YA Literature

This part of my blog will be about YA (Young Adult) Literature and the characteristics that define these books. Many people may think that once children get into junior high or high school they lose their love of reading. This is not true and in fact, over the last decade, there has been a huge increase in the amount of books that have been written specifically for these age groups. Before delving into the specifics of what makes a book great for those older kids, I want to touch on why it is important to share literature with kids of all ages.

There are many reasons why one should share literature with kids. Some of these reasons include that it is fun, it helps a child develop/acquire language, it helps children to develop their imaginations, and it is a way to develop and support life-long readers. All of these are very important for any child, no matter his/her race, gender, or socioeconomic status. As children get older, they will continue to need information and literature to help them develop other important skills. Often, this is where a school librarian may be able to help with the acquisition of specific materials. Besides helping a student find a book, a librarian can share various types of books with students during library lessons. Seeing books with characters like themselves allows students to develop empathy and to imagine what it would be like to live like them. It is crucial for a librarians at all campuses, elementary through high school to house materials in the library that meet the needs for all learners. This means having books that touch on many different subjects including gender, politics, race, culture, disabilities, and more. Kids today want to read but they must be able to find books that speak to them.

Now that I have discussed why sharing literature is important, I will now discuss how it is divided up into different age groups for young people. There are four main divisions when dealing with literature for young people. The first division is considered Children’s Literature and these are books that are for children ages 0-8. Books in this category include wordless picture books, regular picture books, easy readers, early chapter books, and illustrated chapter books. The second division is considered Middle Grade/Tween and these books are for children ages 8-12 and are in second grade through sixth grade. Also in this category are books that are more for Middle School. These books are for ages 11-13 and are specifically for children in sixth, seventh, and eighth grades. The main difference between middle grade and middle school is that the middle school books deal with tougher issues. The third division is considered Young Adult and these books are for kids ages 13-18. The last division is considered New Adult and these books are for people ages 18-30. This category has only been around for the last 12 years and the books deal with issues one might face after high school. As a librarian, I feel it is important to touch on how these categories fit into schools or colleges. As I mentioned in the last paragraph, it is important to know the patrons that visit your library so that the appropriate materials are available. For elementary librarians, the library should have books from the Children’s Literature category as well as the Middle Grade/Tween category. Junior high libraries should probably have books from the Middle Grade/Tween category with a focus on Middle School books and should also have some Young Adult literature available as well. High school libraries should house Young Adult Literature and some New Adult Literature. There are always exceptions to every rule so the librarian needs to determine what is best for his/her campus with the help of the teachers and administration.

Since I have discussed the reasons to share books with kids and the different categories of books for kids, I will now talk about the different parts of a book. You got it- the anatomy of a book! I always thought that the parts of a book were the spine, pages, front, and back. Well, these are all parts of a book, but there are many more parts that go into the creation of a final printed copy of a book. The many parts are broken into 3 big parts which include Front Matter, Body Matter, and End Matter. So basically, the front, middle, and back. Within each of these parts are many smaller sections. I am not going to talk about every single section, but I will mention some of the more important ones. Under Front Matter, one will find the front cover, the title page, the copyright page or verso, a possible dedication, The Table of Contents (mostly in NF), and more. Within Body Matter, one will find the main text, an optional prologue, and optional epigraph/quote, an optional epilogue, and more. Under End Matter, one will find an optional appendix (mostly NF), an optional glossary (mostly NF), an optional index (mostly NF), the back cover, the spine, and more. While it is not necessarily crucial for everyone to know all of these parts, it is a good idea for librarians to know them. Since one of the new roles for a librarian is to teach information literacy, it is vital that students learn how to find information. Part of knowing how to find information is knowing the tools that will help you find it. Elementary librarians should have numerous lessons on the different parts of a book, specifically a non-fiction book. Teaming up with teachers to do these types of lessons would ensure that students were seeing the information in different places. Once the students learn what the different parts of a book are, then the librarian can have games and projects that allow the students to use the different parts to locate specific information.

