Journal article
Reconsidering the Hypothetical Adolescent in Evaluating and Teaching Young Adult Literature
Journal of adolescent & adult literacy, Vol.60(2), pp.163-171
09/2016
DOI: 10.1002/jaal.556
Abstract
Courses on teaching young adult literature (YAL) often encourage preservice English language arts teachers to consider their future students as they evaluate texts for classroom use. In this study, Sulzer and Thein analyzed preservice teachers' responses to familiar questions used to frame discussions of YAL—questions that ask them to read on behalf of a hypothetical adolescent reader. Findings suggest that evaluating YAL this way may naturalize myths about who adolescents are, what they care about, and what they are capable of. Understanding and addressing these myths may be beneficial to all who are involved in selecting literature for adolescents.
Details
- Title: Subtitle
- Reconsidering the Hypothetical Adolescent in Evaluating and Teaching Young Adult Literature
- Creators
- Mark A SulzerAmanda Haertling Thein
- Resource Type
- Journal article
- Publication Details
- Journal of adolescent & adult literacy, Vol.60(2), pp.163-171
- DOI
- 10.1002/jaal.556
- ISSN
- 1081-3004
- eISSN
- 1936-2706
- Number of pages
- 9
- Language
- English
- Date published
- 09/2016
- Academic Unit
- Education Administration; Teaching and Learning; Graduate College Admin and Gen
- Record Identifier
- 9983993325202771
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