T ◆ H ◆ E Instructions for Authors ALAN REVIEW ABOUT THE ALAN REVIEW. The ALAN Review is a peer-reviewed (refereed) journal published by the Assembly on Literature for Adolescents of the National Council of Teachers of English. It is devoted solely to the field of literature for Co-editors James Blasingame, james [email protected] adolescents. It is published three times per academic year (fall, winter, and summer) and is sent to all members, Arizona State University individual and institutional, of ALAN (The Assembly on Literature for Adolescents of NCTE). Members of ALAN need not Lori Atkins Goodson, be members of NCTE. lagoodson@cox net THE ALAN REVIEW publishes reviews of and articles on literature for adolescents and the teaching of that literature: Wamego Middle School, Wamego, Kansas research studies, papers presented at professional meetings, surveys of the literature, critiques of the literature, articles about authors, comparative studies across genre and/or cultures, articles on ways to teach the literature to adolescents, YA Book Review Editor Lori Atkins Goodson and interviews of authors. Middle School Claudia Katz, National Louis Connection Editor University AUDIENCE. Many of the individual members of ALAN are classroom teachers of English in middle, junior, and senior high schools. Other readers include university faculty members in English and/or Education programs, researchers in High School Kay Smith, Utah the field of adolescent literature, librarians, authors, publishers, reading teachers and teachers of other related content Connection Editor Valley State College areas. ALAN has members in all 50 states and a number of foreign countries. Research Connection Jeffrey S. Kaplan, University Editor of Central Florida PREFERRED STYLE. Manuscripts should usually be no longer than fifteen double-spaced, typed pages. A manuscript Publishers Connection M. Jerry Weiss, Jersey City submitted for consideration should deal specifically with literature for adolescents and/or the teaching of that literature. Editor State College, Emeritus It should have a clearly defined topic and be scholarly in content, as well as practical and useful to people working with and/or studying adolescents and their literature. Research studies and papers should be treated as articles rather Professional Resource William Broz, Connection Editor University of Northern Iowa than formal reports. Stereotyping on the basis of sex, race, age, etc., should be avoided, as should gender-specific terms such as “chairman.” Library Connection Diane P. Tuccillo, Mesa Public Editor Library, Mesa, Arizona MANUSCRIPT FORMAT. Manuscripts should be double-spaced throughout, including quotations and bibliographies. Non Print YAL Jean Brown, Rhode Island A title page with author’s name, affiliation, address, and a short professional biographical sketch should be included. Connection Editor College The author’s name should not appear on the manuscript pages; however, pages should be numbered. Short quotations, as permitted under “fair use” in the copyright law, must be carefully documented within the manuscript and in the Editorial Review Board bibliography. Longer quotations and complete poems or short stories must be accompanied by written permission of Lawrence Baines, University of Toledo the copyright owner. Katherine Barr, San Francisco, California Kylene Beers, Yale University Author interviews should be accompanied by written permission of the interviewed author to publish the interview Jean Borren, Northern Arizona University in The ALAN Review. Interviewers should indicate to authors that publication is subject to review of an editorial board. Cynthia A. Bowman, Columbus, Ohio The title of The ALAN Review should not be used to gain an interview. Linda Broughton, University of South Alabama Jean E. Brown, Warwick, Rhode Island Original short tables and figures should be double-spaced and placed on a separate sheet at the end of the John “Jack” Bushman, University of Kansas manuscript. Notations should appear in the text for proper placement of tables and figures. Michael Cart, Chico, California Melissa Comer, Cumberland College The ALAN Review prefers the use of the Publications Manual of the Modern Language Association (MLA). Chris Crowe, Brigham Young University A 3 1/2-inch IBM compatible disk in a recent version of Word format must accompany all manuscripts. Disks must be Pat Daniel, University of South Florida clearly labeled with author’s name, manuscript title, disk format, and file title. Kevin Dupree, University of Southern Mississippi Joan Elliot, Indiana University of Pennsylvania SUBMITTING THE MANUSCRIPT. Send three clear copies and a disk of the manuscript to: Bonnie Ericson, California State University at Northridge Dr. James Blasingame, Co-Editor, The ALAN Review, Department of English/English Education, College of Liberal Arts Ted Fabiano, Blue Valley Northwest High School and Sciences, P.O. box 870302, Arizona State University, Tempe, Arizona 85287-0302. Karen Ford, Ball State University Nena Foster-Pritchard, North Olmsted High School, Ohio Include a self-addressed stamped envelope to which return stamps are clipped. The manuscript cannot be returned if Montye Fuse, Arizona State University the envelope and stamps are not included. Articles submitted only by facsimile or e-mail cannot be considered, except Marshall George, Fordham University when sent from overseas. Wendy Glenn, University of Connecticut Gail P. Gregg, Florida International University REVIEW PROCESS. Each manuscript will receive a blind review by the editor and at least two members of the Robin Denise Groce, Mississippi State University editorial review board, unless the length, style, or content makes it inappropriate for publication. Usually, authors Kay Bushman Haas, Ottawa, Kansas should expect to hear the results within eight weeks. Manuscripts are judged for the contribution they make to the Judith Hayn, University of Arkansas, Little Rock Kathy Headley, Clemson University field of adolescent literature, clarity and cohesiveness, timeliness, and freshness of approach. Selection also depends Sarah Herz, Westport, Connecticut on the manuscript’s contribution to the overall balance of the journal. Kaavonia M. Hinton-Johnson, Old Dominion University PUBLICATION OF ARTICLES. The ALAN Review assumes that accepted manuscripts have not been published previ Jaime Hylton, University of New England Rita Karr, Oklahoma Road Middle School, Maryland ously in any other journals and/or books, nor will they be published subsequently without permission of The ALAN Review. Joan Kaywell, University of South Florida Should the author submit the manuscript to more than one publication, he/she should notify The ALAN Review. If a Kathryn Kelly, Radford University submitted or accepted manuscript is accepted by another publication prior to publication in The ALAN Review, the Patricia P. Kelly, Virginia Tech author should immediately withdraw the manuscript from publication in The ALAN Review. Daphne Key, Papillon, Nebraska Teri S. Lesesne, Sam Houston State University Manuscripts that are accepted may be edited for clarity, accuracy, readability, and publication style. Terry C. Ley, Auburn University, Emeritus Rob Lockhart, Morehead State University Upon publication, the author will receive two copies of The ALAN Review in which the article appears. Publication usually Caroline McKinney, University of Colorado at Boulder occurs within 18 months of acceptance. Arlene Harris Mitchell, University of Cincinnati William R. Mollineaux, Sedgwick Middle School, Connecticut DEADLINES. Please observe these deadlines if you wish to have your article considered for a particular Elaine O’Quinn, Appalachian State issue of The ALAN Review. Elizabeth Poe, University of West Virginia FALL ISSUE Deadline: MAY 15 Suzanne Reid, Emory and Henry College WINTER ISSUE Deadline: OCTOBER 15 Gary Salvner, Youngstown State University SUMMER ISSUE Deadline: FEBRUARY 15 Barbara G. Samuels, University of Houston at Clear Lake John S. Simmons, Florida State University, Emeritus Cover credits: The ALAN Review cover was designed by Jim Blasingame. Credit lines for individual book jackets as follows: Robert C. Small, Radford University Bone: Out from Boneville. Artwork copyright Jeff Smith 2005. Reproduced by permission of Scholastic, Inc. Indian Shoes. Jacket art © Elaine C. Stephens, Michigan 2002 by Jim Madsen, jacket design by Karin Paprocki, reprinted by permission of publisher, HarperCollins. Tofu and T.rex, Cover design Barbara Stover, Chatfield Senior High School by Tracy Shaw. Reproduced with permission of publisher, Little, Brown. Dateline: Troy. Copyright 1996, 2006 by Paul Fleischman. Lois Stover, St. Mary’s College of Maryland Reproduced by permission of publisher, Candlewick Press, Inc., Cambridge, MA. Andy Warhol, Prince of Pop. Cover reprint permission Alan Teasley, Durham, North Carolina courtesy of Random House Children’s Books. The Telling Pool. Jacket illustration © 2005 by Dan Craig, jacket design by Celina Mary Ann Tighe, Troy State University Carvalho, reproduced with permission of Harry, N. Abrams, Inc. Somebody’s Daughter. Reproduced by permission of Beacon Press. Ellis Vance, Fresno County Office of Education A Boy No More. Cover designed by Debra Sfetsios, cover photograph © 2004 by Tristan Elwell, reproduced by permission of Simon & Elizabeth Watts, Broward County, Florida Schuster. Ann Wilder, Durham, North Carolina Carole Williams, St. Louis, Missouri Susan N. Wood, Florida State University Geri Yaccino, St. Charles Middle School, Illinois Connie Zitlow, Ohio Wesleyan University

THE ALAN REVIEW Summer 2007

Jim Blasingame & Lori Goodson

From the Editors

ummer has rolled around again, and we have young adult literature, Kenan Metzger and Jill Adams an issue filled with articles, research, and offer “Opening Dialogue Amidst Conflict: Utilizing S reviews to make the most of any free reading Young Adult Literature in the Classroom to Combat time through the warm summer months. Bullying.” As schools introduce anti-bullying pro Jennifer M. Miskec explores the appeal of young grams, Metzger and Adams suggest a list of books to adult novels written by young people in “YA by help students understand various aspects of bullying. Generation Y: New Writers for New Readers.” The Mildred D. Taylor’s The Gold Cadillac takes center technology-savvy Generation Y provides a unique stage in an article by Cicely Denean Cobb, who perspective of young adults’ roles in the world. Allison explores Taylor’s narrative style and her characters’ L. Baer shares the results of her ALAN Grant research dialogue and storytelling. project in “Constructing Meaning through Visual In our regular features, Jeffrey S. Kaplan discusses Spatial Activities.” In her study, Baer examines how 10 “Recent Research in Young Adult Literature: Three sixth-graders, through various projects, constructed Predominant Strands of Study” in The Research meaning from stories they read. Connection. He discusses three major strands in YA This issue also features research by Russell lit—using the literature to help change young people’s Greinke examining a literature program designed to lives; the genre’s ability to reveal young adults’ often help juvenile offenders use young adult novels to confusing lives, thus creating opportunities for better create a better understanding of issues in their own understanding of themselves; and how YA lit changes lives. to reflect society, especially regarding sexual orientation. Meanwhile, Kristen Nichols provides a look at M. Jerry Weiss, in The Publishers’ Connection, how teen pregnancy is portrayed in young adult provides several valuable sources for educators literature. She concludes that real-life situations and promoting young adult literature in the classroom. fictional accounts don’t mesh—especially regarding And, don’t forget to read through Clip and File for a decisions on abortion and family support. In a similar review of 31 of the latest in young adult literature— approach, Sharon Pajka-West explores how deaf more reading opportunities to explore this summer. characters are perceived in YA lit. Pajka-West’s article And, finally, everyone who attended the ALAN looks at six contemporary YA books featuring deaf Workshop in Nashville received a complimentary copy characters through reader response surveys of adult of Joan Kaywell’s Dear Author: Letters of Hope—Top readers. Young Adult Authors Respond to Kids’ Toughest Issues Eva Gold, Ruth Caillouet, and Tom Fick tackle the (Philomel, 2007). We were so impressed by this book, “wholeness” and other word play possibilities and we asked YAL guru Teri Lesesne to write a quick piece concepts waiting to be discovered in Louis Sachar’s about it. Dr. Lesesne chose the form of a letter, which Holes. In another article providing connections fits the book perfectly. The letter follows. Thanks, Teri, between readers and the opportunities provided by and thanks, Joan.

THE ALAN REVIEW Summer 2007

So, as summer rolls around again, we also say and book releases in the world of young adult litera thanks to our ALAN Review readers for continuing to ture. Enjoy your summer! join us in our journey to discover the latest in research

Call for Manuscripts

2008 Winter theme: Helping Teens Develop a Sense of “Place” and “Self” through Young Adult Literature This theme is intended to solicit articles about young adult literature, authors and instructional approaches that facilitate young readers in exploring place and self. Some possibilities include choosing and using the best works that revolve around life in a specific region of the world, or help young adults to define who they are (and place can have a lot to do with that). This theme is meant to be open to interpretation and support a broad range of subtopics, however, and we welcome and encourage other creative interpretations of this theme. General submis sions are also welcome. October 15 submission deadline.

2008 Summer theme: Life at My House: Depictions of Family in Young Adult Literature This theme is intended to solicit articles about young adult literature, authors, and instructional approaches that deal with family relationships. One possibility is a discussion of how the concept of family in young adult literature has evolved to reflect a different reality from what might have been considered a traditional family at one time. Other possibilities might include discussion of books that celebrate family relationships, illuminate the problems inherent in a dysfunctional family, or address any aspect of groups that function as a family. This theme is meant to be open to interpretation and support a broad range of subtopics. General submis sions are welcome, as well. February 15 submission deadline.

2008 Fall theme: How Will Life Be in 2053? Visions of the Future in Young Adult Literature This theme is intended to solicit articles about young adult literature, authors, and instructional approaches that speculate on the nature of life in the future. This need not be limited to science fiction or fantasy by any means, but could center on any books that deal with trends that may impact life in the future. This theme is meant to be open to interpretation and support a broad range of subtopics. General submissions are welcome, as well. May 15 submission deadline.

THE ALAN REVIEW Summer 2007

ALAN Foundation Research Grants

Members of ALAN may apply to the ALAN Foundation for funding (up to $1,500) for research in young adult literature. Proposals are reviewed by the five most recent presidents of ALAN. Awards are made annually in the fall and are announced at the ALAN breakfast during the NCTE convention in November. The application deadline each year is September 15th.

Gallo Grants The Gallo Grants were established in 2003 by former ALAN Award and Hipple Award recipient Don Gallo to encourage educators in their early years of teaching to attend the ALAN Workshop for the first time. The grants provide funding—up to $500 each—for two classroom teachers in middle school or high school each year to attend the ALAN Workshop. (The amount of a grant may be less than $500 if the applicant lives within commuting distance of the convention location where airfare and housing would not be necessary.) The Workshop is held at the annual convention of the National Council of Teachers of English on the Monday and Tuesday prior to Thanksgiving Day. Applicants must be teaching full-time; must have been classroom teachers for less than five years prior to the year in which they are applying; and must not have attended an ALAN Workshop previously. Membership in ALAN is not required for consideration, though applicants are expected to become ALAN members if they receive this grant. Applicants must fill out the grant application form and submit an essay of no more than 750 words explaining their interest in Young Adult Literature, what they hope to gain by attending this year’s ALAN Workshop, and how they hope to use the experience in their classrooms in the future. A letter of support must also come from the applicant’s school system. The deadline for submission is September 1. Appli cants will be judged on their ability to articulate their understanding of the value of Young Adult Literature as well as their explanation of how they intend to use YA books and the information they gather at the Workshop in their own classrooms. For further information about this grant, contact ALAN Executive Secretary Gary Salvner at [email protected] or 330-941-3414. Information about the ALAN Workshop may be obtained from the ALAN Website—www.alan-ya.org. Information about the NCTE Convention may be obtained on the NCTE Website—www.ncte.org—or by writing to NCTE Headquarters at 1111 West Kenyon Road, Urbana, IL 61801.

NEW P.O. BOX FOR ALAN

We now have a new ALAN Treasurer in Marge Ford. As a result, we have a new P.O. Box for ALAN member ships. Effective immediately, please discard any old forms you might have and use this new address:

ALAN PO Box 234 Campbell, OH 44405-0234

Please spread the word and make note of the change of address. If you are unsure of your membership status, please email Joan Kaywell at [email protected], and she will check the database for you. If you’ve recently renewed, we have a forwarding order in place for the next few months so you’ll be all right. It is important, however, that you send Dr. Kaywell any changes in your mailing or email address so you will receive your journal and other ALAN information.

THE ALAN REVIEW Summer 2007

Teri Lesesne

Dear Joan

[From the Editors: We were so taken powerful words of Anderson in with the complimentary copies of Joan response to the letter from Debbie Kaywell’s Dear Author: Letters of Hope moved me beyond tears. Here is an we received at the ALAN Workshop, author writing about the power we all we asked noted YA scholar Teri Lesesne have, the GIFT that keeps the spark of to write a review. Dr. Lesesne chose the our humanity alive in us even after innovative and highly appropriate disastrous things happen that are out format of a letter.] of our control. Every one of the letters from readers and every one of the heartfelt January 2007 responses from these gifted and giving Dear Joan: authors will speak volumes to those Thank you so much for your who work day in and day out with dedication to teens, especially those kids. In this time of No Child Left whose lives are not always the stuff of Behind, you are truly accomplishing movies. You know, those kids who do not see a that statement. With Dear Author: Letters of Hope you “happily ever after” in their lives because of all the are ensuring that all those voices are heard: the voices troubles they face now. Those kids are often the of the bullied and tormented, the voices of those who nameless and marginalized. Their problems are all too may be about to give up hope that anyone cares about often discounted by the adults that should care for them. them. You are their hope, you and your new book. Thank you, Joan, for bringing together this Through the work on this book you proved once again luminous group of authors including Christopher Paul how much you care for teens and how much you hold Curtis, Chris Crutcher, Ellen Wittlinger, and Joan out hope to them so that they can continue to grow Bauer. Thank you on behalf of all those teens out and become the successful adults inside of them all. there who believe no one could possibly know what There have been so many teens in my life in my they are experiencing. Thank you for showing them 30 years of teaching, teens that face some of the same the power of words and books and reading in the issues tackled by the incredibly talented authors in healing process. May this book reach all those who your book, Dear Author: Letters of Hope. I wept as I hold out hope to their students. read the letter from “Debbie” to Laurie Halse Ander son in which she talked about her own fear of men Sincerely, stemming from her rape when she was a freshman Teri (much like Melinda in Speak). But then to read the P.S. Dear Author is available from Philomel.

THE ALAN REVIEW Summer 2007

Jennifer M. Miskec

YA by Generation Y: New Writers for New Readers

he variable, unstable nature of technology is because of the fundamental differences between intricately connected to today’s youth. Often authors (non-Generation Y) and readers (Generation T called Generation Y, those born after 1980 have Y), that were arguably less intense in years past. The lived a distinct way of knowing the world because of changes technology has wrought in sensibility have their connection to technology—a very different exacerbated the already notable disparity between experience than those in the generations that preceded adult authors and teen readers to the point where a them. Because of this state of being, traditional literary new type of literature has begun to flourish: literature relationships, adult author to adolescent reader, are for young adults by young adults, YA literature for, by, troubled. and about Generation Y. At least in theory, Generation In his article “The Irony of Narration,” Mike Y-aged authors, who are still under 30, are more Cadden reminds us that because YA novels are almost attuned to the technical considerations and ways of always written on behalf of adolescent readers, there knowing and thinking that Generation Y members always exists a fundamental inauthenticity. With an seem to exhibit. adult author writing from the perspective of a young Literature written for young people by young person, the result can be “an artless depiction of people seems like an essential genre to examine in artlessness,” an adult writer writing as an unsophisti order to better understand the possible effects of the cated thinker in order to appeal to unsophisticated digital age on young people. How these young authors thinkers. Thus, when the protago narrate their own relationship to nist shares with the reader the technology may shed some light on lesson she learned, for example, Literature written for how technology can affect the way the text becomes an apparatus of a people see the world. Furthermore, top-down power relationship young people by young in order to more clearly see the (Cadden 146), where the adult people seems like an irony of narration always present in comes first, as author, maker, and YA literature, we might compare giver, and the young reader comes essential genre to exam literature written for adolescents by after, as the object of the adult’s adults to literature written for speech (Rose 2). ine in order to better young people by their same-aged This already ironic situation is understand the possible peers to help expose the disconnect further complicated by the paradig between adult writers and their matic changes fostered by Genera effects of the digital age young readers. To note the perhaps tion Y’s connection to technology, minor, perhaps unconscious, growing increasingly perceptible on young people. differences in how technology is

THE ALAN REVIEW Summer 2007

treated in stories by Generation Y authors helps in Mind the Goldbergs, a TV sitcom, seems to analysis of both the evolution of the field and the ideal metaphorize the young protagonists’ ability to perform readers of YA fiction, too. a variety of identities. Their intimate and often- Many psychoanalysts report that a result of contradictory relationship to media and technology is growing up in a multi-media, wired climate is a also apparent in these novels. Above all, though, the psychological sensibility that allows fictional and young protagonists’ awareness of the spectacle that nonfictional space to resist the binary of diametric constitutes the reality that surrounds them, and their opposition, instead coexisting as “belief and knowl power to manipulate it through performance and edge, sliding and slipping over one another” textual manipulation, is played out in a recurring (jagodzinski 144). That is metaphor of theatricality. In all three texts, the not to say that Generation protagonists’ performances are not just on a literal Y cannot make the stage. Instead, all three stories evolve as the characters Using Jacques Lacan and distinction between reality become increasingly aware of the performative nature Slavoj Zizek’s psychoana- and fantasy; rather, of their reality and the importance of being active Generation Y seems most within the spectacle of reality. lytic theories to define the psychically invested in Doormat is a novel about 14-year-old Jaime and media and technology and her best friend Melissa, also 14, who has just discov phenomenon, psychoana conditioned, more than ered she is pregnant. Not wanting to tell her parents, lyst jan jagodzinski ex- other generations, to Melissa draws Jaime into her drama by making Jaime respond to virtual and promise that she will help Melissa without telling any plains that as a result of mediated reality in intense, adults. Although Jaime is uncomfortable with this personal, and specific situation, she attempts to help Melissa solve her the psychic investment in ways, reactions that older problem by staying level-headed and rationally technology and media, generations can only begin exploring all of Melissa’s choices. Melissa, however, to understand. Using makes it very difficult for Jaime to help. Although members of Generation Y Jacques Lacan and Slavoj Melissa does know how far along she is in her Zizek’s psychoanalytic pregnancy, she is unwilling to acknowledge the very seem to exhibit “split” theories to define the rigid timeline that they are on if she really wants to selves, creating and pro phenomenon, psychoana consider her options. While Melissa becomes more lyst jan jagodzinski and more difficult to help, Jaime struggles to find a jecting alter egos that they explains that as a result of balance between loyalty and personal growth, learning the psychic investment in finally to attend to her own life instead of just can perform (2). technology and media, Melissa’s. members of Generation Y Running parallel to the drama of Jaime and seem to exhibit “split” Melissa’s real lives is a literal drama, the high school selves, creating and projecting alter egos that they can production of The Effect of Gamma Rays on Man-in perform (2). the-Moon Marigolds, in which both Jaime and Melissa In novels like Be More Chill, written by 23-year have parts. Appropriately cast, Jaime is Tillie, the old Ned Vizzini; Doormat, written by 15-year-old Kelly younger daughter who finds comfort in scientific fact. McWilliams; and finally Never Mind the Goldbergs, by Melissa, of course, is Beatrice, Tillie’s mother, an 26- year-old Matthue Roth, all published in 2004, we alcoholic who is plagued with regret and in one scene see the very tendencies jagodzinski articulates played tragically kills her daughter’s pet rabbit. The parallels out in interesting ways. But where jagodzinski and to real life are overplayed. Melodramatic Beatrice others see this as an ultimately limiting sensibility, (Melissa) takes account of her life and comes up with common in Generation Y is a sense that fragmentation nothing, reflecting how Jaime sees Melissa’s future. and the performance of self—or many selves—are Serious Tillie (Jaime), though, does not hate the world empowering abilities. In all three novels, an embedded as “Beatrice the Loon” does and seems to be on her story of a theatre production, or in the case of Never way to having it all figured out.

THE ALAN REVIEW Summer 2007

It is through the characters in the play that Jaime stands to reason that Jaime decides that she wants to makes sense of her own life, which reflects back to be a playwright, to write her own roles, since her jagodzinski’s point about contemporary teens’ reality experience has always been playing the roles that and unreality slipping and sliding over one another other people have written for her and her friends who through mediation. Likewise, the very performative have not always been empowered. Quite literally, teen nature of McWilliams’ novel also reflects the connec “drama” is a performance that has an audience. tion to mediation. For instance, when she first men Knowing this, perhaps, tions that her best friend might be pregnant, Jaime propels McWilliams to admits that her friend’s situation is very stereotypical include monologues every of the images of teens on TV, and thus is probably not few chapters where Jaime In one instance she says, true. She says, “Personally, I think Melissa is wrong, talks about herself, “Disclaimer: If you’re at all but it’s not my body. Teen pregnancy is so melodra appealing directly to the matic: lonely, living off the streets and welfare . . . No, audience, an aside to the cynical about my descrip fourteen-year-olds don’t get pregnant anywhere except drama that is unfolding in the newspaper and on TV” (1). Jaime feels con around her. She also tion of that encounter, flicted because she is so aware of the media image of speaks directly to the and were rude enough to her peer group as constantly in trouble. But her failure audience in anticipation of to believe the reality of it suggests that she knows the the audience’s likely say anything about it, difference between reality and media narratives, and response. In one instance her reality so far has not been at all like it is on TV. she says, “Disclaimer: If then I’m sorry, but I However, she also refers to her knowledge of TV to you’re at all cynical about couldn’t hear you . . . find the answer to the pregnancy scare once and for my description of that all. Jaime tells Melissa, “We don’t know you’re encounter, and were rude There was sunshine in my pregnant yet . . . We need to get one of those tests. enough to say anything Like you see on TV” (7). about it, then I’m sorry, ears” (107). In the last scene of the novel, Melissa has had her but I couldn’t hear you . . . baby and is doing well, though Jaime is quick to point There was sunshine in my out how very unglamorous it all is. She says, “I will ears” (107). After Jaime has made the decision to be a help Melissa whenever I can—she has it hard, really, playwright, McWilliams depicts certain dialogues in the media don’t exaggerate” (131). Jaime is also an the form of a play manuscript, complete with stage aspiring playwright and dreams of conquering the direction as if making more visual her story. silver screen (113), which demonstrates her duplici McWilliams utilizes other visual elements to tell her tous relationship to popular media. She is wary of it, story, as well as visual cues designating different but believes it at different moments, looks to it for rhetorical situations, from story to play, focusing again answers, and even wants to join it. on the visual, performative nature of a text in the The novel ends with the words “Lights, camera, digital age. For McWilliams, it means separating action” (131). Throughout the novel, the very sections within a chapter with dots or giant periods, performative nature of Jaime’s story is evident. When the absence of which (Melissa is pregnant, after all) is Melissa verifies that she is pregnant, it is as if she goes the main antagonist in the novel. It may be a stretch, from being a generic teen in the suburb in the middle but McWilliams also uses thick, phallic, vertically of nowhere, starved for attention (she wants to be a placed chapter titles that seem to be about to pen model because she wants to be beautiful [2]), to etrate the very chapter itself. attracting unwanted attention because she is a Ned Vizzini offers a similar narrative structure in pregnant teen, a statistic (37). As such, the spotlight Be More Chill. In this sci-fi-lite novel, Vizzini creates a seems to be trained on Melissa—and Jaime because of possibility that is slightly reminiscent of Feed but in her involvement in Melissa’s drama—because she is the much nearer future, where a person can buy a pill- fulfilling the role that media has created for teens, sized super computer, called a “squip,” swallow it, making her actions a part of someone else’s script. It and have the computer help him or her do any

THE ALAN REVIEW Summer 2007

number of things, such as “memorize information for culture that is hardwired together through technology tests, smooth out occupational challenges or help (7). He argues, “We invented most of our systems of people with stuttering problems” (108). The squip thought and technological devices to shield us from quickly reasons that what Jeremy, the protagonist, the harsher realities of nature, but now, ironically, they needs, is “a complete behavioral overhaul”; he needs appear to be forcing us to reckon with them once to be “more chill” (108). At first, the squip does good again” (7). Thus, Jeremy’s desire to erase variability work, making Jeremy “more chill” by helping him by living his life according to the formulaic approach dress better, act cool, and attract females. In turn, to “cool” that his supercomputer designates suggests Jeremy gets attention from people he would never his rather old-fashioned belief that there is order to the have before, gets invited to some parties, and isn’t universe, that computers help maintain that order, and paralyzed by his shyness. In fact, he is able to stop that it is logical to believe that for a mere $600 one keeping track of his daily humiliations on his pre can tap into this knowledge and exploit it. Of course, printed Humiliation Sheets. by the end of the novel, Jeremy understands the limits But Jeremy soon realizes the problems inherent in of his computer and the limits of thinking that the squip, most disastrously that the squip becomes something as human as physical attraction can be outdated and begins to malfunction. Because the coded into a computer program. Jeremy’s story could computer relies on a finite realm of possibility, it be read as a metaphor for the human evolution that cannot compute the unexpected. After it encourages Rushkoff explains in Playing the Future. Rushkoff Jeremy to break character during his performance in believes that it is this new generation of young people the middle of the school (whom he calls “screenager” and I call Generation Y, play and declare his love but whom both of us define as being “the child born That is not to say that for Christine, also acting into a culture mediated by the television and com in the play, ultimately puter” [3]) who lead the way in understanding how computers can’t help us ruining any chance Jeremy we can learn to adapt to and even thrive amidst has of building a relation- unpredictability when it is accepted to be an example out in certain situations, ship with Christine, as of something other than evidence of decline, decay, but there are always limits well as ruining the play, and death (2). The evolution toward this way of Jeremy makes the decision thinking can culminate with Generation Y, which is to the finite reasoning to disable the squip. metaphorized by Jeremy’s coming to understand a The squip tells him new model of reality. that computers promise, how to do this, then But as Rushkoff discusses, to everyone else older that x will always equal x. reminds Jeremy, “There than Generation Y, coming to this new model of reality are better versions of me, is difficult when we have been so thoroughly social Jeremy. It’s not like with ized to believe in beginnings, middles, and ends (11). people. With people you can argue and have tests and Rushkoff relates, “One of the most common questions music reviews and wars to decide who’s better, but I’m asked about computer culture and the increasing with software it’s pretty clear. I get evolved beyond my complexity of our media is, ‘Where will it end?’ I can version number, and then I’m useless” (283). In other only think to respond, ‘Why does it have to?’” (12). To words, the unstable nature of the squip reminds re-see the world in this way is an often-uncomfortable Jeremy that in our chaotic world human revision. The way screenagers, Generation Y, can unpredictability will always trump the assumed embrace this new way of knowing is rough to watch, predictability of computers. That is not to say that and indeed we are always watching it. On film, in computers can’t help us out in certain situations, but commercials, on TV, screenagerness is not just a stage, there are always limits to the finite reasoning that but it is on stage for the rest of the world to look at computers promise, that x will always equal x. and, as Rushkoff would hope, learn from. Douglas Rushkoff addresses these very issues in Be More Chill is constructed as a performance in Playing the Future. It is his contention that as a part of itself. In an effort to be cool, Jeremy performs cool, in nature, human society has now evolved to a global costumes and settings, and with characters and lines

THE ALAN REVIEW Summer 2007

that the squip, often misidentified throughout the Ah, ‘scuse me . . . Sorry to interrupt and all . . . But my novel as a “script,” told him to use. Throughout the name is Jeremy Heere and I’m an actor in this play and . . . One of the many things that has really inspired me to be my novel, Jeremy is performing the squip for an unsus best in this play is the work of the very, uh, lovely Christine pecting audience of his peers. Add to this another Caniglia, who’s playing Puck . . . I’ve really liked Christine layer: at the end, readers come to understand that the for a long time, but you know, never really been able to do novel was written to Christine to explain why Jeremy something about it . . . So, Christine, I’m asking you here acted the way he did. The physical novel was the and now: would you like to, uh, go out with me? (266) result of a brain dump after the computer started to Throughout Jeremy’s ill-timed speech, reactions malfunction but before Jeremy dissolved it for good. are scattered. At first he has the audience’s rapt Jeremy had a choice of formats and decided a novel attention. Many even smile thinking that it is a rather than a movie was best. Jeremy says, “‘Write her planned aside, then only scattered applause, exclama a book. Write it from my head. Make sure everything’s tions of confusion (“What are you doing, Jeremy? in there. She likes text. Letters from her dad’” (281). [267]), and soon Jeremy realizes that Christine and The last chapter reads, “So here you go, Christine. It’s everyone else is angry. When he continues with the not a letter; it’s a whole book. I hope you like it” scene after being rejected (though Christine attempts (287). Thus, the self-referentiality of the novel as a to make it all seem to be a part of the play) Jeremy novel serves to reinforce the real readers’ awareness of hears programs shuffling as people try to figure out it as such. who the “skinny weirdo is who almost ruined the Furthermore, running parallel to Jeremy’s per play,” gossipy whispers, and cell phone buzzers as sonal story in Be More Chill is the progress of a school people start calling each other to discuss what just play, a production of Shakespeare’s A Midsummer happened (270). Jeremy quickly realizes that doing Night’s Dream, a traditional text, a typical high school what isn’t on the script—or even being aware of it as performance, but one that equally expresses madness such—can easily distress the audience who has come and mayhem, due to “magic”—juice or computer— to expect a certain type of performance from young unpredictability. A Midsummer Night’s Dream is also a people. play in which there is a play. The novel itself as well Exposing the text, A Midsummer Night’s Dream, as the play within the novel are all aware of an as a text by breaking character and audience expecta audience, which seems characteristic of Generation Y tions could be seen as a metaphor for who Generation sensibilities in general. This response of the real Y is and what Generation Y texts can do for the field audience who is reading this novel is of course of young adult literature. Rushkoff argues, “It is our impossible to gauge during the writing process. children who are most actively looking for ways to However, as a novel that metaphorizes a journey from cope with the “increasing complexity, discontinuity, logic to chaos, and the ultimate acceptance of chaos, and parentlessness [post-Oedipalization] of the the reaction of the audience to the performance of modern experience” (255). As their audience, we Generation Y is addressed in one particular scene in watch with mixed reaction to their exploits, under the novel as A Midsummer Night’s Dream is being standings, and brutal awareness of the spectacle and performed. their boldness to manipulate it. Furthermore, for In this remarkable scene, the scene that ultimately Vizzini to create a novel so sophisticated in nature, to results in the squip’s demise, the very fragmented constantly work to defamiliarize the reader from the response of the world watching Generation Y is very text that s/he is reading, attests to Generation Y’s exemplified. In this novel, Jeremy has planned to perceived comfort with chaos and disorderliness, and break character, and the fourth wall, to appeal directly asks readers of YA texts to resist the invisible to the audience and announce his love for Christine. interpellative qualities of YA literature, especially. It is In the scene where Lysander (played by Jeremy) is not to say that non-Generation Y adults shouldn’t or supposed to be asleep while Puck mischievously can’t write good YA texts; rather, all writers need to be places the love juice in his eyes instead of Demetrius’ attuned to the paradigmatic shifts of ontology and eyes, Jeremy instead stands up and addresses the epistemology that Generation Y represents and not try audience. He says: to hide it or visually commodify it, but work to both

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understand it and be aware of their own relationship books mentioned, a trend that I believe to be indica to the nature of it, even if the true nature is one of tive of Generation Y in general. undefinability. The novel Never Mind the Goldbergs, then, is a In my third and final example of fiction by a performance in and of itself. Roth offers the story to Generation Y writer, Never Mind the Goldbergs by an audience and anticipates the audience’s response. Matthue Roth, literal and metaphoric performance is The awareness of the audience as such is also ad once again at the foundation of the narrative. In this dressed through the trope of a play-within-a-play. In story, 17-year-old Hava Aaronson is an Orthodox Jew this case, the internal play is both a TV sitcom, in from New York who is hired to play an Orthodox teen which our protagonist is starring, as well as a real on a family sitcom called The Goldbergs. She is time movie Hava’s friend Moish is making throughout whisked away to LA to live a teenager’s fairy tale: a the novel. In both cases, what is real, and what isn’t, limo is waiting for her at the airport, an apartment is what mundane events become fascinating through furnished for her, and her new “family” is a collection mediation, and how mediation affects the very way of popular movie and TV stars. However, Hava quickly we know the world and ourselves, are all fundamental realizes that she is the only one of her TV family who concerns of the novel. has no acting experience—except for an experimental On the first page Hava states: off-Broadway play—and that she is the only Jew. It is I’d spent my whole life watching people through a screen, also difficult for her to respect Shabbos, stay Kosher, an invisible cellophane coating on the world. Talking to my and remain true to the Orthodox no-touching rules friends was like reading from a script. I always knew what (negiah), especially when the script calls for her to they were about to say, what tone of voice they would use, hug her TV father and also and how they wanted me to react. (1) as a veritable parade of Of course, in the one line of the novel that precedes interesting men cross her this sentiment, Hava has already admitted, “The last Hava, a true Generation Y path. From her private day of school was when I really lost it” (1), and at heart, is comfortable Orthodox high school and immediately following her insight, Hava admits, “Of neighborhood in New York course, if you’d asked my friends, they wouldn’t have seeing the surface, the City to LA where all sects known what you were talking about. They would’ve of Jews are lumped told you I wasn’t capable of holding anything in” (1). spectacle, and under- together, the most famous Her narrative unreliability is immediately established, and we start to realize how it is through mediation standing that that isn’t Jewish deli isn’t Kosher, and people in the business that Hava knows the world, a performance in which necessarily the real. tend to keep quiet about she is a player. She claims she doesn’t believe in their Jewishness, Hava’s people, only G-d (2), so she takes on her duties as a story is about being performer with gusto, even before she is put onto a independent and Orthodox and for the first time literal stage. having to work at both. Hava is a self-proclaimed punk Orthodox. Al Once again, with Never Mind the Goldbergs we though she stays Orthodox in one way by wearing find a novel that is very much aware of the audience. long, modest skirts, they are ripped and denim. Her In fact, the last chapter of the book is called “Cast & hair is striped and her shirts are vintage Death Metal Crew”; after acknowledging a large number of indi Ts (2). She has a nose ring, loves punk music, gets viduals, this chapter lists the director (editor David kicked out of stores, drinks, and throws herself into Levithan), director of photography (Harbeer Sandhu, mosh pits, but she stays Kosher and never misses author photo), producer, grip, wardrobe, etc., as if the prayers or Shabbos. She performs “punk rebel” and novel were more a TV show, a visual production seems to visibly mock the modesty of Orthodoxy, but rather than a traditional novel where the material that is her performance only. Her faith is authentic. conditions of its existence stay rather inconspicuous. She outwardly represents a rule breaker, but internally Roth’s novel connects with the trend of the other she abides by the most important rules, her religion.

