It is my great pleasure to host another blog written by Katie Sluiter. She is a middle grades teacher who has written on some interesting topics in the past. She tackles questions that come up all of the time. She has talked about the role of YA books in the middle grades classroom here. Later, she discussed the possibility and value of author visits here. These were certainly ideas that held questions that the students in my YA class wanted answered. They are both worth reading for the first time or revisiting. My YA class had several nontraditional students and they began reading some of the books  with their own adolescent children. They had interesting conversations.  I think parents reading with their children is a topic worthy of more study. Well, lucky me, I follow Katie on Facebook and I check out her blog from time to time. As a result, I found out that she has been reading  with her children. Thus, we get the chance to hear how Katie is discovering some classics and reading with her kids.

This has been a tough week or so for writers that are connected to Young Adult Literature. First, Julius Lester died and as I prepped this guest post last night, I found out that Ursula Le Guin has passed on as well. You can probably expect to see some posts about one or both of these authors in the future. I have been working on a chapter about Julius Lester for several weeks now. His fiction is fantastic and it has been interesting to look into the journey  of his life. 

This week the guest contributor, Kelly Bull, introduces us to author and Illustrator Lita Judge who has created book that looks at Mary Shelly and her creation, Frankenstein. I am thrilled that Kelly wanted to share her serendipitous meeting with Lita on the way to the NCTE conference. 

Did you know that author Mary Shelley grew up in poverty next to prison gallows and slaughter houses, was mistreated by a cruel stepmother, and became a teen runaway at 16?  Pregnant and unable to go home, Mary Shelley fought against societal norms and began writing her novel about Frankenstein’s monster when she was only 19 years old.

THIS is the backstory that would have captivated me as a high school student required to read  The Modern Prometheus (aka Frankenstein).  THIS is the compelling story uncovered by author Lita Judge in her new YA book, Mary’s Monster: Love, Madness, and How Mary Shelley Created Frankenstein.  Reading Mary’s Monster was like being submerged in 19th century England and France, experiencing jealousy, pain, commitment, and compassion firsthand through Mary Shelley’s eyes.
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And yet, Mary’s Monster is a book I would not have known about except for a chance meeting on an airplane to St. Louis. One of the very best things about attending NCTE is meeting new people, and I happened to be sitting across from author Lita Judge while I was scrolling through NCTE’s convention app on my phone. Lita noticed the bright green screen with NCTE’s logo, and we struck up a conversation. I cannot say enough good things about Lita Judge: so much talent rolled into one caring, thoughtful person.  

​Lita is a researcher, traveler, writer, artist, and painter. Her book, Mary’s Monster, will transform your thinking. She graciously shared her process in creating her artwork, as noted below.  I encourage you to buy three copies of her new book: one to keep, one to give to a dear friend, and one for your own classroom library.

On Beginning a Project

“Often art comes before words to me. I usually have a mental image of the story before I find the right words, so I constantly draw small, loose sketches that fill large bulletin boards that serve as story boards as I block in a book.”

As I am creating these rough sketches, I am also doing character studies of the main characters of the book, getting a sense of their appearance, but also finding specific gestures and details that fully describe their personalities. Mary and the other main characters in this book all had portraits painted of them (only one) but it gave me the information I needed on what they looked like.

​As I begin writing, these images are the mental inspirations to the poems. Once the poems are written, I revise many of the sketches to fit the poems. I continue to develop the sketches more fully, experimenting with style and technique which I think best convey this story. I also hired models to take the poses I planned to draw in final illustrations. 

But I also wanted to find a way to separate the realistic world in which Mary lived in with the interior imaginative world of her own mind. To depict the interior workings of her imagination I experimented with techniques that would set those illustrations apart. In the end I came up with digital distortions and layering to depict her imagination. 

Kelly Bull is an Associate Professor, at Notre Dame of Maryland University. She can  be contacted at: kbull@ndm.edu

It is that time of year when we are preparing the final curriculum choices for the rest of the year. What are we selecting for our students? Will it meet their needs? Will it engage them? What if a parent objects? Is there a difference between what we put on our shelves and what we teach to the whole class?  I believe that teachers need to make choices that are considerate of the maturity and adolescent development of the individual and of the class. At the same time, I am in favor of helping students self-select books that will meet their needs, challenge them, and nurture them in to more difficult and sensitive topics. As Matt de la Peña and Kate DiCamillo suggest in their recent exchange, their is probably a fine line between censorship (both self censorship and institutional) and being honest with kids. Artists, at every level, struggle to achieve and maintain their respective visions. in this week's post Jeff Kaplan address censorship once again. He is an expert in this area and has great insight about the history of how Young Adult literature has weathered the storms of censorship. He also has advice on how to fight off arbitrary objections from those who wish to control your choices as a professional. Do get me wrong, I think parents can and should be engaged in what their children are and should not be reading. On the other hand, I don't think they should make their choices for their children the mandate for others. Thanks for helping Jeff.

