Date: 17/04/24

Notes from the articles.

Canonical Angst in Young Adult Literature by Elysia Liang.

● A young adult title has readers ages 12–18 in mind.
● The most distinguishing quality of young adult literature is not merely the age of its
target audience, but how it addresses these readers’ needs (search for identity, the
attempt to belong to a community, or a profound feeling of alienation).
● After World War II, people started having more money, including teenagers.
Publishers realized that teenagers had money to spend and started making books
just for them. These books became really popular because teenagers liked them and
wanted to buy them. So, because teenagers had money to spend and wanted books
made just for them, young adult fiction became popular.
● Young adult fiction faces a challenge in being taken seriously due to concerns about
its literary quality. Critics argue that many popular young adult books lack the depth
and complexity typically associated with great literature. They often focus on
melodramatic themes, clichéd romantic plots, or simplistic explorations of
important issues. For example, while books like the Twilight series and The Hunger
Games are entertaining, they are criticized for their amateurish writing and lack of
originality. Despite their popularity, these books are seen as lacking the depth needed
for serious academic study.
● Scholarly analysis of young adult fiction is sparse, with little academic attention
compared to other genres. While soap operas and pulp novels receive extensive
scrutiny, young adult literature is often dismissed or ignored by academia,
reinforcing the perception that it lacks literary value. This lack of critical
engagement contributes to its marginalization in classrooms, where traditional
classics dominate the curriculum. Despite a few exceptions like "To Kill a
Mockingbird," young adult books struggle to gain a lasting place in educational
settings, with focus shifting towards canonical adult literature as students progress
through school.
● Despite challenges, there are signs of a young adult literary canon emerging. Works
like "The Outsiders" and "The Perks of Being a Wallflower" are cited as potential
classics, with enduring relevance and resonance. Efforts such as NPR's "100
Best-Ever Teen Novels" poll reflect a growing interest in defining and celebrating
significant young adult literature, although controversies over inclusivity highlight
ongoing debates within the community.
● The process of evaluating and canonizing young adult fiction is complex and involves
various stakeholders such as publishers, librarians, educators, parents, and readers.
These diverse perspectives create a dynamic landscape where the definitions and
standards of young adult literature are continually challenged and reshaped.
● The NPR poll highlighted the challenges of subjectivity in evaluating young adult
fiction, with some popular choices actually intended for younger readers or facing
exclusion due to mature themes. The lack of diversity among respondents and
 panelists raised questions about representation and biases in the selection process.
Despite its flaws, the poll affirmed the existence of thoughtful and well-written teen
fiction, showcasing authors like John Green, Ann Brashares, and Markus Zusak
whose works deserve recognition across age groups.
● The development of a canon for young adult literature is complex, but holds great
promise. Despite initial challenges and misconceptions, there's potential for a diverse
canon that reflects a range of ethnicities, backgrounds, and experiences. By
recognizing the quality writing within young adult books, we can enhance our
appreciation for literature that explores the universal themes of human
existence, particularly the journey of growing up.