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Hava, a true Generation Y at heart, is comfortable The very unpredictable nature of members of Genera seeing the surface, the spectacle, and understanding tion Y makes even their ordinariness entertainment, as that that isn’t necessarily the real. Of her off-Broadway it seems they are always performing. Furthermore, gig she says, “The show was professional and all, but Hava, as do many Generation Y-ers, maintains a when you got down to basics, it was one big joke. weblog or online journal where her fingers can get Who knows what John Cage’s life was like, anyway? “kinetic, spilling my secrets in a haze of fake names Not the scriptwriter, that’s for sure. And not the West and places” (241). Although it is a very small part of African dancers. I learned just how far you could go the novel, Hava’s journal has significance if one by faking it” (31). While it may seem hypocritical, considers that her whole existence is on stage, “faking it” is her entry into the spectacle that she watched as a punk Orthodox, watched as a celebrity, understands will go on with or without her perfor and watched on TV. Now, even her secrets are made mance. In the absence of a literal audience, Hava public in a weblog. When she feels particularly out of performs for her community, an audience just the control, Hava’s fingers twitch, and she longs to find same. “the nearest all-night Internet café, and write the By the time Hava is hired to be a professional longest f[**]king journal ever” (312). In her online actress, without any formal training, she has a strong journal, even her secrets grasp of what audiences will respond to and effort can be made public. As her lessly holds her own among the professional actors in own narrative, she has Neil Howe and William her TV family. In fact, a veteran actor, who plays her control over the script, father on the sitcom, tells her that she is “The New,” what people will know, Strauss, authors of which Hava only partly understands. Her friend Moish and who they will believe. explains, In the end, that is what Millennials Rising, report screenagers know how to Hollywood’s changing, Hava . . . Everything’s that a 1997 World News commodifying. You can’t just be a star anymore. You al do best: manipulate the ways have to be mysterious and evasive. Once the public spectacle. Tonight online poll sug- has labeled and pinned you down, your career’s got a shelf Psychologist jan life. You’re like the next phase of that, though. So different jagodzinski reminds us that gests that the name most that no one can touch you. Unlabelable. (151) “youth has its own differ- Some contemporary discourse about the general entiations and struggles for of the generation I call nature of Generation Y makes similar points. Neil recognition. It is a complex Howe and William Strauss, authors of Millennials Generation Y would prefer phenomenon, and for us to Rising, report that a 1997 World News Tonight online pretend that we have to be called, if they have poll suggests that the name most of the generation I somehow ‘captured’ it is call Generation Y would prefer to be called, if they the worst kind of arro to be called something, is have to be called something, is Millennials. However, gance” (1). Thus, it seems coming in a close second was “Don’t Label Us,” Millennials. However, important not only to reflecting a generation of Havas, at all times aware of notice the narratives others coming in a close second and performing with the spectacle but cynical of it just tell about Generation Y but the same. The knowledge of performance as a game is also to pay attention to the was “Don’t Label Us.” not the same as performing unconsciously. stories Generation Yers tell Moish’s real-time video also reflects a very about themselves, espe Generation Y sensibility, the belief that real life can be cially in regard to their relationship to technology, the as interesting as fiction. In the novel, Moish records media, and the spectacle. To better understand the himself for three months—except during Shabbos irony embedded within even the most contemporary when electricity is not allowed—and finds a distribu adult-authored pieces of the YA genre means to see the tor who will project the movie in its entirety, selling ways Generation Yers represent themselves interacting tickets to people so that they can drop in and see the with the media with which they are most commonly movie as it plays anytime during its three-month run. associated.

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Examination of texts written by Generation Y Works Cited authors for a Generation Y audience suggests that Cadden, Mike. “The Irony of Narration in the Young Adult Novel.” Generation Y should be appealed to not just in format Children’s Literature Association Quarterly 25.3 (2000): 146 54. or copying the format of a computer screen, but at a Howe, Neil. Millennials Rising: The Next Great Generation. New fundamental level of understanding that begins to get York: Vintage, 2000. at the nuanced ways of seeing and knowing the world jagodzinski, jan. Youth Fantasies. New York: Palgrave, 2004. that Generation Y, a mediated metaculture, performs. McWilliams, Kelly. Doormat. New York: Delacorte, 2004. Instead of making it invisible, these texts make Rose, Jacqueline. The Case of Peter Pan; Or, The Impossibility of Children’s Fiction. Philadelphia: University of Pennsylvania apparent the appeal process and work toward includ Press, 1984. ing young people in their own ideologies and critique Roth, Matthue. Never Mind The Goldbergs. New York: Scholas of their place in the world instead of telling it to them. tic, 2005. The technological sensibility of Generation Y becomes Rushkoff, Douglas. Playing the Future. New York: Riverhead clear as something more than simply their explicit use Books, 1996. of technology and more about the distinct conver Vizzini, Ned. Be More Chill. New York: Miramax Books, 2004. ———. Teen Angst? Naaaah . . . . New York: Laurel-Leaf Books, gence of their selves and technology as a combined, 2000. inextricable thing. How Generation Y uses technology Zindel, Paul. The Effect of Gamma Rays on Man-in-the-Moon is interesting, but noticing how Generation Y-ers often Marigolds. New York: Harper-Collins, 1971. see themselves as a part of technology, a mediated Zizek, Slavoj. “The Interpassive Subject.” Traverses 3 July (1998). entity, is how more significant study and understand Centre Georges Pompidou. 14 May 2004 . ing can occur.

Dr. Jennifer M. Miskec is an Assistant Professor of English at Christopher Newport University where she teaches courses in Children’s and Adolescent Literature to mostly pre-service teachers. Her scholarship is primarily focused on contemporary YA literature and adolescent culture, most recently looking at images of cutting in YA fiction.

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Russell Greinke

“Art Is Not a Mirror to Reflect Reality, but a Hammer to Shape It”: How the Changing Lives through Literature Program for Juvenile Offenders Uses Young Adult Novels to Guide Troubled Teens

HECTOR: The best moments in reading are when you come across something—a thought, a feeling, a way of looking at things—which you had thought special and particular to you. Now here it is, set down by someone else, a person you have never met, someone even who is long dead. And it is as if a hand has come out and taken yours. —from Alan Bennett’s play, The History Boys

“Art is not a mirror to reflect reality, but a hammer with which to shape it.” —Bertolt Brecht

used to have a conscience, but I killed it.” program that addresses the questionable thought This troubling statement, proffered by a processes that can be the precursor to juvenile crime. “I teenage offender confined to the Juvenile Because of security concerns, the juveniles in Detention Center (JDC) in a county located in the detention are not allowed to have pens or pencils, but suburbs of a large Midwestern city, was prompted by a they are allowed to read books. The library district in discussion of Paul Volponi’s novel, Black and White. the county where the previously mentioned JDC is At one point in the story, the bus driver Sidney Parker found shepherds a program, Changing Lives through is mugged by two teens—Marcus and Eddie. Parker Literature (CLTL), that is designed to immerse the recalls that up until that point, he had “never been defendants in an intensive reading program centered afraid of young people” (109). on young adult (YA) novels, specifically the genre In a discussion of that passage with a group of Donelson and Nilsen label “problem novels” (115). In juvenile offenders, the juveniles were asked to this article I summarize the findings of an IRB- consider who had been affected by their crimes. As a approved study I conducted over the program and probation officer from the county’s Department of suggest ways the findings can impact how YA litera Corrections later told me, 90% of the time (by her ture is approached in the language arts classroom. estimation), when juvenile defendants respond to that The theory is that identification with characters in question, they don’t mention their victims. This lack YA literature can serve as a springboard for these of empathy not only explains the quote that begins the juveniles to discuss issues relevant to their own lives previous paragraph, and the actions of the characters and offer a non-threatening environment (CLTL meets Marcus and Eddie, but also highlights the need for a at a public library, in contrast to the harsh conditions

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found at JDC) for them to critically examine the Losing Jonathan, Spinner Publications, 2003), and choices, oftentimes poor choices, made by both the Judge Robert Kane, a Massachusetts District Court characters in fiction and the juvenile offenders, justice. Created in 1991, CLTL is an alternative themselves. The residual payoff may be that this sentencing program (I am focusing on the juvenile critical inquiry might impact the decision-making program, although it was originally created for adults) processes of the juvenile offenders in real life and help that addresses two problems simultaneously. One is them steer clear of the criminal justice system. our country’s fervent belief in the need to punish. The The juveniles, many of whom are under house United States “has a greater rate of incarceration (737 arrest or have been incarcerated, can be a tough per 100,000 people—or 2.2 million) than any other audience. Oftentimes they nation” (Wallechinsky 5). The statistics suggest that have not succeeded in a this approach is not achieving its desired effect of traditional school environ- making us safer. Consider the parallels to education. The second problem CLTL ment, and many of them According to statistics from the U.S. Department of speaks to is the steep start out the program by Education, “more than 3 million students were proclaiming that they suspended and another 89,000 were expelled during decline in literary reading “hate reading.” If the the 2002-2003 school year,” yet “there is little scientific Changing Lives program evidence showing that suspension and expulsion are in this country, a decline can get through to these effective in reducing school violence or increasing that, according to Reading hard-to-reach teens, then school safety” (Suspension 2). secondary English teachers Bucking this national trend is the recent example at Risk: A Survey of Liter- may benefit from CLTL’s of New York State, where Corrections Commissioner hard-won insights, for Martin Horn pondered New York’s “now-legendary 70 ary Reading in America, risky behavior, unfortu percent drop in homicides” even though they incarcer released by the National nately, is alarmingly ated far fewer prisoners (qtd. in Powell A2). According common in the world of to Horn, “What we’ve seen in New York is the fastest Endowment of the Arts in adolescents. A recent drop in crime in the nation, and we did it while article on the “teenage locking up a lot less people.” Or as former commis June of 2004, is most brain” begins with these sioner Michael Jacobson illuminates the cause/effect pronounced among young ominous statistics: “In the relationship, “If you want to drive down crime, the time it takes you to eat experience of New York shows that it’s ridiculous to adults (xi). dinner tonight, two spend your first dollar building more prison cells” adolescents somewhere in (qtd. in Powell A2). CLTL believes that, rather than the United States will warehousing juvenile offenders, it might make more contract HIV. Over the next month, nearly half of all sense, in some cases, to offer a program that deals high-school students will sneak a drink of alcohol. with the root causes of juvenile delinquency. And sometime over the course of 2007, one in 12 high The second problem CLTL speaks to is the steep schoolers will try to kill themselves” (Monastersky decline in literary reading in this country, a decline A14). that, according to Reading at Risk: A Survey of Literary Reading in America, released by the National Endow The Problem ment of the Arts in June of 2004, is most pronounced among young adults (xi). CLTL may have insights to I will let you down. offer language arts teachers in terms of convincing I will make you hurt. teens that literature still matters, that it remains —lyrics to Hurt, a song one juvenile offender told relevant. As Wendell Berry once argued, it may be me he likes because it is “so real” time we learn from literature and not just about it. This would be an important step away from what one CLTL is the brainchild of two people: Robert Waxler, a psychologist suggests is the traditional approach in professor of English at the University of Massachu education: that literature only serves as a “collection setts-Dartmouth (who lost a son to heroin addiction—

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of study-objects largely unrelated to the reader, a kind Since CLTL appeals to the juveniles’ decision- of language museum of interesting relics” (Gold and making processes, critical thinking theorists hold sway Gloade 239). here. Self-improvement can be fostered by having the When a judge feels it will be helpful, he or she juveniles rethink how they respond to the stimuli in can refer a juvenile to a 7-week CLTL session. It then their environment. Bloom’s taxonomy offers a visual becomes part of the juvenile’s probation requirements. representation of the need to move beyond approaches Besides the juvenile offenders, the meeting is attended that appeal to mere by a judge, a probation officer, and a facilitator. In the knowledge acquisition, to CLTL program I observed, the facilitator was the Youth higher levels such as Outreach Librarian for the county’s public library analysis, synthesis, and Since CLTL appeals to the district, but other programs often use an English evaluation. Those are the juveniles’ decision-making teacher. At the first meeting, the group reads a short levels where cognitive story out loud together and discusses it; thereafter, a skills are developed. processes, critical thinking YA novel is assigned to be read prior to each meeting. Kohlberg’s research on Following is a typical reading list for a group of male moral development finds theorists hold sway here. (CLTL sessions are gender-segregated) juvenile that the lower stages of Self-improvement can be offenders: value formation are based *Greasy Lake, by T. Coraghessan Boyle on self-gratification. The fostered by having the *Black and White, by Paul Volponi next stage is engaging in *Breathing Underwater, by Alexandra Flinn behavior because it is juveniles rethink how they *The Giver, by Lois Lowry regarded as socially respond to the stimuli in *Whale Talk, by Chris Crutcher acceptable. The highest *Fallen Angels, by Walter Dean Myers stage is acting on universal their environment. *Hole In My Life, by Jack Gantos moral principles. The juvenile offenders in CLTL The Theory seem to often be stuck in the self-gratification stage, which is why the program’s book discussions often It [poetry] is meant to poke you, get you to buck up, cover the topic of the formation of their beliefs and pay attention, rise and shine, look alive, get a grip, get value systems. the picture, pull up your socks, wake up and die right. —Garrison Keillor The Findings Theoretical constructs from a number of fields “A book should serve as the ax for the frozen sea inform this study. Reader response, where the reader within us.” takes an active role and the reading process is seen as —Franz Kafka a transaction between reader and text, defines the dynamic on which CLTL sessions are grounded. The Perhaps the most obvious question is whether or organizers of CLTL try to model the program after not the program works. The Corrections people in the book clubs, where multiple interpretations are encour county who are skeptical of the program call it “Books aged, and all the participants are given a voice. for Crooks,” dismissing it as a feel-good time-waster Other theorists have emphasized the power of and arguing that if the threat of jail time isn’t going to stories. Joseph Campbell notes that when humans keep these defendants from committing crimes, what attempt to express the seemingly inexpressible, they is reading novels going to do? I found that CLTL works turn to stories. Bruno Bettelheim argues that fairy tales for some juveniles, but it is not a cure-all, a finding play a crucial role in offering guidance and instruction supported by both anecdotal evidence and quantita to very young children. Robert Coles, in such works as tive measurements of the recidivism rate. The quanti The Call of Stories, describes the therapeutic link tative evidence from one study of CLTL found a 19% between fictional narratives and our lives. Our lives recidivism rate for CLTL graduates versus 45% for a are themselves a text. group that did not utilize a comparable reading

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therapy program • Who was your favorite character in the book? Why? The quantitative evidence (Trounstine and Waxler 4). • What do the characters in the book want? How First of all, the do they attempt to get what they want? Are they from one study of CLTL juvenile must be ready to successful? Why or why not? make a change. The ones • Did this character think before acting? If the found a 19% recidivism who are ready seem to character had thought first, would his or her rate for CLTL graduates embrace the program, behavior have been different? What were the whereas the ones who possible choices? What is the first mistake this versus 45% for a group have put up a wall are less character made? likely to be impacted. •How does one recognize high-risk situations and that did not utilize a CLTL is very much like avoid them? Would events have turned out comparable reading education in the sense that differently if this character had not been with “When the student is these friends? How carefully do you choose your therapy program ready, the teacher ap playground and your playmates? pears.” Another similarity • What is the pay-off for acting this way? What is (Trounstine and Waxler 4). to education is the need to reinforcing this behavior? What does the future be satisfied with small hold for this character if he or she continues to victories. Or as one judge act in this way? How is the character changed as involved in the program explains, “If you keep one a result of these events? person from hurting somebody else, how valuable is • Does this character have a conscience? Do you that? Especially if it could be you.” listen to your conscience? Is using alcohol and/or CLTL offers English teachers many suggestions drugs, or being diagnosed with ADHD, or a rough regarding effective ways to present YA literature in a home environment a valid excuse for criminal school setting. The following list presents some behavior? How does this character rationalize his possibilities: or her behavior? At what point should a person 1. Model literary discussions after book clubs. Arrange be held responsible for doing what is right? the seating so that all the participants/students can • Do groups take bigger risks than individuals? see each other. Give everyone a chance to talk and How important is it to “fit in”? Would class encourage multiple points of view. mates/friends see this kind of destructive 2. If any students are uncomfortable offering personal behavior as “cool”? revelations, allow them to hide behind the charac • What sort of support system did this character ters in fiction and talk about issues in the context of have? Who can you turn to for support? the novel. •Are your parents disappointed in your behavior? 3. Creating a safe, non-threatening classroom environ What do your parents want for you? How have ment does not preclude challenging the students’ they been affected by this? How can you make preconceived notions. If the work being discussed things right by them? If you were a parent and makes a provocative point, follow up. If the this character were your child, how would you students are not challenged, the reading material handle him or her? Have you ever talked to your will simply reinforce the views they already hold. parents about what they were thinking and Stories can change readers, but only if the readers feeling when they were your age? are prodded to examine their beliefs. Probing •Have any of you been the victim of a crime? How questions I heard asked at CLTL meetings in did that make you feel? relation to stories they were reading included: • What communities (e.g., sports, school, church, • What is the difference between respect and fear? neighborhood) are you a part of? What responsi Whom do you respect? Who respects you? Do bilities do you have as a member of that commu you respect yourself? What qualities earn respect? nity? Do you give back to your community? Are Do you exhibit the qualities you say you respect there any communities you have been excluded in others? from?

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•Why do societies have rules? fifth meeting and already they flowed easily from • What triggers your anger? How do you express talking about the novel, to using the novel to help your anger? understand current events, to applying the novel to • What is the author trying to say? their own lives. The comments that refer to Whale 4. Show the students you’re human and not just an Talk directly are in italics. To keep track of the authority figure. CLTL participants view judges as speakers, I have identified them by their role: less threatening when they see them sitting at the JO-1 = Juvenile offender #1 same table in jeans and telling their most embar JO-2 = Juvenile offender #2 rassing moment. F = Facilitator of the meeting 5. Take gender into consideration when compiling PO = Probation officer reading lists. The male teens’ favorite YA novel was JDG = Judge the Vietnam story, Fallen Angels, by Walter Dean Myers. Consult Smith and Wilhelm’s Reading Don’t JO-1: You want to make a difference. And I think Fix No Chevys: Literacy in the Lives of Young Men. that’s why T.J. [character from the novel] went out 6. Avoid texts that are overly didactic. CLTL also has and picked the team that he did. sessions for adult males, and I observed several of them as a point of comparison. When the adult F: In that place? males were assigned to read John McCain’s Character Is Destiny, it didn’t work because it was JO-2: He wanted to make their lives better. too much like a Sunday school lesson. It lacked any subtlety. Recall the lines from Emily Dickinson: JO-1: With Chris [character from the novel] and the “Tell all the truth but tell it slant— / . . . / The kid with one leg. Truth must dazzle gradually.” 7. Another word of caution is to work within what PO: Kind of had a crusade, didn’t he? Vygotsky calls the “zone of proximal development.” When an adult session was assigned to read a F: Yeah. And this makes me think so much of the collection of sophisticated, modernist poetry, the things that are in the news now and have been since participants resisted because they didn’t understand Columbine. it. Or as one offender memorably put it, “What in the hell is this guy talking about?” JO-2: The Amish school. [Eleven Amish school girls 8. Utilize any resources your school district offers to had been shot the day before, five of them fatally, students who are struggling readers. There is a in a one-room schoolhouse in the town of Paradise, strong correlation between literacy difficulties and Pennsylvania.] Why would you shoot an Amish incarceration. person? 9. Make it clear that you care. One juvenile offender I interviewed gave me his evaluation of CLTL: “I just JO-1: I saw that on the news. Did you see that on the think it’s a great program, really. It shows kids that news? people do care. And it’s not just someone’s job to care.” PO: That was an adult. 10. Be clear that reading with comprehension does not require some “magic computer chip in the brain” JO-1: I heard the guy took out a grudge from, like, 20 that only English teachers and librarians are born years ago. And, like, tied up girls and shot them in with. an Amish school. 11. Students will grasp the book club concept if they have regular exposure to it. Here, for example, is a JO-2: He went into a classroom, cleared it out, took the snippet of the discussion when Chris Crutcher’s girls, lined them up execution-style, tied them up, Whale Talk was the assigned reading. This was the and shot them one-by-one. And he didn’t care!

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F: And it’s becoming more and more of an issue. disregarded his victims. In just a few weeks’ time, the juveniles have turned from having to be prodded to PO: There have been three in the last week. consider who was affected by their crimes, to feeling dismay that a perpetrator seemingly “didn’t care” that JO-1: Shootings? people were hurt by his actions. My sense is that as the Changing Lives sessions progressed, the juveniles’ PO: ‘Cause T.J., in some respects, has got some of the moral compasses became more active and were more characteristics of the kids who shoot. finely calibrated. There is one incident that I would offer as the JDG: He’s got a lot of anger issues. penultimate CLTL story. A CLTL juvenile session was assigned to read the YA novel Breathing Underwater, PO: He does. about an abusive relationship. One juvenile showed up late and didn’t have the book. When queried, he JO-1: Another reason he [Chris from the novel] explained that he recognized his own relationship in probably chose those kids is, along the lines of, like, the book and gave it to his girlfriend to read. (Their down in the future, when the future comes and relationship did not survive.) That is an example of you’re an adult, if you have problems, you could call “changing lives through literature.” on one of them. On a final note, English teachers can take the lead in creating CLTL reading programs in their own PO: Was he thinking that far ahead? counties. A perusal of the website at http:// cltl.umassd.edu/home-flash.cfm is a good starting JO-1: I’m saying it’s a possibility. point.

PO: It’s a bonus to being good to them. The shortest distance between truth and a human being is a story. JO-1: It is. —Jesuit priest Anthony de Mello

PO: With his anger, though, he didn’t come in and Russell Greinke is a doctoral student in Curriculum and start shooting people. Instruction at the University of Missouri, Columbia.

F: Right. Works Cited Donelson, Kenneth L., and Alleen Pace Nilsen. Literature for Today’s Young Adults. 7th ed. Boston: Pearson, 2005. JO-2: He vented it. Gold, Joseph, and Fred Gloade. Affective Reading and Its Life Applications. The Arts in Psychotherapy, 15 (1988): 235-44. JO-1: I think he vented it through swimming. Monastersky, Richard. Who’s Minding the Teenage Brain? Chronicle of Higher Education 12 Jan. 2007, A14-A18. F: [to JO-2] I was just going to ask, I’ll bet you get Powell, Michael. Fewer Prisons, Less Crime? Kansas City Star 25 Nov. 2006, A2. angry. Reading At Risk: A Survey of Literary Reading in America: Research Division Report #46. Washington: Research JO-2: Oh yeah. Division of the National Endowment for the Arts, 2004. Suspension and Expulsion At-a-Glance. UCLA-IDEA. . Trounstine, Jean, and Robert W. Waxler. Finding a Voice; The Practice of Changing Lives through Literature. Ann Arbor: U JO-2: I take my anger out on this little, like, tae kwan of Michigan P, 2005. do dummy I have. Volponi, Paul. Black and White. New York: Viking, 2005. Wallechinsky, David. “Is America Still No. 1?” Parade 14 Jan. Note the shock expressed by the juvenile offend 2007, 4-5. ers at the callous way the shooter in the news had

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Allison L. Baer

Constructing Meaning through Visual Spatial Activities: An ALAN Grant Research Project

hamatee stood in front of the class, cardboard how do students construct meaning through visual box in hand, explaining how her model was spatial activities such as models and other art forms? S related to the book, Mick Harte Was Here This article describes a study in which I sought to (Barbara Park, Random House, 1996). It was a re answer that question by working with ten sixth-grade creation of the scene when Phoebe, Mick’s sister, was struggling readers responding to short stories using speaking at his funeral. This was the culminating visual spatial activities. Research shows that alternate project of a six-week unit using literature circles. The ways of constructing meaning are infrequently used in project was minimal with little detail. In fact, if reading classrooms (Smagorinsky; Smagorinsky & Shamatee had not explained that it was a model of the Coppock 1994). The norm in most reading and church, there would have been no way of identifying language arts classes is to encourage students to use it. Her accompanying writing, however, told a different the mode of writing to show what they know. How story. In it she explained how the book, and this scene ever, according to Armstrong, “linguistic intelligence is in particular, had reminded her of her own brother not the only building block for reading competence” who died in a motorcycle accident. Shamatee empa (79). I cannot help but wonder what amazing ex thized with Phoebe and could feel her sadness and amples of constructing meaning we are missing in our fear as she spoke at her own brother’s funeral. The classrooms when we limit our students’ mode of black, dark walls spoke to her intense emotions when communication to writing. Let me state that there is she recalled this event because of reading the book. nothing wrong with using written expression in the Shamatee understood Phoebe’s pain and loss. Her reading classroom; the problem arises when that mode connections to the book were real; her model was, in is the only option available. fact, a three-dimensional object showing in-depth meaning-making from this book. In general, Shamatee Reader Response Theory did not have a great track record of completing written This study is built upon Rosenblatt’s (1978) assignments as they were usually minimal with little Reader Response Theory in which she speaks of evidence of understanding or depth. But here was a reading as a transaction, a type of living through text piece of writing, almost two pages in length, discuss with two different ways of transacting with text— ing why she chose to create this scene and what it aesthetic and efferent. “Sensing, feeling, imagining, meant to her. The model was a bridge between her thinking, synthesizing the states of mind, the reader reading of the book and her writing about the book. who adopts the aesthetic attitude feels no compulsion This experience made me wonder about how other than to apprehend what goes on during this students construct meaning from a book. In particular,

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process” of reading (26). Contrary to transmission experience of literature, far from being for the reader a beliefs, which “emphasize understanding the author’s passive process of absorption, is a form of intense intended meaning” (Schraw 96), transactional theory personal activity” (Rosenblatt v, 1976). Exploration connotes the activation of the text by the reader. speaks of the reader’s active involvement in the Differing from the efferent stance in which the reader construction of meaning. Just as explorers do not just “disengages his attention as much as possible from the sit and wonder about the world beyond their walls, personal and qualitative elements in his response” the reader cannot just sit and decode each letter and (Rosenblatt 27, 1978), an aesthetic response demands word. Both the explorer and the reader must get that the reader actively involve all five senses as well involved in their respective worlds. According to as invest her/his emotions Rosenblatt (1976), a piece of literature does not stand in the act of reading. In by itself. The reader counts as much as the text as s/ Rosenblatt (1978) defines effect, the reader is he responds to the literature through exploring both bringing life to the text the text and her/his personal response to the text. imagination as “the ca- through this investment. “The finding of meanings involves both the author’s According to Rosenblatt text and what the reader brings to it” (Rosenblatt 14, pacity of the human being (1978), “the text is merely 1978). This investment of self brings about an aes to evoke images of things an object of paper and ink thetic experience in which the reader brings individual until some reader responds meaning to the text. Furthermore, the topic to explore or events not present, and to the marks on the page can change over time. As people change, their inter as verbal symbols” (23). ests change as well. “The relation between reader and even never experienced, The reader is an active text is not linear. It is a situation, an event at a participant in the creation particular time and place in which each element or which may never have of meaning as reading is conditions the other” (16). The transaction between existed” (32). seen as “an event in time” text and reader depends both upon the text read and (12) in which the reader the particular situation in which the reader finds him and the text come together or herself. suspending reality thus allowing the reader to enter A second component to an aesthetic reading the world of the text. Seen as a continuum of what the experience is an active imagination. Rosenblatt (1978) reader does while reading (See Figure 1), at the defines imagination as “the capacity of the human farthest efferent end, the reader is totally disengaged being to evoke images of things or events not present, in the reading seeking only information that can be and even never experienced, or which may never have used after reading. At the aesthetic end of the con existed” (32). She goes on to explain that imagination tinuum, the reader is actively involved in the text is the “essence of language” in that it enables the having her/his purpose fulfilled during the reading. reader to see and deal with things that are not real. The reader chooses which stance is needed at a Here too, imagination requires the active participation particular time reading a particular text. of the reader as s/he is invited to involve all five I was concerned particularly with the students’ senses—sight, hearing, touch, smell, and taste—in the aesthetic reading of a text, which requires a spirit of very real creation of the world within the text. Imagi exploration, an active imagination, and a willingness nation is what allows the reader to know the charac to experience a relationship with the text. “The word ters in a book so well that s/he could recognize them exploration is designed to suggest primarily that the should they meet on a street corner. When a reader is

Efferent Aesthetic

Figure 1. Rosenblatt’s (1978) Theory of Reader Response Efferent/Aesthetic Reading Continuum

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so immersed in a text that s/he becomes virtually struggling readers. The Dean of Students for the hypnotized, “anything else that might enter into school indicated that the fifth-grade teachers had been awareness—a physical sensation, a noise, will be shut asked to recommend no more than 20 students, based out, as he attends only to what the symbols before on reading ability, for a class that would receive him bring into consciousness” (Rosenblatt 53, 1978). extensive remediation in the hopes that their scores on As one’s senses are involved in the text, they are no state-mandated tests would improve. longer attuned to the surrounding world; the reader is In an effort to become part of the everyday immersed in an in-depth aesthetic reading experience. classroom experience of the students, I began working The third element of aesthetic reading is the with the class on the first day of school. By immersing willingness to experience relationship with the text. myself in the culture of the classroom early on, I The reader’s attention to the text activates certain believe I obtained the trust of the students gaining the elements in her/his past experience—external refer advantages as delineated by Patton (1990). The ence, internal response—that have become linked with students came to see me as a visiting teacher within the verbal symbols. Meaning will emerge from a the classroom. In this capacity, I taught lessons on a network of relationships among the things symbolized weekly basis many times co-teaching with the class as he senses them (Rosenblatt 11, 1978). In creating room teacher. meaning from a text, the reader brings all of her/his The entire study involved the students reading background experience; every book read; every event, and responding to a series of four short stories, person, place, or thing to the reading. This generates “Eleven” (Cisneros, 1992), “The Use of Force” (Will myriad connections between text and reader, thus iams, 1938), “All Summer in a Day” (Bradbury), and building a strong relationship. Again, the text does not “Chanclas” (Cisneros, 1984), each story taking stand alone, as “built into the raw material of the approximately two days spread out over four weeks. literary process itself is the particular world of the The lessons were framed by the Structured Reading reader” (11). Furthermore, Rosenblatt explains that the Lesson (Glasgow) including before, during, and after text may change the reader as it leads him or her to reading activities. This provided a “continuity of reevaluate assumptions and prior associations. As has various instructional activities” as well as insured that been seen, aesthetic reading requires the reader to the students were actively involved in “reading, make connections with the text. The reader then takes writing, listening, speaking, and viewing” thus responsibility for choosing the appropriate response to promoting a transactional approach to reading instruc those connections knowing that s/he may choose to tion (Rosenblatt 9, 1983). reject or accept each one. Just as we decide which On the first day of teaching the stories, students personal relationships in which to be involved, the were instructed in frontloading activities (Glasgow). reader does the same in building a relationship with The purpose of frontloading (pre-reading) strategies is the text. to actively engage the student “in understanding the purpose for reading a text” (10). As a frontloading How My Students Constructed Meaning activity, students first engaged in an activity called through Visual Spatial Activities Brainstorm and Categorize, a derivation of List-Group- Label (Taba), in which they were given a word central This study took place in a middle school located to the meaning of the story and asked to brainstorm as in a small, urban center in northeast Ohio. The school many words as they could about this term. They then has approximately 600 students of which 32% are created categories for the words. These lists were put African American, 2% are multi racial, and 65% are on chart paper and posted on a wall as a reminder. White. In addition, 57% of the students in this school This activity tapped into their prior knowledge as well are classified as economically disadvantaged, and 19% as set them up for a major theme in the story. Next, are students with disabilities. The class had ten students were asked to create a Symbolic Reading students, five African American and five White, seven Representation (SRR) (Edmiston) about a time when male and three female. Their fifth-grade teachers they experienced this same concept or theme from the identified these students, now in sixth grade, as story. As this strategy previously proved effective in

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tapping into emotions reading at a critical moment in the action in order to As an after-reading strat- when reading a work of create the Speaking Tableaux. Students chose a fiction (Baer), it proved to character to represent and, after assuming a pose from egy and in response to the be as effective when the moment chosen, verbalized what they saw and recreating a personal heard from the perspective of the character. Either the text read, students were memory. Students were teacher or I recorded what the students said and read given free choice as to given construction paper this back to them after completing the activity. and glue and instructed to As an after-reading strategy and in response to the how they represented think about a time when text read, students were given free choice as to how something similar they represented what they learned from the story. what they learned from happened to them. They They were instructed to “create something that the story. They were in- also created a small represents what the story means to you” in any way graphic of themselves and they wished. Their choices were unlimited for, as I structed to “create some- placed it in the picture learned from the above-mentioned pilot studies, representing where they students can create meaning in multiple forms, and I thing that represents what were as they thought didn’t want to limit their choices. For example, they the story means to you” in about this event. As a could create a model, a three-dimensional picture, group, we discussed the draw a sketch, or use any other means to show what any way they wished. images created. Students the story meant to them. Various art supplies includ were encouraged to share ing markers, crayons, colored pencils, a variety of their pictures, talk about papers, and two different types of clay were supplied the memory they recreated, and discuss where they for their use. Students were allowed at least 30 had placed themselves in the pictures. In addition, minutes to complete their representations. After students shared their feelings about their pictures and completing their projects, students were instructed to the recreated memories. write about what they had created. Students answered On the second day of reading each story we two questions: 1) What did you create? 2) Why did reviewed the categories of words students created as you create this? This writing served two purposes. well as had further discussion about the images First, it helped them remember what they created and, created during the SRR (Edmiston) activity. The second, it was used as a talking point in the ensuing purpose of doing this was to review the previous day’s interviews. activities thus bringing to mind the feelings attached Having completed their projects, all students to their images. Students were asked to write about present were interviewed using the questions con another significant moment in their lives that corre tained in Table 1. The interviews were fluid in nature sponded to another theme or concept from the story. I as individual follow-up questions were frequently chose the themes and/or concepts for discussion asked depending on the responses of the students. according to the content of the given short story. Time Time was spent viewing the videotapes (see below), was given for sharing their writing. Students were and students were asked questions about what they then given a copy of each story on which to follow were doing at that particular time. along as I read aloud. Listening-while-reading both Data collection included videotaping the students improves reading fluency and helps maintain student during the entire process. This was done through interest, especially for struggling readers (Carbo; setting up a video recorder on a tripod in a front Rasinski). corner of the classroom. As this was a small class During-reading activities “help the students read containing only ten students, this provided an image constructively, use a range of transactions appropriate of the entire class. The videotapes of the second day to the task, and capture personal responses to the in which they created their projects were used to text” (Glasgow 11). As a during-reading activity, interview the students. Interviews were done through students were involved in creating a Speaking the use of “stimulated recall” (Smagorinsky & Tableaux (Enciso, Edmiston, & Colabucci). I stopped Coppock) in which I watched the videotape with

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Table 1. Interview Questions Throughout this study, students consistently recalled the events, character(s), or plots of the short 1. Explain what you created. 2. What matters most in your creation? stories. Burke (2001) refers to these as story elements 3. What are you doing here? (Asked while viewing and speaks to their importance in building under videotape.) standing of a text. All of the students began a discus- 4. What was going through your mind as you were sion of their projects by creating your project? (Asked while viewing first talking about the story videotape.) 5. What parts of the story were you thinking about? and how their model or In an age of standardized 6. Talk about . . . . (Depended on what was happening drawing represented some in the videotape.) aspect of the text. Students tests, educators often put 7. Did this story remind you of anything? also used their projects to 8. Could you hear, see, feel, smell, taste anything from help them sequence the aside more aesthetic the story while you were creating the project and events of the story. thinking about the story? responses to literature, as Williams (2002) supports the importance of sequenc the pressure to recognize ing when she asserts, individual students, simultaneously interviewing them and memorize story ele through discussion of why the student chose to do “knowledge of text what h/she created and the thinking processes structure helps students ments is paramount. This involved. The purpose of stimulated recall is to allow discover what is likely to the student “to explore the range or processes re be most relevant for study shows, however, understanding the story” called” (292). In the process of interviewing the that educators can en students, they were also asked to tell me what mat (126). Students also based tered most in their projects. This question served as an all of their responses courage student choice effective tool to encourage deeper thinking as well as solidly within the texts. prolonged discussion. The focus of the interviews was This confirmed and more visual spatial on the students’ process of creating their chosen Rosenblatt’s (1978) responses to literature projects as well as the finished products. contention that while the reader’s response to a text This study also made use of a constant-compara and the students can still tive methodology (Glaser & Strauss) as data were is personal, it is ultimately analyzed in order to search for emerging patterns and based in the text. It was learn those very same themes in the student interviews, projects, and also obvious throughout writing. In the constant-comparative approach “the this study that these things so important to students understood the researcher attempts to saturate the categories—to look passing state mandated for instances that represent the category and to texts read. In an age of continue looking and interviewing until the new standardized tests, tests. information obtained does not further provide insight educators often put aside into the category” (Cresswell 151, 1998). I began with more aesthetic responses the stages as defined in A Taxonomy of Aesthetic to literature, as the pressure to recognize and memo Response (Sebesta, Monson, & Doces Senn) and then rize story elements is paramount. This study shows, modified these stages into categories as the data however, that educators can encourage student choice required. Table 2 defines these categories and gives and more visual spatial responses to literature and the samples of student responses from “Eleven” (Cisneros, students can still learn those very same things so 1992). important to passing state mandated tests. In addition, all of the students first constructed meaning through Findings from the Study recollecting the text in order to then construct mean ing in a more abstract form moving beyond the text to • Students constructed meaning through visual spatial either their own lives or to the world-at-large. activities by making sense of the stories read.

