Katie Dredger The Classroom Connection

Challenging Rebellious Adolescent Aliteracy

eachers of adolescents know In contrast to class as usual, these themes of witchcraft (American the power of rebellion. may not be whole class novels, Library Association, 2013). School T Middle and high school stu- these may not be books that the board members in Georgia defeated dents choose to place themselves teachers choose; this is NOT Eng- one challenge and stated, “The on opposing ends of a success lish class as usual. books are good tools to encour- versus rebellion spectrum and Adolescents are intrigued by age children to read and to spark choose to alienate themselves from content that some find objection- creativity and imagination” (Doyle, socially present authorities (Beers, able. 2008). The ALA is on to some- 2003; Stinchcombe, 1964). Socrates What are seen as taboo top- thing when they advertise banned implored students to think, to chal- ics are realistic to today’s youth books to adolescents just to entice lenge, long before the publication (Lesesne, 2008). The world has students to read. Great teachers of Teaching as a Subversive Activity changed, but the reality that adults of adolescents know to allow a (Postman & Weingartner, 1971). only get a glimpse into the lives of little rebellion, to give students “These kids today,” as some may adolescents is not new. Lesesne the sweet taste of forbidden fruit. call them, are just like they have al- contrasts selection, the decision to When middle school students were ways been, and great teachers har- include books, with censorship, the asked to review the Potter series, ness adolescent rebellion through decision to exclude them (Lesesne, Kyle Freeman, a 5th grader wrote young adult literature (Atwell, 2008). Teachers are often bound that he never liked reading until 2007; Lesesne, 2010). by limited selection—a slim district this book came out (Ford, 2008). The Fault in Our Stars (Green, approved list or inadequate school Eighth grader Issa Basco loves that 2012), Wonder (Palacio, 2011), libraries. A Tree Grows in Brooklyn Harry is “angry, temperamental, The Absolutely True Diary of a (Smith, 1943), a perennial favorite and dark in [Harry Potter and the Part Time Indian (Alexie, 2009), of adolescent girls is still consid- Order of the Phoenix], and his angst and I am a Genius of Unspeakable ered a classic, but has objection- as a 15-year-old is similar to ours” Evil and I Want to Be Your Class able content: Francie’s Aunt Sissy (Ford, 2008, p.51). Alexie’s The Ab- President (Lieb, 2009) are books is promiscuous, her father is an solutely True Diary of a Part Time that rock for rebellious adolescents. alcoholic, and her mother expresses Indian was recently challenged but When teachers allow titles such as bigoted views. retained on a summer reading list these in their classrooms, passion On the American Library As- in Illinois (Doyle, 2010). Instead of for reading and the discussion sociation’s (ALA) list of Top 100 imagining that our students need to ignites teacher joy; student talk Banned / Challenged Books from come to middle and high school as about books read for pleasure is 2000-2009, Harry Potter (series), capable readers of all text, we need too rare in many secondary English a student favorite, ranks as the to consider reading as a skill that Language Arts (ELA) classrooms. #1 most challenged book, for its continues to develop in all people.

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v117-122-ALAN-Sum13.indd 117 4/23/13 1:57 PM Teachers can motivate and encour- dents discovering the questionable age reading, and can provide sup- Aliteracy, the decision not content that is found in some of ports for new text. These supports the texts that students like to read. allow for reading growth. to read when capable, is This quandary is clearly painted Reading begets better reading. at the young adult level in Glenn’s Aliteracy, the decision not to the ultimate rebellion in (2008) study of three popular nov- read when capable (Harris and the English classroom. els marketed to adolescents. The Hodges, 1995), is the ultimate researcher examined the themes rebellion in the English classroom. of entitlement, disparity of class The Matthew Effect in reading is and race, empty relationships, and based on the parable, “For to every the rating systems offered by the conspicuous consumption, and con- one who has will more be given, Federal Communications Commis- textualized her analysis that these and he will have abundance; but sion (FCC) to censor visual and texts are written and marketed for from him who has not, even what auditory media, they aren’t risk- the purpose of making money, and he has will be taken away.” We ing that student’s rebel and never not for the purpose of creating bet- know that as reading skills im- watch TV or listen to music again. ter citizens nor better readers. They prove, greater learning results. As They are suggesting that a student, are alluring to adolescents, and we these skills atrophy, adolescents’ still a child, isn’t ready at this know that discretionary spending subsequent “cognitive, behavioral, time. We may question whether a of this age group is a market worth and motivational consequences” seventh grader should watch Law & tapping (Alhabeeb, 1996). Glenn (Stanovich, 1986) delay academic Order (Wolf, 2008), but we accept argues that students should read progress. We