In Judy Blume’s Censorship blog, she speaks openly and plainly about her initial fear that when she began writing her now world-renown and cherished classic young adult books – Are You There God? It’s Me, Margaret, Iggie’s House, Deenie, Forever, - she was afraid that because they spoke uncomfortable truths – about divorce, religion, race, sex and sexuality, - that no one would publish them. As she writes..

“When I began to write, thirty years ago, I didn't know if anyone would publish my books, but I wasn't afraid to write them. I was lucky. I found an editor and publisher who were willing to take a chance. They encouraged me. I was never told what I couldn't write. I felt only that I had to write the most honest books I could. It never occurred to me, at the time, that what I was writing was controversial. Much of it grew out of my own feelings and concerns when I was young.” http://www.judyblume.com/censorship.php

Today, we hardly recognize those fears – because we, as young adult enthusiasts have seen an explosion of books for adolescents that are filled with controversial topics – on possibly every conceivable topic. Indeed, adolescents and teachers can probably find a young adult book to address nearly every concern that teenagers (and adults) have when confronting the dilemma of the human condition.

Yet, young adult literature – controversial and non-controversial – does not exist in a vacuum. As you know, parents, educators, and concerned citizens alike are aware of the vast array of interest groups that are aligned and poised to ‘warn and prevent’ teenagers – and sometimes, adults – from reading material that they deem unsuitable for adolescent minds. And we, as educators – and just plain ‘book lovers’ must always confront such parties – wisely, carefully, and constructively – on how important it is, that in a free society, no matter how much we might disagree with the content of a book (or a play, or a movie, or a work of art), we – old and young alike – should enjoy the freedom to make our own choices about what we read and see.

That is the price of living in a democracy.

As the recent Chair (2015-17) of the National Council Teachers of English Standing Committee Against Censorship, I had the distinct pleasure of working with a group of dedicated individuals who were committed to making sure that adolescents were able to read books and materials – in school – of their own choosing. source

I also learned of the vast array of support groups that are dedicated to helping others with issues of censorship - no matter how small and obscure they might appear to be – for these special groups know, that it is often, the little concerns – concerns that often go unnoticed or overlooked – are the ones that matter in the fight to preserve and defend intellectual freedom.

The fight for intellectual freedom is not a fight that should be fought alone. When confronted with an issue of censorship – or just longing, to help this most worthwhile and noteworthy cause, - educators of all stripes should be aware of these vital advocacy groups.

Freedom to Read Foundation
           
The Freedom to Read Foundation (FTRF) is a non-profit legal and education organization, affiliated with the American Library Association, dedicated to protecting and defending the First Amendment to the US Constitution and supporting the right of libraries to collect – and individuals to access information. Incorporated in November, 1969, the Foundation’s work is divided into three primary areas –

• Allocation and disbursement of grants to individuals and groups for aiding in litigation in issues involving censorship and/or access of information
• Direct participation in litigation dealing with freedom of speech and of the press.
• Education about the significance of libraries and the First Amendment.

The Freedom to Read Foundation website is a treasure trove of related resources to help individuals and groups involved in issues intellectual freedom and freedom of speech.

The Comic Book Legal Defense Fund
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The Comic Book Legal Defense Fund (CBLDF) is a non-profit organization dedicated to protecting the First Amendment rights of those individuals who work in the comics medium industry. Since 1986, the CBLDF has paid for the legal defense of individuals whose Frist Amendment rights were threatened for making, selling and even reading comic books. The CBLDF also assists libraries in challenges to comics and graphic novels by securing letters of support, and access to resources to defend and promote graphic novels when they are under challenge by censors.