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Table 2. Adaptation of a Taxonomy of Aesthetic Response with Student Examples

Student Example from “Eleven”

Category 1: Recollections (Evocation, recreation, or elaboration of emotions, attitudes and/or events) 1. Students construct meaning through a transaction 1. Nick: with the text that evokes a recollection, response, The main thing I was thinking of was that she said that and/or reaction to some aspect of the text. inside the sweater sleeves smelled like cottage cheese and it was all sweaty and germy. That’s gross. 2. Students construct meaning through a transaction with the text that evokes an imaginative elaboration 2. Nick: of characters, events, and/or objects. From the story, she doesn’t sound very stubborn. At first I thought she was stubborn but then she didn’t sound stubborn. I don’t know. I think she was afraid of the teacher and that’s why she put the sweater on.

Category 2: Associations (Alternatives such as comparing, contrasting the original evocation) 3. Students construct meaning through a transaction with the text by associating some aspect of the story 3. Mike: to their own lives. Like I’ve been accused of something before and it really was somebody else’s and she was like, like in the situation that she was in, too. 4. Students construct meaning through a transaction with the text by associating some aspect of the story 4. Sierra: to other texts or media. It kind of reminded me of April Mendez (a character in another story). Because she lived somewhere she didn’t want to be. And I like that there picture. And I liked how she kind of stuck up for herself but at the end she went through, she got everything, right? Because, remember in the story she said, well ‘I can’t wait until lunch because I can just take it off and throw it over the fence or throw it away in the trash can.’ That’s what kind of what April wanted to do but instead she just stepped up and she knew what she had to deal with it. She probably got a new air freshener or something, but she lived with it.

Category 3: Generalizations (Reflective thinking that Nick: results in hypothesizing, synthesizing, evaluating, and/or Ohhhhhh, ugh. I thought to myself that if I was in that theorizing) picture I would have probably threw it. If my teacher said, put it on, I’d be like, getting away from it. Wouldn’t you?

• Students constructed meaning through visual spatial fully recall information and experiences relevant to activities by making connections between the text what they are reading” (55). Making connections and their own lives or some other media. requires the reader to be actively involved with the Many of these students made strong personal text in that they are connecting something from the connections with either a character or an event in one story to something from their own life experiences. or many of the stories. Keene and Zimmerman (1999) Pressley (2002) states, “having knowledge is one refer to these as text-to-self and text-to-text connec thing, using it is another (271). These students took tions as the reader either finds him/herself within the their knowledge of their own lives or another text and text or some similarity between texts. The authors made connections with the texts read for this study. state that good readers “independently and purpose While educators have learned to use pre-reading

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activities to build prior knowledge thus enhancing created concrete models or pictures, and used these to these kinds of connections, this study showed yet build further understanding of the story from which another way to do this through an after reading they made generalizations. strategy, responding to literature through visual spatial • Students constructed meaning through showing activities. empathy with a character or situation in a story by • Students constructed meaning through visual spatial sharing and/or understanding the feelings or activities by elaborating on the story. physical sensations depicted. When encountering something that made no Students would frequently show empathy with a sense to them, the students in this study would add character through their discussions about their visual some defining details from their own lives to help spatial projects. This might be done through paying explain what was happening. Elaboration has to do particular attention to the with embellishing the text by bringing new informa facial expressions on a tion to the text thereby giving it a fuller dimension to model or drawing of a These generalizations enhance understanding (Wilhelm, 1997). In this study character. Eisner (1990) the students elaborated on objects, characters, or asserts that “art informs us would move beyond the events from the texts. While staying within the text about things that we didn’t text and their own con- the students used their background knowledge to have the opportunity to bring new information to the text to help them better experience directly” (34). nections with the text to understand it. Elaboration can also enhance compre By using visual spatial hension of a text. Enciso (2004), discussing the link projects, these students some kind of statement between drama and visualization, spoke of this kind were able to share the related to a greater under- of elaboration as an enhancement of comprehension. experiences of the charac Although she referred to this as accompanying ters within the stories. standing that could be visualization and drama, this study shows that this Expressions of understand can also happen when visualizing through creating ing a character’s feelings applied to the world at visual spatial projects. would often be expressed • Students constructed meaning through visual spatial in the interviews or their large. activities by using mental imagery to create some writings. Rosenblatt (2005) aspect of the text thereby making generalizations states that “we participate in the story, we identify beyond the text and themselves to the world-at-large. with the characters, we share their conflicts and their When discussing their projects, students would at feelings” (75). As a student expressed empathy with a times make generalizations based on the text and their character from a story, s/he was, in effect, identifying projects. These generalizations would move beyond with the feelings expressed by the character in the text and their own connections with the text to response to the situation in the text. The difference in some kind of statement related to a greater under this case is that the visual spatial projects acted as a standing that could be applied to the world at large. catalyst to this kind of response. Their project took on an abstract quality in that it • Visual spatial activities helped these students represented some emotion or greater understanding explain how they constructed meaning. that could apply to others. In effect, the students first In the interviews, the students would often hold made a mental image of some emotion or understand or refer to their models as they spoke. The models ing of the text then translated that into a concrete became a connection between the texts read and the model or image. In discussion they would then meaning they made from the text. Eisner (1990) verbalize this more abstract understanding. According speaks of the power of art in helping build under to Gambrell and Bales (1986), using mental imagery standing. This study not only confirms his beliefs but when reading provides a framework upon which adds the power of the visual spatial project in support readers can organize and remember text and helps ing the language of the student as they discuss the readers to integrate information across text. In this project and how it relates to the text. study students took those abstract mental images,

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Implications for the Language Arts little connection between classes and teachers. I Classroom believe, however, that there is a strong connection between literature and the arts and that the language Educators may use this research to support other arts and art teachers should work together thereby kinds of responses to text rather than the more usual encouraging students to respond to texts in artistic writing and tests taken after reading. This study forms and also respond to art in a more eloquent suggests that sixth-grade struggling readers con verbal form as they are both expressive forms of structed meaning from a text in some very personally communication. meaningful ways that will most likely not be revealed Teachers should allow students some choice in on a question-answer test format. The fact that they texts and response to texts within their classrooms. For all recalled the events, character(s), and/or plot the purposes of this study, all of the students read the summaries of these stories suggests that their involve same stories at the same time. Ideally, they would ment in visual spatial activities did not hinder their have each chosen a story to read. They did, however, recollection of the stories and it also gave them a basis have a choice as to how they would respond to the for further meaning as they elaborated, made associa texts read. I believe it is vitally important to allow and tions, and/or generaliza encourage student choice in all classrooms. The fact tions. Many people think that they each chose a medium to use to respond to a This study also showed that this kind of response text did allow them to exercise their own individuality. can lead to the reader Narrowing response to one particular mode can stifle that sixth-grade struggling making unsubstantiated creativity and imagination as well as limit response conclusions from text, but readers are capable of (Eisner, 1990). Students consistently expressed how this study showed that much they enjoyed and valued the ability to choose constructing meaning in meaning was solidly based how they responded to the stories. Part of teaching, in the text. This study also with careful and sensitive guidance, is allowing more in-depth ways than showed that sixth-grade students to explore and discover on their own. If, as struggling readers are may be revealed through Rosenblatt (1978) believes, literature is read and capable of constructing experienced differently for each person, then we need strict pencil and paper meaning in more in-depth to allow students some choice in what they read and ways than may be revealed how they will respond to that which was read. responses. through strict pencil and paper responses. While Conclusion beginning by recalling plot details, many of them also made associations and The students’ ability to construct meaning from generalizations beyond the texts. Restricting response these short stories through visual spatial activities to one acceptable way could limit the imagination and showed a real depth and breadth of understanding. creativity of the students. Allowing students to choose These struggling readers learned that they have how they will respond may well open up avenues of insights into texts that include recalling story ele meaning that are far more interesting and validating ments, making associations to themselves and to other for the student. texts, and making generalizations beyond the texts. Language arts teachers could expand their under They learned that they could enjoy reading when standing of the link between language and the arts. As given a choice as to how they will respond to what was done throughout this study, students were they read. They were excited about discussing their encouraged to respond to literature through various art projects and how they understood the stories. Much forms. This allowed these students to be more creative like Shamatee, their projects were bridges of meaning and utilize their imaginations in their response than if between the text and their discussions. As they held they were limited to writing. Most middle schools are their models in their hands, they expressed a depth of structured in multiple period days with students meaning that thrilled both the students and me. It is changing classes every 40 to 50 minutes and there is my hope that this study will support and encourage

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other educators to take this same leap and allow their Guthrie, John T., & Alao, Solomon. “Engagement in Reading for students the chance to show them what they know Young Adolescents.” Journal of Adolescent & Adult Literacy, through similar experiences. 40, (1997): 438-447. Guthrie, John T. & Davis, Marcia H. “Motivating Struggling Readers in Middle School through an Engagement Model of Allison L. Baer is an assistant professor of Literacy at Classroom Practice.” Reading and Writing Quarterly, 19, Western Michigan University. Her research interests (2003): 59-85. include struggling adolescent readers and multiple ways of Ivey, Gay, & Broaddus, Karen. “’Just Plain Reading’: A Survey of knowing. She is an avid reader of young adult literature What Makes Students Want to Read in Middle School and shares that love with her students, frequently turning Classrooms.” Reading Research Quarterly, 36, (2001): 350 them on to some of her favorite authors. Having recently 377. received her doctorate from Kent State University, she is Keene, Ellin Oliver, & Zimmerman, Susan. Mosaic of Thought: grateful to ALAN for funding her dissertation study, Teaching Comprehension in a Reader’s Workshop. Ports mouth, NH: Heinemann, 1997. allowing her to open students’ literature minds through National Endowment for the Arts. “Reading at Risk: A Survey of visual, spatial activities. Literary Reading in America (Research Division Report #46). Washington, DC: U.S. Government Printing Office, 2004. Works Cited Park, Barbara. Mick Harte was Here. New York: Random House, Armstrong, Thomas. “Making the Words Roar.” Education 1996. Leadership, 61, (2004): 78-81. Patton, Michael Quinn. Qualitative Evaluation and Research Bradbury, Ray. The Stories of Ray Bradbury. New York: Knopf, Methods (2nd Ed.). Thousand Oaks, CA: SAGE Publications, 1980. 1990. Cisneros, Sandra. The House on Mango Street. New York: Pressley, Michael. (2002). Reading Instruction that Works: The Vintage, 1984. Case for Balanced Literacy. (2nd Ed.), New York: Guilford, Cisneros, Sandra. Woman Hollering Creek: And Other Stories. 2002. New York: Vintage, 1992. Rosenblatt, Louise M. Literature as Exploration (4th Ed.) New Cox, Carole, & Many, Joyce E. “Toward an Understanding of the York: Modern Language Association, 1983. Aesthetic Response to Literature. Language Arts, 69, (1992): Rosenblatt, Louise M. Making Meaning with Texts: Selected 28-33. Essays. Portsmouth, NH: Heinemann, 2005. Cresswell, John W. Qualitative Inquiry and Research Design: Sebesta, Sam L., Monson, Dianne L., & Doces Senn, Helene. “A Choosing among Five Traditions. Thousand Oaks, CA: SAGE Hierarchy to Assess Reader Response.” Journal of Reading, Publications, 1998. 38 (1995): 444-450. Eisner, Elliot W. “Implications of Artistic Intelligences for Smagorinsky, Peter. “Multiple Intelligences in the English Class: Education.” Artistic Intelligences: Implications for Education. An Overview.” English Journal, 84 (1995): 19-26. Ed. W. J. Moody. New York: Teachers College Press, (1990). Smagorinsky, Peter, & Coppock, John. “Cultural Tools and the 31-42. Classroom Context: An Exploration of an Artistic Response to Enciso, Patricia, Edmiston, Brian, & Colabucci, Linda. “Opening Literature. Written Communication, 11 (1994): 283-310. Texts and Re-Engaging Lives: Image, Word, and Education.” Wilhelm, Jeffrey D. “Reading is Seeing: Using Visual Response to Paper presented at the meeting of the National Council of Improve the Literary Reading of Reluctant Readers. Journal of Teachers of English. 20 November, 2004. Reading Behavior, 27 (1995): 467-503. Gambrell, Linda B., & Bales, Ruby J. “Mental Imagery and the Wilhelm, Jeffrey D. “You Gotta BE the Book”: Teaching Engaged Comprehension-Monitoring Performance of Fourth- and Fifth- and Reflective Reading with Adolescents. New York: Teachers Grade Poor Readers.” Reading Research Quarterly, 21, College Press, 1997. (1986): 454—464. Wilhelm, Jeffrey D. Reading IS Seeing: Learning to Visualize Glaser, Barney G., & Strauss, Anselm I. The Discovery of Scenes, Characters, Ideas, and Text Worlds to Improve Grounded Theory: Strategies for Qualitative Research. New Comprehension and Reflective Reading. New York: Scholas York: Aldine Press, 1967. tic, 2004. Glasgow, Jacqueline (Ed.). Strategies for Engaging Young Adult Williams, William Carlos. The William Carlos Williams Reader. Readers: A Social Themes Approach. Norwood, MA: New York: New Directions. 1938. Christopher-Gordon, 2005. Williams, Joanna P. “Using the Theme Scheme to Improve Story Greene, Maxine. Releasing the Imagination: Essays on Comprehension.” Comprehension Instruction: Research- Education, the Arts, and Social Change. San Francisco: Jossey Based Best Practices. Ed. C.C. Block & M. Pressley. New York: Bass, 1995. Guilford. (2002). 126-139.

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Kristen Nichols

Facts and Fictions: Teen Pregnancy in Young Adult Literature

“It is a story social workers have heard all too often in the past—and are almost certain to hear hundreds of thousands of times in months and years to come. It is the story of a teenage girl who finds herself pregnant and, for all intents and purposes, alone.” —Stewart, Teen Mothers 6

“When I finished feeding Amy and was just about to put her down . . . Mum came over and took her from me. She just kissed her, the way she does, and then she walked back across the room and put her in Nan’s arms.” —Doherty, Dear Nobody 232

lmost one million teenagers in the United material turned up only five studies addressing teen States become pregnant each year (“Facts in pregnancy and/or parenthood in this literature. These A Brief”), and these same teens’ ideas about sex studies primarily examine the messages portrayed in and related matters are strongly influenced by the the literature, focusing on stereotypes and the lack of media. Young adult novels about teen pregnancy can information regarding details of teen pregnancy and speak to teens who “want to read about things that parenthood. are interesting and true” (Donelson and Nilsen 87). One 2002 study examined six young adult novels, These same teens also read young adult literature to three featuring teen mothers and three focusing on “find out about themselves” (Donelson and Nilsen pregnant teens. Author Cynthia Coffel was looking for 42). For a teen who is dating, is considering dating, is stereotypes, identifying the intended audience, and pregnant, or whose friend is pregnant, young adult critiquing the message. In the ALAN Review article, literature can be a method of receiving information “Strong Portraits and Stereotypes: Pregnant and and connecting with the experience. But can the way Mothering Teens in YA Fiction,” she contends that these experiences are being portrayed help teens form pregnant and mothering teens can benefit from an accurate picture from them? Can teens, in fact, reading “old and new young adult literature about “find out about themselves” in the portrayal of teen young women in situations similar to theirs,” and she pregnancy and parenthood in young adult novels? encourages them to do so “with a feminist and culturally critical critique” (15). Coffel intends stu Previous Research in Teen Pregnancy/ dents and teachers to use these novels to discuss Parenthood Novels sexuality, gender stereotypes, and teen pregnancy (19). In their 2001 study covering fifteen pieces of Little research has focused on the issue of teen literature (thirteen novels, one short story, and one pregnancy in young adult novels. My search for creative non-fiction), Joy Davis and Laurie

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McGillavray also examine messages regarding teen sex Abortion Themes in YA Literature,” focuses solely on and pregnancy. Their article in the English Journal, examining books which in some way address the “Books about Teen Parents: Messages and Omissions,” abortion issue. Banker analyzes eleven young adult outlines eight primary messages: novels written between 1972 and 1991. Disappointed Don’t have unprotected sex even once. in what is available in young adult fiction on the issue Most mothers keep their babies. of abortion (6), Banker believes more young adult Having a baby may put your education on hold, but literature should focus on abortion “to educate the you can still achieve your goals. students . . . [and] to allow them to expand their When you are pregnant, you are on your own. attitudes and to help them develop a sense of empathy For guys, sex is about fun. For girls, sex is about and tolerance toward others” (2). . . . [a variety of complicated reasons]. These five studies examine a variety of novels to Young women have to live with consequences, discuss the stereotypes, social messages, strength of young men don’t. character, and choices represented in young adult Teen pregnancies do not mandate marriage. literature. But these articles present only parts of the Teens from “troubled homes,” or their partners, are picture. While they do examine stereotypes related to more likely to become pregnant. (90–95) teen pregnancy and/or parenthood presented in As for “omissions,” Davis and McGillivray identify selected literature, and while they do mention infor three concerns: the lack of discussions of race and mation missing in the literature they have analyzed, class, a limited number of references to prenatal care, the authors do not provide a comprehensive look at and little, if any, discussion of how to prevent preg the portrayal of teen pregnancy and/or parenting nancy (96). compared to this reality in the United States today. In their Knowledge Quest article, “Teenage Pregnancy as Moral Panic: Reflections on the Novel Selection Marginalization of Girls’ Feelings,” Lynn Cockett and After reading more than forty young adult novels Sarah Knetzer conclude that, in the four novels they that portray teen pregnancy, I narrowed the selections examine, the “problem belongs to the girls” (53), by focusing on three criteria: the copyright date which they see as literary perpetuation of a myth. The (novels published since 1990), the perspective from authors argue that teenagers should be educated to be which the story was told (pregnant and/or parenting “critical consumers of information” so that they can teen only), and the level of reader engagement the see through this myth perpetuated in young adult story encouraged. I chose novels published in the last literature (53). fifteen years to view the recent depiction of the topic. I Rather than looking at stereotypes or messages, limited the novels to those from the perspective of the Caroline McKinney examines young adult novels in pregnant and/or parenting teen rather than the story which the female protagonists exhibit strength of of the friend, parent, relative, or sibling to assure that character. Of the fifteen novels she discusses in her the issue of teen pregnancy would be a primary focus ALAN Review article “Finding the Words that Fit: The of the novel rather than a subplot. Finally, I ruled out Second Story for Females in Young Adult Literature,” any novel that met the other two qualifications but two of the novels are about a teen who becomes was not likely to gain the reader’s interest, because of pregnant. July (Mr and Mrs Bo Jo Jones) and Helen implausible characters, an undeveloped or unrealistic (Dear Nobody) both “create a stronger self” as they plot, and/or a didactic or moralistic tone. After make decisions regarding their pregnancies (McKinney eliminating the novels that did not meet these qualifi 3). McKinney believes that these novels’ portrayal of cations, I compiled a list of twenty novels (see strong female characters provides “illumination and bibliography). discovery” for the adolescents who read them (6). While the previous four articles examine stereo types, messages, and character strength in young adult Choices literature about teen pregnancy, an ALAN Review Though many different areas of teenaged preg article by Denise Banker, “Too Real for Fiction: nancy in young adult literature can be analyzed, I

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narrowed my focus to the choices of abortion, adop and meeting with a counselor after the abortion tion, or parenting by the protagonists. Of the novels in (Williams-Garcia 3-9). Though Gayle’s experience with the study, some begin and end with the pregnant teen, abortion is discussed in only one chapter of Like some start with the pregnant teen and conclude with Sisters on the Homefront, the information presented the birth of the infant, and some begin with the teen reveals Gayle’s situation to be unusual. While teens already parenting. The teens’ experiences vary in who seek abortions “tend to be affluent and white, terms of the decision made, the reasons, and the [and] to have more ambitious educational and career realism of the situation, given nonfiction accounts and goals” (Luker 114), Gayle is an African American from statistics of pregnant and parenting teens (see Table 1). the projects who does not seem to be interested in school. As the dialogue suggests, it is not likely that Abortion Gayle would choose to have this abortion, and she does not. Gayle’s mother “’gave [her] one mistake While forty percent of pregnant teens have [her son]’” and does not want to support another, and abortions (“Facts in Brief”; Luker 155), young adult so she decides Gayle will have the abortion (Williams- novels written from the perspective of the pregnant Garcia 3). Although this situation appears unlikely, as teen do not focus on this the author does not explain why Gayle’s mother issue. Of the twenty novels would allow her to have the first baby but not the included in this analysis, While forty percent of second, the author does present a protagonist having only two novels’ (Like an abortion, however short the focus. Sisters on the Homefront by pregnant teens have While Gayle’s abortion and subsequent response Rita Williams-Garcia and is discussed for only a chapter in Like Sisters on the abortions (“Facts in Brief”; Borrowed Light by Anna Homefront, Callisto’s abortion in Borrowed Light is a Fienberg) protagonists Luker 155), young adult significant part of the story. When Callisto, or Cally, have abortions (ten gets pregnant, she decides on her own to have an percent). novels written from the abortion. Fienberg anticipates readers who may not The protagonist in agree with the protagonist’s decision, so, in a conver perspective of the preg Like Sisters on the sational tone, Cally justifies her choice: “Still, I’d Homefront, Gayle, is a nant teen do not focus on made a decision—all on my own . . . It was just fourteen-year-old mother something I had to do. And I was doing the best I forced by her mother to this issue. could. You might think it’s pathetic, a girl sitting there have an abortion during in that clinic, congratulating herself in a situation like her second pregnancy: that. But I’m telling the truth, once you make a “’S’pose I want to keep it. It’s mines,’” [said Gayle]. decision, you feel better” (244). After the abortion, ‘As long as you fourteen and in my house, you mines,’ Cally experiences both physical and emotional pain Mama said” (Williams-Garcia 4). In seven pages, the but does not regret her decision. author describes Gayle as waiting in a room at the More commonly in the novels, the pregnant clinic, experiencing the procedure for the abortion, protagonist decides against abortion. Helen, the protagonist in Dear Nobody by Berlie Doherty, walks out of the hospital Table 1. Nonfiction Statistics Compared to Representations in the Novels instead of staying for her scheduled

Abortion Adoption Parenting abortion (107). While lying on the bed in the hospital room, she feels Reality 40% (“Facts in 3% (Stewart, 57% “as if [she] ha[s] become two Brief”; Luker 155) Teen Parenting 8) people” and cannot go through with Novels (20 in this 10%* 35% 60%* the procedure (Doherty 107). A study) similar situation is presented in Perfect Family by Jerrie Oughton. *One teen protagonist (Gayle from Like Sisters on the Homefront) is already a parent when she has an abortion. Welcome’s sister takes her to have

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an abortion, but Welcome, the protagonist, decides for adoption are Don’t Think Twice by Ruth she cannot lose the “promise” she feels growing inside Pennebaker and Someone Else’s Baby by Geraldine of her (Oughton 102). In Detour for Emmy by Marilyn Kaye. Although Don’t Think Twice is set in 1967, Reynolds, Emmy thinks about getting an abortion, but critics Cockett and Knetzer refer to the book’s theme she tells her brother she “waited too long” because as “timeless” (52). When Anne’s parents find out she has “already felt those little butterfly moves inside about her pregnancy, they send her to an unwed [her]” (90). Likewise, the protagonist in Annie’s Baby: mother’s home so no one will know she is pregnant. The Diary of Anonymous, A Pregnant Teenager, edited Anne knows that she will have to give the baby up for by Beatrice Sparks, briefly considers having an adoption, and so she thinks of the fetus as “a growth abortion. However, she is concerned about the inside [her]” that will be gone in a few months religious implications of the procedure. (Pennebaker 25). The Though in reality almost half of all pregnant teens further she progresses in choose abortion (“Facts in Brief”; Luker 155), this her pregnancy, however, The theme has not re- decision is not proportionally represented in young the more she thinks of the adult literature. The reasons in the novels for not fetus as her child. She ceived any greater repre having an abortion are true to actual teen experiences, signs the adoption papers since some teens decide against abortion for religious because she must, but sentation in the last de- or emotional reasons and others have “every intention after her experience, Anne of having an abortion, but back out at the last minute believes that “being cade, leaving teens who because the idea makes them uncomfortable” pregnant and giving up have abortions or are (Stewart, Teen Parenting 34). However, the your baby . . . isn’t overarching message sent to teens through this normal” (Pennebaker 254). considering abortion literature is that most teens choose not to have However, the 1960s social abortions. Some young adult novels portray incidental stigma of being an unwed without much literature to characters as having abortions, but the issue is not mother is more than she help them grapple with given extended treatment, with the exception of and her family want to Fienberg’s Borrowed Light. Continuing scarcity of overcome. Her experience the issue. novels about abortion written from the perspective of is similar to Terry’s in the pregnant teen reinforces Banker’s observations. Someone Else’s Baby even The theme has not received any greater representation though the latter is set in the 1990s. Terry also feels in the last decade, leaving teens who have abortions from early in her pregnancy that she must give her or are considering abortion without much literature to baby up for adoption because her parents will not help them grapple with the issue. support her child, and she does not know how she could support a baby on her own. Terry also regrets Adoption giving up her baby, but she sees no other options, given her family’s position. While only about three percent of pregnant teens While Anne and Terry decide on adoption early in choose adoptive parents for their children (Stewart, their pregnancies, Val (What Kind of Love? The Diary Teen Parenting 8), this is a popular resolution in young of a Pregnant Teenager, by Sheila Cole) and Welcome adult fiction centering on teen pregnancy. In fact, (Perfect Family, by Jerrie Oughton) believe throughout seven of the twenty plots (thirty-five percent) consid most of their pregnancies that they will keep their ered in this study end in adoption. Authors describe babies, before deciding to place them through adop the story of the teen that decides to give the baby up tion agencies. for adoption in one of three ways: making the decision In What Kind of Love? Val is confident she will be at the beginning of the pregnancy, near the end of the able to keep her baby because her boyfriend, Peter, pregnancy, or after a short term of parenting. proposes to her. However, their parents believe they Two novels in which the pregnant teen decides are too young to be married, and Val’s family will not early in the pregnancy that she will give the baby up support her if she chooses to keep her baby. At the

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end of the novel, Val has an appointment with an Sam steps in to raise the baby. Sam has complete adoption agency that she “would cancel in a second if parenting responsibility for Max while Sam’s father [she] thought [she] could make it on [her] own” (Cole supports them financially so that Sam can finish high 192). school. With this arrangement, Sam will be unable to Like Val, Welcome in Perfect Family does not afford college. However, Sam wants to go to college, know if she can raise a child on her own. The diffi and he misses playing basketball and hanging out culty of her decision is exacerbated by the fact that with his friends. He also cannot imagine doing all of she lives in the 1950s, when social pressures dictate the things for Max that he needs, and he wants Max to that she give her child up have a mom, so when Max is almost a year old, Sam for adoption. That does not places him through an adoption agency. prevent her, however, from Although there is variation in when the teens In reality, teens who considering keeping her decide to give their babies up for adoption, all the choose adoption are often baby. When her family teens who make this decision near the end of the finds out about her pregnancy and after the birth of the baby want to give “more affluent, have pregnancy, Welcome is their babies better lives and want to pursue their own sent to live with her aunt lives. The message of these novels seems to be that higher aspirations for and uncle. She considers adoption can be the better choice for both the teen staying with them after the and the baby because life changes drastically when themselves, and are per- birth of Adam, because she one becomes a parent. These novels show that many forming better in school” knows she cannot bring teens are not prepared to take on the responsibilities him back home with her. of parenting. than teens who choose to However, she decides These six teens who give their babies up for Adam needs more than she adoption are Caucasian, middle or upper- middle class parent their children can give him, so she leaves teens who have goals for their futures and parents (Luker 162). him with her childless aunt who reinforce a middle class value system and middle and uncle to raise as their class ambitions. However, in a seventh novel, The son. White Horse by Cynthia Grant, Raina is a homeless girl Two other novels in this study feature teens that who decides to give her baby up for adoption. Raina choose parenting before making the decision to place wants to support herself and her baby, but after living their children for adoption. In Annie’s Baby: The Diary in a homeless shelter indefinitely, she decides her of Anonymous, A Pregnant Teenager, a fictionalized baby deserves a better life. In reality, teens who representation of an actual diary edited by Beatrice choose adoption are often “more affluent, have higher Sparks, fourteen-year-old Annie discovers she is aspirations for themselves, and are performing better pregnant. After briefly considering abortion, Annie in school” than teens who choose to parent their decides she will keep the baby and is initially excited. children (Luker 162). Also, statistically, these teens are However, when Mary Ann arrives, Annie admits, predominately white (Bachrach, Stolley, and London “Having her isn’t anything like I thought it would be. I 29; Stolley 32). Generally, then, the young adult novels honestly did think I was prepared for a baby, but I’m about teen pregnancy in which the teen protagonist not” (Sparks 163). As a fourteen-year-old, Annie feels decides to give the baby up for adoption are true to too young to raise a child and cannot provide the kind life in terms of class, race, and situation. Unfortu of life she believes Mary Ann deserves. After much nately, though, non-Caucasian readers are less likely deliberation and about four months of being Mary to see themselves in the literature in this situation. Ann’s mother, Annie decides to give her baby to a Adoption in young adult novels is generally “real” family. portrayed as a positive solution for those who believe Sam, the protagonist in Hanging on to Max by they are too young to parent and who have goals of Margaret Bechard, is another teen parent who eventu education or careers that they believe would be ally chooses adoption. When Sam’s girlfriend gets difficult to achieve while parenting. With the excep pregnant and decides to give the baby up for adoption, tion of Raina in The White Horse, the protagonists who

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give their babies up for adoption match the descrip baby up for adoption, but she chooses to keep the tion of the majority of teens in real life who make this baby after she feels the unborn baby move for the first decision. However, in reality, fewer teens decide to time. Chris supports her decision, though he does not place their children with adoptive parents than young have any plans for their future. Doherty portrays how adult literature suggests. both teens interact with their families as they prepare to become parents, and she describes the physical and Parenting emotional changes Helen experiences during her pregnancy. In the end, Helen lives at home with her While adoption is generally portrayed in young family and her baby, and Chris leaves for college. adult literature as a positive option for pregnant teens, Novels that narrate both the pregnancy and a few parenting is a more common decision both in real life months of parenting include Detour for Emmy and Too and for the teen protagonists. Twelve of the twenty Soon for Jeff, by Marilyn Reynolds; The First Part Last, novels (sixty percent) included in this study portray a by Angela Johnson; and One Night, by Margaret Wild. teen choosing to keep the child, and the authors Detour for Emmy and Too Soon for Jeff present similar present this in three ways: some novels focus on the stories, but the reader receives a female’s perspective pregnancy and conclude either before the birth of the from Emmy and a male’s perspective from Jeff. The baby or soon after, others include both the pregnancy novels also differ in that Jeff shares custody of his son and the first few months or years of parenting, and with the baby’s mother, while Emmy raises her some of the novels begin with the teen already daughter on her own. After Rosie is born, Emmy parenting. discovers the difficulties of caring for an infant. In three of the novels included in this study, the However, with the assistance of her mother, her story ends either before or soon after the birth of the brother, and Rosie’s father’s family, Emmy is able to baby, allowing the authors to focus on aspects of the finish high school and go to college. pregnancy. Triangle by Jon Ripslinger is told from the Like Too Soon for Jeff, The First Part Last presents father’s perspective, and he and his girlfriend make a teen father’s perspective. Though the story begins plans to keep the baby even though the story ends with Bobby taking care of his daughter Feather, before the birth. The reader is encouraged to believe Johnson includes Bobby and Nia’s relationship, Nia’s that everything will work out for Jeremy and Joy pregnancy, and Bobby’s decision to parent Feather when their baby arrives, but it is unclear how this will with chapters labeled “then” and “now,” contrasting be achieved since Joy wishes to attend college and Bobby’s life before and after he becomes a father. Jeremy plans to leave soon for the Navy. For these Bobby’s life as a parent revolves around Feather to the reasons, Diane Pozar’s review in Book Report indicates point that he gets very little sleep, does not have time that the “story is realistic” and the “characters’ for his friends, and sometimes misses his former self. reactions are sincere,” but the ending is “unrealistic” The Horn Book Magazine book review of this novel (49). pinpoints its impact: “What resonates are the sacri In a second example, Waiting for June by Joyce fices Bobby makes for Feather’s sake” (Beram 459). Sweeney, Sophie is in her third trimester when the Though it is not clear how Bobby will raise Feather on story begins, and she has already decided to keep her his own, he believes he has made the right decision in baby. When June is born, Sophie has a large support choosing to parent. network in place to help her raise her daughter. One Night also portrays the teen experiences of Finally, in Berlie Doherty’s Dear Nobody, the both pregnancy and parenting. The novel is similar to author shows what both Helen and Chris experience Dear Nobody in that it includes both the teen mother’s as they decide what to do about the pregnancy. Chris and the teen father’s perspectives, and it is similar to focuses on maintaining his relationship with Helen, Too Soon for Jeff since both teens share responsibility while Helen tries to think practically about what life for their baby. Wild’s approach differs from the other will be like with a child. As mentioned earlier, Helen authors in that she uses free-verse poems to capture initially plans on having an abortion, but she changes the emotional experiences of Helen and Gabe as they her mind. Her parents clearly want her to give the choose to share the responsibility of parenting their