Now that I have talked about why to share literature, the different divisions of literature for young adults, and the parts of a book, I will now talk about genres. Students start learning about genres in the younger grades of elementary and since there are so many, it can often be confusing. The main thing to remember is that there are 2 big genres, Fiction and Nonfiction, and that everything else under these two is considered a subgenre. Under the genre of Fiction, there are 2 main subgenres, Realism and Fantasy. Underneath these two there are even more subgenres such as Historical Fiction, Science Fiction, and Traditional. Under the subgenre of Traditional are the subgenres of Folktales, Fairy Tales, Myths, Legends, etc. When looking at Nonfiction, there is the subgenre of Informational and under that there are the subgenres of Expository, Narrative Nonfiction, and Biography. Well, what about poetry, one might ask. Poetry is considered a format, not an actual genre because any genre can fit into a poem. Additionally, other areas like graphic novels, drama, chapter books, and more are formats. They are not genres because they fall under any genre, not just one. Sometimes this can be misinterpreted, such as in the case of librarians using genrefication to organize their libraries. Some libraries might have different genres labeled and stacked in a specific section of the library. Often included in this genre organization are graphic novels because they are so popular. However, this is sort of a misrepresentation of what a genre is and is not. I feel that it is important to stick with the Dewey Decimal system of organizing books within the library. The librarian can and should teach genres, though, as each genre and subgenre has its own characteristics. Students can have lots of fun trying to locate books within each genre from the library stacks and it is always fun to have a display about a certain genre.

Now, I am going to talk about some specific characteristics of YA literature. Just like each genre has its own characteristics, so does a YA fiction book. Some of these include having a youthful and highly independent protagonist, the inclusion of a limited setting and brief time period, showing concern over a contemporary issue, and using a point of view that represents an adolescent’s point of view. Looking at these characteristics, it is easy to see why they are necessary. Young adults, meaning those who are 13-18 years old, struggle with many different things. They often feel like they are the only ones going through their particular plight, and even though it is often over before they know it, they think that they are going to suffer through it forever. Seeing that there are books that have characters going through similar circumstances is extremely important for kids of this age. They can read the book and realize that the character does get through the situation. On the other hand, sometimes things do not turn out well for some kids and it is equally important to see books that demonstrate this as well. Librarians who work in junior high and high school libraries need to be in tune with the students at their campus. They need to have a variety of materials that covers a wide range of topics that the students may be interested in. Staying abreast of new YA authors and the latest trends is also a good way to determine what books to acquire. Finally, housing book clubs or other types of clubs/activities in the library is necessary to show the kids in this age group that the library is a place where all are welcome.

When looking and thinking about books for young adults, one area that must be considered is awards. Most people have probably heard of the Caldecott Award but what about the Printz Award or the Alex Award? These are awards that are specifically related to young adult books. There are numerous awards that are given to authors, illustrators, publishers, and more in relation to young adult books, but I am just going to name a few of them. First up is the Printz Award, named for Michal L. Printz. It is given to a book that demonstrates excellence in young adult literature. Next is the Alex Award, which is awarded to 10 books annually that have a special appeal to young adults. Remember that young adults refers to those who are ages 12-18. Third, is the Odyssey Award which is given to the producer of the best audiobook for children/young adults available in English. Next, is the Schneider Family Award, which is given to an author/illustrator who demonstrates excellence in the portrayal of a disability within his/her work. Last, is the Stonewall Award, which is given to English books that are exceptional with relation to LGBTQ issues. As I mentioned earlier, there are many other awards, but these are just a small example. Additionally, there are various lists that are released each year or every few years to help librarians, teachers, and students choose quality book titles. A few of these lists include The Reader’s Choice List, The Quick Books for Reluctant Readers List, The Amazing Audiobooks List, The Lone Star Reading List, and The Maverick List. Many of these lists are available on the ALA (American Library Association) website. It is not necessary to have all of these awards and lists memorized, but it is important to be aware of them because they allow one to know about the latest books that are popular.

Part of finding the right books for young adults is understanding what they are experiencing. To do this it is helpful to know how adolescents develop. Development happens in a few different areas such as physical and intellectual development. With regards to physical development, we are talking about puberty. Most people know that puberty can be a tough thing to go through, and this is important to remember when dealing with young adults. Librarians and teachers can help students find books that deal with some of the same issues that they are dealing with. In terms of intellectual development, there are several theorists that have come up with the different stages that one goes through. Some of these theorists include Piaget, Havinghurst, Kohlberg, and Maslow. The main thing to know is that adolescents are not fully developed in their thinking and often do not understand abstract ideas. They are more concerned with peer relationships, what is right/wrong, and what they want to do with their life. It is crucial to know about this when helping students of this age find appropriate books.

Another area that is important to think about when choosing books for young adults is the literary elements/devices that they are learning about in class. Literary devices are different constructions used by the writer in the text to create some sort of artistic meaning. Literary elements are used by a reader to understand literature. There are many examples of devices and elements and I will list some of the more common ones. Literary elements include the characters, setting, plot, theme, and more from a story. Literary devices include imagery, metaphors, similes, hyperbole, point of view, and more within the story. Most of the literature that is available for young adults will have some of these devices and students must be familiar with what they are so that they can fully understand the books they are reading.