have to think hard that as each child matures, and these texts, despite questionable about the consequences when we grows into adulthood, he or she themes, because they may engage regulate reading like we may regu- will make personal choices. When adolescents in “discussions that en- late TV, movies, and song lyrics. we regulate TV and movies, we courage the development of a criti- Motivation and literacy are inex- allow adolescents to give us signals cal stance” p. 40. Schanoes (2003) tricably linked; adolescents won’t as to when they are ready for a would agree, stating that the Harry read when not motivated to do more mature rating. Potter novels challenge readers to so. Some believe that as students But we do the opposite when think critically, especially when text become more aware of extrinsic it comes to books. As soon as purports to “contain truth” p. 144. rewards for reading, like grades, students master a level of difficulty, We know that text choice can foster the less they enjoy reading for we are anxious to push them to the motivation (Allington, 2007; Alver- pleasure (Sweet & Guthrie, 1996). next level. If capable readers still mann, 2002; Guthrie & Wigfield, “A low-cost way to increase the in- love the Sweet Valley High series 2000; Lesesne, 2003; Moje, 2006). terest of students in what they like (Paschal, 2008), perhaps we should Still, an educated guide in the to read is to permit them to choose not ask them to move beyond their form of a mentor or teacher in liter- for themselves what they will read” comfort level too quickly. Maybe ary criticism is necessary for most (Pressley, 1998, p. 246). Even the matching readers to text is most students to come away with these best readers are less inclined to successful when erring on the side deeper layers of thinking. Teach- read with each subsequent year of the reader’s comfort; it’s part of ers fear that when students read in school (McKenna, Ellsworth, & loving our students. But we must individually, without guidance, that Kear, 1995). If keeping students strike a balance between man- there is no mechanism for assess- reading is our goal as it should be, dated reading content and student ment of learning, assessment that luring rebellious readers to great individual preferences. This leaves is valuable for suggesting further books with themes that may be ob- parents and teachers in a position reading and later instruction. Many jectionable is certainly better than where they feel that they must teachers require paired reading at allowing for aliteracy. weigh the benefits of encouraging times. Local and global community When parents and teachers use reading against the risks of stu- members via online chats can act

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v117-122-ALAN-Sum13.indd 118 4/23/13 1:57 PM as reading mentors. When teacher’s Cultural Organization (UNESCO) tion and teacher support in the instructional objectives are that defines literacy as “the ability to areas of vocabulary, text structure, students acquire the reading skills identify, understand, interpret, and comprehension strategies like instead of text content, matching create, communicate, compute and summarizing and questioning (Bill- readers to text is imperative. Maya use printed and written materials man, Hillden, & Halliday, 2008), Angelou said, “Any book that helps associated with varying contexts. students do a better job of navigat- a child to form a habit of reading, Literacy involves a continuum of ing text that is at the high end of to make reading one of his deep learning to enable an individual to their zone of proximal develop- and continuing needs, is good for achieve his or her goals, to develop ment (Vygotsky, 1978). When the him” (as quoted in Mesmer, 2008, his or her knowledge and potential, whole class novel is well above p. viii). The key is finding the right and to participate fully in the wider this zone, it frustrates reluctant book at the right time. society” (“Literacy,” 2008, Defini- readers. Teacher support, even in Expanding students’ reading tion). Surely all teachers today rec- the best of situations, will not be choices. ognize that our charge is far greater enough for a student in this case. Students can’t read Diary of This support is usually delivered to a Wimpy Kid forever; we want students during whole-class novel students to be competent readers lessons. While this is a common of college-level material some day. Others may, more rebel- approach in English classrooms, it Like a young athlete in a gymnas- does not differentiate between the tics class, who, with overt prod- liously, exercise the only many types of readers, and leaves ding from her coaches and more too many adolescent students at- subtle pressure from her parents power they feel that they tempting to read books that are not and peers, progresses to a higher have; they simply refuse appropriate for them. Some readers class in competition, readers need then draw the conclusion that support to venture into more dif- to read. “reading isn’t for me.” Others may, ficult text. Certainly, there are more rebelliously, exercise the only many child athletes who do rebel power they feel that they have; and refuse the competition, despite they simply refuse to read. their talents. Most good coaches than familiarizing our students with Another argument for whole know when to push and when to the lessons of our culture’s