To Read or Not To Read 

Summary of Resource: Reading Ashley Sell’s “To Read or Not To Read: Navigating Young Adult Literature in the Classroom in the Age of Trigger Warnings and Banned Books” introduces why young adult literature should be included in our classrooms. We are taught the importance of opening our classrooms to strong subjects through the author’s statistics and opinions on books with significant topics to be discussed. Even with the obstacles put in place by school districts trying to avoid these discussions, teachers need to use loopholes to get to introducing these serious topics. 

Teaching Strategies: First, research the book you want and see what topics you can get out of it. Try to consider what can be taken away and how you can discuss these topics in a way that the students are engaged, sharing their opinions, and comfortable. This honor’s thesis says, “Educators should not shy away from using young adult literature in the classroom due to the history of assigning traditional literature or the constant challenges brought against young adult titles. Instead, they should be encouraging students to read more books that are written about adolescent experiences with a young adult audience in mind,” (Sell 34). Having students be able to connect to stories that are happening in their everyday lives makes them feel a part of their society. 

Adopting Strategies in Future Classes: When I look at my future classrooms and think of how I will encourage students to read young adult literature, I want to be an outlet for them to read what they like best. I believe students should have the freedom to choose what they read and hear about the mature topics that go on around them. I want students to have open discussions with their peers and if they wish to inform the class on a mini-lesson about what they read, I would love for them to feel comfortable doing so.

Inclusive Literature 

Summary of resource: This text speaks to the importance of introducing stories about individuals with disabilities. When reading literature pertaining to those with disabilities, children and young adults are able to better understand their peers. You are able to relate, understand, accept, and gain knowledge about those with disabilities when you are reading stories pertaining to them. Whereas the 19th century had people with disabilities portrayed as deformed and dumb, now books have been created where they are seen as strong and empowered. Children like to connect themselves to characters but there has been a huge lack of representation for those with disabilities so they do not feel as welcomed in books. 

Teaching strategies: There are many ways to go about including inclusive stories. To start, find books on all ranges of disabilities. Allow lessons to be taught that include “People First Language” like saying “the girl with a disability” rather than, “that disabled girl”. This article states, “ teachers should consider facilitating discussion about the books in the classroom, implement activities related to the books, read, and, most importantly, seamlessly integrate these books into existing curricula (2OO4),” ( Prater, Dyches, and Johnstun). Speaking to school librarians about opening lessons up to talk about books with those who have disabilities helps young children be introduced early on.

Adopting strategies in future classes: In my future classrooms, I hope to really teach about those with disabilities. Schools never taught growing up about the different kinds of disabilities that our peers have. More students are getting diagnosed with many different types of disabilities and it’s so important to acknowledge this. I hope to not simply take one class period and let it get forgotten, but to continue this discussion through the school year sharing my own experience living with an individual with a disability. By sharing my own experience, I hope others come forward and feel comfortable sharing their own situations with their peers.

Banning Books

Summary of resource: This piece speaks on how there’s typically an agenda for banning books in classrooms. Whether there’s political intent or parents who choose to hide tough topics from their children, the banning of books is a constantly fought-against issue. Even in children’s books like Alices’ Adventures in Wonderland, there is a huge disagreement on how animals should not be allowed to speak like humans. Certain countries tend to ban books more based on the rules that fall within their government. For instance, countries that are anti-LGBTQ+ ban any reference to homosexuality. Books referring to race are also often left behind because it’s claimed the topics are too “significant” for classrooms. 

Teaching strategies: Ways to fight against this are not easy. When the administration is the one deciding the curriculum, it’s hard to integrate topics you aren’t normally allowed. To try and fight school districts when they are against what you want to teach is near impossible. There are some opportunities that allow students and teachers to come together to protest against the ban on books. Typically, when families fight hard enough, they can keep books in schools as well. 

Adopting strategies in future classes: I hope in my classrooms to teach students to read these banned books outside of class so they can learn these topics regardless of school opinions. I want students to support these authors and go out and fight for these books to be read. I hope that students learn the significance of these stories and go forward in sharing them with their peers.

Precocious Knowledge: Using Banned Books to Engage in a Youth Lens

Summary of resource: When reading this article, it speaks on how the youth lens is the one we are getting in the upcoming generations and they need to be more exposed to strong content. When banning books, the author addresses how it may be the people in power scared of the content being read, not the children reading these topics. The readers are then shown how specific books tie into being banned with what topic they are known for being challenged on. It speaks on how the books being banned tend to be serious topics that make adults uncomfortable and then these discussions are prevented from the children.

Teaching strategies: Keep trying to talk about these topics even when there's a slight chance they can fit into what you are teaching. Continue making the effort to allow students to ask questions about what they’re reading. Use “inappropriate language” to approach complex conversations. English classrooms can be the space to develop critical conversations about sexual topics. 

Adopting strategies in future classes: I wish in my future classrooms to continue teaching strong topics in hopes students feel comfortable sharing with me conversations they may not feel are fitting at home. Students need outlets aside from families and having a strong support system inside a school is where we can begin. Letting teachers speak to students about things that they don’t feel safe/comfortable talking about at home helps to make sure these children feel they are included and aware of what’s going on around them.