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son. Other novels portray teens that have already but in the end she applies for financial aid and finds made the decision to keep their babies and are in the day care for her daughter so she can go to college. process of raising them. Three of the five novels in Doll Baby, written by Eve Bunting and illustrated by this study with this perspective include African Catherine Stock, is in picture book format. Though American protagonists: Spellbound, by Janet reviews in Horn Book Magazine and School Library McDonald; Imani All Mine, by Connie Porter; and Like Journal are somewhat negative, finding the content Sisters on the Homefront, by Rita Williams-Garcia. inappropriate for a picture book audience, the author Their different stories succinctly presents the message that caring for an share certain characteris infant can be a challenging task for a teen parent tics. Raven (the protagonist (Adams 564; McGinty 112). The young adult novels of Spellbound), Tasha The teen parents in these novels are satisfied with may end on a hopeful (Imani All Mine), and their decisions even though life becomes significantly Gayle (Like Sisters on the more difficult when they have children. The difficul note for the parenting Homefront) are all young ties are not always presented, but many of the authors (early high school) teen portray how life changes for the teens. For instance, in teens, but the reality of mothers from poverty- The First Part Last, Bobby leaves to play basketball teen parenting is less stricken families with with his friends, but when he gets to the corner of his absent fathers. While all block, he realizes that he cannot leave because he is positive. three authors illustrate the responsible for the baby he left alone in the house experience of being a (Johnson 23). Also, many of the teens, like Helen in young mother of a baby, Dear Nobody, put their schooling on hold or change Porter’s work, Imani All Mine, concentrates on their plans so they can provide for their children. parenting more than the other two. However, the overriding message in the novels is that As the sole parent of Imani, Tasha attempts to be though things change and life is difficult when one a good mother. She takes her parenting class seriously, chooses to be a teen parent, it is still possible to be learning from her errors. When Mrs. Poole, the teacher successful in life. of the parenting class, talks about Shaken Baby The young adult novels may end on a hopeful Syndrome, Tasha confesses to her, “I shook Imani. I note for the parenting teens, but the reality of teen ain’t never done it again . . . I ain’t know you parenting is less positive. Since “more than 80 percent shouldn’t do it” (Porter 70). Tasha wants to be a good of teenage mothers were living in poverty or near- mother to Imani. She depends on the parenting class poverty long before they became pregnant,” these to learn what she needs to know since her mother teens do not have the resources that many of the teens does not help her, and she receives positive feedback in the novels have available to them (Luker 107). from Mrs. Poole about her abilities as a single parent. Parenting teens face other burdens than financial The reader experiences, through Tasha, both difficult difficulties and lack of a social life. In Teen Parenting, and joyous moments of parenting, from the frustration Stewart writes, “Experts say that one of the most that leads Tasha to shake Imani when she is an infant serious challenges facing teen parents is the potential to the first steps Imani takes before her first birthday. for abusing children” (49). Teenagers often lack the Though Tasha has a difficult life as a teen parent, her maturity to restrain themselves and may shake or hit experiences as Imani’s mother lead her to want to their children out of frustration (Stewart 49). Besides keep her second baby. the possibility of physically abusing his or her child, a Two other examples of teen mothering use a teen parent may neglect his or her child, either visual format. The Amazing “True” Story of a Teenage physically or emotionally. Some teens do not realize Single Mom by Katherine Arnoldi is a graphic novel how much care and interaction a small child requires, (which reads like a comic book) that illustrates the and others may not have the desire to provide the difficulties one teen mother faces as she attempts to necessary time and attention. provide the best possible life for her daughter and Overall, then, the picture of teen parenting herself. The protagonist encounters many difficulties, presented in the novels is more positive than the

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reality of being a teen parent. The authors of the “happily ever after” ending. Whatever the reasons novels do illustrate some of the difficulties teen behind authors’ representations of character choices, parents face, but they focus on changes in social life the misrepresentations could mislead their readers. and sleep patterns more than anything else. While, in Teen pregnancy remains a serious issue since reality, parenting teens are in danger of abusing their almost one million teenagers become pregnant each children, Tasha (Imani All Mine) is the only teen year (“Facts in Brief”). It also comprises a popular protagonist in this study who takes her frustrations topic in young adult literature. Unfortunately, how out on her child. Since many of the teen protagonists ever, many young adult in these novels are from middle class families, and novels featuring teen since many of the families agree to help support the pregnancy or parenthood teens and their children, most of the teen protagonists are truly fictional and do Teen pregnancy remains a do not have the financial concerns that many teen not adequately reflect the serious issue since almost parents actually face. Some of the novels do mention realities of the situation. In financial concerns, such as in Detour for Emmy, in addition, unless the reader one million teenagers which Emmy complains that she cannot buy what she is Caucasian and middle- wants because of Rosie’s needs. However, Emmy is class, he or she has few become pregnant each not worried about money for food, rent, and other protagonists with which to living expenses. Even novels that unfold in less identify. Though the year (“Facts in Brief”). privileged situations gloss over the financial difficul authors included in this ties of many teen parents. For example, Helen (One study do portray some of Night) is not allowed to stay at home, so she drops out the realities of teen pregnancy and parenthood, the of school to get a job to support herself and the baby. entire story remains inadequately told. Future novels While Helen worries about how she will afford a baby on teen pregnancy and parenthood should consider a on her own, her landlady helps her by halving her greater variety of the realities of the situation confront rent and by offering to baby-sit for free, both kind but ing teens, their families, and their friends. unrealistic gestures. Kristen Nichols is currently a doctoral student in Literacy Conclusion Education at the University of Minnesota. Before entering the program, she completed her M.A. in English Literature Overall, this study suggests that the reality and at Iowa State University. Her teaching experiences include fiction of the options surrounding teen pregnancy do instructing at both the high school and college levels. not match. While forty percent of pregnant teens choose abortion (“Facts in Brief”; Luker 155), this Novels Cited option is rarely chosen by protagonists in young adult Arnoldi, Katherine. The Amazing “True” Story of a Teenage literature, conveying an impression that abortion is not Single Mom. New York: Hyperion, 1998. commonly chosen. By contrast to abortion, adoption is Bechard, Margaret. Hanging on to Max. New York: Simon Pulse, 2003. well represented as an option. Only three percent of Bunting, Eve. Doll Baby. New York: Clarion Books, 2000. pregnant teens choose adoption (Stewart, Teen Cole, Sheila. What Kind of Love? The Diary of a Pregnant Parenting 8), but the authors favor this choice for their Teenager. New York: Lothrop, Lee & Shepard Books, 1995. protagonists. With regard to parenting, the primary Doherty, Berlie. Dear Nobody. New York: Beech Tree, 1994. discrepancy between reality and fiction is the over Fienberg, Anna. Borrowed Light. New York: Dell Laurel-Leaf, 2000. Grant, Cynthia D. The White Horse. New York: Atheneum Books whelming financial and familial support the parenting for Young Readers, 1998. teens in the novels receive. In reality many teens do Johnson, Angela. The First Part Last. New York: Simon & not receive much support from their families (Aitkens Schuster, 2003. 13; Stewart, Teen Mothers 17). Young adult novels Kaye, Geraldine. Someone Else’s Baby. London: Andre Deutsch, often end optimistically, so if authors decide that their 1990. protagonists will keep the children, giving the protago McDonald, Janet. Spellbound. New York: Penguin Group, 2001. Oughton, Jerrie. Perfect Family. Boston: Houghton Mifflin nists financial and familial support allows for the Company, 2000.

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Pennebaker, Ruth. Don’t Think Twice. New York: Henry Holt and Coffel, Cynthia Miller. “Strong Portraits and Stereotypes: Pregnant Company, 1996. and Mothering Teens in YA Fiction.” The ALAN Review 30.1 Porter, Connie. Imani All Mine. New York: Houghton Mifflin (2002): 15-22. Company, 1999. Davis, Joy B., and Laurie MacGillivray. “Books about Teen Reynolds, Marilyn. Detour for Emmy. Buena Park, CA: Morning Parents: Messages and Omissions.” English Journal 90.3 Glory Press, 1993. (2001): 90-96. ———. Too Soon for Jeff. Buena Park, CA: Morning Glory Press, Donelson, Kenneth L., and Alleen Pace Nilsen. Literature for 1994. Today’s Young Adults. 7th ed. New York: Pearson Education, Ripslinger, Jon. Triangle. New York: Harcourt Brace & Company, 2005. 1994. “Facts in Brief: Teen Sex and Pregnancy.” The Alan Guttmacher Sparks, Beatrice, ed. Annie’s Baby: The Diary of Anonymous, A Institute. 1999. Accessed: 23 Dec. 2004 Sweeney, Joyce. Waiting for June. New York: Marshall Luker, Kristin. Dubious Conceptions. Cambridge: Harvard Cavendish, 2003. University Press, 1996. Wild, Margaret. One Night. New York: Alfred A. Knopf, 2003. McGinty, Christine. “Doll Baby (Book Review).” School Library Williams-Garcia, Rita. Like Sisters on the Homefront. New York: Journal 46.10 (2000): 112. Lodestar Books, 1995. McKinney, Caroline S. “Finding the Words That Fit: The Second Story For Females in Young Adult Literature.” The ALAN Other Works Cited Review 24.1 (1996). Accessed: 23 Dec. 2004 Aitkens, Maggi. Kerry, a Teenage Mother. Minneapolis, MN: Pozar, Diane C. “Reviews: Fiction (Triangle).” Book Report 13.4 Lerner Publications Company, 1994. (1995): 49. Bachrach, Christine A., Kathy Shepherd Stolley, and Kathryn A. Stewart, Gail B. Teen Mothers. San Diego, CA: Lucent Books, London. “Relinquishment of Premarital Births: Evidence from 1996. National Survey Data.” Family Planning Perspectives 24.1 ———. Teen Parenting. San Diego, CA: Lucent Books, 2000. (1992): 27-32. Stolley, Kathy S. “Statistics on Adoption in the United States.” The Banker, Denise C. “Too Real for Fiction: Abortion Themes in YA Future of Children: Adoption 3.1 (1993): 26-42. Literature.” The ALAN Review 23.1 (1995). Accessed: 11 Aug. 2004 I would like to thank Donna Niday for her extensive Beram, Nell. “The First Part Last (Book Review).” Horn Book feedback during each stage of the writing process. Her Magazine 79.4 (2003): 459. guidance and encouragement were integral in the Cockett, Lynn S., and Sarah Knetzer. “Teenage Pregnancy as completion of this study. Moral Panic: Reflections on the Marginalization of Girls’ Feelings.” Knowledge Quest 26.4 (1998): 50-54.

THE ALAN REVIEW Summer 2007

Sharon Pajka-West

Perceptions of Deaf Characters in Adolescent Literature

arla, one of my former students, sent me an about deafness, but instead wants books with unpre email requesting summer reading recommen dictable plots and believable characters. C dations. Her only stipulation was that she As an educator, I have sought and read numerous wanted to read about characters similar to herself. As books about deafness. While memoirs and biographi teachers, we often try to hook our students on reading cal selections have been relatively easy to acquire, by presenting books with characters with whom they finding fictional books for adolescents including deaf can relate. Such books can help increase their overall characters has been more challenging. knowledge of the world, open their minds to multiple In recent decades, however, the general public’s realities and variations of the human experience and awareness of and perhaps interest in deaf people has provide scenarios in which they can live vicariously. risen along with that of our increasingly multicultural Carla’s request is more complicated than one world. Educational legislation has increased awareness might presume. She is a deaf student who attends a of the deaf as has news coverage of Gallaudet Univer residential school for the deaf and views herself as a sity protests. In addition, Deaf people have benefited member of a linguistic cultural minority, not a mem from advances in communicative technology, such as ber of a disabled group. Historically, authors have Video Relay (VRS) and instant messaging pagers, more used deafness as a literary device to relay various coordinated interpreting services and an increase in messages about the struggles of humankind and elicit awareness of American Sign Language. Authors are sympathy from readers (Batson & Bergman, 1985; incorporating more deaf characters than they did in Bergman, 1987; Burns, 1950; Krentz, 2002; Panara, the past. However, this increase does not necessarily 1972; Taylor, 1974, 1976a, 1976b, Schwartz, 1980; translate to an increase in understanding of the deaf, Wilding-Diaz, 1993). I knew that Carla did not want to nor does it translate to the most accurate, respectably, read novels that pitied her or her peers. She wanted to well-rounded characterization of the deaf. This read about characters who use American Sign Lan dilemma, along with Carla’s request, provided me guage and participate as members within the “Deaf”1 with an interesting topic for study. community. She does not want to read didactic books Problem and Purpose

1I refer to “Deaf’ as representing individuals who identify Acquiring fictional books that include deaf in a linguistic, cultural minority group. The term ‘deaf’ is characters can be time-consuming and challenging for used as a more generic term given to individuals with teachers and librarians. The research examining deaf some degree of hearing loss. In other articles, ‘deaf’ has characters in fiction is extremely limited (Burns, 1950; been used pejoratively or in connection to a view by Guella, 1983; Krentz, 2002; Wilding-Diaz, 1993). The those who believe one without the sense of hearing is most recent articles predominately focus on children’s inferior or lacking. I do not believe or wish to imply that.

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literature—specifically picture books (Bailes, 2002; characters, including: Nick’s Secret, by C. Blatchford; A Brittain, 2004). Despite decades of research affirming Maiden’s Grave, by J. Deaver; Of Sound Mind, by J. culturally authentic children’s literature and the merits Ferris; Deaf Child Crossing, by M. Matlin; Apple is My of multicultural literature, a coexisting body of Sign, by M. Riskind; and Finding Abby, by V. Scott. research reveals the lack of culturally authentic texts These were written by three deaf authors and by three (Applebee, 1992; Campbell hearing authors. My research was based upon the & Wirtenberg, 1980; perceptions of adult readers who each read two of the As an educator, I want all Ernest, 1995; Larrick, before-mentioned books. I selected the participants 1965; Sherriff, 2005; Taxel, from a criterion sampling and divided them into three of my students to have 1986). Moreover, children’s groups: 1. Adults who had attended either a special unlimited opportunities books with deaf characters program for the deaf or a residential school for the are used as informational deaf, used American Sign Language, and identified for the future without depictions of deaf individu themselves as deaf were considered for the deaf als (Bockmiller, 1980). category of the study; 2. Adults who were friends, facing the disadvantages Readers of such resource family members, co-workers or professionals in fields wrought by stereotyping. books, typically parents, connected with individuals who identify themselves as teachers and their stu deaf were considered for the familiar category of the dents, gain information study; and, 3. hearing adults who were not aware of about deafness and individuals with “disabilities” the everyday experiences of deaf people and who had (Bockmiller, 1980; Civiletto & Schirmer, 2000). If an not taken a sign language class or worked with or important purpose for deaf characters in fiction is lived with a deaf person were considered for the educational and informational, then I suggest that unfamiliar category of the study. Nine participants there is a need for the characters to be presented as were selected for each group, totaling 27 participants. realistic models of deaf people. If not, the readers of To elicit the perspectives of my participants, I such fiction gain inaccurate information about developed a Reader Response survey which was deafness including reinforced negative stereotypes, as modeled after Schwartz’s (1980) “Criteria for Analyz can occur in any other literature portraying cultural ing Books about Deafness.” minorities. Similar to authors’ informational depictions, The Participant-Readers’ Perceptions writers also reveal societal understanding of groups of Participants commented on fourteen main and people through their fiction (Banfield & Wilson, 1985; secondary characters. Their perceptions of these Panara, 1972; Rudman, 1984). Literature has often characters fall into six categories: the “normal” stigmatized minority culture individuals based upon curious kid such as the characters Harry (Apple is My race, ethnicity, disability, gender and/or sexual Sign), Jeremy (Of Sound Mind) and Jared (Finding orientation. While readers might recognize the Abby); the egocentric spoiled brat such as Palma (Of negative depictions and dismiss them as harmless Sound Mind) and Megan (Deaf Child Crossing); the stereotypes, these portrayals could become a part of advocate such as Harry’s mother (Apple is My Sign) the unconscious of members of our society. If books and Susan (A Maiden’s Grave); those dependent upon continually reinforce stereotypical depictions of deaf the majority culture such as Palma (Of Sound Mind) people, individuals belonging to the group might be and Lizzie (Deaf Child Crossing); those isolated such typecast and discouraged into a limited way of being. as Melissa (Finding Abby), Ben (Of Sound Mind), As an educator, I want all of my students to have Nick (Nick’s Secret) and Thomas (Of Sound Mind); unlimited opportunities for the future without facing and, those searching for their identities such as the disadvantages wrought by stereotyping. Melanie (A Maiden’s Grave) and Abby (Finding Abby). The Study Overall, participants commented more frequently For the purposes of this study, I examined six about the deaf characters in the books by the hearing contemporary adolescent literature books with deaf authors (A Maiden’s Grave; Of Sound Mind; Apple is

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My Sign) and made more positive comments about the understands that using sign language publicly embar culturally Deaf male characters, particularly Ben rasses his friend, Agnes, but remembers how his Roper, Jeremy and Thomas of Of Sound Mind, and mother taught him to never be ashamed of being Harry of Apple is My Sign. himself. When he forgets his hat on a train, he goes back to retrieve it. Instead of quickly and quietly The Characters leaving the train he stomps his foot to gain everyone’s attention and signs “I’m going home for Christmas Ben Roper (Of Sound Mind) vacation. Merry Christmas.” He waves to the passen Regardless of Dr. Roper’s minor-character status, gers. Many of the hearing people wave back to him he was liked by all three participant-groups; however, (Riskind, 75-80). One familiar participant responded to they noted that he was often isolated from other deaf that scene with Agnes. She people which seemed unusual for a culturally Deaf wrote, “When she got off person whose first language is American Sign Lan and joined her family, guage. Readers cannot be certain whether his isolation “The book portrayed the Apple noticed no one is due to his recent move, by choice, or because of his signed to her. I see that children as ordinary chil type of employment. often where the parents One deaf participant explained, “He’s a computer never learn to communi dren, which makes it engineer working on a project at Penn State . . . . Ivy cate with their Deaf (his daughter) mentions in passing how her father easily identifiable to child”(4f). communicates—using technology like a lot of deaf The unfamiliar anyone who reads this folks do . . . .Dr. Roper seems to have a peaceful, participants explained that satisfactory relationship with his daughter, Ivy. He although he is different book. It sends a message welcomes Jeremy and Thomas into his workshop and from those in the majority involves them in his model-making . . . .Dr. Roper to children who can hear culture, he is an “ordinary” might epitomize that deaf people can be successful in child. An unfamiliar their field” (6d). that deaf children truly participant explained, “The Another deaf participant described him as, “[t]he book portrayed the aren’t any different from educated, professional college graduate who doesn’t children as ordinary socialize much with other deaf. I have met and known children, which makes it themselves.” a lot of deaf people that fit the descriptions like Dr. easily identifiable to Roper, highly educated, capable deaf professionals in anyone who reads this book. It sends a message to good jobs, and somewhat isolated”(9d). children who can hear that deaf children truly aren’t As a successful, educated professional, Dr. Roper any different from themselves”(7u). Certainly for serves as an exceptional model for young readers who those who are unaware of deaf people and wish to can admire his intelligence, creativity, and his success gain further insight, this book encourages readers to as a single parent. approach diversity and difference as an engaging challenge, not something to fear. Harry (Apple Is My Sign) Also known by his sign name, Apple, Harry Jeremy (Of Sound Mind) attends a school for the deaf in Pennsylvania. This is a Eleven-year-old Jeremy attends “special classes” major change for him after growing up on a farm. for the deaf in a local public school as a fifth-grader. Harry meets new deaf friends and learns from teachers He is highly pressured to be successful being the only through sign language. Harry is portrayed as a curious deaf son of two deaf parents. He works hard to do his “normal” kid. best so that he is not a “freak or a failure” (Ferris, 4). Overall, participants considered Harry to be a Although a minor character who appears in few well-liked character. The familiar participants viewed scenes and does not say much, Jeremy received a Harry as a learner who becomes thrilled with new significant amount of attention from the participants. circumstances and situations. In one instance, Harry Overall, he was well-liked by them. One participant

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wrote, “I think Jeremy is the best role model for deaf feels about different aspects of being deaf” and noted children/teens. He is a typical deaf child, struggling in that “Thomas and Jeremy are accepting of their school, needing help with homework from his hearing deafness and do, or at least try, not to limit them brother and seems to be reasonably well-adjusted in selves” (6u). most areas . . . the normal deaf child of deaf Once more, participants commented more parents”(9d). frequently about the culturally Deaf male characters. Similar to the character, Harry, Jeremy is self- Although the participants were divided in their confident. He volunteers to help deliver food to his responses to the various female characters, all of the elderly neighbors, enjoys hanging out with his school female characters were criticized except for one minor peers, and participates in sports. character, Susan.

Thomas (Of Sound Mind) Susan (A Maiden’s Grave) Thomas, father and carpenter, is one of the main Seventeen-year-old Susan is a high school honors characters in Of Sound Mind. His character was student who had received early acceptance to adored by the participants but some wonder why he Gallaudet University on a full scholarship for the did not try to communicate following semester. Susan’s parents were deaf which better with the hearing the other characters consider the “highest in the Participants commented characters. One deaf hierarchy of the world of the Deaf” prelingually deaf, participant wrote, “Tho born to deaf parents (Deaver, 86). Susan is “unyield more frequently about the mas, the father, comes ing about the use of ASL . . . . militantly rejecting across as the ‘happy in his oralism- the practice of forcing the deaf to try to culturally Deaf male char- lot’ but we can never be speak” (Deaver, 87). acters. Although the par- sure if this is so because Susan is frequently yet briefly mentioned in the his wife dominates him. participants’ comments mostly because she is a minor ticipants were divided in Thomas does show character who appears only in the beginning of the mistrust of hearing book and is shot and killed as an example of the their responses to the doctors, however, but we kidnappers’ intolerance of difference. Nevertheless, various female characters, do not know if this is readers enjoyed her resilience and leadership abilities because he doesn’t in the face of danger. One deaf participant pondered all of the female charac- understand them . . . . I over the character in connection to her own identity keep asking myself, why and wished she was able to ask the character specific ters were criticized except doesn’t the man write questions. for one minor character, more? Again, we really While Susan is a character I believe my former don’t know if he struggles student would appreciate reading about in a novel, the Susan. with English as Theo other female deaf characters did not receive such high claims Palma (Thomas’s praise from participants. The major criticism was that wife) does”(6d). these female characters remained weak and, at times, A familiar participant wrote, “Thomas grew up pathetic. not knowing how to sign until he attended Gallaudet. He was not born deaf but was deafened at the young Melanie (A Maiden’s Grave) age of eight from meningitis after he had learned to Melanie is an eighteen-year-old junior teacher at read and write. The above scenario is quite realistic. the Laurent Clerc School, where she had previously The fact that both Palma and Thomas were artists in attended as a student. Melanie lost her hearing their own right was also believable”(6f). An unfamiliar postlingually at eight years old and “was a better lip participant focused on Thomas’s independence. She reader than most”(Deaver, 9). was impressed how Thomas “learned how to deal” Many of the participants viewed Melanie as with his deafness. The participant wondered “how he someone who relies solely on her “other” senses to

THE ALAN REVIEW Summer 2007

cope and as one who longs to regain her hearing. One Another deaf partici familiar participant explained, “[Her] personality pant selected Palma “as While Susan is a character seemed to be totally built on the strength of her ‘other being the most unlike a senses’ since she was Deaf”(8f). These other senses deaf person.” The partici- I believe my former stu include Melanie’s ability to “smell the river” (Deaver, pant felt that because of 176) and her phenomenal clairvoyance. her Deaf family Palma dent would appreciate should have been more reading about in a novel, Lizzie (Deaf Child Crossing) independent. The partici Lizzie is a minor character who uses only sign pant wrote, “She is too the other female deaf language and doesn’t speak; she attends the Illinois overly dependent on her School for the Deaf; and, she does not use hearing hearing son, too helpless, characters did not receive aids because her parents say she does not need them too afraid, too high strung such high praise from (Matlin, 126). When readers first meet Lizzie, she has and too much the Prima just arrived at camp believing that she is the only deaf Donna to be ‘real’ ”(9d). participants. The major camper. She is quickly befriended by another deaf One familiar partici camper and the two communicate through sign pant wrote, “The mother criticism was that these language. Lizzie leads camp cheers and teaches was withdrawn from the female characters re informal sign language classes. hearing world. She was The participants mentioned Lizzie only because afraid to try to communi- mained weak and, at her behavior was so unrealistic and unlikely to occur. cate with hearing people. Throughout the story, she is independent and so The mother called her times, pathetic. ciable; yet, one significant discrepancy is after the hearing son ‘just you’ not main character, Megan, runs away and is rescued. necessarily approving of Lizzie tells Megan “we” shouldn’t go off alone since his hearing”(3f). “we” are deaf. This infuriates Megan, who longs for Both Lizzie and Palma could be seen as positive the independence other girls at the camp have role models for their numerous successes; yet, their (Matlin, 177). My participants sarcastically pondered behavior appears as outliers and makes them unrealis whether all children shouldn’t run away or just deaf tic and unbelievable. children. Regardless, Lizzie’s response differed from her previous ‘deaf people can do anything but hear’2 Conclusions behaviors. Participants across all three groups mentioned their preference for a spectrum of deaf characters. The Palma (Of Sound Mind) books used in this study that were written by hearing Palma, the mother and artist, is one of the main authors included a variety of characters. For example, characters in Of Sound Mind. Palma is a Deaf person Riskind’s Apple Is My Sign includes numerous deaf from a Deaf family who attended Gallaudet University. students at a school for the deaf and the main charac Although she is highly successful with her art, Palma ter living within a deaf family; Deaver’s A Maiden’s is not easy to like. The deaf participants focused on Grave includes more deaf characters from a variety of her personality and explained why they believed she backgrounds and a few hearing characters; and Ferris’ was or was not realistic as a character. One participant Of Sound Mind includes two deaf families again with explained, “Palma—talented but dependent, not more deaf characters than hearing characters. trusting the ‘hearing world’ but has to be part of it in The books written by the deaf authors in this order to profit from her work. She is self-conscious study include only a few deaf characters. For example, about her English and her hearing son sees her as Matlin’s Deaf Child Crossing includes two deaf girls; selfish and demanding” (6d). Scott’s Finding Abby includes more minor deaf characters but readers learn about these characters 2Former Gallaudent University President I. King Jordan’s from the hearing characters’ perspectives. For in statement. stance, the character Jared uses sign language and

THE ALAN REVIEW Summer 2007

attends a residential school for the deaf, but readers Similarly, variations in characterization including learn this information from his hearing mother talking the egocentric, spoiled brat and those searching for about him, not from the character’s words. Readers their identities are common themes in adolescent know that he communicates because we are told that literature with or without deaf characters being he does; however, the only communication readers are included. Positive examples of deaf characters includ shown is a wave from the child. With the fewer deaf ing the roles of the advocate such as Susan (A characters, it is nearly impossible for the various ways Maiden’s Grave) and Harry’s mother (Apple is My of being deaf to be included in the book. Thus, the Sign), along with descriptions of regular everyday deaf preference for the books by the hearing authors may kids increases the varieties of deaf characters. be connected to the preference for a variety of deaf Consider again my student Carla and her longing people represented. to read about deaf characters. I hope my research Themes such as the assists teachers in recommending books with charac Examples to demonstrate characters being dependent ters to which our students can relate and in recom and isolated from others mending books with multiple realities of the deaf the isolation some of the did arise. For example, human experience. When presented accurately, deaf characters experi Palma in Of Sound Mind readers learn about a reality often quite different from insists that her hearing son their own experiences. The portrayal of realistic deaf ence include Nick of act as her personal characters benefits adolescent readers. Deaf characters interpreter so that she can in fiction act as role models for young adults. A Nick’s Secret being the avoid other hearing people. positive portrayal of deaf characters benefits deaf Examples to demonstrate adolescents whether or not they see themselves as only deaf character in his the isolation some of the biologically deaf or culturally deaf. Just like my story and Ben Roper of Of deaf characters experience student Carla, deaf adolescents wish to find them include Nick of Nick’s selves and their peers in the novel. Sound Mind being the Secret being the only deaf character in his story and Sharon Pajka-West holds a Ph.D. in English Education only deaf employee in his Ben Roper of Of Sound from the University of Virginia and a master’s degree in workplace. While these Mind being the only deaf Deaf Education from Gallaudet University. She is currently employee in his workplace. an instructor in the Department of Applied Literacy at can certainly be read as While these can certainly Gallaudet University. be read as negative negative situations the Works Cited situations the characters Bailes, Cynthia.Nees. “Mandy: A Critical Look at the Portrayal of a characters experience, experience, isolation may Deaf Character in Children’s Literature.” Multicultural be a reality that resonates Perspectives, 4.4 (2002): 3-9. isolation may be a reality in some deaf people’s Batson, Trenton. “The Deaf Person in Fiction: From Sainthood to experiences. With commu Rorschach Blot.” Interracial Books for Children Bulletin, 11.1, 11.2 (1980): 16-18. that resonates in some nicative technology and Batson, Trenton. & Bergman, Eugene. Angels and Outcasts: An deaf people’s experiences. more individuals fluent in Anthology of Deaf Characters in Literature. Washington, D.C.: American Sign Language, Gallaudet University Press, 1985. some deaf individuals may Bergman, Eugene. “Literature, Fictional Characters.” In J.V. Van decide to associate more with individuals in the larger Cleve (Ed.) Gallaudet Encyclopedia of Deaf People & culture. One must interpret purposeful isolation such Deafness. Gallaudet College, Washington, D.C.: McGraw Hill Book Company, 1987. as Ben Roper’s (Of Sound Mind) case, working in a Brittain, Isabel. “An Examination into the Portrayal of Deaf location that provides him with the best employment Characters and Deaf Issues in Picture Books for Children.” opportunities, differently than Melissa Black’s Finding Disability Studies Quarterly, Winter 24 2004. 1. Retrieved Abby isolating feelings of being left out of family April 24, 2005 from http://www.dsq-sds.org dinner discussions. Burns, D.J. An Annotated Checklist of Fictional Works which Contain Deaf Characters. Unpublished master’s thesis, Gallaudet University, Washington, D.C, 1950.

THE ALAN REVIEW Summer 2007

Campbell, P. & Wirtenberg, J. “How Books Influence Children: Taylor, G.M. “Deaf Characters in Short Stories: A Selective What the Research Shows.” Interracial Books for Children Bibliography II.” The Deaf American. 26.9 (1976a): 13-16. Bulletin, 11.6 (1980): 3-6. Taylor, G.M. “Deaf Characters in Short Stories: A Selective Civiletto, Christine L. & Schirmer, Barbara R. “Literature with Bibliography III.” The Deaf American. 26.9 (1976b): 27-28. Characters Who are Deaf. The Dragon Lode, 9.1 (Fall 2000): Wilding-Diaz, Minnie Mae. Deaf Characters in Children’s Books: 46-49. How are They Portrayed? Unpublished master’s thesis, Guella, Bernard. “Short Stories with Deaf Fictional Characters.” Brigham Young University, Provo, UT, 1993. American Annals of the Deaf, 128.1 (1983): 25-33. Wilding-Diaz, Minnie Mae. “Deaf Characters in Children’s Books: Krentz, Christopher. “Exploring the ‘Hearing Line:’ Deafness, How are They Perceived?” In Gallaudet University College for Laughter, and Mark Twain. In S. L. Snyder, B. J. Brueggemann Continuing Education, Snider, B.D. (Ed.) Journal: Post Milan & R. Garland-Thomson, ed. Disability Studies: Enabling the ASL & English Literacy: Issues, Trends & Research, Conference Humanities. New York, The Modern Language Association of proceedings October 20-22, 1993. America, 2002. 234-247. Larrick, Nancy. “The All-White World of Children’s Books.” Adolescent Fiction Books Reviewed Saturday Review, 11 (1965): 63-85. Blatchford, Claire. Nick’s Secret. Minneapolis, MN: Lerner Panara, Robert. “Deaf Characters in Fiction and Drama.” The Publications Company, 2000. Deaf American, 24.5 (1972): 3-8. Deaver, Jeffrey. A Maiden’s Grave. New York: A Signet Book, Schwartz, A.V. (1980). “Books Mirror Society: A Study of 1995. Children’s Materials.” Interracial Books for Children Bulletin, Ferris, Jean. Of Sound Mind. New York: A Sunburst Book, 2001. 11.1 & 11.2 (1980): 19-24. Matlin, Marlee. Deaf Child Crossing. New York: Aladdin Sherriff, Amanda J. The Portrayal of Mexican American Females Paperbacks, 2002. in Realistic Picture Books (1998-2004). University of North Riskind, Mary. Apple is My Sign. Boston, MA: Houghton Mifflin Carolina, Chapel Hill, 2005. Company, 1981. Taxel, Joel. (1986). “The Black Experience in Children’s Fiction: Scott, Virginia M. (2000). Finding Abby. Hillsboro, OR: Butte Controversies Surrounding Award Winning Books.” Curriculum Publications, Inc., 2000. Inquiry, 16 (1986): 245-281. Taylor, G.M. “Deaf Characters in Short Stories: A Selective Bibliography.” The Deaf American. 26.9 (1974): 6-8.

THE ALAN REVIEW Summer 2007

T ◆ H ◆ E

v- ALAN

their REVIEW

1-0156-7

Jill Adams,

Denver, CO Denver,

Jackson, TN

Melissa Moore

Fiction/Identity

Slavery/Identity/Religion

ents in their lives, are bal- are ents in their lives,

ISBN-13: 978-1-423

ISBN-13: 978-1-4169-0671-1

, Calif., in reality television’s , Calif., in reality

) returns to Occoneechee Neck, N.C., to explore the to Occoneechee Neck, N.C., to explore ) returns

but it’s hard when sinnin’ is so much fun. The authen- hard but it’s

, 2007, 130 pp., $15.99 130 , 2007,

by Yvonne Collins and Sandy Rideout Yvonne by

chronicles the life of Kendra, a teen who no longer wants to live with her to live a teen who no longer wants the life of Kendra, chronicles

The Legend of Buddy Bush

endra dislikes her overscheduled life and thinks she needs a break from her parents, from life and thinks she needs a break her overscheduled dislikes endra

eality television has made it to young adult literature. has made it to young eality television

eens will dive into this reality world as the plot—and cameras—follow Kendra through Kendra as the plot—and cameras—follow world into this reality eens will dive

emnants of slavery and its impact on personal identity in the life of twin brothers Luke identity in the life of twin brothers and its impact on personal emnants of slavery

Hyperion Books for Children, 2007, 348 pp., $15.99 2007, Hyperion Books for Children,

The Black Sheep

R The Black Sheep parents and is transported from New York City to Monter York New from and is transported parents latest hit show. K who show affection by buying Kendra lessons and classes instead of giving hugs and buying Kendra affection by who show kisses. A letter depicting her “horrible” life enables her to win the pivotal spot on TV and A letter depicting her “horrible” life enables her to win the pivotal kisses. the trip to California to stay with a liberal (“hippie”) family for a month while with a liberal the trip to California to stay daughter takes Kendra’s place in New York City. York place in New Kendra’s daughter takes T her adventures. She finds a humanitarian cause to be passionate about and also disco her adventures. ers her first love. The journey, however, isn’t an easy one, as the cold realization of reality as the cold realization one, isn’t an easy however, The journey, love. her first ers show manipulation causes the reader to wonder if Kendra will fight as hard for her family will fight as hard if Kendra to wonder manipulation causes the reader show as she does for the sea otter

by Sheila P. Moses Sheila P. The Baptism by Margaret K. McElderry Books Margaret Moses ( r and Leon Curry. The twins’ mother has given the 12-year-olds one week to get their act together so that one week the 12-year-olds The twins’ mother has given they can be baptized on Sunda they tic voices of well-rounded characters, and the sobering e characters, of well-rounded tic voices anced with humor and good fun in this lighter, yet still meaningful, story yet anced with humor and good fun in this lighter,

els

ac-

ation

0374-7

eethearts.

