Multiple Selves and Multiple Sites of Influence: Perceptions of Young Adult Literature in the Classroom

Johnson, Angela Beumer

doi:10.1080/00405841.2011.584032

Cited by 5 publications

(4 citation statements)

References 1 publication

(2 reference statements)

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“…This rigor takes the form of higher levels of text complexity, in addition to emphases on non-fiction or for YA to provide a solid venue for the types of skills teachers feel pressured to teach in their classrooms through movements like CCSS (Goering & Connors, 2014;J. Hayn et al, 2016) This deficit indicates that the impact of YA literature in the classroom is, indeed, a topic worthy of study (Beumer Johnson, 2011;Hayn et al, 2011;Malo-Juvera, 2014;Thompson, 2014).…”

Section: Introductionmentioning

confidence: 99%

Using Young Adult (YA) Literature in a Classroom: How Does YA Literature Impact Writing Literacies

Hays

2016

StudyAndScrutiny

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While English teachers are working to incorporate various versions of the Common Core State Standards into their curriculum, they are often emphasizing canonical fiction over alternative literature that students may connect with at a higher engagement level. Young Adult (YA) literature may help teachers meet the needs of the whole student as well as local standards. The purposes of this study were (1) to explore how students engaged with reading and writing after reading YA literature, (2) to evaluate whether the YA students’ writing samples differed from the canonical group’s, (3) to determine if students see themselves as better writers after the experience, and (4) to examine the teacher’s perception of reading YA Literature. The research was conducted in a single teacher’s 9th grade classes at an urban high school in the Southwest with a primarily Hispanic population. Two groups worked with canonical literature, and two groups worked with YA literature. All students were given a modified version of the Daly Miller Writing Apprehension Survey before and after they read either a YA short story or a classic short story. They then constructed a writing sample using the same generic prompt for all groups. Several students and the teacher were interviewed after the process. Quantitative results showed that students who read the YA pieces increased their mean score on the modified Daly Miller Survey. Their writing samples had a greater mean score than the canonical group. The qualitative results also indicated greater engagement and understanding of the YA literature, while the teacher expressed enjoyment in teaching both pieces since they were both received well by the students. Finding that students improved in a quantifiable way after using YA literature indicates that there are pedagogical reasons to incorporate YA literature in the classroom, in addition to enhancing enjoyment.

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Section: Introductionmentioning

confidence: 99%

Using Young Adult (YA) Literature in a Classroom: How Does YA Literature Impact Writing Literacies

Hays

2016

StudyAndScrutiny

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“…Prensky's discussion of this new paradigm also emphasizes the need to break away from the traditional vacuum in which we teach content; our world no longer needs emphasis on intellectual development but rather on students working together to improve the global condition. To transfer this to a literature S ome perceive young adult literature (YAL) as lacking in scholarly merit and being "nonliterary" in comparison with more traditional canonical texts (Beumer Johnson, 2011). This could not be further from the truth.…”

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confidence: 99%

“…This could not be further from the truth. Scholars and educators alike have written articles identifying how YAL is used in their classrooms to the benefit of their students (Beumer Johnson, 2011;Cook, 2016;Robbins, 2015;Wolk, 2010). In a college level literature class, however, as opposed to a class geared toward exposing preservice teachers to YAL, the emphasis on the canon can perpetuate students' reading experiences from traditional high school reading curricula (Amicucci, Williamson, DeCapua, & Hrebik, 2015).…”

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confidence: 99%

Using Young Adult Literature with First-Generation College Students in an Introductory Literature College Course

Rybakova¹

2018

ALAN

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“…Instruction including the use of picturebooks, for example, has been shown to assist in the development of language, to create shared experiences, to act as models for writing, and promote lifelong reading habits 3 (Allen, 1994;Hancock, 2004;Kasten, Kristo, & McClure, 2005). Research by Beumer-Johnson (2011) found that literature, in this case young adult literature, was key to the lifelong engagement, attainment, and maintenance of literacy for primary and secondary school readers.…”

Section: The Purposes Of Children's Literaturementioning

confidence: 99%

The Teaching of Children's Literature: A Case Study of Primary Teachers' Pedagogical Content Knowledge

Bradfield¹

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Multiple Selves and Multiple Sites of Influence: Perceptions of Young Adult Literature in the Classroom

Cited by 5 publications

References 1 publication

Using Young Adult (YA) Literature in a Classroom: How Does YA Literature Impact Writing Literacies

Using Young Adult (YA) Literature in a Classroom: How Does YA Literature Impact Writing Literacies

Using Young Adult Literature with First-Generation College Students in an Introductory Literature College Course

The Teaching of Children's Literature: A Case Study of Primary Teachers' Pedagogical Content Knowledge

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