
For me, the story loses something if she's in a comatose state. The changes in Sam's life aren't as impactful and it makes me wonder what the point was. So I believe, for the sake of my own reading sanity, that she really was reliving each day.
Another thing that came up was how impressed we all were at the fact that this is Lauren Oliver's first novel. It's incredibly complex and a bold move for a first book. Which is why we believe it got picked up and published; the concept is huge.
We also talked about the compassion aspect as well. The big thing all of us took away from the book is that it is never too late to change how you treat people, to be a kind human being. You never know how your actions will affect those around you, and it's so important to be kind and compassionate. It could save someone's life.
Finally, we discussed some things we wanted to ask Lauren at our upcoming Skype session. We decided we wanted to ask about whether or not Sam really was reliving each day and about her writing techniques and practices.
(Note: I was really sick the day of the Skype session. If I had been there, it would have it's own blog entery. What I gathered from those who were there is that Lauren was very positive that Sam did in fact relive every day in reality. She also gave some great advice about writing, specifically setting a word count goal. Her's is currently 1000 words a day, but she recommended that you start at 80 a day and work your way up. So disappointed I missed!)
Overall, all of our group members really enjoyed the book. We would recommend it for all high school students and adults alike.
~Meaghan
Today's post is a reflection of my group's discussion of Before I Fall by Lauren Oliver. If you need a refresher, the original review of the book can be found here. And as always, this will contain spoilers.
One of the biggest things we talked about in my group was whether or not Sam was actually reliving each day. One girl proposed that maybe Sam was comatose and the whole thing was happening in her head. I hadn't thought about it like that. The group was then pretty evenly split between those who thought that was the case and those who thought she was really reliving each day.
For me, the story loses something if she's in a comatose state. The changes in Sam's life aren't as impactful and it makes me wonder what the point was. So I believe, for the sake of my own reading sanity, that she really was reliving each day.
Another thing that came up was how impressed we all were at the fact that this is Lauren Oliver's first novel. It's incredibly complex and a bold move for a first book. Which is why we believe it got picked up and published; the concept is huge.
We also talked about the compassion aspect as well. The big thing all of us took away from the book is that it is never too late to change how you treat people, to be a kind human being. You never know how your actions will affect those around you, and it's so important to be kind and compassionate. It could save someone's life.
Finally, we discussed some things we wanted to ask Lauren at our upcoming Skype session. We decided we wanted to ask about whether or not Sam really was reliving each day and about her writing techniques and practices.
(Note: I was really sick the day of the Skype session. If I had been there, it would have it's own blog entery. What I gathered from those who were there is that Lauren was very positive that Sam did in fact relive every day in reality. She also gave some great advice about writing, specifically setting a word count goal. Her's is currently 1000 words a day, but she recommended that you start at 80 a day and work your way up. So disappointed I missed!)
Overall, all of our group members really enjoyed the book. We would recommend it for all high school students and adults alike.
~Meaghan
Wednesday, February 18, 2015
Group Discussion: The Book Thief
Hello my readers!
Today I'm posting a reflection of my group's discussion of Markus Zusak's novel The Book Thief. If you have not read the book, there will be spoilers in this post. You have been warned.
The Book Thief takes place in a German town during World War II. It's great in that it gives a different aspect of World War II from the typical view we as readers get in the world of fiction. Instead of focusing on the Nazis and on the death camps, The Book Thief instead focuses on what life was like for a family living in the thick of it. It shows things like how survival depended on being part of the Nazi party even if someone didn't agree or believe in it, and the risks involved with day to day life. It shows that there are two sides to every story and that to save yourself, sometimes impossible choices must be made.
One of the biggest things about The Book Thief is the use of narrator. Death is our narrator through the novel and acts as an omnipresent force remembering his time during the war. Zusak has Death repeat ideas and themes throughout the book, telling readers about things before they happen. When I read The Book Thief, I felt a little frustrated with this because for me, it didn't make things such as bombings and character deaths leave as much of an impact. But through group discussion, it came to light that by having Death foreshadow and repeat so much actually allows young adult readers to absorb the full impact of the situation more. They see it coming and they still have to experience it. Now that I understand that technique, I'm planning on re-reading the book.