Muncie, IN Muncie,

eer Pressure

Jackson, TN

Melissa Moore

Kenan Metzger Kenan

yered story has a

s the reader into this aws the reader

ISBN-13: 978-0-374-3

ISBN-13: 978-0-439-89973-4

Human Identity/Science Fiction

Romance/College/P

. Robert’s odyssey continues as he odyssey . Robert’s

YA Book Reviews Clip & File YA

always been social outcasts, so it’s natural when they find when they natural so it’s been social outcasts, always

by Valerie Hobbs Valerie by

oux, 2007, 168 pp., $16.00 oux, 2007,

er she’s far more susceptible to the pressure to conform than she susceptible to the pressure far more er she’s

dinary

by Kevin Brooks Kevin by

obert, whose humanness is in question, is far more humane than the supposedly obert, whose humanness is in question, is far more

wn, only to disco

arrar, Strauss, and Gir Strauss, arrar,

ealized. Soon, Wini is sexy and popular, though her grades are tumbling and she are though her grades and popular, ealized. Soon, Wini is sexy

Anything But Or F Winifred and Bernie ha Winifred each other in eighth grade that they would become close friends and then sw would that they each other in eighth grade But then the unthinkable happens—Bernie’s mother dies, and he spirals into depres- and he spirals mother dies, happens—Bernie’s But then the unthinkable sion. Their plans to attend college together fall apart, and Winifred sets out on her sion. Their plans to attend college together fall apart, and Winifred o r doesn’t really know who she is anymore. When Bernie comes to his senses and tr who she is anymore. know doesn’t really across the country to find her, he is in for a shock. This rich, multila the country to find her, across compelling plot and a strong sense of place. Hobbs excels at creating dynamic char at creating Hobbs excels sense of place. compelling plot and a strong ters and intriguing relationships, and this novel is among her very best. is among her very and this novel and intriguing relationships, ters

Being Scholastic, 2007, 323 pp., $16.99 2007, Scholastic, This gripping novel is epic in nature as it begins in the middle of a frightening oper is epic in nature This gripping novel where the patient is conscious but unable to mo where travels across Europe to escape his inhumane would-be captors. It is reminiscent of It is reminiscent captors. to escape his inhumane would-be Europe across travels John Le Carre or Ian Fleming as the international intrigue unfolds. The irony is that The irony or Ian Fleming as the international intrigue unfolds. John Le Carre R human hunters who chase him. The artful use of language dr human hunters tale of self-discovery and delusion. There are many scenes of exciting action, as well as action, as well scenes of exciting many are and delusion. There tale of self-discovery tender moments between characters. Both antagonist and protagonist are fully rounded are Both antagonist and protagonist characters. tender moments between since the author uses a first-person narrator who is both cynical and observant. Anglo- and observant. who is both cynical narrator since the author uses a first-person philes will certainly be attracted to this story, as its settings paint a vivid picture of as its settings paint a vivid picture to this story, philes will certainly be attracted United Kingdom countrysides and villas. This novel is for older students, as it contains is for older students, This novel and villas. United Kingdom countrysides some suggestive material. some suggestive A1

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Dairy Queen by Catherine Gilbert Mur

Breaking Up Scholastic, 2007, 19 D.J. Schwenk has always done as she’s told. When her older brothers left home after a family fight, she let it happen. When her father had surgery, she took over the family Chloe begins her junior year with her three best friends, expecting a year similar to previ- farm. And when Brian Nelson, quarterback of Red Bend’s rival football team, begins ous ones. However, the girls’ friendship dr working at her farm . . . she falls in lo larity, another wrestles a boyfriend’s unwanted intimacy demands, and one battles o protective parents. Chloe falls for the school nerd who is talented, intelligent, and kind, When Brian first shows up at Schwenk Farm, D.J. is disgusted, but as the two work but hides their relationship for fear of ostr together, they confide in each other. Soon, they become much more than friends; ho ev Naturally, these situations become increasingly complicated and divisiv the Red Bend football team. girls’ friendship implosion and Chloe’s realization that maturity brings many changes. While all resolve their problems, the girls realize their friendship is changed and it, too, R must evolve to remain intact. nies. While initially slow-paced, the story becomes quite interesting as it progresses. F This graphic novel, drawn and narrated by Chloe, nails high school experiences through tive. its expressive, dynamic illustrations with characters’ secret thoughts and imagined scenarios being appropriately hilarious or poignant. Although the plot is familiar with e foreseen, the graphic format makes it engrossing and highlights its valuable messages

Houghton Mifflin, 2

or those who think that small-town life is dull,

eaders will fall in love with D.J.’s humor and will relate well to her emotional epipha- ALAN er, D.J. strains her new relationship with Brian, and with her family, when she makes REVIEW

Aimee Friedman

1 pp., $8.99

006, 275 pp., $16.00

ve.

dock

astically changes when one seeks extreme popu-

acism.

Dairy Queen

Graphic Novel/Popularity/Romance

Clip & File YA Reviews Book

ISBN-13: 978-0-439-74867-4

ISBN-13: 978-0-6

will offer a new perspec-

Family/R

Megan Callahan

Lisa A. Hazlett

leading to the

ermillion, SD

18-68307-9

Bartlett, IL

omance

vents

ver-

Diary of a Wimpy Kid Abrams/Amulet Books, 2007, 224 pp., $14.95 Diary of a Wimpy Kid Jeff Kinney transforms his popular web comic of the same name, into a great young adult novel. Greg Heffley, the wimpy kid, begins by telling us that by no means is what we are about to read a diary; it is a journal. He gives us insight into an entire year of his life including ev hilarity ensues. This book is definitely meant to tickle the funny bones inside all of us Themes include friendship, lo topics. This book is great because it takes these themes and gives them a twist of humor that any young reader is sure to enjoy.

r depiction of the rebels, who hope to change the go nomic destruction caused by big companies, becomes an intimate experience for both the characters and the reader. Po allow for all of the gaps to be filled in. through tough situations, it is family who sticks next to you. Despite knowing the climactic end to the story from the prologue,

w jungle.

Captives R

eflective narratives of two tourists, a son and father, who were captured by rebels. The

om Pow’s book,

oaring Brook Press, 2007, 185 pp., $17.95

ondering what will happen to the captured hostages as they venture through the

erything from wrestling class to trick or treating with his little brother, and of course

w’s two-part story—one from the father’s perspective and the second from the son—

Tom Pow

Captives,

is immediately described as a “no

by Jeff Kinney

throws us in a world of exotic jungles as we follow the

alty, and family, which are all relevant young adult

Captives

challenge the ideas of a family and ho

ernment’s influence on the eco-

offers a page-turning e

el in cartoons,” and that it is.

ISBN-13: 978-1-59643-2

ISBN-13: 978-0-8109-9313-6

Loyalty/Family/Humor

Family/Survival

Matt Oldenburg

Brookville, IN

Muncie, IN

dam Hofer

xperience

01-7

A2 .

T ◆ H ◆ E ALAN

077-0 REVIEW

other’s

.” While

efield, KS

s.”

xander-Smith

Wak

Vicki Sherbert

Jacksonville, FL Jacksonville,

Bullying/Racism

el, part of a new series of el, part of a new

er felt like the “odd kid er felt like

ISBN-13: 978-0-373-83

ISBN-13: 978-0-399-23989-2

Anjeanette C. Ale

Biracial/Death/Drugs/Abuse

er since. Then the new kid arrives Then the new er since.

change for sexual favors from Doris and from favors change for sexual

ignore him, she also deals with her br ignore

and

.” Frannie’s teacher had read Emily Dickinson’s poem Emily Dickinson’s teacher had read .” Frannie’s

deals with the consequences of committing a murder and the deals with the consequences of committing a murder

.” He is the only fair-skinned kid in the class, and no one .” He is the only fair-skinned kid in the class,

ane

stand

by Jacqueline Woodson by

annie tries to both under

dolescent readers will become enthralled with plot twists in this no will become enthralled dolescent readers

eality of carrying Kush’s unborn child, Tandy begins to figure out Sonya’s true identity. out Sonya’s begins to figure unborn child, Tandy eality of carrying Kush’s

African-American young adult fiction. This book is suitable for 11th-12th graders due to a few graders adult fiction. This book is suitable for 11th-12th African-American young sexually explicit scenes. explicit sexually

The Edification of Sonya Cr Kimani Press, 2007, 248 pp., $9.99 2007, Kimani Press,

Sonya Crane is a teenager who has experienced some atrocities in her life. Her mother, Doris, Her mother, in her life. some atrocities is a teenager who has experienced Crane Sonya a real estate agent with a drug addiction, forces Sonya to move from a middle-class neighbor- from to move Sonya estate agent with a drug addiction, forces a real hood in Atlanta to a predominantly black neighborhood in East Atlanta and live with Madison, and live black neighborhood in East Atlanta to a predominantly hood in Atlanta a drug dealer who supplies Doris with her fix in e Sonya. Despite her problems, Sonya looks forward to attending high school. On her first day, she day, to attending high school. On her first looks forward Sonya Despite her problems, meets Tandy. Sonya also develops feelings for Tandy’s brother, Kush, who leads a civil rights Kush, brother, feelings for Tandy’s also develops Sonya meets Tandy. group. Meanwhile, Sonya’s mother goes into rehab, leaving Sonya with Madison’s friend, Law, with Madison’s Sonya leaving mother goes into rehab, Sonya’s Meanwhile, group. an ex-convict who is mentally challenged. He tries to force himself on her, and Sonya ends up and Sonya himself on her, who is mentally challenged. He tries to force an ex-convict stabbing him to death. As Son r

can figure out why he’s come to their school on “this side of the highw he’s out why can figure Fr

out” will find characters they can relate to in Woodson’s latest novel for young adults. for young latest novel to in Woodson’s can relate they out” will find characters

Feathers G. P. Putnam’s Sons, 2007, 118 pp., $15.99 118 2007, Sons, Putnam’s G. P. “Hope is the thing with feather to her class, and she’d been pondering its meaning e to her class, that everyone calls “Jesus Bo that everyone

deafness, her best friend’s holiness, and the coming of a new baby to her family. Mean- to her family. baby and the coming of a new holiness, her best friend’s deafness, while, Frannie keeps thinking about her desire for “the thing with feather thinking about her desire keeps Frannie while, Set in the 1970s, this is a story of a young girl’s search for hope. She discovers that, She discovers for hope. search girl’s this is a story of a young Set in the 1970s, while it is painful to look beneath the surface of a person’s emotions, joy can be found. joy emotions, while it is painful to look beneath the surface of a person’s As the characters face the racial tensions of the era, friendship brings out the basic tensions of the era, face the racial As the characters goodness in each of them. Middle school students who ha

ersies.

Tulsa, OK Tulsa,

Fishers, IN Fishers,

Barbara Ray Barbara

-4169-1438-9

Lauren Grogan Lauren

Death/Mystery

a line for Justin.

Contemporary Fiction Contemporary

es conflict, particularly

ISBN-13: 978-1

ISBN-13: 978-0-375-94349-2

YA Book Reviews Clip & File YA

she lost all her church friends. She is friends. she lost all her church

Robin Brande Robin

wn…or if there even even wn…or if there

oung Readers,

eaks of Nature eaks of Nature

by Kate Morgenroth Kate by

7, 137 pp., $15.99

andom House, 2007, 272 pp., $18.99 2007, andom House,

ou? That is how it is for Mena. Because she wrote a letter of support to a boy who was a letter of support to a boy it is for Mena. Because she wrote ou? That is how

eader. Readers will get trapped in the life of Justin Thomas, figuring out where the line figuring out where in the life of Justin Thomas, will get trapped Readers eader.

Echo Simon & Schuster Books for Y Evolution, Me & Other F 200 R Justin Thomas’ world was turned upside down the day his younger brother, Mark, died brother, his younger the day turned upside down was Justin Thomas’ world hating in high school with the whole world year first to begin your like you would How in a terrible accident. In the past year Justin has been fighting for things to go back to in a terrible accident. In the past year y normal, but no matter what he does, he cannot stop reliving the day of the accident. On the day he cannot stop reliving normal, but no matter what he does, thought to be ga because he was harassed the anniversary of his brother’s death, Justin starts hearing a voice in his head, making death, Justin starts hearing a voice of his brother’s the anniversary much look at her, will hardly school, and her parents except everything from grounded the “normal” day even more thrilling with unexpected twists. As the story goes on, twists. thrilling with unexpected more even the “normal” day less talk to her. Justin learns that not all things are what they seem, and there is not always a clear line is not always seem, and there what they Justin learns that not all things are which causes quite is teaching evolution, Shepherd Ms. to science. Mena looks forward defining reality vs. illusion. Morgenroth explores the mind of a troubled adolescent the mind of a troubled explores illusion. Morgenroth vs. defining reality and the alien- evolution over The controversy church. of Mena’s a stir with members discovering the truth about the life around him. Some of the descriptions (including the truth about the life around discovering her pairs Shepherd compounded when Ms. ation Mena faces because of her actions are Mark’s death) are a bit graphic at times, but nothing too extravagant for a teenage but nothing too extravagant at times, a bit graphic death) are Mark’s has a sister who lo Casey for their science project. with Casey r part of the push for old friends are Mena’s When she realizes evolution. one involving between reality and illusion should be dr reality between belief in God Mena’s site. her web Mena in a blog from Intelligent Design, she involves and the support from Casey and Ms. Shepherd carry her through all the contr carry her through Shepherd and Ms. Casey and the support from A3

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elation is under w rev behaviors. This book is a wonderful springboard for discussion with adolescents

Games: A Tale of Two Bullies by Carol Gorman Fr Harper Collins Publisher Simon Pulse, 2007, 204 pp., $6.99 Mick Sullivan and Boot Quinn, 8th-grade rivals, know just which taunts to fling to Chase is the only survivor of a terrible accident. He has partial amnesia of the incident, provoke each other. After two fights in the first week of school, a yearlong battle was but it comes to him in fragments. After grueling and stressful days at school, he sees a set to begin. But neither boy counted on new principal, Mr. Maddox. He “sentences” psychiatrist to help him cope and r the boys to spend one and a half hours each day playing games together, unsupervised, Before the accident, he tried to commit suicide because he was told to “do it” by a in his office. With each boy determined to win, the conflicts mo mysterious voice. Memories about his brother, Ben, haunt him while remembering bits table and into the world outside of school. But somewhere along the way, they get to and pieces of the accident. Ben appears in and out of his life, as if he were just having know each other’s deepest fears. Unintentionally, they become rescuers for each other. memory flashbacks. As Chase remembers more and more, he uncovers a horrible memory Gorman addresses bullying by giving us a glimpse of both char that will haunt him for As we get to know Mick and Boot, the bo Fr suicide, death of people close to him, and sexual abuse. Johnston keeps you glued to y

our seat with this unforgettable page-turner

agments ALAN agments REVIEW

by Jeffery W. Johnston

is a captivating story of a teenager who goes through social issues in school,

ever.

, each boy discovers the personal conflicts at the root of their

2007, 279 pp., $16.99

emember.

also get to know themselves. Once this self-

Suicide/Social Issues/Se

Clip & File YA Reviews Book

ISBN-13: 978-1-4

ISBN-13: 978-0-06-0

acters’ inner struggles

beyond the game

Vicki Sherbert

Wak

Sarah A. Gale

xual Abuse

Muncie, IN

169-2486-9

efield, KS

Bullying

027-9

A Friendship for Today

Scholastic, 2007, 176 pp., $16.99 R children routed to a previously white elementary school for sixth grade when integr tion is ordered by the Supreme Court in 1954. The other is her best friend, J. J. Stenson, so Rosemary is confident she is ready for what’s ahead. However, J. J. contracts polio ov R parents as her father lea

common sense, courage, and inner strength to keep Rosemary’s life in as much balance as possible. McKissack has written an uplifting story she fictionalized in e cat Rags, who had been left abandoned in the street after being hit. Rosemary insists the badly injured cat will live, and with the strength and will to survive that both have, they inevitably do.

healthy relationship with Fats Waller, the famous blues pianist. Mark learns, like all of us, that making choices has consequences. This book is a page- turner, rich in historical detail.

Scholastic, 2007, 176 pp., $15.99 Harlem Summer he has the summer to fill with adventure. Mark’s brother, Matt, is heading off to college; Daddy works as a handyman, while Mama tries to corral her three men into good behavior. Mark goes to work at the New Negro, William E. B. DuBois. Mark makes friends with the literary editor, Jessie Fauset, and Langston Hughes, Countee Cullen, Alfred Knopf and more—many of the contributors to the Harlem Renaissance. At the same time, he becomes inv with running illegal whisk

Harlem Summer

osemary Patterson is the fictionalized version of the author; she is one of two black

osemary is spunky, proud, and unafraid of anything, except the separation of her

er the summer and cannot be there as her supporter

is the raucous story of 16-year-old Mark Purvis; the year is 1925, and

Walter Dean Myers

The Crisis

by Patricia C. McKissack

es home for another woman. Mama, ho

. His dream to be a jazz musician has led him to an un-

, published by the man who belie

ISBN-13: 978-0-439-66098-3

ISBN-13: 978-0-439-36843-8

ery way, except for the

Harlem Renaissance

riendship/Tolerance

es in the concept of

Little Rock, AR

Judith A. Hayn

Little Rock, AR

possesses the

Judith Hayn

olved

A4 a-

T ◆ H ◆ E ALAN ery REVIEW

1-0030-0

Manhattan, KS

Gangs/Family

Todd Goodson Todd

ate Thompson

Junction City, KS Junction City,

Non-fiction/Careers

ISBN-13: 978-1-423

ISBN-13: 978-1-4169-2578-3

journal entries, and so on. journal entries,

el as he awaits his preliminary hear- his preliminary el as he awaits

This book is fast-paced, and it highlights a v

Deborah Reber Deborah

eers

will be an important addition to school and public libraries. Just as impor- will be an important addition to school and public libraries.

Hip-Hop High School.

offers middle school and high school girls an opportunity to explore an aston- middle school and high school girls an opportunity to explore offers

is the successful conclusion of Sitomer’s Anderson family trilogy featuring Anderson is the successful conclusion of Sitomer’s

and

eddy “T-Bear” Anderson is a computer genius caught up in gangsta drama when his is a computer genius caught up in gangsta drama Anderson eddy “T-Bear”

ole models.

Simon Pulse, 2007, 411 pp., $12.99 411 2007, Simon Pulse,

by Alan Lawrence Sitomer Alan Lawrence Homeboyz by Describe Women In Their Shoes: Extraordinary Jump at the Sun, 2007, 224 pp, $16.99 Jump at the Sun, 2007, Their Amazing Car T sister is shot because she was at the wrong place at the wrong time. Teddy is not Teddy time. place at the wrong at the wrong sister is shot because she was involved in gang activity, but he definitely wants to avenge his sister’s death. his sister’s to avenge but he definitely wants in gang activity, involved In Their Shoes He sets out to make the gang pay. His plan would’ve worked, too, but a store owner too, but a store worked, His plan would’ve the gang pay. He sets out to make paths as accoun- career With entries for such diverse paths. of career ishingly wide variety draws a gun on Teddy. His life continues to unr a gun on Teddy. draws of one portrait a detailed personal each entry provides instructors, and yoga animators, tants, ing on a slew of serious charges. Teddy eventually gets placed on probation, where he where gets placed on probation, eventually Teddy of serious charges. ing on a slew entries include not only the nuts and bolts issues of Typical in that career. individual working is introduced to an officer who wants to help young wannabe gangsters leave gangs. leave gangsters wannabe to help young to an officer who wants is introduced also offered are but readers for the career, levels and stress code, dress salary, qualifications, Homeboyz a look behind the curtain at the individuals’ typical da Hoopster (e.g., individuals with some name recognition While the collection includes entries on a few Senator Barbara Boxer), all of the entries detail the lives of individuals to serve as positive of individuals to serve all of the entries detail the lives Boxer), Senator Barbara r In Their Shoes tantly, teachers and guidance counselors will find the book a valuable resource for units of resource will find the book a valuable and guidance counselors teachers tantly, study regarding career and life choices career study regarding

intelligent African-American male character in Teddy. Sitomer expertly weaves a plot weaves Sitomer expertly in Teddy. intelligent African-American male character that lets the reader see who Teddy Anderson really is, while suffering with him as he is is, really Anderson see who Teddy that lets the reader labeled a gangster

1759-1

This book

Muncie, IN Muncie,

ermillion, SD

Darcy Pearson Darcy

Lisa A. Hazlett

amily Problems

GLBT/Short Stories GLBT/Short

ISBN-13: 978-0-374-3

ISBN-13: 978-0-374-33497-0

Homelessness/F

YA Book Reviews Clip & File YA

eaders.

by Barbara O’Connor Barbara by

oux, 2007, 230 pp., $18.00 230 oux, 2007,

Nancy Garden Nancy

ow to Steal a Dog

arrar, Straus and Giroux, 2007, 176 pp., $16.00 2007, and Giroux, Straus arrar,

arrar Straus Gir Straus arrar

F Barbara O’Connor’s book is an intriguing read that delves into the helplessness felt b that delves book is an intriguing read O’Connor’s Barbara many struggling families. This book is from an interesting perspective, which will defi- perspective, an interesting This book is from struggling families. many nitely appeal to adolescent r Georgina, the main character, is fed up with her family’s situation and decides to tak is fed up with her family’s the main character, Georgina, matters into her own hands. The reader is taken on a journey of right vs. wrong, and wrong, of right vs. on a journey is taken The reader hands. into her own matters how that line can sometimes blur when survival (or fitting in) is at stak that line can sometimes blur when survival how also possesses the ability to make the reader question whether Georgina is actually question whether Georgina the reader also possesses the ability to make doing anything wrong. It creates a situation in which maybe, just maybe, it is OK to just maybe, a situation in which maybe, It creates wrong. doing anything choose the lesser of two evils, in this case, stealing. in this case, evils, choose the lesser of two

HEAR US OUT! Lesbian and Gay Stories of Struggle

H This collection of short stories, all written by Garden, portray gay and lesbian teens fr gay portray Garden, all written by This collection of short stories, the 1950s to 2000 and beyond. The book is sectioned by decades, each featuring an his- decades, The book is sectioned by and beyond. to 2000 the 1950s torical account of the era as applicable to the homosexual community, followed by two by followed community, as applicable to the homosexual torical account of the era short stories featuring gay and lesbian teens during that time short stories featuring gay The historical accounts are richly detailed and full of lesser-known facts, with Garden’s facts, richly detailed and full of lesser-known The historical accounts are personal commentary interspersed throughout. The stories are of quality but contain little The stories are throughout. commentary interspersed personal topical information, making many difficult to date, if read separately. Such details would separately. if read difficult to date, topical information, making many have provided a stronger sense of each era and issues faced by respective characters. respective and issues faced by sense of each era a stronger provided have Still, earlier stories are marked through social acceptance, and later by HIV-AIDS, PFLAG HIV-AIDS, and later by social acceptance, through marked Still, earlier stories are groups, or gay marriage, ending with a futuristic view of gays and lesbians enjoying full and lesbians enjoying of gays ending with a futuristic view marriage, or gay groups, social acceptance. This is a must-read for its historical sections alone, and Garden’s new- and Garden’s for its historical sections alone, This is a must-read social acceptance. est stories fail to disappoint.

Progress, and Hope, 1950 to the Present 1950 and Hope, Progress, by F A5

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Darlington Peach Orchard, inauguration grounds for a tenacious friendship between a trio of girls who spent a summer pulling peaches from the branches of its trees. This book picks up where the girls ended their summer in the pr As Murphey, Leeda, and Birdee approach graduation, they realize the next step of their lives may not be as easily implemented as the formation of their friendship in the orchard. Murphey faces her dream of moving to New York, Leeda faces the obstinacy of her sick mother, and Birdie faces the idea of finding herself alone on the orchard. While the girls confront the issue of what e the true meaning of relationships, friendships, and moving on. This story is an inspiring read, with well-developed characters and a plot that may send y merely just new beginnings.

The Secrets of Peaches Lost It Harper Collins, 2007, 297 pp., $16.99 Simon Pulse, 2 Lost It of the main character, Tess, who has her first sexual experiences with her older bo friend, loses her best friend to her therapist aunt due to a poodle explosion incident, and is dealing with her parents suddenly leaving for a wilderness survival camp in the middle of a Utah dessert. While Tess often finds herself in questionable scenarios that are a bit out of control or out of her hands altogether, she also learns to let go of her fears and allows herself to grow in her mistakes, leading her into the right direction of becoming a young woman. Kristen Tracy has a very successful way of getting inside the head of a teenage girl, and she has the reader feeling as if he or she is right ther T

ess, experiencing everything with her ALAN ou walking down memory lane, or perhaps cause you to think that some endings ar REVIEW

will have readers falling in love with the captiv

Kristen Tracy

007, 276 pp., $6.99

by Jodi Lynn Anderson

actly the “next step” means for them, the

Clip & File YA Reviews Book

ating and seemingly real-life story

ISBN-13: 978-0-06-0 ISBN-13: 978-1-4

equel

Sex/Identity/Family

Peaches

Lindsey Deweese

Medaryville, IN

Kar

Muncie, IN

169-3475-2

ena Nedza

Friendship

73308-7

y tackle

e with

break with Max’s dad in Scotland, where they experience more dangerous encounters with the Black Witch (Morgan LeFay) and her minion, led by the Lord of the Black W w and offer it as payment for Max’s dad, who has been kidnapped. The Griffins ar pursued across Scotland through portals that transport them to German several hinterland environments. Max puts his life and the lives of his pals on the line to save his dad, only to disco Y we and a myriad of environments from mud-sucking bogs, portals, ice cities, and a virtual library.

The Rise of the Black Wolf: Grey Griffins Book 2 by Orchard Books, 2007, 320 pp., $12.99 The Grey Griffins (Max, Harle

Shark Girl Candlewick, 2007, 288 pp., $16.99 Jane Arrowood loses more than her arm in a shark attack—she loses her spirit. Once a 15-year-old aspiring artist who looked forward to driving and dating, she now struggles to define herself by what is left, rather than by what is missing. Each phantom pain of her right arm, ho

Jane has never seen the attack that was captured on video and sensationalized in the media, but memory of its preceding events haunt her e

clean, and socialize again. It’s the infectious strength of a wheelchair-bound ten-y old that finally helps Jane find hope in surprising places Jane’s young life—scattered and scarred—is pieced back together through Kelly Bingham’s poignant collection of poetry, letters, conversations, and newspaper articles. The story is in the same breath, simple and profound. Anyone who has ever experienced the stunning sorr

surly path to healing.

oung readers who enjoy the supernatural will encounter goblins, wolf-like soldiers,

orld and wreak havoc from the underworld. The Grey Griffins must locate the spear

olves. According to legend, whoe

Derek Benz and J. S. Le

rew

olves, Vlad Dracular, Morgan LeFay, deceitful adults once trusted by the Griffins,

by Kelly Bingham

is a harrowing reminder that things will ne

of unexpected loss will r

wis

er that things are not as they should be.

Ernie and Natalia) are invited to spend Christmas

er possesses the Spear of Ragnarok will control the

elate to Jane’s slow and, at times,

ISBN-13: 978-0-439-83774-3

ISBN-13: 978-0-7636-32

ery attempt to dr

Physical Loss/Courage

Fantasy/Supernatural

Linda Broughton

er be the same.

Manhattan, KS

Jennifer Funk

ennesaw, GA

Iceland, and

, cook,

07-6

ear-

A6 e

T ◆ H ◆ E ALAN REVIEW

vel—a

acters,

72831-1

Adventure

Muncie, IN Muncie,

Bret Booher Bret

invites read-

Emporia, KS

vin Kienholz

that is not only

olf, Torak’s pack olf, Torak’s

trilogy in spectacu-

alty. The book’s title The book’s alty.

Soul Eater

er much of this no

ISBN-13: 978-0-06-0

ISBN-13: 978-0-7653-1648-6

Alternate History/Mythology

Chronicles of Chaos Chronicles

sticism and danger, this story allows the this story allows sticism and danger,

chic; and Quentin, a warlock, all discover even all discover chic; and Quentin, a warlock,

ounds out his

The Chronicles of Ancient Darkness The Chronicles

John C. Wright

Titans of Chaos

2007, 319 pp., $25.95 319 2007,

7, 323 pp., $16.99

ery form of fantasy fiction into one fast-paced read. With mythologies ranging from ranging With mythologies fiction into one fast-paced read. ery form of fantasy

atherine Tegen Books (Imprint of HarperCollins), atherine Tegen

Titans of Chaos To John C. Wright’s John C. Wright’s

by Michelle Paver Soul Eater by K 200 As the third installment in As the third

brother. Infused throughout with a sense of m Infused throughout brother. harsh landscape as well as creatures to function as interesting and vital char to function as interesting as creatures landscape as well harsh alongside Torak and his friend Renn. Readers will appreciate the chance to explore an the chance to explore will appreciate Readers and his friend Renn. alongside Torak unfamiliar, ancient world and, at the same time, explore perennial, contemporary is- contemporary perennial, explore and, at the same time, ancient world unfamiliar, sues such as the nature of friendship and the importance of lo sues such as the nature anticipates the pervasive sense of darkness that hangs o anticipates the pervasive feeling of impending doom that Torak and Renn overcome only by displaying great displaying only by overcome and Renn feeling of impending doom that Torak courage and resourcefulness in the face of evil. This novel challenges readers with an challenges readers This novel in the face of evil. and resourcefulness courage interesting narrative structure which invites readers to consider the story from multiple to consider the story from which invites readers structure narrative interesting perspectives beyond that of the determined 13-year-old protagonist. that of the determined 13-year-old beyond perspectives

lar fashion. Amelia, a fourth-dimensional being; Vanity, a lost Phoenician princess; lar fashion. Amelia, a fourth-dimensional being; Vanity, Victor, a synthetic man; Colin, a ps a synthetic Victor, more powers as they seek to find out who they are and establish their freedom while and establish their freedom are seek to find out who they as they powers more the Olympian gods pursue them at every turn. This book manages to blend just about them at every the Olympian gods pursue ev ancient Greek to those of Jules Vern and scientific philosophies spanning from Aristo- and scientific philosophies spanning from to those of Jules Vern ancient Greek telian to Newtonian, Wright presents some heady concepts in a w presents Wright telian to Newtonian, understandable, but enjoyable as well. but enjoyable understandable,

ers to journey into the prehistoric Far North on a quest to sa Far into the prehistoric to journey ers

en.

ard.

ated

verished

esa Wells

amego, KS

ar/Survival

Ter

Jennifer Funk

Manhattan, KS

Biography/Jazz

en in a country

ISBN-13: 978-0-525-47198-1

ISBN-13: 978-0-374-35733-7

to protect his family from these his family from to protect

ench’s pictures are loud and dy- are pictures ench’s

Ella Fitzgerald and Peggy Lee. Each Lee. and Peggy Ella Fitzgerald

YA Book Reviews Clip & File YA

ery day. The story begins with Ibtisam and her ery day.

en’s Books, 2007, 64 pp., $19.99 2007, Books, en’s

times Gourse’s language is itself lyrical, while F times Gourse’s

Leslie Gourse

Ibtisam Barakat

asting the Sky: A Palestinian Childhood asting the Sky: A Palestinian

arrar, Straus and Giroux, 2007, 192 pp., $16.00 2007, and Giroux, Straus arrar,

namic, much like the performers they depict. A mix of memorable anecdotes and mu- depict. A mix of memorable they the performers much like namic, sical-technique explanations make this book creatively educational. Paired with a mu- educational. Paired this book creatively make sical-technique explanations sic anthology, the stories of these women would easily burst off the pages and into the easily burst would the stories of these women sic anthology, ears of young readers. of young ears

profile, less than three pages long, introduces readers to the life, music and legacy of a music and legacy to the life, readers pages long, introduces less than three profile, different woman who helped define an entire genre of music. genre who helped define an entire woman different At

Sophisticated Ladies: The Great Women of Jazz Women Sophisticated Ladies: The Great by Dutton Childr Whether readers have an ear for jazz or not, they will find Sophisticated Ladies an ear for jazz or not, they have Whether readers entertaining compilation of the stories of fourteen female jazz musicians—each story as colorful as the pages that tell it. Strikingly similar tales of misery in impo childhoods, failed marriages, and substance abuse, give rise to the unique, soulful rise to the unique, give and substance abuse, failed marriages, childhoods, rhythms of greats like Bessie Smith, Billie Holida like of greats rhythms

T by F Ibtisam Barakat writes an inspiring story of how life must go on e writes an inspiring story of how Ibtisam Barakat where the threat of war is about them e of war the threat where family fleeing their home in Ramallah when 3-year-old Ibtisam becomes separ when 3-year-old family fleeing their home in Ramallah from her family. They are later reunited in the caves the family flees to. It is the begin- in the caves later reunited are They her family. from ning of the many separations the family must undergo before returning to their home returning before the family must undergo separations ning of the many When they return, they cope with Israeli soldiers practicing literally in their back y literally practicing soldiers cope with Israeli they return, When they She writes about how a father goes out of his w She writes about how dangers and a mother’s way of coping with day-to-day fear for herself and her childr fear for herself of coping with day-to-day way and a mother’s dangers This story also tells of how children are the same, no matter where they are, when are, they no matter where the same, are children This story also tells of how curiosity outweighs their fear. curiosity outweighs A7

T ◆ H ◆ E

ous, and they are told from every conceivable point of view, girls, boys, and parents. There are stories about courage, embarrassment, new found love, old friendships r newed, and father’s anxiety. This collection crosses the boundaries of race, social class, age, and sexual orientation. Many of the stories could be used on their own as supplemental material in v units. I would caution that sex, drugs, and course language are often part of the story but do not seem contrived in their usage. At girls, but having read the stories, many would also appeal to the bo

This is a collection that includes one poem, one pla one of the most anticipated, or dreaded, events in the life of a high school student. The stories range from the true to life to the outright fantas

Scholastic P

W 21

arr tasadGru,20,28p. 1.0ISBN-13: 978-0-374-38251-3 Farrar, Straus and Giroux, 2007, 208 pp., $16.00 Abandoned as a little girl in 1944 in the Appalachian town of Way Down Deep, West Virginia, Ruby June finds love and acceptance among the townsfolk. However, she r often funny story quickens when she finds out that the truth behind her family history will soon be revealed. And although she must taste some “bitter berries” along the wa Down Deep and who she is

R of Way Down (as the locals call it), while the story of Ruby June prompts them to consider issues such as kindness, belonging, and the meaning of family

emains haunted by the fact that her own origins remain a mystery. The pace of this

eaders will enjoy making the acquaintance of the kindly, somewhat eccentric citizens

ay Down Deep

first glance, and by reading the title, I would say this book would appeal to teenage

y, ALAN Proms

REVIEW she eventually comes to an understanding of who she

David Levithan and Daniel Ehr

oint, 2007, 289 pp., $8.99

by Ruth White

becoming

, all just in time for her thirteenth birthda

enhaft, eds.

Clip & File YA Reviews Book

and nineteen short stories about

from heartbreaking to hilari-

ISBN-13: 978-0-439-890

was

Poetry/Short Stories/Pla

before arriving in Way

ys.