favorite class novels seems to be that, un- back off, constantly negotiating stories. less it is assigned, students will with the adolescent in reaching a Elementary school teachers not choose it, and will never be common goal. Teachers, as coaches have effectively balanced multiple exposed to the traditional canon. of reading, create a shared goal of texts for decades (Smith, 1963), Teachers want to expose students improved reading competency, and with Vacca and Vacca (1974) to literature that offers students a guide student choices with various suggesting individualized reading window into a world different than texts and motivations to reach that stations in middle schools more their own instead of just a mirror goal. than thirty years ago. Still, teachers into their own narrow existence. Teacher Identity in Adolescent ask: What is it that makes a novel Nancy Schnog, an English teacher Centered Reading Classrooms drive the instruction for all students and parent, was disappointed when When teachers identify as in a classroom? The argument from her 14 year-old son did not com- coaches in developing students’ middle and high school teachers plete his summer reading text, How reading skills, skills that are multi- is that the content of novels such the Garcia Girls Lost Their Accents faceted, layered, nuanced, and as The Yearling, The Giver, and (Alvarez, 2005). She explained that individual, they continue to be Wuthering Heights may be too dif- he could not relate to “four cultur- experts of the great literature that is ficult for students to read without ally displaced sisters who search dear to their profession. The United substantial teacher support. We for identity through therapists and Nations Educational, Scientific and know that, with peer conversa- mental illness, men and sex, drugs

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v117-122-ALAN-Sum13.indd 119 4/23/13 1:57 PM Teaching literature should read Beowulf and Macbeth.) Sean Letting students challenge be about loving the student more retorted, “No, I don’t like it because than the content we teach (Kindig, it’s just about a bunch of girls who texts may shake some of 2012). It is wonderful when we want to get married.” Silence. We find the student who is as com- were proud of our strong feminist our own beliefs as well. mitted to reading as we are. It is readings of texts. We’d passionately fulfilling when past students honor defended both Ophelia and the wife our profession by joining it. We all of Bath. So why did we love Pride and alcohol” (Schnog, 2008). The know a librarian or English teacher and Prejudice? I asked myself, was tension between what students who loves books more than kids. I still a romantic looking for Mr. want to read and what we think Without an understanding and ac- Darcy, despite my education and they should read is exemplified ceptance that most students won’t perceived personal bent toward in this example. We want reading love a certain text the way they feminism? Or was it the irony, to broaden the minds of students. do, those teachers are then in a humor, and character development We want books to show them how place of perpetual frustration. This that are Austen hallmarks? Letting others live. Literature has the great frustration is at times manifested in students challenge texts may shake potential to teach about humanity, resentment toward students who some of our own beliefs as well. to teach the great lesson that one do not respect the art that is great Not English class as usual. can’t judge another, as To Kill a literature. This resentment is can- Students engage when we Mockingbird (Lee, 1960) teaches, cerous and makes for an unhealthy break from mandated analysis. until he or she has walked miles English classroom. This can lead to Readers should be free to NOT in his or her shoes (Muse, 1997; aliteracy—or, the student exercis- discuss themes, imagery, or char- Wilhelm, 2006). We can introduce ing the power they have in this acters’ motivations. Analysis and students to these texts by striking a situation: the power to refuse to discussions happen; people want balance between full student auton- read. Teachers may push kids even to talk about books that inspire omy in text choice, offering limited further away from doing something them. Students reading A Tree choice (Dredger, 2008) within each they may already resist by being Grows in Brooklyn do not miss teacher’s comfort level, and using rigid about specific mandated titles. the symbol that Francie is a tree literature circles (Daniels, 2006). I love Jane Austen, but all of surviving, if not thriving, in the The other pull is teachers’ my students will not. Before my middle of oppressive urban pov- desire to share the love of reading. epiphany that students can thrive erty. Phillip’s original bigotry, like Class novel choices focus on the with multiple texts, I was teaching Huckleberry Finn’s, is mitigated by teacher’s choice; individualized Pride and Prejudice to 12th graders a close relationship with another reading choices are more learner- as a whole class novel. A Socratic in Taylor’s The Cay. The students centered. Differentiating novel circle quickly escalated to near love this message, and convince choices may be one of the easiest mutiny. Some boys began playfully others to read. The palindrome that ways to match readers to text that throwing the great novel on the is Stanley Yelnats’ name in Holes is appropriate in readability, length, floor and began a mock burning. (Sachar, 2000) rarely remains under concept, and affect (Curtis, 2008; I felt proud that I had created an students’ radar (Stanley himself ex- Deschler, Palincsar, Biancarosa, & environment wherein students felt plains it; we as teachers don’t have Nair, 2007; Mesmer, 2008). Teach- comfortable being honest, but I to as well). Still, this awareness can ers don’t have to give up the life blamed myself (Had I been a better be directed and constructed by the lessons of great literature; they teacher, they would see the merits students, distributing the expertise just have to trust that students are in the text!). I was relieved when in classrooms beyond that of the ready for different lessons at differ- some came to the text’s rescue. teacher. If students are engaged ent times (Fisher & Ivey, 2007). Nina challenged, “Just because no in literature that is right for them, It shouldn’t just be about books one’s arm or head gets ripped off, they may not ask, “Is there a test that the teacher likes. you don’t like it?” (We’d recently on this?” Students read when they

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v117-122-ALAN-Sum13.indd 120 4/23/13 1:57 PM are able to choose books that fit approach (pp. 258-264). New York: their ability, maturity, and interest. Students read when they Pearson. Students don’t dislike reading; they Atwell, N. (2007). The reading zone. New York: Scholastic. dislike books that are too hard or are able to choose books Beers, K. (2003). When kids can’t read: on topics of which they either can- What teachers can do. Portsmouth, not relate or about which they have that fit their ability, matu- NH: Heinemann. little prior knowledge. They need to rity, and interest. Billman, A. K., Hillden, K. & Halliday, J. L. be intrinsically motivated to read. 2008. When the right texts are difficult for struggling readers. In D. H. Hiebert & Classrooms and libraries can be M. Sailors (Eds.), Finding the right texts: stocked with books of myriad lev- What works for beginning and strug- els. Students may struggle at first in nifer, Ricardo, Shakira, and Mistead gling readers.New York: Guilford. Curtis, M. (2008). Teaching adolescents a reading workshop environment, as developing readers is our greater who struggle with text: Research and constantly attempting the first call. fifty pages of a new book. Remain practice. In Finding the right texts: What works for beginning and struggling patient and sincere. Work conscien- Katie Dredger taught middle and high readers. D. H. Hiebert, & M. Sailors, tiously with those struggling read- school English for 13 years in Calvert (Eds.) New York: Guilford. ers to find the right fit for them. County, Maryland. She is an assistant Daniels, H. (2006). What’s the next big Successful text to reader matching professor at James Madison University thing with literature circles? Voices from takes into account reader factors in Harrisonburg, Virginia. the Middle, 13(4), 10-15. Deshler, D. D., Palincsar, A.S., Biancarosa, such as abilities, motivation, and G., & Nair, M. (2007). Informed choices References knowledge, and text factors such for struggling adolescent readers. Alhabeeb, M.J. (1996). Teenagers’ money, as surface features, text concepts, Newark, DE: International Reading As- discretionary spending, and saving. and format (Alvermann, 2011; sociation. Financial Consulting and Planning, 7, Doyle, R.P. (2010). Think for yourself and Miller, 2009). Making the attempt 123-132. let others do the same: Books chal- to find books that work for adoles- Allington, R. L. (2007) Effective teachers, lenged or banned in 2009-2010. effective instruction. In K. Beers, L. Reif, cent readers keeps them reading; Fisher, D., & Ivey, G. (2007). Farewell to & R. Probst, (Eds.), Adolescent literacy: together, this continued reading A farewell to arms: Deemphasizing the Turning promise into practice. (pp. becomes classroom success. whole-class novel. Phi Delta Kappan, 273-288). 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Content area reading and employs knowing the nature of the Green, J. (2012). The fault in our stars. literacy: Succeeding in today’s diverse adolescents as rebellious, mercu- New York: Dutton. classrooms (6th ed.). New York: Allyn rial, and diverse. As teachers, we Guthrie, J.T. & Wigfield, A. (2000). Engage- & Bacon. ment and motivation in reading. In M. do not have to be expert on all American Library Association. (2013). L. Kamil, (Ed.) Handbook of reading re- texts, we do not have to lead each Banned books week: Celebrating the search, Vol. 3 (pp. 403–422). Mahwah, discussion; we do not have to see freedom to read. Retrieved from NJ: Erlbaum. http://www.ala.org/advocacy/banned/ one certain text as the measure of Harris, T.L. & Hodges, R.E. (1995). The frequentlychallenged/challengedby a marking period. Instead, we need literacy dictionary, Newark: International decade/2000_2009. to search for a comfortable balance, Reading Association. Ansary, T. (2006). The muddle machine: Kindig, J.S. (2012). Choosing to read. one that may see personal compro- Confessions of a textbook editor. In. F. Portsmouth, Heinemann. mise. Perhaps we cannot let go of W. Parkay, E. J. Anctil, & G. Hass. (Eds.), Kinney, J. (2007). Diary of a wimpy kid. Curriculum Planning: A contemporary Hamlet. Refusing to let go of Jen- New York: Scholastic.