Another interesting thing about The Book Thief is the title. Yes, the main character steals books. But Zusak is referring to more than just her. The story is full of people who steal books. Max, the Jew that Lisel's family takes in, has a stolen copy of Mein Kampf that he ends up writing a new story over. Lisel of course steals books. And even Hitler, through organized book burnings, stole books during the war. If you look at The Book Thief with those thoughts in mind, it opens a whole other dimension to the tale.
Through our discussion, my group ultimately decided that The Book Thief is like an onion. It has so many layers that you need to read it multiple times. Each time you read it, your experiences and knowledge causes it to add another dimension of meaning. It's a great book that makes World War II accessible to young adults in a way that is more meaningful and intimate than a documentary or textbook can do.
The Book Thief is a fantastic read that I would recommend to anyone in high school or beyond.
What do you think, dear readers?
~Meaghan
Today I'm posting a reflection of my group's discussion of Markus Zusak's novel The Book Thief. If you have not read the book, there will be spoilers in this post. You have been warned.
The Book Thief takes place in a German town during World War II. It's great in that it gives a different aspect of World War II from the typical view we as readers get in the world of fiction. Instead of focusing on the Nazis and on the death camps, The Book Thief instead focuses on what life was like for a family living in the thick of it. It shows things like how survival depended on being part of the Nazi party even if someone didn't agree or believe in it, and the risks involved with day to day life. It shows that there are two sides to every story and that to save yourself, sometimes impossible choices must be made.
One of the biggest things about The Book Thief is the use of narrator. Death is our narrator through the novel and acts as an omnipresent force remembering his time during the war. Zusak has Death repeat ideas and themes throughout the book, telling readers about things before they happen. When I read The Book Thief, I felt a little frustrated with this because for me, it didn't make things such as bombings and character deaths leave as much of an impact. But through group discussion, it came to light that by having Death foreshadow and repeat so much actually allows young adult readers to absorb the full impact of the situation more. They see it coming and they still have to experience it. Now that I understand that technique, I'm planning on re-reading the book.
Another interesting thing about The Book Thief is the title. Yes, the main character steals books. But Zusak is referring to more than just her. The story is full of people who steal books. Max, the Jew that Lisel's family takes in, has a stolen copy of Mein Kampf that he ends up writing a new story over. Lisel of course steals books. And even Hitler, through organized book burnings, stole books during the war. If you look at The Book Thief with those thoughts in mind, it opens a whole other dimension to the tale.
Through our discussion, my group ultimately decided that The Book Thief is like an onion. It has so many layers that you need to read it multiple times. Each time you read it, your experiences and knowledge causes it to add another dimension of meaning. It's a great book that makes World War II accessible to young adults in a way that is more meaningful and intimate than a documentary or textbook can do.
The Book Thief is a fantastic read that I would recommend to anyone in high school or beyond.
What do you think, dear readers?
~Meaghan
Monday, February 9, 2015
Group Discussion: Looking for Alaska
Hello my readers!
Last week, my class broke into small groups to discuss the first classic novel we read for Young Adult Literature. This post is a reflection of that discussion and will contain spoilers for Looking for Alaska by John Green and, to a lesser extent, spoilers for The One and Only Ivan by Katherine Applegate, American Born Chinese by Gene Luen Yang, and The Absolutely True Diary of a Part-Time Indian by Sherman Alexie.
You have been warned.
The group I was in was comprised of five students, including myself. We had all read the John Green novel Looking for Alaska. (For a brief summary of the book, check out my post here.) Our discussion started with the ending. How did the ambiguity of the ending (never really finding out if Alaska died from just an accident or if it was a suicide) impact the book?
I feel like we all struggled a little with it. I know I did. What we ultimately came up with was that the ambiguous ending made the book more powerful. By not knowing for sure what really happened, Looking for Alaska has a duality when you read it. If you believe it's a suicide, you read it a little bit differently than if you believe it's an accident. This makes the book more relatable for the teens who read it: almost everyone knows of someone who has died of either suicide or an accident, and it lets both spectrums of youth feel less alone.
Another thing we noted in our discussion was how Alaska's death happens in the middle of the book. Most books have the death of a character near the end, so you never really get to see how their friends handle the grief. Because the accident happens in the middle of the book, we as readers get to see how Pudge and his friends deal with their grief. We get to watch them continue to grow; it makes for a refreshing take on a book like this.
What makes Looking for Alaska so great is that there is the whole countdown (the sections in the first half of the book are listed as "x days before") to the death which causes the reader to get dragged into the book. We really loved that in our group. Then you have the opposite ("x days after") after the accident. We decided that this technique of writing and labeling gives teens the incentive they need to stick with the book to the end.