Rhonda Bowser

Matthews, IN

vin Kienholz

Emporia, KS

Mystery

arious

29-8

HarperTempest, 2007, 131 pp., $15.99 This is a free-verse novel that tells the story of a teenage boy’s loss of his mother. The book is written as the boy’s journal as he is living through his mother’s suicide attempt. She is living in the hospital, but on life support, and he is facing a very tough decision. Would it be murder to shut off the machines that are keeping his mother alive? His father is suffering from terrible depression and cannot mak himself. His best friend, Jack, is turning into a juvenile delinquent, and he cannot stand to be around Jack anymore. He dates a girl at his school, but she can’t help him, either. This book deals with some very tough issues that soon teens ha some questionable language and subject matter for use in a classroom setting.

alking on Glass by Alma Fullerton

Publishers who wish to submit a book for possible review should send a copy of the book to:

To contact Lori Goodson at [email protected]

submit a review for possible publication or to become a r

Lori Goodson 409 Cherry Circle Manhattan, KS 66503

ISBN-13: 978-0-060

Death/Suicide/Depr

eviewer,

e the decision

to face. It has

Mary Cohoat

Muncie, IN

7-7851-4

ession

Eva Gold, Ruth Caillouet, and Tom Fick

Teaching (W)holes: Wordplay and Reversals in Louis Sachar’s Holes

Books are the best of things, well used; abused, among the worst. What is their right use? What is the one end, which all means go to effect? They are for nothing but to inspire. —Ralph Waldo Emerson, “The American Scholar” (57)

What pretty oracles nature yields us on this text [self-reliance] in the face and behavior of children, babes, and even brutes! That divided and rebel mind, that distrust of a sentiment because our arithmetic has computed the strength and means opposed to our purpose, these have not. Their mind being whole, their eye is as yet unconquered, and when we look in their faces, we are disconcerted. —Ralph Waldo Emerson, “Self-Reliance” (260)

merson, like many Romantic writers on both minds: the creating of wholes out of holes, of an sides of the Atlantic, is the champion of child unconquered “I” out of proper seeing. If Emerson is Ehood and youth, and like every teacher, he right that books are for nothing but to inspire, then knows that children not only read texts, they are Holes is an extraordinarily useful book, because it themselves texts who have lessons to teach adults. contains so many elements that can be used to spark Louis Sachar’s classic novel, Holes, might be read as a students’ interests. One of the most significant is gloss on Emerson, and particularly on two of his most implicit both in Emerson’s comments and in our own influential essays, “Self-Reliance” and “The American introduction to this essay: wordplay. Even if students Scholar.” The hero of this novel, Stanley Yelnats, is a are not as immediately taken with the pleasures of the boy who, like characters in so much young adult text as their teachers are, we all know that playing fiction (and in real life as well), must find themselves with words is a part of young adult culture—from rap and learn to recover that wholeness which Emerson lyrics to “playing the dozens” or “signifyin’”—and sees as the natural condition of childhood and the goal tapping into this interest in wordplay can make of the healthy adult. In fact, the title of the novel is a reading a mind-opening and inspiring activity. Word play on words that points us towards its message. play initiates and structures the novel’s themes of Holes, we believe, is an implicit pun on “wholes,” and identity, justice, and fortune, and further allows in the course of the novel Stanley moves from the teachers to introduce students to a complex sense of divided and rebel mind Emerson mentions toward self- literary structure and characterization while engaging reliance and integrity, until—to adapt Emerson once their imagination and sense of play. As teachers in again—his mind being whole, his eye (“I”) is as yet different areas—British Literature, American Litera unconquered. ture, and English Education—we have found that this Holes, therefore, is a novel about the opening of novel helps students find a sense of play in classic

THE ALAN REVIEW Summer 2007

literature through the study of an adolescent text. In (who believes Camp Green Lake is a camp complete short, it can serve what Emerson, in “The American with activities on the lake and not an abusive reform Scholar” sees as the one true use of books: to inspire. school) says in a letter, “Maybe something good will What follows are some of the approaches that we have come of this” (75); this is yet another cliché, albeit found useful for opening young readers’ minds—the sincerely meant (unlike Mr. Pendanski’s) and one that kinds of discoveries that students can be prodded to proves to be true. Life for Stanley and Zero is “turned find themselves and those more literary ones that they around,” and, in spite of the evil intentions of the will need a teacher to help them find. Warden and her subordinates at Camp Green Lake, in spite of the injustice that characterizes Stanley’s Wordplay in Holes conviction for stealing the sneakers, justice is at the end restored. Holes, Louis Sachar’s acclaimed young adult There are other novel, is based in wordplay. Its title, as we have significant reversals in the indicated, is an implicit pun on “wholes.” The holes of The two bits of wordplay novel as well. The experi the novel are, of course, the holes that Stanley and the ence at Camp Green Lake work through opposites. other boys of Camp Green Lake must dig, ostensibly to does turn Stanley’s life effect their rehabilitation but actually to search for the around. Green Lake is not Everything in the book fortune buried by Kate Barlow. Holes may connote a lake; it is a wasteland (as emptiness and nothingness, yet in the course of the turns out to be its own declared on the first page), novel, Stanley becomes “whole.” The secondary that at the end will once opposite: what is lost is character Zero, the symbol for whose name links him more become a lake. Camp with holes (0) and who is described as having a head Green Lake is not a camp, found, what is bad luck with “nothing” in it (19), also becomes whole. Indeed, but rather a place of all the apparently disconnected plot elements from becomes good luck, injus cruelty and injustice; as past and present are revealed, by the end, to form a the boys are repeatedly “whole” as Stanley undoes the curse laid on his great tice becomes justice. told “This isn’t a Girl Scout great-grandfather when he carries Madame Zeroni’s camp” (14). Yet at the end, great-grandson Zero up the mountain and sings him a the land is sold and “will become a Girl Scout camp” song. Even the main character’s name is a play on (229). Elya Yelnats goes away from Madame Zeroni, words. Early on, we are told that Stanley Yelnats’ yet their descendants are brought together at Camp name is the same backwards and forwards: it can be Green Lake to effect the undoing of Madame Zeroni’s read both from left to right and in reverse (9). While curse. amusing in itself, this bit of wordplay is key to the The most important reversal has to do with structure and thematic development of the novel. Stanley, consigned to an institution presided over by Everything in the book works one way and in reverse: abusive authority figures. Stanley, though innocent of the plot goes back and forth between the past and the the crime of stealing the sneakers donated by a sports present—from Latvia where the curse begins, to Sam celebrity to a charity auction, is in need of reform, and Kate in the town of Green Lake of the late nine though not of the sort offered by Camp Green Lake. teenth century and forward to the present life of Stanley begins as an unhappy character—overweight, Stanley and the other characters. bullied, and friendless. He must undergo a reversal, a The two bits of wordplay work through opposites. change for the better in this book. Although this Everything in the book turns out to be its own scenario will probably be familiar to young readers, opposite: What is lost is found, what is bad luck who will have found versions of it in so much adoles becomes good luck, injustice becomes justice. The cent literature, the idea of transformation is also pedantic counselor Mr. Pendanski utters a sentence central to many of the most famous quest narratives of that both articulates the clichés of reformation and the western tradition—Homer’s Odyssey, Dante’s encapsulates the structure of the book: “I’m going to Divine Comedy, Spenser’s Faerie Queene, Bunyan’s help turn your life around” (17). Stanley’s mother Pilgrim’s Progress. Holes, accessible as it is to students,

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can thus be used to introduce the genre of quest With its connections to traditional quest narra narrative, which in many of its classic examples can tives, the novel can introduce students to the ways seem to students remote from their own experience. In literary texts can allude to and speak to other texts. these works, as in Holes, the hero must undergo a Holes provides a very specific example of literary transforming quest that involves both the recovery and allusion. On the very first page of the book, we are discovery of identity in a plot that involves a reversal. told that Camp Green Lake has no lake; it is a “waste Camp Green Lake, of course, is not really set up land.” Later, we find out that rain stopped falling on for reformation: The Warden, Ms. Walker, a descendant the town after the Sheriff and Trout Walker and other of the evil Trout Walker, is in search of the treasure townspeople killed Sam, the black Onion Man, for the buried in the desert by the outlaw Kate Barlow. But, in “crime” of kissing the white Kate Barlow. With the another reversal, digging the holes makes Stanley term “wasteland” comes an allusion to T.S. Eliot’s stronger physically, strong enough to carry Zero up the classic and complex poem The Waste Land, which can mountain and hence to complete the task left undone be read as a quest romance. Eliot’s poem presents a by his great-great-grandfather Elya Yelnats. When dreary and fragmented landscape, where the desire for Stanley follows Zero in his escape into the desert, the rain signals a desire for growth and rebirth, themes we characters reach a low see also in Holes. Indeed, the plot of Holes follows that point, thereby participating of The Waste Land. Eliot writes of his wasteland, in a movement familiar “Here is no water but only rock/ Rock and no water” With its connections to within quest narratives— (lines 334-5; 1303), yet in the last section, “What the traditional quest narra- reformation involving Thunder Said,” there is at least the promise of rain, reversal, and characters just as toward the end of Holes there is thunder (127). tives, the novel can intro- reaching a nadir, a spiritual When Zero and Stanley are wandering in the desert low point, before they can they find water beneath God’s Thumb, the “giant duce students to the ways go up. Stanley and Zero’s rock” (171) that dominates the landscape, just as literary texts can allude to climb up the mountain can barren rock dominates Eliot’s poem. And, finally, be linked to the reversals though there is no rain at the end of Eliot’s poem, a and speak to other texts. experienced by such drop of rain falls on Camp Green Lake (225), signaling heroes as Odysseus, who redemption not only for Stanley and Zero, but also for Holes provides a very journeys to the Under the town of Green Lake, which, in another reversal, specific example of liter world, Dante, who jour- will once again be a place of growth. With this neys through Hell, and, in promise, language is redeemed as well. Green Lake no ary allusion. a modern rendition, longer means “wasteland”: it will mean Green Lake, a Malcolm X, whose ascent tautology rather than an opposite. comes after his imprison Through all the reversals of this book, beginning ment. Stanley and Zero’s return to camp is also with simple wordplay and extending to plot, structure, marked by a series of reversals. The plot concocted by and character, in the end Holes celebrates wholeness the Warden to protect the camp from an inquiry about of character and family with a sense of justice re Zero works in reverse. The Warden, assuming Zero stored. Stanley’s completion of his quest leads to will die in the desert after he runs away, orders Mr. recovery and good fortune in many senses. Stanley Pendanski to destroy Zero’s records, which has the recovers his identity; Zero (the only “camper” who effect of making them a “hole in cyberspace” (222). has no name) gets both his name and his mother This effort to make Zero nothing, a person with no back. In another piece of wordplay, the novel also identity and no record, enables Stanley’s lawyer ends with recovery of fortune. All the bad fortune of simply to take Zero out of the camp. Even the concept the Yelnats family turns to good fortune, as the family of the law undergoes a reversal as Stanley and Zero recovers the “fortune” made by the first Stanley are rescued by a lawyer and the Attorney General of Yelnats in the stock market; the treasure stolen by Kate Texas, representatives of the institution that unjustly Barlow, searched for by the Warden, is in a suitcase sent the boys to the camp in the first place. labeled Stanley Yelnats. Stanley’s father, an inventor

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plagued by bad luck, becomes “lucky” as he discovers Caveman is a process by the “cure” for foot odor (no doubt a favorite detail for which these young men The giving of names like adolescent readers). This discovery helps Clyde stake a claim in self, but it Livingston, the celebrity donor of the stolen sneakers, is also a time-honored X-ray, Zero, Barf Bag, with his foot odor problem. Thus the smelly sneakers tradition in young adult that sent Stanley to Camp Green Lake for stealing and fiction as well as classic Zigzag, and Caveman is a were actually “stolen” by Zero, who was in need of literature. process by which these shoes, lead to the integration of Clyde, famous for Books such as Karen “stolen bases,” (22) into the Yelnats-Zeroni commu Cushman’s Catherine, young men stake a claim nity at the end of the novel. Zero is revealed not as Called Birdy and Christo absence but as a circle, what Emerson, in his essay pher Paul Curtis’s Bud, Not in self, but it is also a “Circles” calls “The highest emblem in the cipher of Buddy highlight the time-honored tradition in the world” (403), and which stands for the trans importance of a precise formed (w)holes of the camp. As Emerson writes, name in a young person’s young adult fiction as well “Our life is an apprenticeship to the truth, that around identity while Lois Lowry’s every circle another can be drawn; that there is no end The Giver presents the as classic literature. in nature, but every end is a beginning; that there is ceremony of names in always another dawn risen on mid-noon . . .” (403). which children are given a name unique within the community but not unique in Classroom Activities identity. In Cushman’s The Midwife’s Apprentice, when the young girl who has been labeled Beetle While teachers can find numerous classroom decides to name herself Alice, she begins to find an ideas for enriching the study of Holes, we have chosen identity and a place in the world. Esperanza of Sandra activities that center our discussions on identity, Cisneros’ The House on Mango Street wants to change wholeness, and opening minds. Through three areas her name to Zeze the X, while Jerry Spinelli’s Stargirl of study—the concept of naming, the venture toward a protagonist, Susan, names herself Stargirl and then quest, and the issue of fortune—students develop back to Susan, taking on a different personality with journals and projects that allow them to explore each name. Joe, from James Howe’s The Misfits, individuality, identity, and independence while also experiments with names like JoeDan and Scorpio as opening their minds to new possibilities. he explores his own individuality, while the larger issue of name calling as society’s habit of using labels What’s In a Name? to brand individuals is central to the novel. In classic What exactly is in a name? Why would a name literature, the question of what’s in a name has make any difference in a life? Early in Stanley’s stay at plagued adolescents from Shakespeare’s Juliet to Camp Green Lake, the boys introduce themselves with Carson McCullers’ Frankie to Toni Morrison’s Milkman their chosen/given names and present Stanley with his Dead and Alice Walker’s Dee Wangero. Over and over, new identity, Caveman. To the boys at Camp Green names have been an adolescent’s connection with Lake, the choosing of a name for each new member identity, self worth, culture, and independence. may seem like a teenage trifle, but in truth the ritual is To help students see this importance of names in an act of rebellion for adolescents who have very few connection to identity we have used a variety of freedoms in life. Mr. Pendanski refuses to use their journal prompts and activities. Giving students the nicknames, saying “I prefer to use the names their chance to write about their own names is, of course, a parents gave them—the names that society will good place to start. Students tell the story of their recognize them by when they return to become useful names by answering a series of questions designed to and hardworking members” (18-19). His statement lead them through the connection between a name denies the society that the boys have created for and one’s identity. We begin with some investigation themselves as well as their present usefulness. The into personal history with the following questions. giving of names like X-ray, Zero, Barf Bag, Zigzag, and “Why were your names chosen? What does the name

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mean? Is there a family heritage or cultural symbol in room school houses, and a wealth of history. We also the name?” Students can also write about the choos talk about Stanley’s luck and pose questions about the ing of a name for a pet or younger sibling. We pull in unluckiest member of the family. Students gather the many name books that are on the market so that pictures and artifacts to present to the class as they students can look for roots and meanings. We ask share the stories and complete the research. These them to think of names which, like Stanley Yelnats, projects are not only fascinating histories, but they are palindromes. They also write about nicknames, also serve to connect students with their own family their own or those they have heard in the community. stories, many that they have never heard, and better The newspaper obituary is a great resource to pull into understand another bit of their own identity. the classroom for discussing nicknames. We talk and write about the nicknames What Is Your Quest? we endured as children The family history projects are also a nice lead and the stories behind into discussions of the mythic hero, since Stanley And then they are asked those names. And then Yelnats, an ordinary boy from an ordinary family, finds to rename themselves like they are asked to rename himself in the unlikely position of hero in his escape themselves like the from Camp Green Lake and rescue of Zero. Students the characters in Holes. characters in Holes. “What find his move toward the self reliance and integrity of name would you choose if Emerson inspirational and are eager to discuss his “What name would you you wanted to change your connection to other heroes. In the continued effort to choose if you wanted to personality? What name link Holes with other classic literature, we discuss would you give yourself if Stanley as he relates to characteristics of the mythic change your personality? you were to become a hero. One common factor in the life of the hero, superhero?” Of course, not especially the adolescent hero, is some mystery all of the names given to surrounding the hero’s ancestry. From the ancient us are positive and not all of them are chosen by us, tales of King Arthur and Robin Hood to the popular so it is important to discuss the negative connotations culture stories of Batman, Spiderman, and Elektra, the of name-calling too. young hero is often raised by a foster family and many The naming discussions lead into the next activity times becomes a hero at a young age in order to from Holes, digging into family history. Woven into the revenge the death of one or both parents. Adolescent story of Stanley Yelnats is the tale of Stanley’s “no fiction is filled with adventure stories of young people good- dirty-rotten-pig-stealing-great-great-grandfather” who are removed from the supervision of one or both and the family heritage and theft that influences parents. Both of Harry Potter’s parents are dead, so he Stanley’s life. We all have colorful ancestry and family is raised by his aunt and uncle, as is Dorothy. Scout stories, so this gives students the chance to do some of and Jem have the freedom and pain of a deceased their own digging. Although encouraging students to mother, while the children of Narnia are sent away to research their own families is the goal, we have the country during wartime, away from both parents. learned to be flexible in allowing those who are Whether the hero’s parents are dead or simply uncomfortable within their own family stories to missing, the adolescent hero must complete his quest choose someone else’s family or even tap into commu away from adult supervision. While Stanley’s parents nity agencies and retirement centers. The project are both alive and well, his adventure begins when he begins with further research in names as students is sent to Camp Green Lake, away from their protec attempt to understand more about their own ethnicity tive environment, and his true quest starts as he sets and culture. Students use the internet and family off on his own to find Zero and reach God’s Thumb. histories to examine the roots of their ancestry. They As in the case of much adolescent fiction, Stanley’s also interview the oldest willing member of the family individuality and self-discovery comes from indepen and gather stories. The interviews are always fascinat dence and missing parents. Although Stanley is not ing with stories of World War II paratroopers or avenging his parents’ deaths, the reason he finds mistresses of the first schools in the community one- himself in trouble is because he wanted to take the

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sneakers home in his desire to help his father find question, “What is your quest?” To get them thinking luck. He also refuses to leave Zero behind when his about their own desires, we use the poem by Langston lawyer comes to the rescue, and it is this act that leads Hughes called “Harlem” so that they too can think to the discovery of Zero’s mother and the end of her about the damage of dreams that are not fulfilled. To mysterious disappearance. tie in other disciplines of study, students can also use Another common factor in stories of mythic Zero’s spatial drawings to understand geometry and heroes is the sidekick or companion. The sidekick map skills. Students are asked to draw a map to their helps in battle, supports the hero at all times, and very home and then write the directions as a way to show often is the witness to the hero’s death in the end. that connection between words and pictures. Using a Robin Hood has Little John, Arthur has his knights of map quest might be another way to demonstrate the the round table, and even Beowulf has Wiglaf in the power of the journey. This would also be a fun time to end. In modern popular culture, students are quite talk about compasses and survival skills and bring in familiar with the sidekick through characters like speakers to give students tips. Batman’s Robin and Xena’s Gabrielle. Because of these relationships, the hero often learns lessons of compas Is It Fortune, Justice, or Luck? sion, sacrifice, and character. Stanley completes the The story of Holes is filled with coincidences and sacrifice of carrying Zero up the mountain and learns luck. Stanley blames his fate on his “no-good-dirty about his own strengths—strengths that might even be rotten-pig-stealing-great-great-grandfather” and claims considered super human. that the family was cursed Writing about heroes and their mythic qualities with bad luck because of gives students the chance to connect Stanley’s stories those mistakes. The list of with other great legends of film, television, and coincidences is quite long. The journal prompts in- fiction. It also serves as a way to get students thinking Stanley is sent to Camp clude, “Do you believe in about their own character traits. We begin this Green Lake, the same place discussion by brainstorming a list of heroes with where his great-great- luck or fate?” “Do the students and try to list all of the television and film grandfather met with Kate superheroes that they can remember from the Ninja Barlow and the same place boys find success because Turtles to Spiderman to Xena to Buffy. Then we list the where Zero, the descen of fortune, justice, or literary heroes such as Arthur, Odysseus, Robin Hood, dent of the gypsy who Britomart, Beowulf, the Redcrosse Knight, and others. cursed his great-great- luck?” “Is justice served, From there we begin to look for similar characteristics grandfather, was sent. and common storylines. Students write about child Stanley is sent there for the and is that due to the hood heroes and explain the difference between a hero crime of stealing the shoes and a role model. Then we discuss Stanley and his taken by Zero. Zero legal system or good qualities to see whether he fits the definition of mythic survives by taking refuge luck?” hero. Students are asked to write about sacrifice, those under the boat built by made by legendary heroes but also their own personal Sam and eating the sacrifices. We also ask them to think about strengths peaches jarred by Kate. The questions to pose to and, like Stanley, to look within themselves for their students about these coincidences are designed to help own strengths. The journal prompt is a simple ques students think through their own beliefs. The journal tion, “What is your greatest strength?” Stanley is sent prompts include, “Do you believe in luck or fate?” “Do to Camp Green Lake to build character, so it is only the boys find success because of fortune, justice, or fitting to use his story to help our students with this luck?” “Is justice served, and is that due to the legal same lesson. system or good luck?” These are questions that can We also discuss the importance of the quest in lead to a variety of projects. Students can perform heroic tradition and how the journey of the quest is mock trials or visit a court room or investigate the the real story, not the completion of the mission. I juvenile legal system of their area. This is also a good turn this into a reflective writing prompt with the time to discuss ancient systems of justice and talk

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about the belief of right versus might in the legends of variations on the old song beginning on the bus trip to King Arthur. A good question for this discussion is, “Is Camp Green Lake with Stanley’s memory of his Stanley’s father’s successful invention due to hard father’s gruff voice and passing back in time to the work or luck?” We discuss his invention strategies and wife of the pig stealer who was the first to translate the results. the song into English. It is Stanley who completes his These questions lead into the invention project. great-great-grandfather’s broken promise by carrying Students investigate inventions which came about due Zero up the mountain and singing the lullaby once to mistakes. They research everything from chocolate again. The book ends with a new variation of the “If chip cookies to catapults to post-it notes, and we Only” lullaby, this time sung by Zero’s mother. The discuss the concept of luck and coincidence in many song comes full circle as each of its singers provides great discoveries. Students then get a chance to design comfort for loved ones through the magic of its words. their own inventions. They first write about something Like the descendants of Elya Yelnats and Madame that they wished existed and then work in teams to Zeroni, the original lullaby, as passed through the design drawings, packaging, and a sales pitch for their families, took two paths and ended up transformed new product. The inventions are then presented to the through translation into two versions, related but class, and students vote on the best of the bunch. The different. The final verse sung by Zero’s mother, “Fly project allows for creativity, as well as a host of high my baby bird, My angel, my only,” echoes the learning styles, and is always great fun. These projects strength and independence of Emerson’s self-reliance. lead students to understand that what some perceive At the end, Zero and Stanley are transformed, yet as luck might really just be hard work and ingenuity together and looking back to their common origin. At and the ability to keep an open mind about possibili the end, Holes, like the name of its main character, ties. connects endings to beginnings.

If Only, If Only Eva Gold is a specialist in British literature and Tom Fick is a specialist in American Literature. Both are professors Our study of Holes, like the novel, comes full of English at Southeastern Louisiana University and have circle. At the end of the book, the characters are all directed summer institutes for teachers through the “whole.” Zero has regained his identity and his Louisiana Endowment for the Humanities. After twenty mother, the Yelnats family has achieved good fortune, years of teaching grades 7-12 in Louisiana public schools, and even Clyde Livingston has found a cure (thanks to Ruth Caillouet now directs the English Education program Stanley’s father) for his smelly feet. Our discussions at Southeastern Louisiana University. Her passions come back to our opening lessons on Emerson’s self- include teacher education, the novels of Toni Morrison, reliance. Each of the characters finds the integrity and Buffy the Vampire Slayer, and escaping into adolescent literature. wholeness that Emerson suggests as central to the discovery of identity, but each also must keep an open Works Cited mind to accepting help from another in order to find Eliot, T. S. The Waste Land. The Heath Anthology of American wholeness. Through this discussion students under Literature, Vol. D. Ed. Paul Lauter. Boston: Houghton Mifflin stand the significance of helping one another on the Company, 2006. 1291-1306. journey to self-reliance. Emerson, Ralph Waldo. “The American Scholar.” Essays & One of the best metaphors for this discussion is Lectures. Ed. Joel Porte. NY: Library of America, 1983. 51-72. the lullaby that threads its way through the story. ———. “Circles.” Essays & Lectures. Ed. Joel Porte. NY: Library of America, 1983. 403-414. Students enjoy comparing the different versions of the ———. “Self-Reliance.” Essays & Lectures. Ed. Joel Porte. NY: lullaby, but they also enjoy sharing their own child Library of America, 1983. 259-282. hood songs and explaining the importance of music Sachar, Louis. Holes. New York: Dell Laurel-Leaf, 1998. and memory. The many voices of the novel add

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Jeffrey S. Kaplan The Research Connection

Recent Research in Young Adult Literature: Three Predominant Strands of Study

or this research column, three to read (or maybe, not read) about researcher Sue Jacobs garners data recent journal articles caught yourself when your self-identity is obtained from incarcerated male Fmy attention. They represent, not considered the norm. youths to examine these youths’ in my estimation, three predomi And the third strand is the artistic responses to, and interpreta nant strands in the study of young changing face of young adult tions of, young adult literature. adult literature. The first strand is literature and how its reflective Using young adult participants aged the preponderance of the use of nature mirrors societal norms and between 13 and 17 years of age, young adult literature to inspire, expectations. Diane Emge’s article Jacobs’s research results reveal that and perhaps, change the lives of on how young adult novels reflect the incarcerated male youth’s young people. Often, teachers, the societal expectations of young artistic responses, coupled with parents, social workers and youth girls who find themselves pregnant interviews, provide a forum for leaders will use young adult and the resultant choices they make youths to understand young adult literature to hold up a mirror to provides a vivid example of how literature while enjoying an young adults to see something that literature mirrors life, and some aesthetic activity. Jacobs’ research they might not ordinarily recognize times, the reverse. is significant in that it brings depth in themselves. In Sue Jacobs’s All three articles are a startling and context to an often overlooked article on the reaction of impris glimpse at the revealing and and under-researched area of young oned youth to the reading and evolving face of young adult adult literature, the reaction of discussing of young adult literature, literature and add considerably to troubled and even incarcerated we see just that. our understanding of ourselves and youth to a body of literature that is The second strand of study is the role of young adult literature to often most relevant to their immedi the power of young adult literature reflect the changing perceptions of ate circumstances and needs. to reveal the hidden and often our world. As Jacobs states, often adoles confusing lives of young adults, cent males are academically and particularly in today’s world for Incarcerated Youth and emotionally detached from the those whose sexual orientation Young Adult-Literature classroom setting (Brozo, 2002). differs from the acceptable norm. In Jacobs writes that early reading and Emily Meixner’s good work on the In “Listening, Writing, Draw learning failures are precursors to lives of young adult children who ing: The Artistic Response of unemployment, crime, drug are lesbian, gay, bisexual, Incarcerated Youth to Young-Adult addiction, homelessness, and transgender and/or queer, we get a Literature,’ (Educational Horizons prison sentences. Also, as she first-hand glimpse of what it means 84 No2 112–20 Winter 2006), evidences, boys are three to five

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times more likely than girls to reader is more likely to become have experienced—abuse, school undergo learning or reading engaged if the affective areas of difficulties, and frequent involve disabilities placement in schools engagement and checking for ment with the criminal justice (National Center for Educational understanding are addressed. system—they operate at an intense Statistics, 2000), 50 percent more Nonetheless, acquiring technical emotional level that may endanger likely to be retained a grade than knowledge, rather than concentrat themselves and others. Thus, girls (Kleinfield, 1999) and of the ing on the initial affective aesthetic Jacobs believes that their prior estimated 500,000 to 1 million response and finding enjoyment in experiences would add a unique students who annually drop out of the literature, has too often been perspective to their story interpreta high schools in the United States, traditional instruction’s major tions. more than 55 percent are boys concern (Chasser 1977). Jacobs’ study utilizes qualita (National Center for Education Armed with this belief, Jacobs tive and quantitative methodology Statistics 1998). undertook a study to examine the to gather information about Jacobs believes that one types of artistic responses and incarcerated youth and their remedy for these depressing personal interpretations that responses to young adult literature. numbers is to help adolescent boys incarcerated male youths make as The information gathered is become more engaged in reading they listened and responded to reported as individual case studies. and listening. Developing readers at selected pieces of young-adult The population under study is a young age, she asserts, helps literature. Often, because of the incarcerated male youths ranging in them become lifelong learners extreme situations such youths age from thirteen to seventeen. (Young and Brozo 2001). Moreover, Many have lengthy criminal she proposes that if young males histories of absconding from home are to be engaged in their reading, or placements, school truancy, and Jacobs writes that early then the objective of traditional deviant behavior such as assault, reading instruction must be reading and learning theft, and the use of drugs and dramatically changed. alcohol. In many traditional middle- failures are precursors to These youths chose novels level language arts classrooms, from a list provided; the researcher students must respond to assigned unemployment, crime, conducted a “book talk” on each; literature either orally, or more drug addiction, and the youths then voted on the typically, in writing. Students are top three they wanted read to them. asked to explain or discuss their homelessness, and prison The favorites were Moon over answers to the selected reading. Tennessee (Crist-Evans, 1999), The teacher decides whether the sentences. Also, as she Tenderness (Cormier, 1997), and students are answering the ques evidences, boys are three Surviving the Applewhites (Tolan, tions “correctly”—usually how the 2002). teacher believes they should be to five more times more During each session the answered. Such traditional ap researcher read for forty-five proaches often slight the affective likely than girls to un minutes, and afterward the youths responded using a choice of art area of literature by regarding dergo learning or reading meaning as residing in the text. medium. Then each youth, inter In contrast, as Jacobs writes, disabilities placement in viewed individually, responded to Rosenblatt indicates in 1978 that an oral prompts about his art piece. aesthetic response to literature can schools (National Center Each one explained his picture, help the reader participate in a how it related to his personal life, for Educational Statistics, lived-through experience, thus and whether it brought forth any creating a higher level of engage 2000). memories of people, places, or ment and interaction. Thus, the situations.

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To determine attitudes toward students at the College of New reading, the youths were given pre- The results of this study Jersey to introduce student teachers and post-tests modified from the to lesbian, gay, bisexual, Denver Reading Attitude Survey indicate that artistic re transgender and queer young adult (Rhodes, 1992). They were also literature and to motivate them to given an Interest Inventory (Hill sponses are another conduct their own action research and Ruptic, 1994), modified to help vehicle incarcerated male projects on the availability of such establish common ground between literature in school and local library the individuals and the researcher. youth may use when collections. The interviews with the incarcer Meixner is drawn to a study of ated male youths were transcribed responding to young adult young adult literature about issues and included in the text. literature. The findings did of sexual orientation for three Using Squire’s Classification reasons. First, she was curious Methods for Response to Literature show that artistic re about the power of stories to elicit (Squire, 1964), each drawing was empathy. She wants to know if documented under literary judg sponses coupled with stories about homosexual and ments, interpretational responses, interviews provide a fo transgender behavior could provide narrational responses, associational students with an opportunity to responses, self-involvement, rum for youths to under experience (albeit vicariously) what prescriptive judgments, and their future Lesbian, Gay, Bisexual, miscellaneous. The responses were stand young adult litera Transgender Queer (LGBTQ) middle examined in their entirety. An and high school students might be ture while they enjoyed analysis of the data reveals thirty- going through—their feelings, their seven responses placed in Squire’s an aesthetic activity. struggles and successes, and the Framework (1964). None fell into experiences through which they the literary-judgment category, were and were not marginalized. thirteen into interpretational, and coupled with interviews provide a The second reason is curricu eight into narrational response. Of forum for youths to understand lar. Not only did Meixner want her the remaining, six responses deal young adult literature while they students to become aware of their with associational responses, eight enjoy an aesthetic activity. The LGBTQ students’ experiences, she with self-involvement, and one youths also learn about themselves, also wants them to be able to share, each with prescriptive judgments including concerns and attitudes recommend, and read these texts in and miscellaneous. surrounding their situations. Jacobs their classrooms. The more familiar Initially, the youths seemed to concludes that educators can they are with these texts, she rely on safe responses, but as they accomplish that by understanding believes, the more likely they would were encouraged, they began to the response process, which can be to use them in their secondary take risks with their artistic re incorporate literature that reflects English classes and the more they sponses. They started to make the world around us. do, the more opportunities they will judgments and applications, such have to combat heterosexism and as living in foster homes, dealing Sexual Orientation and homophobia and stem the tide of with drugs, and gang violence, to Young Adult Literature violence currently perpetrated on their lives. LGBTQ students in schools. The results of this study In “Teacher Agency and Access Finally, the third reason is the indicate that artistic responses are to LGBTQ Young Adult Literature,” ever-present need for students to another vehicle incarcerated male (Radical Teacher, 76, (2006): 13-19), think beyond specific school or youth may use when responding to researcher and teacher educator classroom instances of violence and young adult literature. The findings Emily Meixner conducted an action examine the effects of the did show that artistic responses research project with undergraduate heterosexism and homophobia

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adult literature that dealt with such genuinely excited to have an Students also need to themes. And second, her stu opportunity to talk about their dents—independent of Meixner— collections. Fourteen of the twenty read their own life stories, met, discussed, and designed an librarians state that they are action research project in which familiar with at least several LGBTQ casting a critical eye on they would investigate adolescents’ young adult titles. And, even if they their own ideologies and access to books such as those they did not have wide-ranging knowl had been reading in class. edge of the genre or the subject how their lives in schools, Together, Meixner’s education matter, they (along with the other students created an interview six librarians who had not read any churches, and families, as protocol for investigating the use of LGBTQ young adult literature) feel well as their encounters gender-related books in school and confident that they can make local public libraries. Then, each of informed recommendations when with the media and other the students decided they would and if they were asked. visit and conduct interviews with What the students discover, public and private institu librarians at four libraries including however, is that rarely had the tions, shaped who they two county/public libraries, one librarians been asked. Very few high school library, and one middle could recall being approached by are and what they hoped school library. students, parents, or other patrons In the protocol, they requested looking for young adult books to accomplish as teachers. information about the number of about adolescent sexuality or with volumes in the libraries’ adolescent gay and lesbian characters or collections, as well as the percent themes. Librarians at the public age or number of those texts that libraries cite very few inquiries present in our own lives and the dealt specifically with issues from teachers. The situation at institutions with which we are pertaining to adolescent gender and school libraries differs only slightly. associated. In addition to studying sexuality. They also asked a series There, librarians feel that their the experiences of the adolescents of questions about the process collections enhanced classroom in the literature they are reading, through which books were added to instruction, but they acknowledge Meixner insists, students also need the collection, challenges to books that they rarely receive requests to read their own life stories, currently available at the library, from teachers for book talks on or casting a critical eye on their own the librarians’ familiarity with texts about LGBTQ adolescents or ideologies and how their lives in books on, by, or about LGBTQ adolescent sexuality. In most cases, schools, churches, and families, as youth, academic and public they asserted, students were simply well as their encounters with the requests for these books, and the not researching these topics in media and other public and private availability of (library-based) class. Only in one high school institutions, shaped who they are outreach programs specifically library—a school with a very active and what they hoped to accomplish targeted toward LGBTQ adoles Gay-Straight Alliance—did a as teachers. cents. Once all of the interviews librarian recollect teachers regularly Meixner’s reasons for her study had been completed, they compiled seeking out books on adolescent about her students’ access to and analyzed their findings. gender and sexuality. LGBTQ young adult literature As the students conduct their And, to her students’ surprise, manifest itself into surprising interviews, they are met with both most of the LGBTQ literature they forms. First, she provides the enthusiasm and resistance from the encounter in school collections are opportunity for her students to librarians with whom they spoke. non-fiction rather than fiction. open up about their own feelings Although several librarians respond Rarely did any of the libraries about sexual orientation behavior suspiciously to the students’ provide LGBTQ outreach. None of and express their reaction to young inquiries, most are helpful and the public libraries provide book

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talks, discussion groups, speakers, table institutions—and that in (1960-1990). Specifically, the or programmatic opportunities creased institutional awareness will author focuses on the topics of specifically targeted toward LBGTQ inform the way in which they work birth control, teenage pregnancy, adolescents and their families. (Of to counteract violence and height teenage marriage, abortion, single course, “one would be held if for truly safe schools. mothers, and single fathers. As the people showed enough interest,” author argues, these fictitious said one librarian.) At the middle Sex, Pregnancy, and Young depictions of adolescent experi schools, outreach is not quite so Adult Literature ences have a powerful effect on infrequent because of their affilia teenage readers. For many, the tions with high schools. For In Diane Emge’s “I’m Preg strong sense of identification with example, many of the middle nant!: Fear and Conception in Four fictitious characters involved in school librarians cite support such Decades of Young Adult Literature,” similar experiences and circum as a gay-straight read-in, a student/ Young Adult Library Services (2006, stances provides young adults with community forum on LGBTQ Vol. 4, issue 2, pp. 22-27), the a ready and easy companion in concerns, and the existence of Gay- author, a librarian, discusses the times of great uncertainty and Straight Alliances and Parents, predominant themes of the por turmoil. The author also argues that Family and Friends of Lesbians and trayal of teenage sexual behavior changes in American society Gays (PFLAG) at their associated and consequences in four decades regarding teenage sexuality and high schools. Of the high school of American young adult fiction behavior since the 1960s have been librarians to whom the students partially, if not directly, a result of spoke, only one of the five express its explicit and reflective depiction serious reservations about provid Thus, while Meixner be in the four decades publication of ing LGBTQ outreach through the lieves the course did young adult fiction. library. Outreach is the responsibil “In 1968,” the author writes, ity of guidance, Meixner states, and provide her students with “most teenage girls understood LGBTQ support organizations birth control to mean keeping their “would lead to ridicule and contro an experience that will legs crossed” (22). “Good girls,” as versy in the district.” In contrast, the euphemism was called, did not make them better advo the other four librarians were much have sexual urges, and their more open to and familiar with the cates for their LGBTQ primary challenge was to keep “bad aforementioned outreach opportu boys” away from them. Naturally, nities. students, and while she as the author remarks, only “bad Thus, while Meixner believes girls” in this era of quiet conformity the course did provide her students contends that engaging in allowed their passion to overcome with an experience that will make this action research their common sense and permit them better advocates for their young men to violate their privates. LGBTQ students, and while she project is crucial to their In the 1960s and ’70s, teenage contends that engaging in this pregnancy was very upsetting to action research project is crucial to developing social con gentle society. In the seminal young their developing social conscious sciousness and political adult novel, Mr. and Mrs. Bo Jo ness and political agency, how both Jones, two young adults are shown of these events ultimately affect agency, how both of these wreathing in agony at even the their teaching remains to be seen. thought of the girl becoming As her students graduate and begin events ultimately affect pregnant. July, the teenage girl in teaching, Meixner hopes that her their teaching remains to the ‘throes of a heated affair’ with students will remember and hold another teenager, Bo, writhes in onto their experiences—that they be seen. complete agony until her next will continue to challenge inequi period arrives. In this early and

