Blog #3 A Convincing Argument for Young Adult Literature

A Convincing Argument for Young Adult Literature

            In "Read This, Not That: Why and How I'll Use Young Adult Literature in My Classroom," Sarah Dyer presents a seemingly solid argument for utilizing young adult literature in the classroom. While the genre of young adult literature is becoming more and more popular and reputable, the genre still tends to have a stigma that deems it less valuable than the classic texts teachers are accustomed to assigning to their students to read. Dyer's article offers many examples of how young adult literature can be more advantageous to students than classic texts. Not only does Dyer provide evidence from other sources, but she also uses real-life accounts from students that have benefited from young adult literature. She provides  practical examples of how to incorporate young adult literature into the curriculum as well. For teachers who are looking for creative ways to engage students in a student-centered classroom, Dyer's argument for focusing more on young adult literature is successful and convincing.

            One effective strategy that Dyer uses to convince her readers to utilize young adult literature in the classroom is to examine some of the downfalls of teaching only the classics and to provide examples of how young adult literature makes up for those shortcomings. For example, Dyer focuses a great deal on the importance of incorporating multiculturalism in the classroom (34). Dyer states, "Most classic texts were written from a white, male, Christian, heteronormative viewpoint; in today's diverse classrooms . . . teachers need to recognize that other viewpoints are no less valid or prevalent" (34). She claims that young adult literature is full of "other viewpoints," which is important because a school that focuses only on teaching one cultural perspective neglects to foster a sense of empathy and acceptance among students (35). Another advantage Dyer offers for using young adult literature in the classroom is that students are better able to create their own meanings out of the newer young adult stories because unlike the classics, which have been analyzed for decades, there are not as many "predetermined ultimate meanings" already established for the newer works (37). Therefore, students are forced to develop their own connections and understanding of the work.

            Another strong aspect of Dyer's argument is the fact that she uses both evidence from research and personal accounts from students' own experiences with young adult literature and the classics. For example, while discussing LGBT literature, Dyer shares the results of a qualitative study that examined the successful outcomes of teaching a young adult book with a gay protagonist at a Catholic school (36). Dyer later shares an individual student's encounter with young adult fiction and how he benefited from relating his own challenging experiences growing up as a gay male with challenges faced by a character in a young adult novel he read (36). Dyer's evidence is both concrete and personal, which caters to readers who are seeking actual evidence of effectiveness and those who are looking for real-life, positive encounters.

            Finally, Dyer's argument is reinforced as she presents some practical ways to implement the reading of young adult literature in the classroom and offers caution about how to select appropriate works for the classroom. She discusses the advantages of creating literature circles in the classroom and allowing students to have a choice in what book they want to read (39). Dyer also offers up the idea of pairing young adult literature with the classics, which presents a way for readers who may be on the fence about the whole idea of using young adult literature to take baby steps towards this idea that young adult literature can be valid in the classroom (40).    Overall, Dyer's argument for young adult literature in the classroom is convincing. She provides solid examples of how the genre offers opportunities for learning that the classics in the canon may not be able to offer. She also provides a wealth of research and evidence to support her argument, which includes both scholarly research and personal accounts. Dyer also offers readers practical advice about implementing young adult literature in the classroom and what that implementation might look like. All of these aspects make her argument strong for readers who are looking to truly engage their students and utilize readings that are relevant to their students' lives.

Work Cited

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. Print.