Young Adult Literature Research in the 21st Century

Hayn, Judith A.; Kaplan, Jeffrey S.; Nolen, Amanda

doi:10.1080/00405841.2011.584026

Cited by 10 publications

(4 citation statements)

References 21 publications

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“…Findings suggest that, through 'mirroring' and relatability, adolescents can express understanding of mental health concerns when reading a contemporary young adult novel in their English classroom. Importantly, this research presents the adolescent voice that has been lacking in prior research (Conradi et al, 2014;Hayn et al, 2011).…”

Section: Statement Of the Research Problemmentioning

confidence: 99%

“…To date, much research is on the texts themselves (Malo-Juvera & Greathouse, 2020; Richmond, 2019), or promoting adolescent wellbeing (Merga, 2021(Merga, , 2022; NSW Department of Education, 2021; State Library of Victoria, 2022; Walworth, 2018). Often the views of teachers and teacher librarians are presented, without seeking to understand ways in which adolescents engage with discussions of mental health (Hayn et al, 2011;Hill, 2014). The current research aids in bridging the gap between these views and adolescent readers' own views of literature as a vehicle to raise awareness of mental health among peers.…”

Section: Review Of Literaturementioning

confidence: 99%

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“It Was a Real Eye-Opener”

Shephard,

Garrison

2024

slw

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The school environment can be challenging for young people experiencing mental health concerns to express their individuality and feel accepted. There has been an increased focus on wellbeing in school-aged children, with programs targeted to building resilience and promoting inclusion. However, peer stigmatization lowers personal wellbeing by limiting social belongingness in young people with mental health concerns and this is often exacerbated by poor mental health literacy. This paper is based on a doctoral study that used a grounded theory methodology to explore adolescent responses to a novel featuring mental health concerns as a class text. This research showed that students prefer contemporary young adult novels in the English classroom to support mental health literacy due to its contemporaneity and relatability. This paper links these benefits with the role of teacher librarians in recommending young adult literature featuring mental health concerns for use in the English curriculum.

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Section: Statement Of the Research Problemmentioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

“It Was a Real Eye-Opener”

Shephard,

Garrison

2024

slw

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“…YAL is particularly well suited to initiate these sensitive conversations. When students identify with characters or situations portrayed in YAL, they may be able to extend those connections to their own lives, or at least begin asking questions about their own perceptions (Alsup, 2015;Alsup & Miller, 2014;Glenn, Ginsberg, Gaffey, Lund, & Meagher, 2012;Hayn, Kaplan, & Nolen, 2011). Additionally, as students use novels as entry points to discuss the politics of daily life and ultimately move toward action and social justice, they must think critically about the literature they are reading, which allows them to question both their own and the characters' identity (Freire, 2005;Lewison, Flint, & Van Sluys, 2002).…”

Section: Sociocultural Literacy and Identitymentioning

confidence: 99%

"Now I See Them as People"

Hays¹

2018

ALAN

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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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Young Adult Literature Research in the 21st Century

Cited by 10 publications

References 21 publications

“It Was a Real Eye-Opener”

“It Was a Real Eye-Opener”

"Now I See Them as People"

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

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