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groundbreaking work, July does try powerful influences on teen that Pam would be using pills, to get birth control pills, but to no readers” (22). This is particularly doing that, or that it could upset avail. Through a complicated true in the delicate issue of teen me so much to find out about it” process involving a buying a fake pregnancy, Emge believes, because (40). Whereas in a contemporary wedding ring and taking a bus fifty much of the agonizing and deci novel, such as Jesse McGuire’s 1991 miles to another town, July seeks in sion-making occurs before the girl young adult novel Over the Edge vain as the doctor she visits sends has revealed her condition to (New York, Butterfield Press), the her home with no pills and an anyone else. Often, the author lead character, a pregnant young admonition to speak to her parents. writes, the fictitious characters in mother-to-be named Caroline Speaking to her parents, novels may be the only understand muses that she can “almost taste though, turns out to be the least of ing companion they have in the the irony. After all these years of her problems. Soon, July learns that earliest and crucial days of their taking precautions, I finally get she is pregnant, and after breaking pregnancy. caught. Funny, it had never oc the news to her boyfriend, Bo, they With this in mind, the author curred to her that she’d end up on decide together to do the only examines the various aspects of the wrong side of the birth rate imaginable thing possible in “the teen pregnancy as it has been method safety-rate statistics,” (40 then world of young adult nov depicted in the novels of the past 1). Mentioning birth control els,”—three days later, they decide forty years (1960-2000) and statistics is not something a to get married. determines if differences in societal teenager would have done in the Since 1968 and the premier of norms have made teen pregnancy a 1960s and ’70s. Mr. and Mrs. Bo Jo Jones, times and different experiences than it was for Similarly, in early young adult circumstances have changed the young teenager, July, in Mr. and novels, teenage pregnancy would considerably. For one thing, as the Mrs. Bo Jo Jones. be dutifully followed by teenage author concedes, birth control What the researcher finds is marriage. In Ann Head’s Mr. and measures are readily available to that although the talk of teenage Mrs. Bo Jo Jones (1968), Paul young people. Condoms are readily sex and its inherent sexual conse Zindel’s My Darling, My Hamburger available at nearly every store quences are more open and (1969), Richard Peck’s Don’t Look possible, and birth control pills no accepting in today’s young adult and It Won’t Hurt (1972), and Paul longer require a secretive mission novels, the pain, hurt, confusion Kropp’s Baby, Baby (1984), mar to obtain. Medical doctors are and despair associated with young riage is considered the right option trained to ask young girls about love, passion, and heartbreak have by young teens confronted with an their own sexual behavior and not changed. In today’s novels, unwanted pregnancy. But by 1998, readily recommend precautions. teens just have more options to in Annie’s Baby: The Diary of Laws governing abortion, contra reconcile their emotional and Anonymous, a Pregnant Teenager, ception and adoption have changed behavioral choices and conse fourteen-year-old Annie makes the and today, it is more acceptable to quences. tentative suggestion of getting become a single parent. For example, Emge writes, birth married to her boyfriend Danny, Knowing this, the question the control pills have been around a only to be cruelly rejected. “I’m author poses is “does teenage long time, but not for unmarried sixteen years-old, duh-head. You pregnancy still ruin lives?” (22). teenagers and not for unmarried think I am going to stifle my life for The author believes that by examin teenagers in young adult novels. In you and your slimy bastard?” (110). ing the mirror world of young adult 1973, Winifred Madison’s young As Emge notes, the concept of literature, we can derive a sense of adult novel Growing Up in a Hurry abortion and its viability to end the teen pregnancy experience. (New York, Little, Brown), Karen unwanted teenage pregnancies has “Despite the fact it is a step finds her older sister’s pills hidden only been an option in young adult removed from actual experience,” in her room and reacts with horror. novels. Even before being nation Emge writes, “the fictitious experi “I was so shocked my hand ally legalized in 1972, abortion in ences portrayed in novels are trembled. It never occurred to me young adult novels has been seen

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by teenagers and parents as the who almost, but at the last minute, of it. I’m good at looking after her. method to keep “their secret and decide against,—Claudia in It is the only thing I do really well. I shame” hidden and buried forever. Holland’s The Search (1991) and won’t let you take her away from In Zindel’s My Darling, My Ham Helen in Wild’s One Night (2003), me” (177). burger (1969), young pregnant Liz the act itself leaves the young As Emge concludes, times have is at first delighted that her boy protagonists feeling confused, guilty changed, but not emotions. Today, friend has offered to marry her, but and depressed. young people are more educated— she is soon left by him with a quick In young adult novels, there by progressive parents, teachers, apology and two hundred dollars to was a time when adoption was doctors, celebrities, and the like— “take care of things.” The result is considered the only viable option. than ever before about the whys that her badly performed abortion There is young Koral in Evelyn and wherefores of sexual behavior, leaves her gravely ill and unable to White Minshull’s But I Thought You but no less immune to its conse graduate from high school. The Really Loved Me (1977) and fifteen quences. Physically and emotion opposite though, occurs in Norma year-old Sue Ann in Joanna Lee’s I ally, psychologically and intellectu Klein’s early and influential work, Want to Keep My Baby (1977) ally, young people must struggle It’s Not What You Expect, where a where adoption is seen as the only with the same desires, obsessions friend of young Carla, Sara Lee, has viable option. Even in Ruth and longings that young people an abortion and Carla marvels at Pennebaker’s Don’t Think Twice have known since time immemo how easy it all seems for her. And (1996), it is 1967 and young rial. Thankfully, we have, as Emge of course, even though contempo pregnant Anne is sent to a home for concludes, young adult literature to rary novels feature teenage girls unwed mothers where she realizes document our changing times and who opt for an abortion—Calley in through heartache and despair that eternal truths. Feinberg’s Borrowed Light (2000), life will be better for her newly and Cyd Charrisse in Cohn’s born child in the hands of loving Conclusion Gingerbread, (2002)—and those and supportive parents. These three studies of young Novels set in a contemporary adult literature—though by no setting, though, often view adop means conclusive and/or inclusive tion as out of the question. Sophie, As Emge concludes, times of all the issues relevant to today’s in Joyce Sweeny’s poignant young young adult literature—do under have changed, but not adult novel Waiting for June (2003), line three predominant strands in will not even consider giving her the world of young adult fiction. emotions. Today, young baby away, telling her mother They represent the ability to emphatically, “Women have to people are more edu inspire, challenge, and reflect the know how to take care of them social customs and mores of our selves. That’s the best thing you cated—by progressive changing world. Through the eyes ever gave to me. Don’t try to take it of gifted writers and researchers, parents, teachers, doctors, away from me,” (141). Or take Ben, we learn a little bit about ourselves the agonizing teenage protagonist celebrities, and the like— and much about the potential of and young father in Joanne young adult fiction to shape and Horniman’s Mahalia (2001) who than ever before about influences the lives of young pleads with the biological mother of adults—and ourselves, as well. the whys and wherefores his child to not take away his daughter after having abandoned Jeffrey Kaplan is Associate Professor of of sexual behavior, but no her shortly after her birth. “I am Education at the University of Central sorry that you went through a hard less immune to its conse Florida Orlando, Florida 32816. Dr. time after she was born. But I was Kaplan can be reached at 407-823-2041 quences. the one who looked after her when or [email protected] you went away and I did a good job

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Works Cited Department of Education, 2000. Head, Ann. Mr. and Mrs. Bo Jo Jones. Brozo, William G. To Be a Boy, To Be a www.nces.ed.gov. New York: Signet, 1968. Reader: Engaging Teen and Preteen National Center for Education Statistics. Feinberg, Anna. Borrowed Light. New Boys in Active Literacy. Newark. Del: The Condition of Education. Washing York, NY: Delacorte/Random House, International Reading Association, ton, D.C.: U.S. Department of Educa 2000. 2002. tion, 1998. www.nces.ed.gov. Holland, Isabelle. The Search. New York: Chasser, Cheryl C. “How Adolescents’ Young, Josephine P. & Brozo, William G. Fawcett, 1991. Affective Responses to Four Short “Boys Will Be Boys, or Will They?: Horniman, Joanne. Mahalia. New York: Stories Relate to The Factors of Age, Literacy and the Masculinities.” Reading Alfred A. Knopf, 2001. Sex and Intelligence.” Doctoral Research Quarterly 36 (2001): 316 Klein, Norma. It’s Not What You Expect. Dissertation Abstracts 38.02 (1977): 325. Pantheon Books, 1973. 717A-718A. Rhodes, Lynn K. 1991. Literacy Assess Kropp, Paul. Baby, Baby. St. Paul, Minn: Emge, Diane. “I’m Pregnant!: Fear and ment: A Handbook of Instruments. EMC, 1984. Conception in Four Decades of Young Portsmouth, NH: Heinemann. 1992. Lee, Joanna. I Want to Keep My Baby. Adult Literature.” Young Adult Library Rosenblatt, Louise. The Reader, The Text, New York: Signet, 1977. Services 4.2 (2006): 22-27. The Poem: The Transactional Theory of Madison, Winifred. Growing Up in a Hurry. Hill, Bonnie C. &. Ruptic, Cynthia A. the Literary Work. Carbondale, IL: Little, Brown & Co., 1973. Practical Aspects of Authentic Assess Southern Illinois University Press, 1978. Maguire, Jesse. On the Edge. New York: ment: Putting the Pieces Together. Squire, James. The Responses of Butterfield Press, 1991. Norwood, Mass.: Christopher Gordon Adolescents While Reading Four Short Minshull, Evelyn W. But I Thought You Publishers. 1994. Stories. Champaign, IL: National Council Really Loved Me. Westminster/John Jacobs, Sue. “Listening, Writing, Drawing: Teachers of English, 1964. Knox Press, 1976. The Artistic Response of Incarcerated Peck, Richard. Don’t Look and It Won’t Youth to Young-Adult Literature,” Young Adult Books Hurt. New York: Henry Holt, 1972. Educational Horizons 84.2 (2006): Anonymous. Annie’s Baby: The Diary of Pennebaker, Ruth. Don’t Think Twice. New 112-20. Anonymous, a Pregnant Teenager. York: Bantam Doubleday Dell, 1996. Kleinfield, Judith. “Student Performance: New York, Avon Books, 1988. Sweeney, June. Waiting for Joyce. New Males versus Females.” The Public Cohn, Rachel. Gingerbread. New York: York: Marshall Cavendish, 2003. Interest 134 (Winter, 1999): 3-20. Simon and Schuster, 2002. Tolan, Stephanie S. Surviving the Meixner, Emily. “Teacher Agency and Cormier, Robert. Tenderness. New York: Applewhites. New York: Harper Collins, Access to LGBTQ Young Adult Litera Delacorte Press, 1977. 2002. ture.” Radical Teacher 76 (2006): 13 Crist-Evans, Craig & Christensen, Bonnie. Wild, Margaret. One Night. New York: 19. Moon over Tennessee: A Boy’s Civil Alfred A. Knopf, 2003. National Center for Education Statistics. War Journal. Boston: Houghton Mifflin Zach, Cheryl. Runaway. New York: Trends in Educational Equity of Girls Company, 1999. Berkeley, 1995. and Women. Washington, DC: U.S. Zindel, Paul. My Darling, My Hamburger. New York: Harper & Row, 1969.

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Kenan Metzger and Jill Adams

Opening Dialogue amidst Conflict: Utilizing Young Adult Literature in the Classroom to Combat Bullying

e stepped so close that Darrell could smell his phia. Once again, he tried to move down the sidewalk. breath, a sickening mixture of onions and This time, the boys stepped aside. But as he hurried to H cigarette smoke. “What’s your name, kid?” he get past them, Tyray stuck his foot out. Unable to step asked. over Tyray’s Nikes, Darrell tripped and fell into the “I’m Darrell . . . Mercer.” gutter. His teeth jammed into his lip when he hit the “Darrell . . . Mercer,” the boy repeated with a ground. He could taste the salty blood oozing into his chuckle. mouth. (Langan 24–26). Darrell’s name struck them all as funny. They kept This fictional scene from The Bully (Townsend saying it over and over in a mocking way. Darrell Press, 2001), is actually representative of the real-life looked for a way to get away from them, but he was experiences of many adolescents. Even with the surrounded. Finally, the big kid asked, “You got any prevalence of these experiences and numerous reports money on you, Darrell Mercer?” in the media, adolescents do not often take bullying “For what?” Darrell asked. seriously. However, some striking facts indicate that “We thought you’d make us a loan, so we don’t bullying is definitely a serious matter. According to the put your scrawny butt in that trash dumpster over United States Health Resources and Services Adminis there,” the big one said. His friends started laughing tration: out loud. One kid in an oversized Lakers shirt doubled • Between 15-25% of U.S. students are bullied over, unable to control his laughter. (Nansel, Overpeck, Pilla, Ruan, Simons-Morton, & “He looks like he’s going to wet his pants,” the kid Scheidt, 2001). in the Lakers shirt said, struggling to catch his breath • Between 15-20% of U.S. students report they bully amidst his laughter. others (Nansel, et al., 2001). Darrell gave them $3.25, all he had. His hands •Young people who bully are more likely to be were trembling when he turned over the money. truant or drop out of school (Olweus, 1993). “Three bucks? That all you got?” The muscular kid •Young people who bully are more likely to smoke, demanded. Darrell stared at him in open-mouthed drink alcohol, and get into fights (Olweus, 1993). terror. Then, without a word, Darrell tried to walk Many schools across the nation are working hard down the sidewalk past them, but they all moved into to introduce anti-bullying programs as a way to his path, blocking him. The large kid raised his finger combat the problems these figures represent. In the and poked Darrell’s chest, “I’m Tyray Hobbs. I’m a wake of the recent wave of horrific school shootings, freshman at Bluford, and I run things around here. school officials have come to realize the full impact Hear what I’m sayin’?” bullying can have. It has been estimated that two- “Yeah,” Darrell said, nodding his head. He wanted thirds of students who were involved in school to go home, not to Uncle Jason’s, but back to Philadel shootings have reported feeling bullied before their

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attacks (“Designing a Safe School” 1). As a reaction to bullying. The Safe Schools Initiative presented some of this, almost every state has passed laws requiring the most important findings. One key finding was that schools to develop programs to combat the problem. “[M]any attackers [involved in recent school violence] Colorado, for example, requires districts to have anti- felt bullied, persecuted, or injured by others prior to bullying programs, while the attack” (Vossekuil, Fein, Reddy, Borum, & Delaware has given Modzeleski 38). This suggests that anti-bullying efforts Significantly, the programs teachers more power to have far-reaching implications beyond just preventing discipline students, and bullying. Anti-bullying programs that truly involve a that emphasized improved Arkansas and Michigan teacher-student dialogue can work to prevent not only have conflict resolution bullying, but also more widespread violence such as interpersonal relation- programs (“Designing a shootings. One of the suggestions made by the ships, as opposed to Safe School” 1). These initiative was that “Educators can play a part in programs work to some prevention by creating an environment where students punitive measures, were extent to address bullying, feel comfortable telling an adult . . . about someone but they have a limited who is considering doing harm to another person, or . the most successful. impact on adolescents’ . . themselves” (Vossekuil et al., 42). This means that Shockingly, the results lives. individual teachers can begin to implement measures According to Dr. Dan in the classroom to help prevent bullying. Using young seem to suggest that Olweus, some programs adult literature that students can relate to will go a have reduced referrals for long way in fostering a comfortable environment to while the programs may bullying incidents by 50%. discuss bullying. Many times, these pro- have reduced the inci grams involve a prescribed Dealing with Bullying in the Context of dence of bullying, they did sequence of topics or the Classroom activities for students. All not decrease the numbers teachers have to do is Although many anti-bullying programs are follow the order of the effective to a certain degree (17-50%) (Vossekuil et al., of those engaged in bully- program. A post-doctoral “School Bullying Reduced;” Rigby, Olweus, “Designing a Safe School”), they could be even more powerful if ing. student at Melbourne University, Australia, fully integrated into the curriculum. In addition, an Michelle Andrews found approach that focuses on interpersonal/intrapersonal that the incidence of verbal insults decreased by 20 relationships would be the most effective. As Stan percent at a local secondary school due to the intro Davis, author of Schools Where Everyone Belongs: duction of an anti-bullying program. However, Ms. Practical Strategies to Reduce Bullying, noted, some Andrews said, “I found that only half the students had key components of successful programs dealing with sufficient knowledge of the school’s anti-bullying character issues with adolescents are: program” (“School Bullying Reduced” 1). Ken Rigby, a 1. Respect young peoples’ autonomy. We cannot make researcher at the University of South Australia, them change, but we can follow through with consis reported similar results. In a survey of various anti- tent consequences. Build supportive relationships so bullying programs, he found that the largest average they want to be contributing members of the school; reduction in bullying was 50%, while most reductions then help the students make the best choices. were closer to 17%. 2. Maintain young peoples’ sense of belonging. Significantly, the programs that emphasized Build mentoring relationships and maintain a improved interpersonal relationships, as opposed to positive tone in consequences of poor behavior. punitive measures, were the most successful. Shock Students are more likely to take responsibility for ingly, the results seem to suggest that while the negative behaviors, and then change. programs may have reduced the incidence of bullying, 3. Teach cause-and-effect thinking and promote they did not decrease the numbers of those engaged in conscience development. Help students see

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connections between what they do and what specifically on bullying that teachers created after the happens to them. Help students discover positive harassment of Muslim and Arab American students and negative effects of their choices through following 9/11. The site is “Kids Bullying Kids” at reflection. Additionally, using questions instead of . The survey about bullying has been own actions, as opposed to thinking the topic adapted specifically for middle school students and doesn’t relate to them (Stop Bullying Now). covers students’ own experiences. After completing An effective and efficient way to cover these three the survey, students then recommendations is to address the issues through discuss it and explore open dialogue in the context of the English/Language solutions to the problems. Teachers should develop a Arts classroom. In particular, teachers can use young Another survey option adult literature to engender high interest and increase aims at both middle and lesson focusing on set- the participation in class discussions. high school students. The Bullying Reality Quiz is tings, with objectives also through Education Classroom Conversations related to creating envi- World and is at http:// A number of effective ideas and activities can help www.educationworld.com/ bring about dialogue focusing on bullying. For ronments more conducive a_lesson/00-2/ example, the teacher should begin by dividing the lp2064.shtml. Designed for to collaboration. The more young adult literature selections into themes related to both middle level and high bullying issues, and then divide the class into litera school students, this online students work with each ture circle groups to discuss each theme. As part of a quiz questions students unit, teachers should develop lessons that focus on other and see each other about school violence and crucial issues. One lesson should focus on emotional has students create their as individuals, the less reactions students have to the literature in order to own quiz on bullying. help them begin to empathize with both the ones After teachers intro likely it is that bullying being bullied and the ones doing the bullying. The duce the topic of bullying, next lesson should focus on characterization, with the will occur. it is important that stu goal of helping students understand what personality dents formulate their own traits are prevalent among those being bullied and ideas concerning the topic. Using either a semantic those doing the bullying. Then teachers should word map or a visual representation to explore the develop a lesson focusing on settings, with objectives term bullying (or perhaps different kinds of bullying) related to creating environments more conducive to is a way for students to internalize their perceptions of collaboration. The more students work with each the meanings, implications, and consequences of other and see each other as individuals, the less likely bullying. The following web sites aid students in it is that bullying will occur. Finally, an important generating their own definitions of bullying, under lesson to develop should deal with the specific themes standing what they might do to combat bullying, and students found in the literature, with the goal of discussing the existence of bullying in their own lives: becoming more conscious of the overall cause and • www.stopbullyingnow.hrsa.gov. Maintained by the effect relationships inherent in bullying situations. United States Health Resources and Services Students need to focus on bullying, not on bullies. Administration, this site covers the topic of bully They need to understand what causes bullying so they ing, what students can do about it, and interactive can work to prevent it. quizzes, games, and cartoons for youth. A crucial first step to beginning a dialogue is to • www.safeyouth.org. Sponsored by the National introduce students to the topic of bullying. Students Youth Violence Prevention Resource Center, this can take a quiz in order to discover their experiences site is a valuable resource for parents, educators, with bullying. One such example is through the and youth working together to prevent violence Education World web site. This site includes lessons against young people.

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• www.no-bully.com. This site is part of the Colorado The Battle of Jericho, by Sharon Draper Anti-Bullying Project and includes information for Out of Control, by Paula Fox Mazer teachers, parents, and kids. This site provides links School Harassment to media, a quiz, stories, and other resources. The Chocolate War, by Robert Cormier • www.cyberbully.org. This site digs into a new type Whale Talk, by Chris Crutcher of bullying—electronic. This site aims toward Staying Fat for Sarah Byrnes, by Chris Crutcher educators, parents, and others to deal with this new Breaking Point, by Alex Flinn issue. Sponsored by the Center for Safe and Inventing Elliott, by Graham Gardner Responsible Internet Use, the group provides Endgame, by Nancy Garden resources for professional development, news links, Alt Ed, by Katherine Atkins a monthly forum, and a parent’s guide to the topic. Friends Godless, by Pete Hautman Opening the Dialogue through Young Drowning Anna, by Sue Mayfield Adult Literature Shattering Glass, by Gail Giles What Happened to Lani Garver, by Carol Plum-Ucci Once teachers introduce the topic of bullying, it is The Body of Christopher Creed, by Carol Plum-Ucci imperative to give students situations that relate to Jake Riley: Irreparably Damaged, by Rebecca Fjelland their lives and hook their interest, allowing them to be Davis engaged in the discussion. Teachers can achieve these It is important to address various issues with the goals by having students read young adult literature, students as they read the texts. Pulling in news articles which will, in turn, open up the conversations within concerning current events related to the themes the context of the English/language arts classroom outlined above will facilitate open discussion and and its curriculum. To achieve this goal, it is important dialogue in the classroom. In addition, having stu to note the plethora of young adult books dealing with dents write and share responses to what they are tough topics, including bullying. The following list of reading is a strong addition to classroom conversa books all deal with some aspect of bullying: tions. For example, it is valuable to begin on the emotional level with questions such as: Middle School/Junior High School 1. What is your first reaction to the work? Friends and Family 2. What feelings and/or emotions does the work Drowning Anna, by Sue Mayfield (upper middle) evoke in you? The Skin I’m In, by Sharon Flake 3. What character(s) do you particularly like or The Girls, by Amy Goldman Koss dislike? The Watsons Go to Birmingham, 1963, by Christopher 4. Do any of the characters remind you of people you Paul Curtis know? School 5. What memory does the work help you recall? Crash, by Jerry Spinelli 6. Have you been in a similar situation (Bushman, Macaroni Boy, by Katherine Ayres 129)? Hoot, by Carl Hiaasen Next, the teacher moves to the intellectual level with Identity questions like: The Misfits, by James Howe 1. Would you change the ending of the work? Why or Stargirl, by Jerry Spinelli why not? If so, how? 2. What fears and/or concerns do you have for the High School characters? 3. What is the major point of the work? Date Violence and Sexual Harassment 4. What is your final reaction to the work (Bushman, Speak, by Laurie Halse Anderson 130)? Breathing Underwater, by Alex Flinn

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Wrapping Up the Unit many as 25% of students are bullied on a daily basis, mostly verbally and emotionally. In addition, bullying Within this unit, it is important to include can lead to other problems such as drug abuse, poor situations where students react to conflict. Education school performance, and violence such as school World offers a link to scenarios, allowing middle shootings. This being the case, many school officials school students to discuss various ways to react to have responded with anti-bullying programs. These conflict effectively at http://www.educationworld.com programs have been marginally successful. Not /a_lesson/00-2/lp2059.shtml. Although this activity is surprisingly, teachers are not always included as much for younger adolescents, teachers can transfer situa as they could be, which no doubt leads to this mar tions to the high school level or adapt the activities to ginal success. In addition, the programs in place do meet the needs of students in their school. A strong not necessarily affect the students who are engaged in culminating activity for such a unit would be to have bullying in a positive way. This points to the fact that the students write. After opening up the dialogue on all students involved in bullying incidents, including this topic, allowing students to dig further into the the bullies, need to be involved in a dialogue about issue would allow them to demonstrate what they how to prevent bullying. have learned through the unit. The teacher can use If the most successful programs are only 50% the following prompts to foster critical thinking: effective, then what can teachers and administrators 1. In a short story, examine one of the issues dis do about the other 50% of students they are not cussed in relationship to the literature we read in reaching? An integrated program of study can reach all class. You might use a similar scenario or story line of the students in a class. Teachers can use young as was presented in the work(s) you read. Be sure adult literature, with its high interest and high rel to use your imagination and create a situation as evance levels, to open up an ongoing dialogue among you would like to see it, or from a different point of students and teachers concerning the real issues view. Include the five elements of setup, conflict, behind bullying. It is not enough to punish the struggle, outcome, and meaning. “bullies,” because this action does not fully address 2. In a poem, express some of the feelings you have the problem. People bully others for a reason. Con toward the literature you read or issues presented versely, there may be reasons people feel powerless in in the literature. Use your five senses and imagery the face of bullying. If teachers and administrators to express the feelings. Something like “a tear fell bring these kinds of issues into the open, then schools down my cheek” would be better than “I felt sad.” can come closer to significantly reducing the occur 3. In a newspaper article, discuss one of the issues rences of bullying, and in turn, make our schools a that came up in your literature circle. Use this better place to learn and grow. forum to express your opinions about what hap pened in the book you read, as well as reporting Kenan Metzger is an assistant professor of English the facts. You may use one of the articles we read Education at Ball State University. He teaches middle in class as a model. school methods and young adult literature to preservice 4. Create a PowerPoint, webpage or poster outlining teachers. His research interests include the teaching of the important issues we discussed in class to show writing, creating culturally relevant curriculum, young what people can do to deal with these issues. Be adult literature for diverse populations and performance sure to include background information your evaluations. audience might need, the issues raised by the readings and discussions, and your plan of action Jill Adams is an assistant professor of English at Metro to deal with these issues. politan State College of Denver. She teaches freshman composition, creative writing, young adult literature, and Conclusions secondary methods in English education. Her research interests include the teaching of writing, the impact of Certainly, bullying is a significant problem in technology on reading and writing, reading habits of schools in this country and around the world. As secondary students, young adult literature, and the effectiveness of academic online discussion boards.

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Works Cited or Consulted Kids Bullying Kids. Education World. 27 Jan. 2006. http:// Anderson, Laurie Halse. Speak. New York: Farrar, Straus, and www.educationworld.com/a_lesson/00-2/lp2055.shtml. Giroux, 1999. Koss, Amy Goldman. The Girls. New York: Dial Books, 2000. Atkins, Catherine. Alt Ed. New York: Penguin, 2003. Langan, Paul. The Bully. West Berlin, NJ: Townsend, 2002. Ayres, Katherine. Macaroni Boy. New York: Delacorte, 2003. Mayfield, Sue. Drowning Anna. New York: Hyperion, 2002. “Bullying.” National Youth Violence Prevention Resource Center. Mazer, Norma Fox. Out of Control. New York: Avon, 1993. 27 Jan. 2006. http://www.safeyouth.org/scripts/teens/ Nansel, Tonja R., Overpeck, Mary, Pilla, Ramani S., Ruan, W. June, bullying.asp. Simons-Morton, Bruce, Scheidt, Peter. ”Bullying Behaviors “Bullying Reality Quiz.” Education World. 27 Jan. 2006. http:// among U.S. Youth: Prevalence and Association with Psychoso www.educationworld.com/a_lesson/00-2/lp2064.shtml. cial Adjustment.” Journal of the American Medical Associa Bushman, John. Teaching English Creatively. Springfield, IL: tion, 285.16 (2001). Charles C. Thomas, 2001. Olweus, Dan. Bullying at School: What We Know and What We “Cyberbullying”. Center for Safe and Responsible Internet Use. Can Do. Cambridge, MA: Blackwell Publishers, 1993. 27 Jan. 2005. http://www.cyberbully.org/. Plum-Ucci, Carol. The Body of Christopher Creed. San Diego: Cormier, Robert. The Chocolate War. New York: Knopf, 1974. Harcourt, 2000. Crutcher, Chris. Staying Fat for Sarah Byrnes. New York: Plum-Ucci, Carol What Happened to Lani Garver. New York: HarperCollins, 1993. Harcourt, 2002. ———. Whale Talk. New York: Greenwillow, 2001. Reacting to Conflict. Education World. 27 Jan. 2006. http:// Curtis, Christopher Paul. The Watsons Go to Birmingham— www.educationworld.com/a_lesson/00-2/lp2059.shtml. 1963. New York: Delacorte, 1995. Rigby, Ken. How Successful are Anti-Bullying Programs for Davis, Rebecca Fjelland. Jake Riley: Irreparably Damaged. New Schools? Paper presented at The Role of Schools in Crime York: Harper Collins, 2003. Prevention Conference. Melbourne, Australia: Department of Davis, Stan. Schools Where Everyone Belongs: Practical Education, 2002. Strategies to Reduce Bullying. Champaign, IL: Research Press, “School Bullying Reduced by Program.” Media release: The 2005. University of Melbourne, Australia, 2003. 13 Jan. 2006 http: Davis, Stan. Stop Bullying Now! Presenting Practical Research- //uninews.unimelb.edu.au/articleid_436.html. Based Strategies to Reduce Bullying in Schools. 2002. 30 Stamp Out Bullying. Colorado Anti-Bullying Project. 27 Jan. Dec. 2005. http://stopbullyingnow.com. 2006 http://www.no-bully.com/. “Designing a Safe School.” Healthy Choices. Birmingham, MI: Stop Bullying Now! Education World. 2005. 31 Dec. 2005. Bridge Communications, 2001. 13 Jan. 2006. http:// http://www.educationworld.com/a_lesson/lesson/ www.bridge-comm.com/site/mgh_hn/fall2001/safe.htm. lesson191.shtml. Draper, Sharon. The Battle of Jericho. New York: Athenaeum, Stop Bullying Now! Take a Stand. Lend a Hand. U.S. Depart 2003. ment of Health and Human Services Health Resources and Flake, Sharon. The Skin I’m In. New York: Jump at the Sun, Services Administration. 31 Dec. 2005 http:// 2000. stopbullyingnow.hrsa.gov/index.asp?area=effects. Flinn, Alex. Breaking Point. New York: HarperCollins, 2002. Stop the Bullying in Life and in Young Adult Literature. Ohio ———. Breathing Underwater. New York: HarperCollins, 2001. Resource Center for Mathematics, Science, and Reading. 11 Garden, Nancy. Endgame. New York: Harcourt, 2006. Dec. 2005. http://www.ohiorc.org/adlit/units/ Gardner, Graham. Inventing Elliott. New York: Penguin, 2003. units_each.aspx?unitID=3. Giles, Gail. Shattering Glass. Brookfield, CT: Roaring Brook Press, Spinelli, Jerry. Crash. New York: Dell Yearling, 1996. 2002. ———. Stargirl. New York: Knopf, 2000. Glasgow, Jacqueline, ed. Strategies for Engaging Young Adult Vossekuil, Bryan, Fein, Robert A., Reddy, Marissa, Borum, Randy, Readers: A Social Themes Approach. Norwood, MA: & Modzeleski, William. The Final Report and Findings of the Christopher-Gordon Publishers, 2005. Safe Schools Initiative: Implications for the Prevention of Hautman, Pete. Godless. New York: Simon and Schuster, 2004. School Attacks in the United States. Washington D.C. U.S. Hiaasen, Carl. Hoot. New York: Alfred A. Knopf, 2002. Secret Service and U.S. Department of Education, 2002. Howe, Carl. The Misfits. New York: Athenaeum, 2001.

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Cicely Denean Cobb

The Day That Daddy’s Baby Girl Is Forced to Grow Up: The Development of Adolescent Female Subjectivity in Mildred D. Taylor’s The Gold Cadillac

I have many good memories of those years, including the year my father brought home a brand-new Cadillac. I also have memories of those years that long troubled me. —Mildred D. Taylor

'ildred Taylor’s 1987 novella The Gold story designed to reach multiple audiences: black as Cadillac has received scant attention in well as white, children as well as adolescents and M studies of her fiction. Yet, the text plays a adults. crucial role in the larger body of her work as a Before turning to the novella itself, I want to manifestation of her vision of the individual subject’s elaborate on my use of the concept of public and relation to a larger community. More specifically, The private speech and its relation to Taylor’s larger project Gold Cadillac presents a protagonist—’lois—and a in The Gold Cadillac. In her article, “Speaking in series of events modeled in part on Taylor’s own life Tongues: Dialogics, Dialectics, and the Black Woman experiences that invite her readers to consider how Writer’s Literary Tradition,” Mae Gwendolyn subjectivity (both hers as well as their own) is Henderson argues that African American women influenced by forces such as communal ties and writers’ works should be examined for their commen kinship and how both individual subject and commu taries on the interrelationship between race and nity are shaped by pressures and contingencies of time gender. She claims that black women’s texts speak and place that result in potentially problematic from a “multiple and complex social, historical and constructions of race and gender. cultural perspective” which, in effect, constitutes In The Gold Cadillac, Taylor examines the emo black female subjectivity and that analysis of this tional and psychological tensions resulting from life in multivalent subjectivity must take into account both a the segregated South of the 1950s by constructing a dialogic of differences and a dialectic of identity (344). narrative style that relies on both a single voice—that Building on the works of Mikhail Bahktin, Barbara of ’lois—and that of community of listeners and Christian, and Hans-George Gadamer, Henderson speakers. Taylor employs a complex mix of private and asserts that the writings of black women are expres public speech to reflect and, at times, challenge the sive of four key levels of discourse involving the ways in which issues of race become embedded in the relation of an individual self to a generalized “other” consciousness of her African American characters. imagined to exist both outside and within the self. Moreover, she uses private and public speech to tell a These four levels are: the self in competition with the

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external other; the self in accord with the external speech, often in the form of interior monologue, other; the self in competition with an internal other; combines with public dialogue and storytelling among and the self in accord with an internal other. For members of various communities in The Gold Cadillac Henderson, then, the dialogic of difference would to construct a particular kind of discursive diversity include those moments designed to appeal to multiple audiences: blacks, wherein the self is in whites, females, males, children, young adults, and The Gold Cadillac’s em- conflict with the other— mature adults. I argue that examining this diversity— external or internal—in a what I refer to as Taylor’s own version of “speaking in phasis on storytelling and relation that highlights tongues”—is crucial to understanding both the unique differences while the characteristics and goals of her narrative style. In each the usage of various dialectic of identity of her texts, Taylor’s characters, especially her pro modes of speech—private, emphasizes those mo tagonists, speak in tongues to various audiences in an ments wherein the relation attempt to teach a series of lessons about the ways in interior reflection, and of the self and the other— which the problems of place and time —the South external or internal—is under Jim Crow—shape both individual and commu public dialogue—provide characterized by sharing, nal perceptions of race and gender. the foundation for Taylor’s unity, and a sense of The Gold Cadillac’s emphasis on storytelling and commonality (345). the usage of various modes of speech—private, constructions of the Henderson links the interior reflection, and public dialogue—provide the notions of dialogics of foundation for Taylor’s constructions of the individual’s relation to difference and dialectics of individual’s relation to family, community, and the identity to issues of broader social world. In other words, as I will show, family, community, and speech: both private Taylor’s style is inextricably bound up with her the broader social world. individual monologues thematic emphasis on social realism; she consistently and more public, multi- seeks to connect her fiction to the most pressing voiced discourse. She goes cultural and political problems of the time and place on to contend that minority female authors, especially in which the stories are set. African Americans, rely on both types of discourse—in To better illustrate the links between Taylor’s her words, they must “speak in tongues”—in order to narrative style and her investment in social realism, I successfully reflect the complexities of racial and provide below an analysis of some of the historical gender stereotyping and to manage the often compet tensions and events that influenced the lives of Taylor, ing perceptions and expectations of multiple dis her family, and other African Americans during the course(346-347).3 early decades of the twentieth century—tensions and In this essay, I will show how private individual events that are crucial to the plot and context of The Gold Cadillac. Wilbert Taylor, like a significant number of southern African American men and women, fled 3 See also Roberta Seelinger Trites’ Disturbing the Universe. the South in an attempt for a better existence. During Trites has written extensively about identity politics and the first half of the twentieth century, black Mississip subjectivity and how these concepts relate to adolescent pians still lived under the harsh laws of Jim Crow. literature, especially in novels with black female heroines. Although African American men had fought in both Trites makes effective use of Henderson’s concepts of dialogics of difference and dialectics of identity to show World Wars, white men still saw the need to “tighten” how access to power is granted (or not) to adolescent the “noose” (McMillen 14). As Neil R. McMillen notes characters within a narrative. In a particularly revealing in Dark Journey, these laws enforced exclusion, not analysis of Mildred D. Taylor’s entwicklungsroman The merely separation (10). Within the “heartland of Road to Memphis, Trites elucidates the interplay of American apartheid,” a significant number of African internal and communal dialogue in the novel to show Americans did not own their homes, lacked an how the main character, Cassie Logan, defines her selfhood in “terms of the institutions of race, class and education, and were denied gainful employment and gender” (48). the right to a fair trial.

