Showing posts with label YA literature. Show all posts
Showing posts with label YA literature. Show all posts

September 14, 2016

A reading autobiography told in parts: Part II

About eight years ago, I watched my son, Henry, open a "big-brother" gift at the hospital just after his sister was born.

It was obvious to every adult in the room that a large picture book was concealed under the gift wrap, but that did not deter Henry from tearing into the paper with wide-eyed enthusiasm.

A favorite Richard Scarry book
When the cover of the book was revealed to him, his eyes further widened. He exclaimed, “A Richard Scarry book! A new Richard Scarry book! Look! Cars and trucks, my favorite.”

In those sentences, Henry identified himself as a reader, even though he was not quite a three-year-old at the time. He was a reader with a profile of likes, preferences, and affiliations. He was a reader among a community of readers that included both his parents and the doting grandma who had thoughtfully selected and gifted the book.

We are “readers” even before we know how to read. That is because reading is much more than simply matching sounds to symbols on a page. It’s a process of listening, speaking, and being in relationship with others. If we are fortunate enough, we are born into a community of readers, namely our families and closest loved ones and caregivers. The induction phase begins at (or before) birth, and books are integrated into the daily rituals of the household, as in my all-time favorite refrain of parenthood: “bath, books, bed.” 

This is how I remember my own process of becoming a reader.

I remember inheriting a library of books from my mother, who passed down such classics as A Child's Garden of Verses and Winnie the Pooh. Some of these same volumes now reside on my own children's bookshelves.

I remember the arrangement my mother made with a neighbor, an elementary school teacher, who taught me to read during my preschool years. For weeks, I toted Dick-and-Jane basals to and fro, between our house and hers. I was happy for the privilege and felt quite grown-up, not so much because I liked Dick and Jane, but because I was enchanted by her funky A-frame house bedecked with macrame planters and homemade God's eyes and her pup Rontu, named after the feral dog in Scott O'Dell's classic Island of the Blue Dolphins, which I later read based on her recommendation.

I remember regular Saturday morning trips to the library with my parents, and, later, when I learned how to ride a bicycle, anytime trips to the library.

Then came grade school and the beloved Scholastic book orders, every six or nine weeks. By second grade, I was selecting and purchasing my own books. (Mom wrote the check.)

It was the 1970s, and shopping malls sprung into vogue. In what seemed like an overnight development, we now enjoyed the convenience of mass booksellers like B. Dalton and Waldenbooks (and caramel corn and candles). Through numerous trips to the mall, I amassed quite a collection of tradebooks by YA standbys like Blume, Byars, and Danzinger.

All of this was well before the age of social media, Goodreads.com, and Amazon recommendations waiting in your email inbox. My mother helped me select books based on word-of-mouth recommendations from her friends. Eventually, I learned to scope out the publisher's recommendations, typically printed in the front or back matter of my paperbacks. In fact, this is how I discovered there was more to Beverly Cleary than Ramona, Henry, and Beezus.

I blame Cleary for indoctrinating me into the romance genre with her book, Fifteen. From there, I quickly advanced to reading excerpts of top-selling bodice-rippers, serialized in the back of my mother's Good Housekeeping magazines. This short-lived fascination culminated in me reading Shirley Conran's Lace: A Novel in its entirety, just ahead of the release of the made-for-TV miniseries.

The 80s had arrived. (Out of curiosity, I Googled Lace, only to discover its re-branding on Amazon.com, i.e. "Before FIFTY SHADES, there was...." Hee.)

 


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April 17, 2008

YA Lit 2.0

Cross-posted at the Media Literacy Ning and Classroom 2.0.

This is the last in a series of posts about things we can do in honor of Support Teen Literature Day 2008, which is today, April 17.

In previous entries, I've discussed book talks and read-alouds and blog-based literature discussions. These and many other activities are featured at the official teen lit day wiki presented by the Young Adult Library Service Association (YALSA).

The wiki offers more than 30 things to do in celebration of young-adult (YA) fiction. Additionally, the YALSA homepage links to a wealth of YA booklists and professional development opportunities for teachers and librarians.

As I first perused these resources, I was reminded of just how influential YA has been in my own reading life.

And I was also struck by the utter transformation that has occurred within the YA genre since that summer, more than 25 years ago, when I made the profound and life-changing leap from children's author Beverly Cleary to Judy Blume, the celebrated YA author who wrote Are You There God? It's Me, Margaret.

For one, the options, in terms of authors and titles, have increased exponentially. The topics and subject matter are also darker and edgier, with more potential for cross-over appeal among adult audiences.

But without a doubt, the most profound change is technology driven. Digital technologies are transforming the very nature of what teens read as well as how they read. From within computer-mediated environments, youth can discuss, nominate, and vote on their favorite new YA titles, participate in surveys, and even chat in real-time with YA authors and readers from around the country.

I remember reading Judy Blume for the first time. I was maybe 10 years old and felt so privileged and so awakened to the fact that books could serve as more than a pleasant diversion from life. Books could also be topical and relevant to my own life and experiences. Wow!

I devoured Blume before moving on to other authors -- Betty Miles, Paula Danziger, S.E. Hinton. My favorite, dog-eared books might have been called "feminist fiction for girls," with female protagonists in various stages of social, emotional, and physical development -- all the typical pubescent pangs.

Good stuff. I was engaged, and I stayed engaged until right around the start of high school when I gave up YA almost entirely to take up the "serious reading" of a college-bound student. I did not resume true pleasure reading again until well after college, in my mid-20s.

How much richer my reading life might have been had I had the opportunities that youth have today to connect, communicate, and form communities around favorite titles and authors, to possibly even interact in real-time or asynchronously with the authors themselves.

In the 2006 article YA Lit 2.0: How Technology is Enhancing Pleasure Reading, author Anita Beaman documents the impact of web-based and interactive technologies on how modern teens read for enjoyment.

Citing the work of Eliza Dresang, who in 1999 wrote Radical Change: Books for Youth in a Digital Age, Beaman highlights how books for children and young adults have evolved new formats such as novels in verse, screenplays, multiple narrative perspectives, and graphic novels.

Beaman writes, “It was becoming obvious that the mouse-click generation was going to be looking for something new in print.”

She goes on to present evidence that, contrary to conventional wisdom, adolescents are reading, especially when given opportunities to reach out to authors and other teens in media-rich, interactive environments that include email, blogs, iTunes playlists, and MySpace pages.

This is the new playing field -- YA 2.0.

Asserting that "YA Lit 2.0 is a sign that books and reading remain relevant to teens in a digital world,” Beaman concludes with advice to librarians who want to develop programs that are relevant to teen readers: download the playlists, read author blogs, create blogs, visit MySpace, and “share the entire reading experience” with teens.

For Beaman, a high school librarian, the implications are clear: if librarians want to be taken seriously, they must revitalize their programs and immerse themselves in these digital environments, right alongside the teens.

Certainly, any literacy educator would do well to heed this advice.

What do you think?

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