Next up is poetry. Many students freak out when they think they are going to have to read and interpret poems. The truth is that poems can be about anything and cover all genres. That is, they are not their own genre but rather a format that the genres can fit into. That being said, there are certain types of poetry that have been known to hook students. Some of these types include narrative which tells a story, humorous which is funny, and contemporary. Things like the rhyme and rhythm of a poem also help students to break it down to understand the meaning. When looking at poems for children or young adults, it is important to think about the use of imagery. Additionally, don’t choose simple poems just because you think they may be easier for the student. If they are in junior high or high school, pick a poem that is appropriate for their age but that also has some humor and/or imagery. That way, they might actually enjoy the poem Despite kids not running towards poetry, there are many reasons why it is important to share it with them. It helps to increase their vocabulary, it helps them identify with situations, and it helps them to gain insight to their feelings. So, basically what I am trying to say is… find a way to incorporate those poems into kids’ lives!

One genre that is starting to become more popular is historical fiction. This can be any fiction story that is set in the past. Depending on the age of the reader, what is considered the past can be different from one person to another. This is an important thing to think about when choosing the right historical fiction book for a young adult. For example, an adult may consider a story set around the time of the Titanic to be a good historical fiction book, but a young adult may consider a book set around the time of Hurricane Harvey to be more relatable. It truly depends on the student and what he/she has experienced. Once again, this is why it is crucial for a librarian to know the students at his/her campus.

Another genre that might be popular with kids, especially young adults, is realistic fiction. Realistic fiction contains text that is set in modern times and is believable. It might also be called contemporary realistic fiction (CRF) or modern realistic fiction (MRF). When looking at realistic fiction to use or recommend for young adults, a librarian should consider a few criteria. These include whether the book’s content is consistent with the real world, whether the theme comes out naturally from the story, and how the topic of the book relates to modern readers. All of these criteria are important because young adults want to read books about characters who are going through the same things that they are.

Nonfiction books are very important in that they help kids learn facts about various subjects and are used often in the classroom. Under the genre of nonfiction, there are some subgenres including narrative, expository, biography, autobiography, and memoirs. Just like choosing quality fiction books, librarians and teachers must also think about choosing quality nonfiction books. One must ask himself/herself questions such as: Are the facts in the book accurate? What are the author’s qualifications? What is the purpose of the book? Once a book has been chosen and is being utilized within a lesson, there are then different ways to evaluate whether young adult students are grasping the content. One might ask: How would this book be different if written 50 years earlier or 50 years later? What kind of research do you think the author did for this book? What are three facts you found interesting and why? No matter which questions are asked, it is vital to help students understand the subjects within nonfiction books.

One genre that continues to fascinate kids of all ages including young adults is the genre of fantasy fiction. These are stories that violate the laws of physical reality and one subgenre that falls into this category is science fiction. When choosing quality fantasy fiction materials one should look at: Themes should be about universal truths, characters should still act in believable ways despite being in a story that is fantastical, and there must be established rules in the fantasy world. Since science fiction is a part of the genre of fantasy, librarians should be familiar with the different types of science fiction. Some different types are books that are apocalyptic or post-apocalyptic, books with a dystopian society, books about ESP, books about robots/cyborgs/androids, books about time travel. and books about virtual reality or gaming. All of these fall under science fiction and the larger genre of fantasy.

Now for graphic novels!! Within the past ten years, graphic novels have become extremely popular, especially with reluctant readers. Graphic novels are not an actual genre because they can be about any subject. They are considered “graphic” because that is the format they come in. Actually any book that comes in a comic book format but resembles a novel in length is a graphic novel. That is, the text and the illustrations are combined to convey the story. All that being said, graphic novels do have specific parts including panels, dialog and thought balloons, captions, gutters, and sound effects. Sometimes librarians and teachers tend to shy away from graphic novels because they think that they don’t represent real reading. This is not true. Graphic novels can cover any genre and contain all the same literary elements as a quality literature book. They are great to use with students who might not normally read for pleasure because they have illustrations and captions.