Literary Theory and Young Adult Literature: The Open Frontier

in Critical Studies by Cindy Lou Daniels.
● Since the widespread success of J.K. Rowling's Harry Potter series, contemporary
Young Adult (YA) literature has gained more recognition from audiences who
previously overlooked it. However, many literary critics still perceive YA literature
as simplistic and unworthy of serious evaluation, often relegating it to a
secondary category of storytelling. Despite this, there's a growing
acknowledgment of YA literature's significance, with some arguing for its inclusion in
the traditional literary canon. Yet, challenges persist as critics struggle to reconcile
the perceived disconnect between YA literature and broader literary discourse.
● Contemporary critics often conflate YA literature with children's literature,
overlooking their distinct genres. Recognizing that both children's and YA works
are literature is crucial, but critics must also acknowledge their differences and
evaluate them accordingly. Terry Davis emphasizes the need for critics to uphold
literary standards when analyzing YA literature, suggesting that publishers create a
distinct category for books with literary and teaching merit, which would aid in
properly categorizing and evaluating these works.
● James Steel Smith's 1967 text highlighted the lack of serious literary analysis
of children's literature, a problem still relevant today. However, the success of
J.K. Rowling's Harry Potter series has contributed to a growing respect for YA
literature in scholarly circles. Giselle Liza Anatol's collection of essays on Harry
Potter demonstrates that meaningful literary analysis can be applied to YA literature.
Authors like David L. Russell argue that YA literature deserves serious scholarly
study and should be held to the same standards as adult literature. Despite the
limited existing scholarship on YA literature, there is ample opportunity for original
research in this field. Scholars like Deborah Thacker emphasize the importance of
including children's literature in broader discussions of literary theory to better
understand the social construction of readers and the impact of discourse on reading
experiences.
● To legitimize YA literature, it should be analyzed using the same theoretical
frameworks applied to other forms of literature, such as those outlined by
Jonathan Culler. These include deconstruction, psychoanalysis, feminism,
gender studies, Queer theory, and new historicism, among others. Examining
YA literature through these lenses can reveal underlying ideological messages
 and contribute to its recognition as a serious genre. Moreover, the increasing
interest in YA literature from established literary figures like Joyce Carol Oates and
Ursula K. Le Guin, as well as dedicated YA authors like Brock Cole, further
underscores the genre's potential for deep literary analysis and appreciation.
● "The Facts Speak for Themselves" by Brock Cole is a compelling exploration of
sexual molestation from the perspective of Linda, the main character. Louis Sachar's
"Holes" offers intricate storytelling and themes of juvenile delinquency and
redemption, making it ripe for structural and thematic analysis. Walter Dean Myers'
"Monster" uniquely combines narrative forms to tell the story of a young black man
on trial for murder, appealing to both structuralists and race theory critics. Christopher
Paul Curtis' "The Watsons Go to Birmingham—1963" uses humor to delve into
racism, while "Armageddon Summer" by Jane Yolen and Bruce Coville explores
religious beliefs through contrasting viewpoints, challenging readers with complex
themes.
● The list of YA writers and works ripe for critical exploration is extensive, including
Robert Cormier ("I Am the Cheese; The Chocolate Wars"), Sharon Creech ("Walk
Two Moons"), Jerri Spinelli ("Wringer; Stargirl"), Laurie Halse Anderson ("Catalyst;
Speak"), and David Almond ("Kit’s Wilderness; Skellig"). With such contemporary
artists to delve into, literary theorists have an exciting opportunity to expand our
understanding of both YA literature and literature as a whole, challenging the
constraints of the traditional canon. Exploring YA literature presents a chance for
discovery and growth within the literary community, offering new perspectives and
narratives waiting to be explored.