Jeffrey Kaplan
Associate Professor Emeritus
University of Central Florida, Orlando
Jeffrey.Kaplan@ucf.edu
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Last year was a great year for young adult literature. There were so many good books that I could have added to my list of best picks of the year. That is one of the problems with a list, you have to cut it off somewhere. As I have been reflecting on the year, I have been impressed with how many great things happened near the end of the year and as this one started. Too often, academic pundits talk to much. This time I will try to shut up and let the people making the news have their say. So, the rest of this blog post will be turned over to Jaqueline Woodson, Jason Reynolds, Kwame Alexander, Robin Benway, and Matt de la Peña. Hopefully, you are aware of how and when they made the news, but do your students? All are worthy revisiting and sharing.

Jaqueline Woodson's career has been amazing and most of us are always waiting for the next thing. This week she takes over the role of the National Ambassador for Young People's Literature. Here are a few links to news articles that covered the event:
https://www.prnewswire.com/news-releases/jacqueline-woodson-named-6th-national-ambassador-for-young-peoples-literature-2018-2019-300577265.html ​

http://www.latimes.com/books/jacketcopy/la-et-jc-jacqueline-woodson-20180105-story.html

http://www.slj.com/2018/01/industry-news/jacqueline-woodson-named-national-ambassador-young-peoples-literature/ 

http://www.bradenton.com/entertainment/article192890609.html

http://global.penguinrandomhouse.com/announcements/jacqueline-woodson-named-national-ambassador-for-young-peoples-literature/

Below is the video of the inaguration. 

Like many of you, I am looking forward to the many ways she will share and explain her equation: Reading = Hope X Change.

Poetry had a great year in the World of Young Adult literature. Not too long ago Padma Venkatraman discussed the verse novel in this blog. As the year went on the momentum continued. Then some us found and began sharing this gem--Jason Reynolds discussing the power of poetry to make a change. I love the work an enthusiasm that Jason has for literacy. It is fitting this entry follows Jaqueline's. She was already working as an Ambassador of Young People's Literature when she pointed me to Jason Reynolds several years ago.

It is just getting better for young adult literature. Jason was a guest on the The Daily Show with Trevor Noah. His is the link.

Kwame Alexander's story is one of endurance and hope. it is a message to keep working at what you love. In a year that has been hard for many of us, Kwame shares hope and love. His poem, Take a Knee probably explains the controversy as clearly as any argument I have heard on either side. I have watched The Opposition with Jordan Klepper only once. (It is on to late for this old guy.) But I knew Kwame was the guest I was there. Kwame is a great guy, my sister lives in Bellingham, Washington. She called me a while ago to say that some YA guy was going to be in her town and did I know him. Well, it was Kwame and I told her to go as my proxy and say hi. She did and he greeted her like and old friend. Thanks Kwame. Thanks for continuing to show us that--so much depends/upon/a red wheel/barrow.

I am still amazed quality of all the nominees for the 2017 National Book Award from the longlist to the shortlist. I love the book I knew and I am enjoying the others as I finish reading through the list. There was so much diversity and the five finalist were all women! #ItsTime. Below is Robin Benway's acceptance speech.

Matt is one of the people I admire most in the YA community. He really is a nice guy. He has done me several favors, for which I am forever grateful. I love the few times I been able to spend time with him when he was keynote at a conference I hosted at LSU and when we were both on the program at the Youngstown State University English Festival. His commitment to kids is exemplary. 
 To important things happened for Matt yesterday, Jan. , 2018. First, his new picture book, Love,  with Loren Long as the illustrator launched. Second, his essay, Why We Shouldn’t Shield Children From Darkness, was published.  If you need a topic to discuss with a class, this essay is a great starting point. His new book and this essay illustrate the powerful messages that Matt is dedicate to sharing with all of his readers regardless of how old they might be.
* This post has been update to include a link to Kate DiCamillo's response to Matt's inquiry. 

Thanks for following. 2017 was a great year of growth for the blog, The blog has steady page views reaching nearly a quarter of million views. This is due in large measure to the quality of the contributions of the guest contributors. Thanks to them one more time. I also want to remind people that more plans for the YA summit in Las Vegas in June 18. Plan to come and be #VegasStrong and YA Critical. Keep sharing. If you know a student or teacher who would like to contribute, send them my way.

Dr. Bickmore’s YA Wednesday is starting off the year with a student voice. If you have followed along last fall, you know that I was teaching a YA class for the first time in a while and I was having a blast. It was fun watching those students who had no use for YA change their minds and it was exciting for those who already loved the classification discover that it just might have a place in the classroom. This week’s post is written by one of the students from that class, Sarah Dey. Sarah was a good student, even though she was often too quiet in class. On the last day of class I gave away a bunch of books. They are going to be future teachers and they need to start a class library as soon as they can.