I have spoken about certain criteria that are necessary for different genres to be considered good quality. Now, I will talk about questions that one can ask when looking at a novel. More specifically, these questions are ones that can be posed by a librarian or a teacher to students during a lesson. The questions come from a man named Richard Peck, who himself was a novelist, and there are ten of them. I will list a few of them as well as how they help a student think more critically about a novel. One- What would the story be like if the main character were of the opposite sex? (This helps with stereotyping.) Two- How is the main character different from you? (This helps the reader identify without being like the main character.) Three- If you could not use all of the characters, which would you eliminate and why? ( This helps to distinguish between characters which add texture versus those that are just there for simple reasons.) Four- What does the title tell you about the book? Does it tell the truth? (This helps one determine if the title is just a hook or is actually symbolic.) As I mentioned earlier, there are six other questions, but I just wanted to give you a taste of the types of questions that can be asked to have students delve deeper into a novel.

A lot of the posts before this one have been about different genres and their characteristics. Additionally, I have spoken about what makes specific genres more popular with young adults. Despite all the genres available to students, there is a need to have more diverse books in school libraries. Most librarians know that the population of students at their campus determines what types of materials are housed in the library, but there sill continues to be a shortage of culturally diverse books at most campuses. Ebony Elizabeth Thomas, an assistant professor in Literacy, Culture, and International Education says that “All kids need to see stories about all kinds of people.” For example, all students should see stories about Asian kids, not just the Asian students. Ms. Thomas goes on to say that the way race is portrayed in a story can come from the author and can even be shown from characters that are not human. If race is stereotyped in a children’s book because of the way the author wrote the story, students who read the book may feel alienated. That is why it is crucial for all students of all ages to be subjected to books about all races and cultures.

If you are still wondering about the importance of having diverse books within a school library, you might want to check out the website diversebooks.org. It talks about why libraries should have an abundance of books that are culturally diverse. The website was created from a non-profit organization called We Need Diverse Books. They advocate for changes in the book industry so that literature that promotes all peoples are celebrated. They do different things such as create programs about diverse books, mentor diverse writers and illustrators, and provide books to classrooms. The website is very useful for librarians as it has many resources about where to find culturally diverse books.

Earlier I talked about the different stages of development and what young adult readers may be experiencing. Now, I am going to look at specific concepts that should be taught to adolescents during their literacy instruction. Once children are in middle school and high school, they are often reading to gather information. So, it is important to note that literacy instruction for these students often incorporates reading about different academic disciplines such as science, history, math, etc. Students need to have strategies in place to understand this type of reading. Next, students in this age range are often interested in their phones, apps, and video games. Instead of prohibiting all of these technologies, it is wise to think of ways to use them in the classroom. Teachers should use text messages, emails, musical lyrics, and more when teaching literacy skills. Third, it is not brain science to know that students who are motivated will be more engaged. Taking note of students’ interests and finding books/readings that represent those interests is a great way to keep older students engaged. Additionally, letting them choose a book instead of assigning one might grab their attention. Last, adolescents, especially struggling readers, need to be subjected to many different books about various cultures and people. Being able to read differing texts written from varying perspectives can actually help these students become stronger readers.

Often, young adults have a hard time deciding what book they would like to check out from a library. This is when it is valuable for a librarian to know how to help them. In order to ensure that the young adult is sent on the right track to find a book, it is necessary for the librarian to conduct a reader’s advisory. This is basically like a little interview that helps the librarian gather information. Besides the details that one gets from the student, it is also crucial to be aware of current trends and resources that young adults are into. BUT…. don’t stereotype. Just because one teen likes a certain genre, doesn’t mean they all will. That is why questioning the student is very, very important! A simple way to start is by asking them about a book that they liked and why they liked it. Go on to ask if they would like something similar to that book or something different. From there, the questions may vary, but the librarian should keep on with the interview until there is a clear answer about what type of book to look for.

Last, I am going to list some book titles that are great to use during Hispanic Heritage Month. This runs from September 15th to October 15th. Besides using them during that period, these books are terrific resources to have in the school library for general reading. I will give you some choices of books that are appropriate for younger grades, middle grades, and upper grades. 1. Marti’s Song for Freedom by Emma Otheguy is great for grades 2-5. 2. Schomburg- The Man Who Built a Library by Carol Boston Weatherford is good for grades 3-6. 3. Lucky Broken Girl by Ruth Behar is good for grades 4-6. 4. Forest World by Margarita Engle is good for grades 4-7. 5. The Champions’ Game by Saul Ramirez is good for grades 7 and up. 6. The Education of Margot Sanchez by Lilliam Rivera is good for grades 9 and up. 7. Miles Morales- Superman by Jason Reynolds is good for grades 9 and up. 8. I Am Not Your Perfect Mexican Daughter by Erika L. Sanchez is good for grades 10 and up. 9. The Radius of Us by Marie Marquardt is good for grades 9 and up. There are many more books that are great cultural reads for children and young adults. To find more lists, one can go to ALA.org.