Young Adult Literature: The State of a Restless Art by Michael

Cart
● Evolution of young adult literature since its inception in 1967 with novels like S. E.
Hinton’s "The Outsiders" and Robert Lipsyte’s "The Contender," which marked a shift
towards contemporary realism. The lecture traces the prehistory of young adult
literature back to the 1930s and the Great Depression, highlighting the
emergence of a youth culture centered around high school social life, leading
to the term "teenagers" being coined in 1941. It goes hand in hand with the
improvement of education.
● In 1942, Maureen Daly’s "Seventeenth Summer" emerged as one of the first
novels with themes appealing to young adults, despite being published as an
adult novel. This marked the beginning of novels targeted at teenagers, although
they were initially labeled as "junior novels." These books, focused mainly on
romance and teenage experiences, became immensely popular, shaping the literary
landscape of the 1940s and 1950s. The era saw a surge in romance fiction, with an
emerging trend towards novels tailored for both male and female readers, although
they often presented an idealized version of teenage life that didn't necessarily
reflect reality.
● In the 1960s, a shift occurred in young adult literature towards realism and relevance,
spurred by authors like S.E. Hinton and Robert Lipsyte. Hinton's "The Outsiders" and
Lipsyte's "The Contender" depicted urban life and tackled contemporary issues,
 paving the way for the emergence of young adult literature as a distinct genre.
Subsequent novels by authors like Paul Zindel and John Donovan continued to
explore real-world themes such as abortion and homosexuality. However, the 1970s
saw both groundbreaking works, like Robert Cormier's "The Chocolate War," and
formulaic single-issue problem novels that sensationalized issues without depth. This
era marked the first Golden Age of young adult literature, but also witnessed the rise
of paperback romance and horror series targeted directly at teenage readers.
● In the 1980s, amidst the proliferation of forgettable paperback series, emerged a
cadre of gifted writers who elevated and enriched young adult literature. Authors like
Francesca Lia Block, Chris Crutcher, Ron Koertge, Gary Paulsen, Cynthia Voigt,
Virginia Euwer Wolff, and Jacqueline Woodson brought depth and dignity to the
genre with their works.
● In the early 1990s, young adult literature faced a bleak outlook due to declining teen
population, shifts in the market, and competition from reality television. However, a
remarkable recovery ensued by mid-decade. Factors such as the whole language
movement, a growing teen population, and dedicated support from libraries and
educators contributed to the revival. Conferences, articles, and the recognition of
young adult literature's literary merit further bolstered its status. Despite initial
backlash against "bleak" books, serious and realistic portrayals of teen life gained
acceptance and acclaim.This resurgence marked the onset of a second golden age
of young adult literature, characterized by artistic innovation, creative energy, and the
establishment of dedicated publishing divisions.
● In the realm of literature for young readers, crossover books, which appeal to
multiple generations, gained significant popularity and commercial success.
Consequently, the clear-cut age range categories traditionally associated with
young readers' books were becoming more fluid and less distinct.
○ Many established adult authors began writing for young adults, expanding the
diversity of literature available to them.
○ New prestigious book awards dedicated to young adult literature, such as the
National Book Award and the Los Angeles Times Book Prize, emerged
alongside the established Printz Award.
○ The young adult literary landscape saw an increase in the publication of
literary fiction, catering to the growing demand for sophisticated storytelling.
○ Young adult literature became more globalized as international titles were
imported and reprinted in American editions, facilitated by awards like the
Printz Award, which recognized authors from other countries.
