Literature for Young Adults
5385.03 – Dr. Lesesne
Textbook Reflections – Topics 6-9
Literary Elements
To evaluate
young adult literature without knowledge of the literary elements and the
literary devices discussed in this chapter would be impossible. Knowing the definitions of elements such as
conflict, mood, tone, plot, setting, theme, character, antagonist, and
protagonist, is important, but much more so is the ability to implement each
when reading and discussing literature with students. It is these elements that
make the literature come alive. It is
through the use and understanding of these elements that the reader is able to
connect and enjoy the literature being read.
As a librarian, being able to define and discuss the importance and
relevance of these literary elements within the literature that we will offer
our young adult patrons is essential.
How else will we be able to critically evaluate the literature that we
will acquire to build our young adult collection, if we are not able to
understand how these literary elements are represented in the literature we
offer your young adult patrons? To be
able to read a book for young adults and see the value that it contains by
being able to evaluate the way the author represented the characters
(antagonists and protagonists), by the way the mood and tone of the literary
work is established by the author, or by being able to discover the theme or
themes utilized by the author to convey his/her meaning, is an essential skill
for any librarian. This is how we will
be able to assist our students in selecting the literature that will not only
have meaning for them, but with which they will be able to connect with, and
most of all enjoy.
As I read through the novels that
have been assigned, I now notice that I am looking for the theme or themes
represented in each. I now know that the story may have more than one theme and
that it is usually global in nature. It
weighs heavily in my evaluation of the literature since I know it is the
message that the author is trying to convey to the reader. I am now armed with two very important
questions that need to be asked when finding the theme in a story: What message is the author trying to convey
to readers? – Is this message universal; does it apply outside of this story to
the world at large?
I am also able to discover the
literary devices utilized by the author to make the story more appealing to the
reader such as, the use of imagery to create mental pictures for the reader,
the use of metaphors and similes, and symbolism to further illustrate a point or
situation.
I am more aware also of the
importance of the point of view in which the story is written or narrated. The point of view is critical in how the
story will unfold and affect the tone of what is being read. As I continue to read more young adult
literature, the knowledge of the use of these literary elements and devices by
the authors will greatly influence my decisions during the recommendations and
suggestions to my young adult patrons.
Awards and Lists
To state
that I only had a passing knowledge of the awards accorded to the different
types of books is now an understatement after reading the list of awards
presented to young adult novels. I did
not realize the magnitude, nor the criteria needed to win these awards. I now realize, after reading the criteria
established by each award committee, how important it is to know how and why
these young adult novels are selected. I
would often point out to my students that if, “a medal was on the book, it
meant it was a very good book”. I now
laugh at how simplistic an idea that was.
Many of these awards are quite specific as to the value that the book
will offer for young adults, and may even entail a body of work by the author,
and not just one selection. Several
awards have been established or named after a person who had made a great
contribution to young adult literature such as librarians, authors, and
publishers, like the Printz Award, Edwards and Alex Awards, Morris Award, NCTE
Orbis Pictus Award, Batchelder Award, Scott O’Dell Award, Pura Belpre Award,
and Robert F. Sibert Award, along with several others. All these awards for
young adult literature are awarded to literature that exemplifies excellence in
young adult literature or to the author that has made a significant
contribution to young adult literature.
There are also different genres, formats, and categories that may
receive the different awards such as for outstanding nonfiction (NCTE Orbis
Pictus Award and YALSA Nonfiction Award), Historical Fiction (Scott O’ Dell
Award), Latino Culture Representation (Pura Belpre Award), Informational Book
(Robert F. Sibert Award), GLBT books (Stonewall Book Awards), Audiobooks
(Odyssey Award), Poetry (NCTE Award for Excellence in Poetry for Children),
just to name a few. I believe it is
important to know why these books are recognized and when they are recognized
to know that they do offer a significant contribution to young adult literature
and to be able to make them available to young adults in our libraries.
Just as
important are the lists that provide librarians with suggestions of great
literature for young adults. One that I
was familiar with was the YALSA’s Readers’ Choice Booklist that provides a list
of the most popular teen titles. The
list is invaluable for librarians as it provides a timely identification of
popular teen titles on an ongoing basis.
I had used this list for a previous class. There are also lists for
recommended graphic novels, best fiction titles, popular paperbacks to
encourage young adults to read for pleasure, and one of my new favorites, quick
picks for reluctant young adult readers.