Finally, we all agreed that Looking for Alaska has a very "Breakfast Club" kind of vibe. The kids are ultimately a group of misfits that band together so they survive this boarding school they reside at. It's something every generation can relate with and makes the book humorous as well as meaningful for everyone who reads it.
Overall, Looking for Alaska is a mature book that we would recommend to upper high schoolers. The ambiguity of how Alaska died is crucial in making it more relatable to youth and adults, and the countdown in labeling the sections is important in helping readers stay engaged throughout.
Looking for Alaska was not the only book option we had for our Classic Novel selection. The groups for each other book gave us a blurb about what to expect with the other three books in the Classic Novel 1 section. Here is what I took away from each:
The One and Only Ivan is a book about a gorilla living in a mall. When a baby elephant is brought in to be on display with him, he gets mad and decides that living in an enclosure is no life for her. The spokesperson form the group that read it said it's a great book geared for middle school. He told us not to judge text by size; even though the book is filled with larger print, the story is immensely complex. He explained that the book contains many levels of complexity and great one liners. Overall, he would recommend that you have young readers read it twice (once in middle school and once again in high school) so that they can gather all the levels in it.
American Born Chinese is a graphic novel about the lengths teens go to fit in. The group leader explained that it's comprised of three different stories that all wrap together with the use of mythology, the Bible, and modern day settings. He told us that it explores the use of stereotypes in America as well as cultural differences across the board. The book is recommended for high schoolers and is something that a lot of young people can relate to on some level.
The Absolutely True Diary of a Part-Time Indian is a down to earth read for teens. It follows a teen who group up on a reservation and decides to go to a white school. The group leader for it explained to us that it really is about taking risks and finding yourself, which is something all teenagers are trying to do. The book is filled with humor and drawings. She also said that the writing comes off as extremely honest, which is something that teens need. Overall, the book is recommended for 9th and 10th grades.
So what did I learn from all of this?
It's so important to have books and stories that young adults can relate to. The view of the world can be similar, but far away enough that it's easier for the readers to deal with than if it's happening to the young adult in real life. This allows the teens to explore their own world in a safe environment and gives them ways to deal with what is going on in their own lives.
Also, the world of Young Adult Literature is a great bridge for the gap between young adults and adults. If you read the books, you know what your students are possibly dealing with; it also encourages the youth to trust you because you aren't shying away from them. Overall, young adults and adults can find a middle ground through reading.
What are your thoughts?
~Meaghan
Last week, my class broke into small groups to discuss the first classic novel we read for Young Adult Literature. This post is a reflection of that discussion and will contain spoilers for Looking for Alaska by John Green and, to a lesser extent, spoilers for The One and Only Ivan by Katherine Applegate, American Born Chinese by Gene Luen Yang, and The Absolutely True Diary of a Part-Time Indian by Sherman Alexie.
You have been warned.
The group I was in was comprised of five students, including myself. We had all read the John Green novel Looking for Alaska. (For a brief summary of the book, check out my post here.) Our discussion started with the ending. How did the ambiguity of the ending (never really finding out if Alaska died from just an accident or if it was a suicide) impact the book?
I feel like we all struggled a little with it. I know I did. What we ultimately came up with was that the ambiguous ending made the book more powerful. By not knowing for sure what really happened, Looking for Alaska has a duality when you read it. If you believe it's a suicide, you read it a little bit differently than if you believe it's an accident. This makes the book more relatable for the teens who read it: almost everyone knows of someone who has died of either suicide or an accident, and it lets both spectrums of youth feel less alone.
Another thing we noted in our discussion was how Alaska's death happens in the middle of the book. Most books have the death of a character near the end, so you never really get to see how their friends handle the grief. Because the accident happens in the middle of the book, we as readers get to see how Pudge and his friends deal with their grief. We get to watch them continue to grow; it makes for a refreshing take on a book like this.
What makes Looking for Alaska so great is that there is the whole countdown (the sections in the first half of the book are listed as "x days before") to the death which causes the reader to get dragged into the book. We really loved that in our group. Then you have the opposite ("x days after") after the accident. We decided that this technique of writing and labeling gives teens the incentive they need to stick with the book to the end.
