From the readings, I comprehend young adult literature involves not only disputed age ranges, but the connection between adolescents to their own developmental issues through texts. Bueher focused more on the technicalities; it discussed how to break up the focus between what teachers understand about students and their reading materials.
“Teachers can help students develop awareness of their diverse experiences and knowl-
edge—all of which affect the ways they engage with texts. These include reading experi-
ences in previous grades and in out-of-school spaces.”
Meanwhile, Petrone focused more on the themes behind what identifies texts as young adult literature.
“Much of this work coheres around analyzing how YAL creates and circulates
ideas about adolescence/ts and messages to and for youth.”
Sims-Bishop took a more narrative approach, taking real life examples of students choosing their reading material based on their relativity to their personal lives.
“When children cannot find themselves reflected in the books they read, or when the images they are distorted, negative, or laughable, they learn a powerful lesson about how they are devalued in the society of which they are a part. “
My question: How do the conclusions found in these readings affect or influence teacher and student collaboration in picking reading material for courses?
Jellyfish Melodies 