Teaching Banned Books 

Summary of resource: In the United States specifically, we are taught at a very young age that we have freedom. Therefore, when we debate about the banning of books, we are sending our children mixed messages about their own rights. When children learn, they are becoming “thinkers.” This resource believes that the government does not want our youth to become free thinkers. We are experiencing the banning of books because children are being forced to think in one way. 

Teaching strategies: This book suggested a collection of stories called Places I Never Meant to Be. This is a collection put together by Judy Blume and it consists of twelve short stories by authors whose books have been censored. The authors of this book "never compromise the truth" and tell very realistic stories from the perspectives of adolescents. 

Adopting strategies in future classes: While it may be hard to implement these "controversial" stories in the classroom, a teacher can still encourage their students to explore these kinds of stories outside of class. Joan Bertin, Executive Director of the National Coalition Against Censorship said "Those of us who oppose censorship believe that reading about something is a safe way to explore and understand it, and that is the best way to prepare young people to deal with the issues they will face, both in school and later in life." I definitely agree that exposing children to real-world issues in this format is the way to go so that they are prepared to face these issues once they exit school.

Exploring Educators' Figured Worlds of Controversial Literature and Adolescent Readers 

Summary of resource: Educators have the ability to use literature in order to teach their students knowledge that will be very valuable in the real world. There are many "controversial" books that are actually not banned, however some educators will experience "preemptive censorship," where they decide not to teach a piece of literature due to fear of controversy. One of the participants in the study of this resource stated: "I'd imagine that almost all of the parents with the time and energy to challenge the book come from somewhat privileged backgrounds. Any parent who honestly believes that students aren't already exposed to profanity, bullying, racism, sexuality, or masturbation is incredibly naive." This participant believes that adolescents are not as naive as their parents believe them to be, and building on these curiosities will benefit them.

Teaching strategies: This resource suggests that educators research modern young adult literature. They suggest utilizing the many lists from the Young Adult Library Services Association. Talking with and getting to know your students better can also allow one to select the most relevant literature for their classroom. Most importantly, becoming acquainted with your schools district's book banning-process is crucial- there are many steps that need to be taken before a book can be banned in a classroom. 

Adopting strategies in future classes: Above all else, teachers know their students best. While considering what literature to incorporate into classroom, they should take into account what they know about their students- What kinds of social issues are they passionate about? How can the literature chosen broaden their perspectives? What curiosities have they displayed that could be explored further in the classroom? These questions and many more can inspire a teacher to make an effective lesson plan for their students. 

Intellectual Freedom for Young Adolescents 

Summary of resource: This resource firmly believes that censorship is the result of those with power trying to impose their beliefs and values onto others. The books that are not being banned today reflect the ideals of those in power and are therefore deemed appropriate for children. Thus, this leaves teachers responsible for supplying their students with material that allows adolescents to "think abstractly, make moral judgments, and to perceive events in situational contexts," however it can be difficult to accomplish this with book bans in place.  

Teaching strategies: This source suggests that teachers make themselves familiar with the negative effects of censorship. It also suggests that teachers know who get support from outside of their school because they may help with countering book bans. Organizations such as the American Library Association and the American Association of School Librarians are good sources to turn to in the event that a teacher faces a challenge regarding a possible book ban. Finally, a teacher planning on introducing material that may be deemed controversial should be prepared to defend their decision to teach this and be able to explain why they feel this material will enrich their students. 

Adopting strategies in future classes: Incoming English teachers should have a plan in place for if they face any challenges. This plan should include the criteria provided by their district by which they have to follow when selecting literature for their classroom, resources to educate their administrators on intellectual freedom, and how they plan to approach sensitive material. A teacher should also be prepared for any complaints they may face from guardians of their children and have a process by which these complaints can be heard and addressed. After finalizing this plan, a teacher should get approval from their administration. A strict plan of any kind can go a long way in such a difficult process.

The Influence of Controversial YA Books on the Mental Health of Adolescents

Summary of resource: The resource did a small study involving 282 kids in which their findings found that there was a relationship between reading banned books and mental health symptoms. Regardless of the result of this experiment in particular, there is not a lot of research to back the idea that banned books negatively impact one's mental health, as this has been one of the only tests conducted and it was with a small number of adolescents. On the other hand, the study also found that aside from mental health, banned books had a positive impact on students' civic and volunteering behaviors, GPAs, and criminal behaviors.

Teaching strategies: It is argued that it is not productive to shield children from these things because instead of them being able to have an open dialogue with an adult about these topics, they will instead be thrown into these real-world situations in the future and not know how to react.

Adopting strategies in future classes: This study showed that teaching banned books could possibly negatively impact the mental health of students. This should not discourage English teachers from teaching banned books but instead inspire them to approach possibly sensitive topics in a better way. There is no denying that there is upsetting content in many of these books. However, like the source said, the exposure to these upsetting topics and allowing students to be able to react to them in a comfortable classroom setting will have a better impact than hiding real world problems (which they will eventually face) from them.