Taken at face value, the selection of literary text for the adolescent may seem like a grab off the bookshelf, relatively simple task. On the contrary, a teacher and or curriculum specialist, in an effort to ensure that the goals of literature are met, has to ensure adherence to certain principles in the selection of the adolescent literature.
Frank Smith (1989) asserted that it is the teacher’s responsibility to select literature that interests the diverse group of students in the classroom. One of the major aims of literature is to encourage literacy however, acquired literacy is highly dependent on factors such as the individual’s interest and how much the selection appeals to the student. Being literate does not mean students have read a particular list of titles, but rather, that interest and understanding were generated when students read literature they could relate to. Frank Smith (1989).
In addition to that, the literature must portray a realistic plot. Adolescence is a critical stage where students examine their ideas and beliefs, therefore the literature has to portray and reflect their concerns of appearance, family relationships and sexual experiences as well as an authentic and realistic setting. In so doing the adolescent is made aware that their concerns are not limited to them and as well helps them understand their lives and circumstances. It is easier for a child to gain interest in literature where the story is told from the point of view of a child, particularly within their age group and a theme that surrounds childhood experiences and encounters. Furthermore a child protagonist elicits interest and allows them to “experience the social and personal connections between the text and meaning.” Jeffrey Wilhelm ((2007). If they are able to associate with the text then the learning outcomes are more than likely to be achieved, however if the opposite occurs a lackadaisical and uninterested attitude toward the whole idea of reading may develop.
Considerable emphasis should be placed on the vocabulary used in the selection as it plays an integral role in the comprehension and analytical literary judgment of the material. It should not be taken for granted that the words in the literary piece should be easily understood. A text with simple vocabulary helps students better associate with the characters, moreover, it helps them get beyond the surface elements of the text. If the vocabulary is foreign, eventually the child develops a negative attitude toward reading.
Link: selecting the right young adult literature
Link: Young Adult Literature in the English Curriculum Today:
You have beautifully outlined some of the characteristics that we as teachers must adhere to when choosing adolescent literature and I agree with you. In addition, to what you are saying the text must be optimistic in nature, cover page must be appealing, chapters must not be too long and as you rightly said it must be something that students can relate to or they can use to help them in their development.
ReplyDeleteThank you for the compliment Shera. I couldn't agree with you more, We are aware that students search for authenticity and realistic material, not fictionalized material that exaggerate characters. Moreover the cover page determines whether or not the student will even open the text. so in addition to my post, your points go a long way as well. thank you
ReplyDeleteI like your trend of thought here. In addition to what you have outlined and whta Shera has added, another characteristic or factor to consider is the language found in the text. We need to select books in with simple vocabulary and language for our students to understand. If they cannot understand the language or vocabulary then the interactive element between the text and the students will be farfetched. However, we need not leave our students at the same level. Therefore, as we journey through the reading process, we will gradually choose books with increasingly more difficult language and vocabulary to take students where we want them to be.
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