○ Graphic novels and comics gained prominence, becoming an integral
part of young adult literature.
○ A new form of nonfiction, known as narrative or creative nonfiction,
emerged, blending literary techniques from fiction to create engaging and
informative narratives.
○ Authors embraced experimentation with narrative techniques, crafting
novels in diverse formats such as e-mails, letters, verse, and linked short
stories, enriching the storytelling landscape.
○ The fantasy genre experienced a significant resurgence, largely attributed to
the widespread popularity of the Harry Potter series, contributing to a
renaissance of imaginative literature for young adults.
 ○ LGBTQ literature began to flourish in young adult literature, reflecting a
growing diversity of voices and experiences.
○ Challenges to young adult books increased significantly, with critics like
Meghan Cox Gurdon decrying the perceived darkness and depravity in
contemporary YA fiction, sparking debates about censorship and intellectual
freedom.
● Chick lit and mean girl lit emerged as notable trends, focusing on themes of
materialism, wealth, and consumerism, while also reflecting the influence of retail
booksellers like Barnes & Noble on publishing decisions.
● The Gossip Girl series exemplified trends in crossover appeal, book packaging, and
commercial fiction, paving the way for successful spin-offs and adaptations in other
media.
● The Harry Potter series by J.K. Rowling revolutionized the publishing industry,
sparking a new era of speculative fiction and event publishing.
● Twilight by Stephenie Meyer popularized paranormal romance, while Suzanne
Collins' Hunger Games trilogy reintroduced readers to the dystopian novel genre.
● Contemporary realism, exemplified by John Green's novels, has seen a
resurgence in popularity, paralleled by successful film adaptations.
● The dominance of blockbuster franchises and the focus on potential movie
adaptations have shifted publishing priorities, leading to an emphasis on bestsellers
over midlist titles.
● Despite criticisms from some quarters, young adult literature continues to thrive, with
expanding audiences and record-breaking sales, challenging traditional notions of
literary merit and readership demographics.
● Author Meg Wolitzer defends the value of young adult literature, arguing that good
books can shape one's identity regardless of age.
● A new category of readers called "the new adult" has emerged, referring to
individuals aged 19-25, who are delaying traditional markers of adulthood due to
economic factors and evolving societal norms.
● Recent research suggests that the human brain continues to develop into the
mid-twenties, challenging previous notions of when adulthood begins and
blurring the lines between adolescence and adulthood.
● Young adult literature is evolving to cater to older teens and "new adults," with more
books being published for readers in grades 10 and up.
● Despite the growing diversity of the youth population in the United States,
multicultural literature in young adult publishing remains lacking, with
disproportionately low numbers of books by African American, American Indian,
Asian American, and Latino authors.
● We Need Diverse Books, a grassroots organization advocating for greater diversity in
publishing, aims to address this issue by promoting literature that reflects the lives of
all young people.
● While LGBTQI literature has seen a slow but steady growth since the late 20th
century, the pace of publication has increased dramatically in the 21st century, with a
record number of books featuring LGBTQI content being published in recent years.
● Young adult literature is dynamic and valuable, addressing the developmental
needs of young adults who are in a transitional phase between childhood and
adulthood. It serves as an inducement for reading, especially important in
addressing adolescent literacy issues. Additionally, it offers readers the
 opportunity to see themselves reflected in its pages, fostering a sense of
belonging and empathy. Moreover, young adult literature tells the unvarnished
truth, equipping readers with the tools to navigate the complexities of adulthood and
become enlightened individuals.