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During the years of Jim Crow, there was no hope race relations in Mississippi, “the threat of lynching is for Mississippi’s “meek” to “inherit the Earth” that likely to be in the mind of the Negro child from the they tilled (112). As McMillen states, over 50% of all earliest days” (120). The years 1889–1945 were Mississippi farms were worked by African Americans; commonly known as the Mississippi lynching era however, blacks did not own the land that they (229). According to McMillen, 13% of the U.S.’s plowed (112). These sharecroppers found themselves lynchings were held in Mississippi. Mississippi under a new form of servitude. Forty years after “ranked first in most lynching categories.” These Emancipation, “the southern planter [remained] lord included: “the most total lynchings, the most multiple of all” (123). The “new order” still resembled its lynchings, the most per capita, the most female predecessor (124). Josephine Beard, a former tenant victims, the most victims taken from police custody, farmer’s personal narrative supports this theory. In the the most lynching without arrest or conviction of mob following passage, she describes the fear that she had leaders, the most public support for vigilantism” (229 toward her former “riding boss”: 230). Thus, Mississippi was deemed as a “hopeless state” by poor, southern blacks and educated, south It could have been slavery time . . . the way they act, scared of him . . . You see our parents wuz scared of white folks ern and northern African Americans (230). Taylor’s (125). own father fled the South for a better life in the North. Upon Wilbert’s move to Toledo, he became accus Tenant farming required the assistance of the entire tomed to a better lifestyle—new car, decent housing, family. Plantation “women often worked even harder and integrated facilities. There, he was respected as a than their men” (129). As stated by Martha Robb man. Montgomery, a former sharecropper, women had to As Taylor has ’lois describe, it was easy for men “do double duty” (129). Most women, who lived on like her father to forget the hardships that they once rural farms, were familiar with plowing tools. It is also endured. This is illustrated when Wilbert informs his important to note that a large number of farms lacked male friends and relatives that he is driving his a male presence. By 1940, African American women Cadillac to Mississippi. For, if Wilbert had recently “operated nearly 10% of all the [B]lack farms in relocated to the North, he would be conscious of the Mississippi” (130). fact that it was dangerous for blacks to own cars, By World War I, rural black farmers “responded to especially luxury vehicles. This act alone could lead to the lure of [urban Mississippi cities] (155). They lynching. According to McMillen, these events abandoned farm life in search of better opportunities prompted southern blacks to migrate north in search in cities such as Jackson and Yazoo City. McMillen of a better existence. From 1920–1950, 500,000 blacks states that between the years 1890-1940, the African fled; 100,000 of them were Mississippi residents (262). American urban population (in Mississippi) increased The primary force that caused African Americans to from 34,200—178,000 (155). The only occupations flee was the “hunger push” (263). One migrant that were available for blacks were domestic and claimed that the “wages [in Mississippi] [were] so low manual labor. The general sentiments were that the [that blacks] c[ould] scarcely live (263). The “land of decent jobs were reserved for Caucasians (156). Thus, starvation” was not just a physical hunger (263). Most uneducated and unskilled blacks worked as domestics, blacks left because of the emotional starvation that caregivers, cooks, porters and janitors (156). Wage they experienced—inadequate schools, legal woes, discrimination did occur within these occupations. lynching, and poor housing (263). Although the North The U.S. Census bureau did not configure income did not completely allow migrants to forget the statistics (based on race) until 1940; however, it was sorrows that are associated with racism, it was “freer widely known that white unskilled laborers earned of rac[ial] tension than the South” (Sochen 51). Upon more than their black co-workers (157-158). arriving in the North, thousands of African Americans Lynching was another problem that black Missis became displaced. Blacks’ lives became filled with sippians were forced to encounter. The fear of “lynch despair (McMillen 53). Cities such as Harlem and ing was one of the major fears in the life of any Chicago became urban slums. Negro” (227). For, as McMillen states in his analysis of Despite the hardships that prevented many blacks

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from acquiring jobs, most African American migrants for African Americans in this time and place, Taylor were still able to gain a better financial existence in uses a mix of public and private discourse; her the North than in rural and urban Mississippi. From characters publicly encounter and acknowledge these migrants emerged the brown middle class. States problems of race relations and then reflecting on their such as Illinois and Ohio became the locations where implications at a personal level. In scenes that depict blacks were attaining the “American Dream.” After ’lois’s interactions with her family, the family’s arriving to the Midwest, couples like Wilbert and striving for middle-class status, and their encounters Deletha Taylor attempted to establish a middle class with racism, Taylor reveals the complex set of tensions existence for their young children. Parents worked within individuals, families, and communities that hard in order to purchase homes in decent neighbor shape U.S. history. Such tension first becomes appar hoods. ent when ’lois’ father Wilbert purchases a new gold In addition to recognizing the material advances Cadillac. When he arrives home with the car, ’lois the Taylors made—decent jobs, a large home in a runs to share the news with her mother, Dee. Taylor’s middle-class neighborhood—readers should also pay protagonist soon realizes that her mother is dismayed close attention to the society that the Taylor family about the new vehicle; she strongly believes that the attempted to emulate. In The Negro Family, sociologist purchase is frivolous and that the money should have E. Franklin Frazier dis been used for a down payment on their dream home: cusses how the black In scenes that depict middle class’s views Dee: You didn’t buy this car, did you, Wilbert? toward careers and wealth ‘lois’s interactions with stemmed from their Wilbert: Gotta admit I did. Couldn’t resist it. admiration of the African her family, the family’s American upper class. Dee: But. . . but what about our Mercury? It was striving for middle-class Frazier states that the perfectly good! black middle class’s status, and their encoun- traditions are characteristic Wilbert: Don’t you like the Cadillac, Dee? of the African American ters with racism, Taylor elite. For instance, one’s Dee: That Mercury wasn’t even a year old! reveals the complex set of residence marked his wealth. Homeownership Wilbert: And I’m sure whoever buys it is going to get tensions within individu- was a “major aspect of themselves a good car. But we’ve got ourselves a middle class standards” better one. Now stop frowning, honey, and let’s als, families, communities (322). These homes were take ourselves a ride in our brand-new Cadillac! that shape U.S. history. “show places” that were (13) previously owned by wealthy whites (322). The Wilbert’s and Dee’s conversation is a dialogical more expensive a person’s home, the more successful moment in which family ties are complicated by he was. Regardless of the debts that accrued from gender and racial tension. Wilbert has purchased the material goods that were beyond their financial Cadillac and he has let her know that his decision is means, at all times, an “appearance of wealth” had to final. His wife, however, refuses to ride in the vehicle, be maintained (322). not only because she believes the money would have Taylor’s text serves as a commentary about the been better spent on a house, but also because she socio-historical and cultural events that were occurring recognizes the potential problems that can and will in America during the first half of the twentieth result if the family takes the car to the South. Indeed, century. Even in the 1950s, the South remained she tells Wilbert that since he purchased the Cadillac segregated whereas the North was primarily inte without her consent, he could “just ride in it alone”: grated. In order to both recreate and critique the I didn’t understand either why she did not like that fine racism and social inequalities that characterized life

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Cadillac and thought she was being terribly disagreeable At this point, still early in the novella, ’lois’ with my father. (18) relationship with the black community and extended At this moment, ’lois opts to become the nurturer and family remains characterized by a sense of comfort cast her mother into the role of disobedient child. and security For instance, when Wilbert arrives home Taylor marks the difference and tension between ’lois with the gold Cadillac, Wilma and ’lois run to tell their and her mother: relatives and acquaintances about the new vehicle: And then we took off again, up the back stairs to the sec Dee: Is this your business? She asked. ond floor of the duplex. Running down the hall, we banged on all the apartment doors. My uncles and their wives ’lois: Well, I just think you ought to be nice to Daddy. stepped to the doors. It was good it was a Saturday morn ing. Everybody was home. (11) I think you ought to ride in that car with him! It’d sure make him happy. ’lois’ community and its inhabitants are important to her emotional equilibrium. Her neighborhood is safe Dee: I think you ought to go to sleep [. . .] (18) and prosperous. Her family frequents the fish market, grocery store, the Dixie Yet Dee eventually does accept her husband’s decision Theater, a drugstore and because, while she is dismayed by Wilbert’s actions, local restaurant (22). After Wilbert’s actions reflect a she understands that his sense of self-worth—both in informing her aunts, terms of race and manhood—is bound up with the uncles, and cousins about key moment in the devel purchase of the car. When Wilbert lived in the South, the gold Cadillac, ’lois runs opment of an African he was denied the privilege of socio-economic equal to inform Mr. Pondexter ity—a privilege he enjoys after migrating to the North. “from next door” and Mr. American middle class in Wilbert’s actions reflect a key moment in the develop Courtland and Mr. LeRoy ment of an African American middle class in the “from down the street” the North. For the first North. For the first time, blacks, like their white (11). ’lois’s reference to time, blacks, like their contemporaries, were able to strive for the “American these men reflects a form Dream.” ’lois’ father already owns his home; now, of salutation by which white contemporaries, with the purchase of the gold Cadillac, he appears to children enjoin the elder’s have proven to both racial communities that he is title with his/her first were able to strive for the capable of maintaining a middle-class existence. name as a sign of both “American Dream.” Wilbert, like any white man, freely goes out and respect and familiarity. It is purchases a luxury car. The southern migrant has clear from ’lois’s use of “arrived,” and to him, the best way to celebrate is by this style that she sees herself strongly and comfort purchasing a Cadillac. Wilbert reinforces the impor ably connected to a broad social network. Both ’lois tance of displaying his social status by boldly display and her parents view their neighbors as extended ing the vehicle amongst his friends and relatives: “Just members of the family rather than merely inhabitants off the showroom floor! [. . . ] I just couldn’t resist it” of the community. This is reflected as the men admire (12). Wilbert’s car. Through private monologue, ’lois That the African American community recognizes describes the men’s reaction to the vehicle: “Mr. Wilbert’s status is evidenced when both Wilma and Pondexter was still there. Mr. LeRoy and Mr. Courtland ’lois, as well as their uncles, aunt and Mr. Pondexter, a from down the street were there too and all were neighbor, take a ride in the gold Cadillac. Yet this admiring the Cadillac as my father stood proudly by, recognition is not complete, and tension manifests point out the various features” (12). To Wilbert, the itself upon their return when Dee expresses her men’s admiration is a confirmation that he has frustration over their tardiness—frustration driven by achieved what most of his contemporaries only dream the fact that Wilbert has purchased the car without about owning. her consent. ’lois’ sense of security is further affirmed by the apparent lack of interracial friction in her world. On

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her “very busy block,” there appears to be a minimal reaction to the warnings of her uncle and neighbors. amount of tension between black and white residents Here, for the first time, she learns that her father, her (11). While ’lois recounts the fond memories of the uncles, and other black men, who fought in World times that she spends with her family, there is no War II and saved the lives of white American soldiers, mention of her relatives being harassed by whites. felt betrayed upon their return to the American South, Taylor suggests that blacks where they encountered not only segregation but also in the North, circa early outright violence in the form of lynchings: 1950s, have many of the While ‘lois recounts the “Not much those folks hate more’n to see a northern Negro same liberties as Cauca coming down there in a fine car,” said Mr. Pondexter. “They fond memories of the sians. Wilbert had given see those Ohio license plates, they’ll figure you coming down his children a far better uppity, trying to lord your fine car over them!” “Listen to times that she spends existence than they would Pondexter, Wilbert!” cried another uncle. “We might’ve have received in Missis fought a war to free people overseas, but we’re not free with her family, there is here! Man, those white folks down south’ll lynch you soon’s sippi. African Americans look at you. You know that!” (24) no mention of her rela are welcome to shop in the non-segregated grocery While the men are shown engaging in public discourse tives being harassed by store, cleaners, gas station about segregation and murders, ’lois’s response is and the Dixie Theater. presented to us through private, inner thoughts about whites. Taylor suggests African Americans could her neighborhood: “the smell of charcoal and of that blacks in the North, visit banks and acquire barbeque drifting up the block,” the “sound of loans for new homes. In laughter and music and talk” that occurs amongst circa early 1950s, have addition, blacks are able to friends. The conversation shifts when Wilbert men travel to other Midwestern tions taking the car to Mississippi. Taylor relies on many of the same liber cities without being DuBois’s view of double-consciousness to illustrate how the men are aware of their dual existence. It is at ties as Caucasians. harassed by white police men. For instance, ’lois’s this point in the novella that ’lois begins to experience family would take trips to the full magnitude of racial double-consciousness that Chicago, Peoria, Detroit and Cleveland, where they W.E.B. DuBois discusses in The Souls of Black Folk. would visit relatives. A sense of equality also allowed DuBois’ book is primarily concerned with social ’lois’s family to feel comfortable driving their vehicles history and psychological experiences of African to the park and beach, where their children could “run Americans, from slavery to the turn of the twentieth and play,” their wives could “spread a picnic” and the century. As stated earlier, DuBois argues that African men could polish their cars. Americans, who are denied their right to ever possess ’lois’s harmonious relationship with family, race, a “true self-consciousness,” can only perceive them place, and time is disrupted when her uncles and male selves as whites view them: neighbors warn Wilbert about traveling to the South in It is a peculiar sensation, this double-consciousness, this a brand-new Cadillac. In The Gold Cadillac, this is the sense of always looking at one’s self through the eyes of first moment that Taylor directly discusses racism and others, of measuring one’s soul by the tape of a world that its significance to black–white relations, circa early looks on in amused contempt and pity. One ever feels his twoness, -an American, a Negro, two souls, two thoughts, 1950s. Within this text, Taylor illustrates that racism two unreconciled strivings, two warring ideals in one dark (both physical and emotional) and socioeconomic body, whose dogged strength alone keeps it from being torn factors that plague the Logans in Mississippi, circa asunder. (5) 1920s, continue to affect blacks living in the South When the men attempt to convince Wilbert not to take during the 1950s. Most importantly, Taylor examines his car to Mississippi, lois’s discourse becomes closed how some northern black children are naïve about and private. matters concerning racial turmoil; for many, their northern upbringing has resulted in a sheltered I listened, but I didn’t understand. I didn’t understand why existence. Taylor explores this in her depiction of ’lois’s they didn’t want my father to drive that car south. It was his. (24)

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This scene highlights the fact that, as a child, she is ’lois is at ease not only because of the preparations still relatively sheltered from the social tension of her but also because she believes that, as long as Wilbert time and place and how, for her, growing up is directly is present to serve as the family’s protector, she need linked to gaining knowledge about race relations. She not concern herself with the issues raised by the has heard wonderful tales about her heritage, but not public speech of the men. about the “dark” side of black southern life. Yet ’lois’s positive relation to family, community, After hearing these horror stories regarding and the broader social world of 1950s Toledo slowly “strange fruit” that hung on trees in southern rural deteriorates as the family towns, ’lois learns for the first time about the differ leaves their home and ences between the ways white people perceive blacks crosses the Ohio River into Taylor, in each of her and the way blacks see themselves. ’lois is now aware Kentucky. At this point in of racism, segregation and poverty. For the first time, the story, Taylor begins to novels, attempts not only ’lois begins to become more aware of double-con contrast the pastoral to connect her stories to sciousness. She realizes her duality—two souls within Midwestern countryside the same body. For Taylor, this problem of double- with the harsh realities particular historical events consciousness is a key element of her overall mode of that ’lois and her family social realism. In other words, Taylor, in each of her will encounter as they and tensions but also to novels, attempts not only to connect her stories to travel into the Deep South. show how those tensions particular historical events and tensions but also to ’lois’s sense of inner show how those tensions influence the psyches of emotional comfort begins influence the psyches of African Americans. to deteriorates once the The lesson ’lois receives is meant to serve as one family reaches the other African Americans. for Taylor’s readers as well. For children and young side of the Ohio River—the adults, the public speech of the men provides a boundary that separates powerful illustration and commentary on the status of Ohio from Kentucky. Upon their arrival, he lectures his race relations in post-war U.S. culture. For many white children on the need to change their attitudes and readers and for young and older black readers who, behaviors in response to the social demands of the like ’lois, have grown up in the North, the scene new place. In particular, he requires them to remain reveals potentially new information not only about life silent when the family encounters whites: in the segregated South but also about an older Now from here on, whenever we stop and there’re white generation’s emotional response to the hypocrisy of a people around, I don’t want either one of you to say a word. nation that would ask them to fight abroad for Not one word! Your mother and I’ll do all the talking. That democracy but continue to deny them civic equality at understood? (29) home. Wilbert’s command marks the moment in which The fear that threatens ’lois’s sense of tranquility ’lois realizes fully the importance of her uncles’ and subsides when her aunts and mother prepare for the neighbors’ concerns. His speech conveys a distinct family’s journey to Mississippi. Taylor’s protagonist’s friction—both with regard to the relations among concerns are replaced with elation as reflected in her family members and the relation of the family to the narration of the preparations for their journey: segregated South. At this moment, ’lois begins to learn All the next day my aunts and my mother cooked and the that, in the South, she must deal with the effects of house was filled with delicious smells. They fried chicken racial double-consciousness: the awareness that and baked hams and cakes and sweet potato pies and mixed whites see her differently than she sees herself. At this potato salad. They filled jugs with water and punch and moment, as the family moves from one region and coffee. Then they packed everything in huge picnic baskets along with bread and boiled eggs, oranges, and apples, plates racial context to another, the very act of speaking and napkins, spoons and forks and cups. They placed all takes on a new risk. The realities of segregation that food on the back seats of the cars. It was like a grand, compel Wilbert to warn his children not to continue grand picnic we were going on, and Wilma and I were mighty thinking and speaking as though they exist in har excited. We could hardly wait to start. (27)

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mony or unity with the world around them. This is White Policemen: “Whose car is this boy?” They something new to the girls. Through silence, they asked. become aware of the reality of the South’s social system and the double-consciousness it produces. Wilbert: “It’s mine,” he said. ’lois’s emotional stability—her sense of unity with the external world— gives way to a sense of fragmen White Policemen: “You’re a liar,” said one of the tation as she sees signs that read: “WHITE ONLY, policemen. “You stole this car. Turn around, put COLORED NOT ALLOWED.” In the North, she is your hands on top of that car and spread eagle,” permitted to use public facilities, whereas in segre said the other white policeman. My father did as he gated states such as Tennessee, blacks are barred from was told. (30) hotels, restaurants, and the restrooms in filling stations. As her feelings shift, ’lois begins to question The scene once again underscores the significance of the rationale for segregation. The “Whites Only” signs place: in Toledo, Wilbert might not have been stopped prompt her to engage in dialogue with her father. and interrogated for driving a brand-new Cadillac. In Wilbert relies on his rich storytelling abilities to fact, one can assume that a white sales associate may explain to his daughters the difference between living have sold Wilbert his car in the first place. But in the in Toledo and the rural South, circa early 1950s: South, he is an immediate suspect and target. Wilbert illustrates to his children the behavior that I asked my father what the signs meant. He said they meant we couldn’t drink from the water fountains. He said they he expects them to follow when dealing with southern meant we couldn’t stop to sleep in the motels. He said they whites. He does exactly what the white officers meant we couldn’t stop to eat in the restaurants. (30) demand of him, regardless of the fact that their treatment is unjustified. This scene also teaches ’lois ’lois is informed that she cannot use facilities desig how white males, regardless of their socioeconomic nated for whites. The question-and-answer session background, are viewed as men where as black males that takes place between ’lois and Wilbert serves at are merely “boys.” Wilbert’s arrest teaches ’lois about one level to explain segregation in the South in the the social realities of Mississippi; it is not a place 1950s both to ’lois and to younger readers who might where black men can proudly wax their vehicles at be unaware of the realities of that particular place and local parks, nor is it a state that permits African time. For a mature audience, their discourse also American families to picnic in its parks. Instead, serves as a marker of the consolidation of ’lois’s and Mississippi is a place where the white man’s word is her father’s shared identity—both in terms of family law, and blacks must adhere to it. and as members of an oppressed racial group. Their After Wilbert is released from jail, he drives his dialogue consolidates their identity as father-daughter family to a secluded area so that they can rest. In this and as blacks who are living in the segregated South. scene, Taylor demonstrates ’lois’s growing apprehen It also helps them understand that they are both in the sion, which results from the lessons that she has same situation. learned about the realities of race relations in this These harsh realities force ’lois to view their place and time. The ‘’lois of Toledo—a young girl who vacation not as a “grand picnic,” but as a traumatic enjoys going to the local movie theater—becomes experience—one characterized by far more pain than ’lois, the nigger child, whose innocence is shattered by joy. When the family reaches Memphis, traffic sepa racism. Dee tells ’lois—her “baby”—to go to sleep; rates them from their relatives. Thus, they are forced however, her daughter is no longer the baby of the to travel to Mississippi alone. It is when they reach the family (35). Instead, she is an African American young Mississippi state line that ’lois is reminded of Wilbert’s woman now fully cognizant of all the tensions to speech regarding the differences between northern which she was previously unaware. At this point in and southern relations. Shortly after crossing the state the novella, Taylor provides a dramatic example of border, ’lois witnesses racism first-hand. Two white racial double-consciousness—one constructed specifi policemen stop Wilbert and interrogate him regarding cally to resonate with younger readers. In sum, she is the ownership of the gold Cadillac: building on and further illustrating DuBois’s concept

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by showing how it is experienced by children as well day the police won’t stop us just because of the color of our as adults. ’lois’s realization that whites see her and skins and we’re riding in a gold Cadillac with northern plates. (37) her family differently than they see themselves has terrified her and transformed her from an emotionally He encourages ’lois to believe that her relationship to stable young girl to a tense and potentially violent the racist elements of 1950s society will improve and attacker: that she should concentrate her thoughts and speech on the potential for unity and harmony with the world Ready to strike, I sat there in the back of the car, eyes wide, searching the blackness outside the Cadillac. Wilma, for a around her—despite the fact that the world, as she while, searched the night too, then she fell asleep. (35) now realizes, treats her as a second-class citizen. Upon returning to Toledo, Wilbert affirms his message Like ’lois’s earlier conversation with her father about to ’lois by selling the gold Cadillac. By getting rid of segregation, this scene also holds the potential to the car, the family reminds itself of what is impor speak to multiple audiences. The feelings of fear and tant—solidarity—for ownership of the Cadillac had powerlessness are again meant to illustrate for threatened to break their circle. After learning that her younger readers the realities of a segregated society of father has sold the car, ’lois reflects privately upon the which they may know very little. For older readers, importance of family and being African American: ’lois’s private speech shows how her relation to the external world has been reshaped by Wilbert’s As fine as the Cadillac had been, [. . . ], it had pulled us experience with the white policemen. ’lois is no longer apart for awhile. Now, as ragged and noisy as that old Ford was, we all rode in it together and we were a family again. excited in a positive way about the family’s trip; (43) instead, she has become terrified. The family returns to Memphis where they Yet Taylor is careful to point out that selling the car is exchange cars with Cousin Halton. They proceed to not the right thing in an Mississippi; it is there that the family is reunited with ideal sense, but rather a their other relatives. While at the family homestead, pragmatic response to an Taylor is careful to point Wilbert relies on his storytelling skills in order to inherently unfair social explain blacks’ inferior status in a manner which ’lois situation. The fact that out that selling the car is can understand; he emphasizes that he shares her Wilbert must get rid of the not the right thing in an feelings, and he urges his daughter to channel her car to protect his family animosity toward whites into something positive: underscores the depth of ideal sense, but rather a My father looked at me and said it all was a difficult thing inequality they face and to understand and he didn’t really understand it himself. the loss of subjectivity that pragmatic response to an accompanies it. Although He said it all had to do with the fact that black people had inherently unfair social once been forced to be slaves. He said it had to do with our family unity is reaffirmed skins being colored. He said it had to do with stupidity and in the face of segregation, ignorance. He said it had to do with the law that said we situation. the act of selling the could be treated like this here in the South. And for that matter, he added, any other place in these United Sates where Cadillac serves as a telling folks thought the same as many folks did here in the South. marker of the difficulty—perhaps impossibility—of (37) broader racial unity. It is a marker of a sacrifice that ’lois—and Taylor’s readers—are meant never to forget: Wilbert speaks in such a way as to provide ’lois—and Taylor’s audience with a feeling of hope and opti We had the Cadillac only a little more than a month, but I mism. His focus is less on difference and tension and wouldn’t soon forget its splendor or how I’d felt riding more on commonality and unity, and he eschews the around inside it. I wouldn’t soon forget either the ride we had taken south in it. I wouldn’t soon forget the signs, the fragmenting theme and tone he employed in his policemen, or my fear. I would remember that ride and the lecture to the girls as they entered the segregated gold Cadillac all my life. (43) South: Through ’lois, Taylor suggests that the American I’m hoping one day though we can drive that long road Dream can be obtained, but at a cost. She implies that down here and there won’t be any signs. I’m hoping one

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Wilbert realizes that he no longer needs to prove Works Cited himself through material goods. For it is family, not DuBois, W.E.B. The Souls of Black Folk. New York: Penguin, luxury items, that is important. Most importantly, this 1989. Frazier, E. Franklin. The Negro Family in the United States. text exemplifies the significance of Taylor’s use of Chicago: The University of Chicago Press, 1939. different modes of speech—private and public—to Henderson, Mae Gwendolyn. “Speaking in Tongues: Dialogics, “speak in tongues” to multiple audiences about the Dialectics, and the Black Woman Writer’s Literary Tradition. In social realities of race relations and to offer models for Women, Autobiography, Theory: A Reader. Eds. Sidonie how to respond (pragmatic and ideal). Smith and Julia Watson. Madison: University of Wisconsin Press, 1998. 343-351. McMillen, Neil. Dark Journey: Black Mississippians in the Age of Cicely Denean Cobb specializes in African American Jim Crow. Chicago: University of Illinois Press, 1989. children’s and adolescent literature. Her research focuses Sochen, June. The Unbridgeable Gap: Blacks and Their Quest on subjectivity in minority children’s literature. Currently, for the American Dream, 1900-1930. New York: Rand she is a faculty associate at Arizona State University. McNally, 1972. Taylor, Mildred D. The Gold Cadillac. New York: Dial Books for Young Readers, 1987. Trites, Roberta Sellinger. Disturbing the Universe: Power and Repression in Adolescent Literature. Iowa City: University of Iowa Press, 2000.

is pleased to announce Sharon Draper as the 2007 winner of The Heartland Award for Excellence in Young Adult Literature for her book Copper Sun

Published by Atheneum

Copper Sun was chosen by young people in voting nationwide Please visit our Web Site in late August for the 10 Finalists for the 2008 Heartland Award and how you and your students can participate in selecting the 2008 Heartland Winner. www.writingconference.com Dr. John H. Bushman, Director

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M. Jerry Weiss The Publisher’s Connection

Important Resources!

ancie Atwell in In the Zone to authors expressing their reac Adrian Fogelin, John H. Ritter, Jerry (Scholastic) states: “The tions to books they have read. For Spinelli, Ellen Wittlinger, and many Nteachers at our school are example, Chad states in his letter to others. This is an important book, committed to helping every boy and Marion Dane Bauer: and the book is fittingly dedicated girl establish the habits of a reader “In Memory of Ted Hipple, 1935 When I first got On My Honor, I and a lifelong love of books.” (130). thought, “It’s probably just another Thanksgiving Day 2004, ALAN and This is what ALAN is all about. boring book, because I don’t like read the Authors Wish You Well Eter Atwell details in this excellent book ing most books. I liked this one be nally.” the importance of having classroom cause it made me let out feelings in James Blasingame’s new book, time every day for students to side me. . . .” (32) Books That Don’t Bore ‘Em, choose books they want to read and This is what reading is all (Scholastic) states that “Good to have time for reading in class about. No matter what one reads, young adult literature is powerful. and at home. She and I agree there that touching of the heart, that It grabs kids’ interest and speaks to is a false notion that there is a compelling the reader to think them in language they can under period for “supplemental reading.” about himself/herself is the stand about the very issues they What is supplemental reading? Any ultimate literary experience. worry about on a daily basis. . . .” book a student reads is a primary Following Chad’s letter is a re (7). He goes on to credit John learning experience. When you sponse by Bauer explaining how (Jack) Bushman and Aileen Pace went to party last night and had a and why she wrote the book. Nilsen as his tutors in his sojourn great time, because you enjoyed Kaywell has reached out to to the remarkable journey of young yourself, was that supplementary? many authors to share the letters adult literature. The book goes into When one reads Side Effects by they have received and for copies of great depth explaining what young Amy Goldman Koss (Roaring their responses. Included are Laurie adult literature is and why it is Brook) and learns the painful Halse Anderson, T. A. Barron, Chris important to adolescents. He experiences that Izzy has when she Crutcher, Lois Duncan, Alex Flinn, provides bibliographies of good learns she has cancer and has to books for the young adult reader, have the necessary treatments for and there is an exceptional section containing it, there is hardly a What is supplemental on brief interviews he has con person who won’t feel the suffering ducted with many such authors. He and appreciate the “humor” that reading? Any book a notes that teens want “authenticity makes this novel so memorable. in their reading.” Any teacher can student reads is a primary Joan Kaywell’s Dear Author: Letters vouch for this. Blasingame’s of Hope (Philomel) contains learning experience. excellent text offers guidance for responses to young people’s letters educators who are looking for good

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But he relishes the days when a home, deep inside. There is a Trelease points out that student says, “Do you know of any lasting effect when one recalls the more books like that one?” He cites titles and authors who made such one doesn’t have to use Avi’s Wolf Rider as a real grabber an impression and caused the for most reluctant readers. Of reader to value the literary experi just books; magazine and course, parents, teachers, and ence. This reminds me of a book I newspaper articles are librarians will appreciate the briefly co-edited in 1980 for Avon Books, annotated lists of books he provides Books I Read When I Was Young. good also. It is important for those in search of titles. We asked famous people to cite Roxanne Coady and Joy three books they read as children or “to make positive connec Johannessen have edited a most young adults which made a lasting tions between the child interesting book, The Book That impression upon them. Changed My Life (Gotham Books). and the reading experi This is an adult book for adults, but Different Places, Different could serve as an excellent model Times ence.” But he relishes the for a school project in which Philip Wooderson’s The Plague days when a student says, students could develop their own anthology. Seventy-one authors (Kingfisher) is an interesting dual “Do you know of anymore responded to the request “to write book that describes the effects of about a book that changed their the plague in London in 1665 as books like that one?” lives, not only to enjoy their stories, told first by Rachel and then by but as a reminder and a provoca Robert. This is a grim recounting of tion that books indeed change lives one of the deadliest epidemics to strike, and the author describes the resources to bring readers and . . . .” (xxi). horrible conditions, the bodies books together in meaningful ways. Billy Collins, Poet Laureate of being carted away, the fears, and There is no shilly-shallying here. the United States (2001-2003), lists the desperate feelings people have Blasingame and the authors present two books, The Yearling and Lolita. over something none seems to the case for using books that will He states: understand: develop lifetime readers. What more deeply connects the two Jim Trelease’s The Read-Aloud books—one written for children, the Joe was in the large room at the back, Handbook: 2006-2007 Edition other about a seducer of children—is fingers pegged to his nostrils. The (Penguin) reaffirms why reading their capacity to expand the natural stench was nauseating. He said the door had been closed, but he’d smelled aloud is important for any age. This sympathies of the reader.... If reading enlarges our sympathy for others, something bad from the passage. dynamic educator has been doing strangers mostly—here a boy and a Nothing could have prepared him-or presentations all over the world, man whose loves are doomed by their me-for what we beheld in that room. sharing his insights and ideas for desire-then these two books, alien to The air was soon seething with flies, each other, widened my world and developing readers by having good woken up by the light of our candles. awakened empathies I had never felt books available in the home as well And in the bed, Widow Blunket lay before. (61). as in the classroom. Parents and propped up with bolsters, as if she’d teachers are partners. He even cites Jack Prelutsky chose A Child’s been waiting to greet us. how he got his own twelve-year-old Garden of Verses, Alice in Wonder Her face was like leathery parchment. to sit still for a story. (72-73). land, Through the Looking Glass, It was gnawed away on one side, ex Trelease points out that one doesn’t and Wild Animals I Have Known. posing chalky white bones and a grin have to use just books; magazine Hardly an author was able to made of crooked brown teeth. . .(81) and newspaper articles are good list just one book. But each de Arturo Martinez’s Pedrito’s also. It is important “to make scribed the emotional impression World (University of Texas Press) is positive connections between the the books made. Regardless of the the story of a Mexican American child and the reading experience.” genre or the topic, something struck family living as tenants on a farm

THE ALAN REVIEW Summer 2007

in South Texas in 1941 and cel father’s book store and then would to help people understand the ebrates the gifts of life as the world be financially independent to live Katrina. gradually drifts into World War II. her life as she wants. Books give The main character, Pedrito, is six her the inspiration and courage to Of Lives and War years old, and the descriptions of be independent and to dream of a Stolen Voices: Young People’s him going to school, learning future she really desires. What War Diaries From World War I to English, and coming home to happens if her stepmother gives Iraq edited by Zlata Filipovic and interested parents who want to birth to a son? Who will inherit the Melanie Challenger, brings into know all that he has learned, show store then? An interesting tale that focus the impact of war upon the a love and devotion to learning brings forth honest thoughts for its lives of youth. Many students have with the hope that he and other time. read The Diary of a Young Girl by Mexican American children will Stolen by the Sea by Anna Anne Frank (Doubleday). Now they have a better life. This is a novel Myers (Walker) is the gripping tale can continue to see how diaries filled with love and is an important of the effects of the Galveston, reveal the fears, suffering, pains contribution by an author who is Texas, hurricane which occurred in that wars throughout the century writing from his experiences as well 1900. Maggie McKenna lived in a have inflicted on families. The as from his heart. big house with many luxuries. entries include victims of WWI, The Garden by Carol Matas Felipe Ortega was an orphan who WWII, including the Holocaust, (Aladdin) is an engrossing story of worked on the lawn and did odd Vietnam, the Balkans War, the the birth of Israel and the conflicts jobs around the McKenna home. Second Intifada between Israel and not only with Arab neighbors, but When the storm hit, both young Palestine, and Iraq. The diary also the British who were “protec people struggled to escape the entries should make readers tors” at the time. Anyone who damaging storm that ruined wonder how many understand the follows current events in the Israeli- Galveston and killed many people impact of war upon individuals as Palestine conflicts will find this in the sweeping waters. This is a well as communities. Zlata historical novel riveting. Young great novel, based on historic facts, Filipovic, who records her experi people, both Israeli and Arab, are ences in the conflicts in Bosnia and thrown into confrontations for self- Herzegovina (1991-1993) sums it survival. It would seem that both up: June 29, 1992: sides would want peace. Ruth, Anyone who follows Nate, Zvi, and Fanny know they Dear Mimmy. have to do special tasks, smuggling current events in the BOREDOM!!! SHOOTING!!! SHELL arms into Israel, in order to protect ING!!! PEOPLE BEING KILLED!!! DE their kibbutz as well as safeguard Israeli-Palestine conflicts SPAIR!!! HUNGER!!! MISERY!!! the newly formed state of Israel. will find this historical FEAR!!! (214) Even then suicide bombers attack London Calling by Edward public transportation. But not all novel riveting. Young Bloor (Knopf) is an engrossing Arabs are in favor of such hostili people, both Israeli and novel of how a radio transfers ties. Fast reading. (A good novel for Martin back to the London blitz parallel reading is Habibi by Naomi Arab, are thrown into during WWII. The radio makes it Shihab Nye (Simon Pulse). possible for Jimmy, a boy in At the Sign of the Star by confrontations for self- London during the war, to make Katherine Sturtevant (Sunburst), set contact with Martin and to bring survival. It would seem in eighteenth century London, is him over to see war in all of its the story of young Meg Moore who that both sides would realities. How can Martin convince discovers her father plans to marry people of his experiences? Out again. She is not happy because she want peace. standing. thought she would inherit her

THE ALAN REVIEW Summer 2007

Tomorrow When the War Began And, as often as he had watched the by John Marsden (Scholastic) has people, all the different kinds of people The entries include victims in their striped pajamas, it had never been reissued and is the story of really occurred to him to wonder what some friends who go away on a of WWI, WWII, including it was all about. . . . And who decided camping trip and return to find that the Holocaust, Vietnam, which people wore the striped paja their country has been invaded and mas and which people wore the uni everyone is gone. This is the first in the Balkans War, the forms? The one thing Bruno tried not a series of books that could be used to think about was that he had been told on countless occasions by Mother in social studies as well as English Second Intifada between and Father that he was not allowed to classes to show struggles for walk in this direction, that he was not survival when the unexpected Israel and Palestine, and allowed to walk anywhere near the happens. Iraq. The diary entries fence or the camp, and, most particu The Boy in the Striped Pajamas larly that exploration was banned at Out-With. With No Exceptions. (100 by John Boyne (David Fickling) is should make readers 102) another WWII novel that tells the story of a German boy and his wonder how many under My final recommendation is I Was a Child of Holocaust Survivors family who have to leave their stand the impact of war Berlin home to move to a special by Bernice Eisenstein (Roaring house way out of town. The boy, upon individuals as well Brook), another look at the Holo Bruno, can’t understand what is caust and its effects on people. This happening and why his father’s job as communities. book is quite different. The illustra forces the family to move. As he tions lighten the tone, and the writing is really beautiful. Yes, a looks out of the window of his looks out of his window, he sees child can raise many questions house, he sees in the distance a people beyond and wonders who about what has happened, and she fenced-in area. What is this place they are and what they are doing. doesn’t always find easy answers. called Out-With? Where are the He decides he ought to go explor children to play with? As Bruno ing:

THE ALAN REVIEW Summer 2007