Reconsidering the Hypothetical Adolescent in Evaluating and Teaching Young Adult Literature

Autor/inn/en	Sulzer, Mark A.; Thein, Amanda Haertling
Titel	Reconsidering the Hypothetical Adolescent in Evaluating and Teaching Young Adult Literature
Quelle	In: Journal of Adolescent & Adult Literacy, 60 (2016) 2, S.163-171 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.556
Schlagwörter	Teaching Methods; Adolescent Literature; Preservice Teachers; Misconceptions; Language Arts; English Instruction; Adolescents; Reading Material Selection; English Teachers + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Missverständnis; Sprachkultur; English langauage lessons; Englischunterricht; Adolescence; Adoleszenz; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Courses on teaching young adult literature (YAL) often encourage preservice English language arts teachers to consider their future students as they evaluate texts for classroom use. In this study, Sulzer and Thein analyzed preservice teachers' responses to familiar questions used to frame discussions of YAL--questions that ask them to read on behalf of a hypothetical adolescent reader. Findings suggest that evaluating YAL this way may naturalize myths about who adolescents are, what they care about, and what they are capable of. Understanding and addressing these myths may be beneficial to all who are involved in selecting literature for adolescents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01