Young Adult Literature in Today’s Classroom by Lisa Scherff

and Susan Groenke
● The genre of young adult literature has been experiencing a resurgence, dubbed by
some as its "second golden age," attributed to factors like increasing sophistication of
teenagers and a growing teenage population. However, despite its rising popularity,
there are lingering misconceptions about its value in education. While some
educators see it as beneficial for engaging struggling readers, others view its
inclusion in the curriculum as lowering standards. Consequently, young adult
novels are often relegated to remedial reading classes or independent reading in
school libraries, with classic texts still dominating whole-class instruction. Advocates
argue for the integration of high-quality young adult literature into the curriculum,
citing research showing its ability to enhance adolescent engagement, broaden
perspectives, and empower student choice in reading.
● Adolescents gravitate towards young adult novels because they are written
with them in mind, unlike classical works, which can perpetuate biases and
overlook the experiences of young people. Excluding young adult literature from
classrooms can send a message that the lives depicted in those books are
insignificant. Until young adult novels become central to English programs, they will
remain on the margins of education. However, contemporary young adult literature
offers high-quality material suitable for study and discussion in classrooms, aligning
with criteria for "good" literature and providing opportunities for critical thinking about
the world.

● Following the 9/11 tragedy, an English teacher reflects on the impact it had on her
and her students, recognizing an opportunity to address it in her curriculum while
meeting the needs of struggling readers. Prior to 9/11, she grappled with a traditional
curriculum unsuitable for her students, who were predominantly struggling readers
with learning disabilities. Her goal shifted towards fostering a lifelong love of
reading by selecting texts that would engage her students, prioritizing their
interests over standardized tests or classic works.
● Based on a reading interest survey revealing students' preferences for
horror/suspense/mystery and action/adventure novels, the teacher decides to teach
Robert Cormier's young adult novel "After the First Death," which features a plot
involving terrorism. Despite concerns about addressing sensitive topics and potential
backlash from parents or administration, the teacher believes the novel's suspenseful
plot and thought-provoking themes challenge American ideals and will engage
students. However, there's hesitation due to the ongoing debate over the use of
controversial young adult literature in classrooms and its perceived effects on
students' maturity and academic standards.
● Young adult literature, tailored to address contemporary issues and resonate with
teenage experiences, often tackles controversial topics that trigger debates over its
inclusion in the curriculum. However, proponents argue that engaging with such
literature, like "After the First Death," is crucial for motivating students to read and
fostering lifelong reading habits. Advocates emphasize the importance of hooking
students with compelling narratives to overcome negative attitudes towards
books and encourage reading beyond their academic years.
● Young adult literature is uniquely suited to meet the diverse needs of teenage
readers, spanning various ability levels and addressing developmental challenges
specific to adolescence. Unlike traditional canonical literature aimed at educated
adults, contemporary young adult literature caters directly to the experiences
and concerns of adolescents. By incorporating this literature into the
curriculum, educators can encourage honest exploration of societal norms and
provide valuable insights into the needs of today's youth.
● The novel "After the First Death" by Cormier served as a catalyst for discussing
sensitive topics such as patriotism and heroism with students in the aftermath of the
9/11 attacks. Through activities like writing reflections and using "Think-Link" charts,
students engaged deeply with the novel's themes, moving beyond the initial
connections to 9/11 to explore personal connections and societal issues. The novel
provided students with both a window to the world and a mirror to themselves,
facilitating meaningful discussions and reflections.
● The author, now an assistant principal, advocates for the inclusion of contemporary
young adult literature alongside traditional canonical works in the curriculum. Despite
initial concerns about controversial content, the author encourages teachers to
consider the value of these works, noting that many classics were once
considered controversial. The author emphasizes the importance of selecting
literature that resonates with students and helps them connect with the text,
fostering a lifelong love of reading. Reflecting on the impact of "After the First
Death," the author highlights the novel's continued relevance in addressing issues
such as patriotism, identity, and relationships, making it a powerful choice for today's
classrooms.

● Drawing from personal experience as a middle school teacher, the author highlights
the benefits of using young adult literature, like Paul Fleischman's "Seedfolks," to
achieve educational goals such as building classroom community, fostering
authentic discussions about literature, and developing critical thinking skills.
The novel's multi-voiced narrative and theme of community building through
individual actions serve as powerful tools for creating an inclusive classroom
environment where students feel valued and respected for their diverse perspectives.
Through shared reading experiences, students engage in meaningful dialogue
and form authentic relationships, emphasizing the social nature of literacy.
● Using "Seedfolks" as a catalyst, the class discusses various types of communities
and reflects on their own classroom community, recognizing both differences and
commonalities among students. Through conversations about shared experiences
and adolescent challenges, students deepen their understanding of community and
engage in activities to strengthen their classroom bond for the school year ahead.
● To foster connection and understanding among students, the teacher created a
classroom "garden plot" on the wall where students could display images or words
 representing themselves, mirroring the characters in "Seedfolks" who plant seeds in
a communal garden. As the wall filled with personal items and explanations from
students, they discovered shared values and interests, strengthening their bond and
fostering a deeper appreciation for each other's identities. Through this activity,
students recognized commonalities and gained new perspectives on their
classmates, enhancing the classroom community.
● To deepen their understanding of community, the teacher shared excerpts from
Edgar Lee Masters's "Spoon River Anthology" with the students, a multi-voiced
collection of epitaphs describing the lives of individuals in a community. Inspired by
this, students wrote their own epitaphs based on prompts about significant memories
and life advice, then shared them in a performance-style reading. Through this
activity, students gained insight into each other's lives and experiences, comparing
and contrasting the communal bonds depicted in "Spoon River Anthology" with those
formed through the classroom garden plot in "Seedfolks." As a result, the classroom
community integrated elements from both texts, fostering a deeper sense of
connection among students.
● The conclusion reflects concerns about the impact of scripted reading programs, like
those mandated by No Child Left Behind, on classroom dynamics and student
engagement. The author resists such programs, emphasizing the importance of
fostering a learning community that respects and celebrates student voices and ideas
about literature. Through the promotion of young adult literature, the author
hopes to empower future teachers to resist the pressures of standardized
testing and cultivate vibrant classroom communities where every student feels
valued and has the opportunity to contribute.

