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The Characteristics of Child-To-Adult Crossover Literature

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The Characteristics of Child-To-Adult Crossover Literature The Characteristics of Child-to-Adult Crossover Literature DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Theresia Enny Anggraini Graduate Program in Education Teaching and Learning The Ohio State University 2015 Dissertation Committee: Dr. Linda T. Parsons, Co-Advisor Dr. Barbara A. Lehman, Co-Advisor Dr. Evelyn B. Freeman, Committee Member Copyrighted by Theresia Enny Anggraini 2015 Abstract Unlike general or canon literature, children’s and young adult literature are not usually taught to undergraduate students at English departments in Indonesia and in the United States. The phenomenon is worth questioning because according to experts, children’s and young adult literature have basic structures and themes similar to the mainstream or canon literary works. In reality, however, most readers do not choose the texts based on such classification. They read the books that are of interest to them. Many children read books intended for adults, while a good number of adults read books written for children or young adults. These books, a famous example of which is the Harry Potter series, are called crossover literature. Based on a review of the literature, it is difficult to define the features or characteristics of crossover literature because they are so various (Falconer, 2009). However, reading the description of many crossover books discussed in Beckett (2009), there seems to be a pattern of characteristics that can be found in most crossover books. The purpose of this dissertation, therefore, was to find patterns or characteristics of crossover literature, with the focus on child-to-adult crossover fiction. Qualitative research methodology was employed in this research: specifically, content analysis method was selected since this research involved analyzing texts rather ii than people as research subjects. There are 14 novels analyzed in this research, all published between 2005 and 2012. Findings from my research reveal a pattern of characteristics in the 14 books analyzed for this dissertation relating to the nine elements of crossover literature discussed in the analysis; however, there were also exceptions found in each book. Of the 14 books reviewed, all have at least seven of the nine characteristics discussed in the research. All of the books match six of the characteristics which include: character, plot, style, theme, symbol, and uniqueness or novelty. There are two implications of the study. The first involves literary scholarship itself. Hopefully this project will enrich literary study because research on crossover literature is rare, especially in relation to the characteristics of crossover literature. The second implication is for educators. Hopefully this research will help educators identify literature that appeals to a broader audience, from children to adults. Several suggestions for future research include: involving readers from different ages to read the crossover books and express their opinions about the works; including more books that establish the patterns and characteristics of crossover literature; and doing comparative study between crossover and non-crossover books to discover differences between the two. iii To My parents: who made me what I am My daughter: the star of my life And to those who love me iv Acknowledgments My deepest gratitude goes to my mentors and advisors, Dr. Barbara Lehman and Dr. Linda Parsons, who have endlessly supported and encouraged me during this journey; and also to my dissertation and candidacy committee members Dr. Evelyn Freeman and Dr. Barbara Kiefer for their guidance during my study. I would also like to extend my gratitude to Dr. Sue Dechow and Dr. Adrian Rodgers for always being there for me. I would not be able to achieve my goals without the financial support from Dikti, Sanata Dharma University, American-Indonesian Cultural and Educational Foundation, and the Department of Teaching and Learning at The Ohio State University. I thank them all for their support. I would like to thank faculty members and friends in the LCYA area of study, and my friends in the Indonesian student community who walk the journey together. Last but not least, I thank my family, whose time with me had been taken away for so long, for their constant love, support, and prayers; and my significant other who has offered a shoulder to cry on and love and care to hold on to. v Vita 1984 ............................................................ Stella Duce High School, Yogyakarta 1991 ............................................................ B.A. in English, Gadjah Mada University 1996 ............................................................ M.A. in Education, The Ohio State University 1992 – 2009 …………………………………Lecturer at Sanata Dharma University 2012 to present ........................................... Graduate Research Associate, Department of Teaching and Learning, The Ohio State University Publications Anggraini, T. E. (1997, August). Our Town: A miracle of small events. Phenomena, 1(1), pp. 1-9. Anggraini, T. E. (1997, October). The functions of character Stage Manager in Wilder's Our Town. Widya Dharma, 8(1), pp. 63-71. Anggraini, T. E. (1999, February). The image of New York in Indonesian poems. Phenomena, 2(4), pp. 1-11. vi Anggraini, T. E. (2000). Children's literature: Is it literature? In N. Dewi, In search of meaning (pp. 91-102). Yogyakarta: Sanata Dharma University. Anggraini, T. E. (2001, October). Our Town: An Escapist Drama. Phenomena, 4(3), pp. 12-20. Anggraini, T. E. (2002, October). Uncle: The Savior (A comparative study on minor characters in Lowry's Number the Stars and Taylor's Roll of Thunder, Hear My Cry). Phenomena, 6(2), pp. 86-92. Anggraini, T. E. (2004, October). End justifies the means: The hysteria of witch hunting (a sociological study on Miller's The Crucible and Petry's Tituba of Salem Village. Phenomena, 8(2), pp. 92-100. Anggraini, T. E. (2005, October). Hypocrisy in society: A study of Ibsen's Hedda Gabler and Shaw's Arms and the Man. Phenomena, 9(2), pp. 95-104. Anggraini, T. E. (2006, October). The imperfection of perfection. Phenomena, 10 (2), pp. 117-129. Anggraini, T. E. (2006). Utopia and dystopia in literature. In T. E. Anggraini, & H. Wijanarka, Perspectives in literature (pp. 31-44). Yogyakarta: Department of English Letters, Sanata Dharma University. Anggraini, T. E. (2007, October). Psychopomps in L'Engle's trilogy. Phenomena, 11 (2), pp. 86-94. Anggraini, T. E. (2014, February). Multiple narrators and multiple focalizations in Julia Alvarez' How the Garcia Girls lost their accents and Yo! Conscientia, 10 (1), pp. 46-57. vii Fields of Study Major Field: Education Teaching and Learning Literature for Children and Young Adults viii Table of Contents Abstract .......................................................................................................................... ii Acknowledgments ...........................................................................................................v Vita ............................................................................................................................... vi Table of Contents .......................................................................................................... ix List of Tables............................................................................................................... xiii List of Figures ..............................................................................................................xiv CHAPTER 1: INTRODUCTION ...................................................................................1 A. Background and Problem ......................................................................................1 B. Purpose of the Study .............................................................................................6 C. Scope of the Study ................................................................................................7 D. The Significance of the Study ...............................................................................7 E. Definition of Terms ..................................................................................................8 F. Limitations of the Study ......................................................................................... 10 G. Summary of the Chapter ..................................................................................... 11 H. Overview of the Dissertation ............................................................................... 11 CHAPTER 2: REVIEW OF LITERATURE .................................................................. 13 ix A. Reader Response Theory – Readers Making Meaning ......................................... 13 B. Theories of Literature.......................................................................................... 17 1. Theories of definitions of children’s literature, young adult literature, and adult literature..................................................................................................................... 17 2. Narrative theory .................................................................................................. 21 3. Multimodality in children’s and young adult fiction ............................................ 25 4. Critical approaches to literature ........................................................................... 29 C.
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