It is one thing to choose a book to read for ourselves, but as educators, it is another thing to guide students on what they might read. Trying to discern where their interests are and match what is popular with what parents think is appropriate, all make book recommendations a challenge.
When I began my middle school years and beyond, I remember reading the likes of Archie Comics (published 1942), MAD Magazine (1952), The Catcher in the Rye by J.D. Salinger (1951), How to Talk Dirty and Influence People by Lenny Bruce (1963), Valley of the Dolls by Jacqueline Susann (1966), and Portnoy’s Complaint by Phillip Roth (1969). Did I make bad choices at the time when I was growing up as a student? Looking back on my choices, I would say, “That’s what interested me, and, hey, I was reading.” Letting students make choices for their independent reading is important, but, at the same time, we need to stand by to help them make good choices. I can clearly remember my ninth-grade English literature class being introduced to the book To Have and To Hold by Mary Johnston. I never read a book the way I read that book. I was consumed by it, and when I finished it, I repeatedly thanked my teacher for the guidance.
Over my 40-year teaching career, I can vividly recollect three books that challenged my colleagues and me —Mark Twain’s Adventures of Huckleberry Finn, Mark Mathabane’s Kaffir Boy, and Cecily von Ziegesar’s Gossip Girl series — in three different schools, each 10 years apart.
Huck Finn was used in a seventh-grade English class, and its purpose was questioned by the mother of a multiracial student. She felt that the book was inappropriate for a seventh-grade class, and she was particularly sensitive to Twain’s use of the “n-word.” After discussions with the teacher who assigned the book and me, we were able to help the mother overcome her anxiety and fear so her son could continue with the book.
In another school, Kaffir Boy was used in an eighth-grade social studies class that was taught by an African American male teacher. As it happened, the teacher was the first teacher of color in the school. The book was challenged by two families whose daughters were in the class, and even though the teacher and I offered the parents the option of having their daughters excuse themselves from the class when the book was being discussed, the parents chose to withdraw their daughters at the end of the year. As an aside, my own son happened to be in the class.
Finally, it was five years ago in a third school when the Gossip Girl series — books and television show — flooded the market, and a middle school (seventh- and eighth-grade students) humanities teacher approached me to ask whether the voluntary Middle School Book Club could read the first book in the series. As a culminating activity, the teacher planned to invite the author, Cecily von Ziegesar, to talk with the students about how she came to write the series. (The series is based on the author’s own experience of growing up on the Upper East Side of Manhattan, attending an all-girls independent K–12 school.) Needless to say, the book was a big hit with the students, and the fact that the author actually visited the school and talked with the book club members made for a special literary experience for the students.
What is appropriate reading for our students? When is the right age and time to introduce sensitive books to them? How do we guide with a goal of letting students choose for themselves? Here are some thoughts and guidance you and your students’ parents can use to experience the joy of reading with your students.
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To begin, the New York Times Sunday Book Review section is a great resource. It does an excellent job of categorizing Children Middle Grade books and Young Adult books — often referred to as Young Adult Literature (YAL). To help you, best-selling Middle Grade books have an age range next to each book (e.g., Ages 6 to 9, Ages 8 to 12, Ages 10 to 14), and YAL books will generally have higher age ranges (e.g., Ages 12 to 16, Ages 12 and up, Ages 14 to 18). The differences between book categories and age ranges will become clear once you read several books. For example, our local town librarian recommended a book to me by saying, “This is one of the best student literature books I have ever read. You have to read it.” I immediately asked, “Is it a middle reader or is it a YAL book?” She responded by saying, “You tell me. Let me just say that this coming-of-age book about two 15-year-olds intertwined with the fairy tale Grimm brother, Jacob, is captivating and compelling. Far Far Away by Tom McNeal is a must read.” With this challenge in hand, I immediately checked out the book, read it, and loved it. And, for all intents and purposes, it was appropriate for either reader — middle or young adult — except for one small section of the book, which caused me to say, “Huh huh, this is not a middle reader; it is a young adult book.” The librarian and I were in total agreement.
One of the most exquisite ways to understand middle and high schoolers and the lives they lead is to read both categories of books. Books by John Green provide a perfect example. For the longest time, author John Green has had four books on the YAL New York Times best-seller list. Four! When I read my first book by Green, I was hooked and had to read them all. And, while I love his writing, I understand why the age recommendations are what they are.
Finally, here are some things to think about when making decisions on what books to recommend to students:
- Have a committee of librarian, teachers, and middle school and upper school division heads, all within earshot of the head of school, consider student and teacher requests for suggested books to be read by students.
- Have a posted procedure for how books are chosen for all to see, including parents.
- Have a book challenge procedure in place for faculty and parents.
- Communicate to parents what the reading list is for any given course.
- Model good reading habits for our students by discussing age-appropriate books that we are reading.
- Read Newbery Medal winner books; it is the best way to get to know middle school students. For example, try reading the 2009 Newbery Medal winner When You Reach Me by Rebecca Stead if you want to understand sixth-graders.
In an article I wrote in Education Week, “Who Should Decide What Students Read?” I pointed out that, when it comes to young people reading:
It is the mission of teachers and parents to guide, encourage, and stand by to explain and support when needed — and to do all this without intruding. Let young people decide what they should read based on where they are in their intellectual development and maturity. It’s the best way to keep them reading.1
And read what they are reading!
Note
1. Dane L. Peters, “Who Should Decide What Students Read?” Education Week, November 2009.