● The material highlights the importance of inclusive classrooms and the challenges
faced by disabled students in social integration. Educators are encouraged to utilize
young adult literature as a tool to foster understanding, compassion, and empathy
among non-disabled students towards their peers with disabilities. By incorporating
literature that portrays individuals with disabilities in realistic and empowering
ways, educators can promote awareness, sensitivity, and tolerance of
individual differences, ultimately combating issues related to peer rejection
and social stigma.
● The recommended young adult literature titles include Jack Gantos's Joey Pigza
series, which follows the life of a hyperactive boy with ADHD navigating family
challenges. Kimberly Newton Fusco's "Tending to Grace" portrays Cornelia, a
teenager dealing with stuttering and abandonment. Terry Trueman's "Stuck in
Neutral" features Shawn, a witty 14-year-old with cerebral palsy, and his struggles
with family dynamics. Pete Hautman's "Invisible" explores mental illness through
Dougie, a socially isolated teenager. Elizabeth Fensham's "Helicopter Man" delves
into the life of Pete, a boy coping with his father's schizophrenia. Lastly, Susan
Vaught's "Trigger" tells the story of Jersey, who grapples with brain damage and its
aftermath. These novels offer diverse perspectives on disability, illness, and
resilience.
● In conclusion, young adult literature offers a platform for both disabled and
nondisabled individuals to find common ground in the challenges of
adolescence. Educators play a crucial role in introducing these texts to
students, fostering positive attitudes toward disabilities and facilitating the
 inclusion of students with special needs. By selecting quality literature about
disabilities, teachers can promote understanding and acceptance among students,
ultimately benefiting society as a whole by challenging negative stereotypes and
fostering knowledge and empathy.

● In teaching Freak the Mighty to eighth-graders, the focus was on disabilities

awareness, utilizing young adult literature to foster empathy and critical thinking. The
novel follows the unlikely friendship between Max and Kevin, two eighth-grade boys
facing their own challenges—one physically oversized and underachieving, the other
physically undersized but intellectually gifted. Through their adventures, the novel
explores themes of friendship, acceptance, and overcoming obstacles, offering
valuable insights into disability and inclusion.
● The teacher, formerly a special education teacher and now a general language arts
teacher, approached the disabilities unit with concern about student reactions. To
foster understanding, the teacher began with a PowerPoint presentation featuring
artwork by individuals with disabilities, aiming to shift perceptions from sympathy to
appreciation. Famous figures with disabilities were also highlighted. The unit's goals
included understanding bias and the power of language in shaping perceptions.
Activities focused on analyzing language in texts to promote empathy and
awareness.
● The teacher identified excerpts from "Freak the Mighty" that highlight language used
by non-disabled individuals to represent disabled characters. These excerpts include
derogatory terms like "freak" and "retard." Through discussions with students, the
teacher explored the impressions formed and the impact of such language on their
understanding of the characters. Additionally, the teacher juxtaposed these excerpts
with passages illustrating Max's perspective of his disabilities, revealing his dyslexia
and emotional struggles. Questions were posed to prompt reflection on how Max
views himself and how others perceive him due to his disabilities. Another focus was
on understanding inclusion and exclusion, with excerpts highlighting the issue of
placement in LD classes.
● The facilitator guided discussions around highlighted quotes, prompting students to
reflect on the benefits of inclusion for both students with disabilities and those
without, considering social and academic aspects. By leading these discussions, the
facilitator aimed to foster critical examination of societal perceptions of disability and
encourage alternative viewpoints. The unit's success lay in encouraging students to
respectfully confront their biases and discomfort, promoting an inclusive classroom
environment where all students are welcomed and valued. Young adult literature,
such as "Freak the Mighty," served as a catalyst for these discussions, challenging
students to reconsider their attitudes towards differently-abled individuals.