Finally, we all agreed that Looking for Alaska has a very "Breakfast Club" kind of vibe. The kids are ultimately a group of misfits that band together so they survive this boarding school they reside at. It's something every generation can relate with and makes the book humorous as well as meaningful for everyone who reads it.
Overall, Looking for Alaska is a mature book that we would recommend to upper high schoolers. The ambiguity of how Alaska died is crucial in making it more relatable to youth and adults, and the countdown in labeling the sections is important in helping readers stay engaged throughout.
Looking for Alaska was not the only book option we had for our Classic Novel selection. The groups for each other book gave us a blurb about what to expect with the other three books in the Classic Novel 1 section. Here is what I took away from each:
The One and Only Ivan is a book about a gorilla living in a mall. When a baby elephant is brought in to be on display with him, he gets mad and decides that living in an enclosure is no life for her. The spokesperson form the group that read it said it's a great book geared for middle school. He told us not to judge text by size; even though the book is filled with larger print, the story is immensely complex. He explained that the book contains many levels of complexity and great one liners. Overall, he would recommend that you have young readers read it twice (once in middle school and once again in high school) so that they can gather all the levels in it.
American Born Chinese is a graphic novel about the lengths teens go to fit in. The group leader explained that it's comprised of three different stories that all wrap together with the use of mythology, the Bible, and modern day settings. He told us that it explores the use of stereotypes in America as well as cultural differences across the board. The book is recommended for high schoolers and is something that a lot of young people can relate to on some level.
The Absolutely True Diary of a Part-Time Indian is a down to earth read for teens. It follows a teen who group up on a reservation and decides to go to a white school. The group leader for it explained to us that it really is about taking risks and finding yourself, which is something all teenagers are trying to do. The book is filled with humor and drawings. She also said that the writing comes off as extremely honest, which is something that teens need. Overall, the book is recommended for 9th and 10th grades.
So what did I learn from all of this?
It's so important to have books and stories that young adults can relate to. The view of the world can be similar, but far away enough that it's easier for the readers to deal with than if it's happening to the young adult in real life. This allows the teens to explore their own world in a safe environment and gives them ways to deal with what is going on in their own lives.
Also, the world of Young Adult Literature is a great bridge for the gap between young adults and adults. If you read the books, you know what your students are possibly dealing with; it also encourages the youth to trust you because you aren't shying away from them. Overall, young adults and adults can find a middle ground through reading.
What are your thoughts?
~Meaghan
Monday, January 26, 2015
Reflection: On Why Young Adult Literature Matters
Last week in class we had a discussion about what makes Young Adult Literature and why it's important. These are just some highlights I took away from discussion that I want to share with you. :)
What is Young Adult Literature:
~ Young Adult Literature wasn't a genre until the 60's. Up until that point, youth were just reading whatever they could get their hands onto - their parents' books, newspapers, magazines, etc.
~ When the genre of Young Adult Literature started, it was used primarily as a means of teaching morals. Lots of the early YA lit consisted of how teens should behave.
~ This changed in the 70's and 80's when books for youth began to explore things that were previously considered taboo: sex, drugs, pregnancy, suicide and death, etc.
~ Now YA lit is a genre that seeks to reach out to youth and to let them know they aren't alone.
Why YA Lit is Important:
~ Young Adult Literature is a gateway for discussion. Teachers can use it as a launch point to discuss things going on with their students or issues that the students may have to face or are facing. This can be really beneficial.
~ Youth are exploring their world through whatever means they can, and YA Lit can act as a filter to help them figure out their place with their peers, themselves, and the greater world.
~ YA Lit may be the only thing that gets some youth to read. It offers them an outlet to explore the written word and eventually move beyond teen books and possibly into other genres of reading.
And I think this might be the most import of all:
~ Young Adult Literature is important because it lets teens know they aren't alone. No matter what they're going through, others are there too. The books help reinforce this sense of community.
What do you guys think? Is Young Adult Literature important? What makes something for young adults in your mind?
~Meaghan
What is Young Adult Literature:
~ Young Adult Literature wasn't a genre until the 60's. Up until that point, youth were just reading whatever they could get their hands onto - their parents' books, newspapers, magazines, etc.
~ When the genre of Young Adult Literature started, it was used primarily as a means of teaching morals. Lots of the early YA lit consisted of how teens should behave.
~ This changed in the 70's and 80's when books for youth began to explore things that were previously considered taboo: sex, drugs, pregnancy, suicide and death, etc.