I was happily surprised to discover that there are three established in
Texas, my home state: The Lone Star
Reading List, Tayshas Reading Lists, and the Maverick Graphic Novel Reading
List. I was quite pleased to learn that
these lists, as well as many others, promote the enjoyment of reading and the development
of life-long readers. Two lists that
were completely new to me were the Amazing Audiobooks list and the Outstanding
Books for the College Bound. Perhaps the
most interesting lists that I researched were the YALSA’s Teens’ Top Ten and
the Young Adults’ Choices Reading List by the International Literacy Association. I really liked the idea that these lists
consisted of books that young adults chose themselves. I can see how the titles on these lists would
be very popular among young adults since they were selected by a young adult
population. All these lists are provided
during certain times of the year, so it is extremely important as a librarian,
to be aware of the time of publication of these lists to stay current in what
is available and popular in young adult literature.
Poetry
My first discovery was the
statement that poetry was not a genre, but a form that literature can
take. I can’t remember how many times I
was told as a student that poetry was a genre.
I am so glad I learned this clarification. I also remember all the groans I used to hear
from my students when I told them that we were going to study poetry in
class. I have found that the statement
that if the teacher or librarian is uncomfortable with poetry, than the
students will be also, to be quite true.
I myself have always found a lot of joy in reading and listening to
poetry, but know of several colleagues that dread teaching poetry. I realized, after watching the videos on the
teaching of poetry and doing research on the criteria for evaluating poetry for
children, why my experience with poetry was so enjoyable. I participated in U.I.L. Prose and had to
perform several poems in public. The
sponsors that coached me had a love of poetry, and instilled that enthusiasm in
me. Later, as a teacher and sponsor of
U.I.L. Prose and Poetry, I also enjoyed reading, discussing, and even acting out the poetry with
my students. The success I have had with
poetry was due to the selection of poems which I found children enjoyed. The students really liked poems that had lots
of rhythm and rhyme, and employed sound devices such as onomatopoeia,
alliteration, and repetition. I also
believe that poetry that provides students with lots of imagery is also ideal
to use. Children need to be able to
employ as many of their senses to be able to get a good “feel” of the
poem. If the poem utilizes all these
devices, than it is one that will last the test of time through constant pleas
for repeated readings.
I have also
found that students enjoy poems that they can relate to or have some background
knowledge on the topic of the poem. Some favorites include the subjects of animals,
school, friendship, and just plain silliness.
It was also quite a discovery for them to learn that poetry does not
need to rhyme, and that it can mean different things to different people when
it is read or listened to. One of my
most successful poetry activities entails having the students close their eyes
during the first reading of a poem. I
tell them that the poem should help them “exercise” their imagination. I think it is important to choose poems that
the children can not only relate to, but most of all enjoy. A poem that is very successful with this
activity is “Mrs. Stein” by Shel Silverstein.
It is a poem about having a substitute teacher, with a different twist to
the usual experience. Once I introduced
the poetry of Shel Silverstein, I had them hooked. We did not “dissect” them as was mentioned in
the videos, but just enjoyed them.
Later, I was pleased to learn that the librarian could not keep the
books by this author on the shelf long enough for all the students, so I ended
up lending my copies out to the students that would ask.
To be able to aptly evaluate
poetry, it is necessary to learn the criteria mentioned and to be able to have
the resources available for children’s poetry.
It is great to learn about the NCTE Award for Excellence in Poetry for
Children’s website, the Lee Bennett Hopkins Poetry Award website, as well as
all the others mentioned in the videos.
These are all resources that I will definitely utilize in the future. The criteria for the evaluation of poetry for
children should always be kept in mind as well to ensure that poetry is not something
the students will dread, but which will provide them with a different form of
storytelling, make them laugh, and be able to feel and experience different
emotions and reactions.
Historical Fiction
The statement that as a
librarian we need to keep in mind the age of the students when evaluating and
selecting historical fiction type of literature is important to remember. The
criteria for evaluating historical fiction for children is a good guide to
follow when labeling or selecting books to place in our library. The questions stated in the textbook by Dr.
Lesesne will assist in the evaluation:
1.) Does the book
tell a good story that effortlessly blends the history in the story itself?
2.) Are the facts of
the historical period accurate?
3.) How are the
values of the time brought to life?
4.) Is everything
consistent with the social milieu?
* Clothing, architecture, music, even speech
patterns need to reflect the historic period.
5.) Does the theme of
the story relate to contemporary readers?
* Adapted from Charlotte
Huck’s Children’s Literature: A Brief Guide by Barbara Z. Kiefer and
Cynthia A. Tyson. (2010) pp. 212-237.
As I read
young adult historical fiction literature, these are the criteria I will keep
in mind, especially since, as an adult born in 1966, my concept of what
constitutes relative or contemporary history will differ from the students’
historical perspective. An example of
this are the events of September 11th. For many students, this is a historical event
because many were not even born when it happened, whereas, many adults relate
it as a contemporary event. It is important
to remember that the historical literature that we evaluate needs to be accurate,
relateable, and written in a manner which will capture the reader’s attention so
that the historical aspect of the story engages their imagination.
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