Blog 2: Necessary Integration

       With the introduction of the Common Core State Standards (CCSS), educators are faced with a renewed push for increasing the number and level of literary works in the classroom. Many middle and high school students, regardless of their confidence in reading, are reluctant to engage in reading literary texts. Sarah Dyer, in “Read This, Not That: Why and How I’ll Use Young Adult Literature in My Classroom,” explores why and how young adult literature can replace canonical classics. She notes that young adult literature is more relevant and helps students develop into empathetic members of a diverse culture and society. Although Dyer may overlook the cultural benefits of reading canonical texts, she presents a clear and concise argument that effectively delineates why young adult literature should be used in place of the classics to engage reluctant readers and encourage all students to be lifelong readers.

            Many young adult texts engage reluctant readers because they are are short, fast-paced, and full of characteristics and language with which adolescents are familiar. As Bucher and Hinton explain, “the language and the plots of young adult literature are similar to what students are accustomed to finding in real life, on television, and in movies” (Bucher and Hinton 69). Dyer notes that many canonical texts are stand-alone works and do not offer opportunities for students to explore new texts (Dyer 37). Young adult literature becomes the scaffolding educators may use to engage reluctant readers in a diverse world of reading. In fact, Dyer notes many examples that support the integration of young adult texts as avenues for engaging students in literature. Eric Winkler, for example, found parallels between his life and the assigned readings. In order to engage reluctant readings into the reading process, it is imperative for educators to integrate texts that students can be comfortable reading for efferent and aesthetic purposes.

As young adult literature is integrated in the classroom, activities and discussions must be implemented to encourage students to enjoy reading beyond the classroom. Dyer includes many activities and strategies to engage all students. An interactive strategy is the concept of literature circles. Within these literature circles, students have a degree of choice in what texts are chosen to read. Choice becomes a motivational tool to encourage students to enjoy the texts chosen. By allowing groups to read and discuss several novels at once, students are exposed to more viewpoints and learn to accept diversity of thought (39). Another motivational tool to encourage students to read and explore more genres of literature is to pair young adult texts with canonical texts. The young adult work acts as a bridge between the students and the classics. Dyer explains “the practice of linking adolescent literature with related canonical literature is one way teachers can increase student enjoyment, motivation, and understanding of the latter” (40). Dyer specifically notes pairing 1984 and The Hunger Games because they discuss similar themes.

Finally, independent reading and new media assignments provide students with additional literature contact and points of discussion. By providing students an opportunity to read any text of choice in class, educators encourage students to read for their own enjoyment instead of simply for information. At the same time, creating written assignments that utilize blogs, Facebook, and Twitter to discuss texts or explore characters within a text allows students to write within their comfort zones. Students are familiar with these forms of writing and they can provide avenues for all students, regardless of comfort level, to engage in the text, form opinions, and discuss literature in the classroom.

Dyer effectively argues the concept of integrating young adult literature in the classroom by providing strategies and examples to encourage and engage all students, the reluctant reader and the avid reader, in literary texts. Dyer defines how young adult literature captures reluctant readers’ interest. Her sentiments can be found in many other texts on the subject and her specific examples provide real-time evidence of the benefits of the use of this genre. The strategies provide instructors with integration tools and assignments to produce life-long readers of all English Language Arts students. Creating assignments in forms student use daily, like Facebook pages, provide readers with familiar avenues of discussion. Dyer’s argument is clear: the benefits of young adult literature integration outweigh the disadvantages of not reading classics. Young adult literature provides adolescents with texts that will engage and inspire while discussing important issues relevant to today’s youth. Its necessity in the classroom is undeniable.

Works Cited

Bucher, Katherine and KaaVonia Hinton. Young Adult Literature: Exploration, Evaluation, and

Appreciation. 3^rd ed. Boston: Pearson, 2014. Print.

Dyer, Sarah. "Read This, Not That: Why and How I'll Use Young Adult Literature in My

Classroom." The Virginia English Journal 64.1 (2014): 33-43.