~ Now YA lit is a genre that seeks to reach out to youth and to let them know they aren't alone.
Why YA Lit is Important:
~ Young Adult Literature is a gateway for discussion. Teachers can use it as a launch point to discuss things going on with their students or issues that the students may have to face or are facing. This can be really beneficial.
~ Youth are exploring their world through whatever means they can, and YA Lit can act as a filter to help them figure out their place with their peers, themselves, and the greater world.
~ YA Lit may be the only thing that gets some youth to read. It offers them an outlet to explore the written word and eventually move beyond teen books and possibly into other genres of reading.
And I think this might be the most import of all:
~ Young Adult Literature is important because it lets teens know they aren't alone. No matter what they're going through, others are there too. The books help reinforce this sense of community.
What do you guys think? Is Young Adult Literature important? What makes something for young adults in your mind?
~Meaghan
Sunday, January 25, 2015
Reflection: What I Read in High School
Hello, my readers!
This past week in class, we all had to write a paper on what influenced us as young adults. We then went around the room and shared a little bit of ourselves with the class so we could all get to know each other better. It sounds kind of weird, I know, but it was actually a really important exercise.
What was so great about it was remembering my own experiences and then learning about everyone else's. What was I reading from ages 12 to 18? Why was I reading that sort of thing? It was a lot of manga, a lot of fantasy, and a fair amount of romance. I was also starting to dabble into horror, devouring Stephen King and R.L. Stine like there was no tomorrow.
But the big one for me was Francesca Lia Block and the Weetzie Bat book series. I loved those books. I still love those books. Block's writing style is so beautiful. If you've never read her before, I highly recommend you do so at some point. She writes both young adult and adult fiction, and her prose is like poetry in motion.
So I wrote my paper on that. As I wrote my paper, I realized how big of an impact Block really had on me as a young teen. I was lonely and I felt lost, and when I discovered the character of Witch Baby in Weetzie Bat, I suddenly felt not so alone. That's why I read so much as a teen. I didn't want to feel alone.
Remembering this experience I had really helped get me in the mindset for this class. Why are teens reading what they are? How does reading help them relate to their feelings and their world? How can I understand and relate to my future students through this medium?
These are questions I want to consider and use as I go through this course.
Hearing everyone else's experiences with reading was great as well. We have a really eclectic class with a wide range of reading experience and preference: horror, sci-fi, fantasy, real world stuff, poetry, and crossover to name just a few. I believe this means that discussions are going to be incredibly interesting because everyone else will be looking at the read material differently and finding different things to discuss.
What do you think? What did you read as a young adult and how did that tie in with where you were as you grew?
Meaghan
This past week in class, we all had to write a paper on what influenced us as young adults. We then went around the room and shared a little bit of ourselves with the class so we could all get to know each other better. It sounds kind of weird, I know, but it was actually a really important exercise.
What was so great about it was remembering my own experiences and then learning about everyone else's. What was I reading from ages 12 to 18? Why was I reading that sort of thing? It was a lot of manga, a lot of fantasy, and a fair amount of romance. I was also starting to dabble into horror, devouring Stephen King and R.L. Stine like there was no tomorrow.
But the big one for me was Francesca Lia Block and the Weetzie Bat book series. I loved those books. I still love those books. Block's writing style is so beautiful. If you've never read her before, I highly recommend you do so at some point. She writes both young adult and adult fiction, and her prose is like poetry in motion.
So I wrote my paper on that. As I wrote my paper, I realized how big of an impact Block really had on me as a young teen. I was lonely and I felt lost, and when I discovered the character of Witch Baby in Weetzie Bat, I suddenly felt not so alone. That's why I read so much as a teen. I didn't want to feel alone.
Remembering this experience I had really helped get me in the mindset for this class. Why are teens reading what they are? How does reading help them relate to their feelings and their world? How can I understand and relate to my future students through this medium?
These are questions I want to consider and use as I go through this course.
Hearing everyone else's experiences with reading was great as well. We have a really eclectic class with a wide range of reading experience and preference: horror, sci-fi, fantasy, real world stuff, poetry, and crossover to name just a few. I believe this means that discussions are going to be incredibly interesting because everyone else will be looking at the read material differently and finding different things to discuss.
What do you think? What did you read as a young adult and how did that tie in with where you were as you grew?
Meaghan
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