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v117-122-ALAN-Sum13.indd 121 4/23/13 1:57 PM Lee, H. (1960). To kill a mockingbird. Muse, D. (Ed.). (1997). The New Press Washington Post, pp. B1, B4. Philadelphia: Lippincott. guide to multicultural resources for Smith, B. (1943). A tree grows in Brooklyn. Lesesne, T. (2003). Making the match. young readers. New York: The New New York: Harper & Bros. Portland, ME: Stenhouse. Press. Smith, N.B. (1963). Reading instruction Lesesne, T. (2008). Of times, teens, and Palacio, R.F. (2012). Wonder. New York: for today’s children. Englewood Cliffs: books. In G.K. Beers, R. E. Probst, &, L. Knoff. Prentice Hall. Reif (Eds.), Adolescent literacy:Turning Paschal, F. (2008). Sweet valley high. Stanovich, K. (1986). Progress in under- promise into practice (pp. 61-79). New York: Laurel Leaf. standing reading: Scientific foundations Portsmouth: Heinemann. Pennac, D., 1996. Better than life. To- and new frontiers. New York: Guilford. Lesesne, T. (2010). Reading ladders: ronto. Coach House Press. Stinchcombe, A.L. (1964). Rebellion in a Leading students from where they are Postman, N. & Weingartner, C. (1971). high school. New York: Quadrangle. to where we’d like them to be. Ports- Teaching as subversive activity. New Sweet, A. P. & Guthrie, J.T. (1996). How mouth, NH: Heinemann. York: Delta. children’s motivations relate to literacy Lieb, J. (2009). I am a genius of un- Pressley, M. (1998). Reading instruction development and instruction. Reading speakable evil and I want to be your that works: The case for balanced Teacher, 49, 660-662. class president. New York: Penguin. teaching. New York: Guilford. Taylor, T. (1969). The cay. New York: Literacy. (2008, November 9). In Wikipe- Rowling, J.K. (1998.) Harry Potter and the Avon. dia, the free encyclopedia. Retrieved sorcerer’s stone. New York: Scholastic. Vacca, R.T., and Vacca, J.L.(1974). Con- November 11, 2008, from http:// Rowling, J.K. (2003). Harry Potter and sider a stations approach to middle en.wikipedia.org/wiki/literacy. the order of the phoenix. New York: school reading instruction. The Reading McKenna, M.C., Ellsworth, R.A., & Kear, Scholastic. Teacher, 28, 18-21. D.J. (1995). Children’s attitudes toward Rowling, J.K. (2007). Harry Potter and the Vygotsky, L. (1978). Mind in society: The reading: A national survey. Reading deathly hallows. New York: Scholastic. development of higher psychological Research Quarterly, 30, 934-956. Rosenblatt R. (1938). Literature as ex- processes. Cambridge, MA: Harvard Mesmer, H.A.E. (2008). Tools for match- ploration. New York: Modern Language University Press. ing readers to texts: Research-based Association. Wilhelm, J. (2006). What choice do I practices. New York: Guilford. Sachar, L. (2000). Holes. St. Louis: have? Reading, writing, and speaking Miller, D. (2009). The book whisperer: Bloomsbury. activities to empower students. Journal Awakening the inner reader in every Schanoes, V.L. (2003). Cruel heroes and of Adolescent & Adult Literacy, 49(7), child. San Francisco: Jossey-Bass. treacherous texts: Educating the reader p. 637-639. Moje, E.B. (2006). Motivating texts, moti- in moral complexity and critical reading Wolf, D. (Executive Producer). (2008). vating contexts, motivating adolescents: in J.K. Rowling’s Harry Potter books. In Law & order [Television series.] New An examination of the role of motiva- G. L. Anatol, (Ed.), Reading Harry Pot- York: NBC. tion in adolescent literacy practices ter: Critical essays. Westport: Praeger. and development. Perspectives 32(3), Schnog, N. (2008, August 24). We’re 10-14. teaching books that don’t stack up. The

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