About a week into the holiday break, Sarah wrote me to rave about one the books she had received. It was a perfectly blog in the making. I asked her to write about the class and her experience. She did and I think it is a good representation of how most of my students responded to the class. (Okay, she says too many nice things about the professor, but put that aside.) She also talks about her author study. She shares the power point from her author study on Virginia Euwer Wolff. To clarify a bit, the power point could be more than 20 slides, no slide with more than 35 words, and it had to introduce and briefly survey at least three books by the author.
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I hope you read what Sarah has to say.  You might even send the link to your students as you encourage them to submit a blog post about their experiences in your YA courses. You knows they might say something nice about you. J  

After my first Young Adult Literature class with Dr. Bickmore in August of 2017, I sent him this email:

“My mind was totally blown by class today. I have always loved YA Fiction, and I have always thought it was extremely important. I have never been able to vocalize or express that belief, and I am so grateful I found a class that will do that. This is the first class of my school career that I am excited about.”
 
As a Secondary Education English major, there is pressure to love the classics and other books deemed important by school districts and society. I do appreciate classic English Literature, but there is something special about YA Literature. YA books have the power to transform complicated or even taboo concepts into heartwarming and sometimes heart-clenching stories that students find they relate to more quickly.  These books draw in the reluctant reader, bridge these readers into the classics, and hold this audience captive. At the age of twenty-one, I am more likely to select at YA novel than an adult novel while perusing the shelves at Barnes & Noble. This makes Dr. Bickmore and me kindred spirits when it comes to YA books.

Dr. Bickmore’s love of YA literature is infectious. My favorite kind of professor constantly researches new information, actively contributes to his/her field, and is willing to share and discuss what they observe with their students. Dr. Bickmore excels in those three areas.  His knowledge of authors and research in YA literature provided the class with extremely useful resources. Each class was exciting and interactive in all teaching formats: lectures, large group discussions, group activities, and author Skype calls. I now have an arsenal of potential unit ideas, activities, and of course book recommendations for students with different educational needs.
 
More than twenty books, varying in size and by genre, on the reading list was intimidating at first. However, as I started devouring book after book, I quickly realized, Dr. Bickmore selections were some of the best books in the genre. Most of them were read in one sitting because they were impossible to put down. Other students in the class, who claimed to not enjoy the genre, or reading so many books at once, quickly changed their minds once they realized the quality of the selections.   As much as Dr. Bickmore loves YA Literature, he was always the first to point out problematic issues in each book--either with the marketing and publishing and how awards are selected for top prizes such as the Newbery Award or National Book Award. There was always a balanced discussion of each book. My favorites from the list included:   Homecoming by Cynthia Voigt, The Outsiders by S.E. Hinton, The Absolutely True Story of a Part-Time Indian by Sherman Alexie, Brown Girl Dreaming by Jacqueline Woodson, and The Last True Love Story by Brendan Kiely. These books stood out to me because the character development was so strong. By the end of any of the novels, I felt like I truly knew the characters. 

On occasion, we were asked to select our own books within a genre and my favorites were The Girl Who Drank the Moon by Kelly Barnhill, Persepolis by Marjane Satrapi, and The Thing About Jellyfish by Ali Benjamin. These three novels were my favorite because they were from completely different genres but had impressive female characters. All of these novels have been added to my favorites list to be reread over and over. 

Dr. Bickmore was generous enough to give each student in the class multiple books from his personal library. I selected Picture Us in the Light by Kelly Loy Gilbert, Traffick by Ellen Hopkins, and Holding up the Universe by Jennifer Niven. I just finished reading Holding Up the Universe. As soon as I put down the book, I emailed Dr. Bickmore my thoughts on it:

Dear Dr. Bickmore,
I just finished Holding Up the Universe. 
Top Three Things I Feel About the Book:
1. Libby is a badass. This book should definitely be made available to students just because of her.
2. I still think Jack is the worst and Libby shouldn't end up with him. Just because he is struggling with something shouldn't mean that he is forgiven for all of his crappy actions. I hope Libby doesn't let him back into her life too easily.
3. I want to read more Jennifer Niven books.
Thank you for being so generous and sharing your books with us!

Even though the class is over, Dr. Bickmore made it clear that he is a resource for the rest our teaching careers.
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I love YA literature even more now that the semester is over. This course introduced my fellow classmates and me to a world that sees the value of YA Literature. This literature encourages students to expand their worldview as they enjoy reading. The course also solidified my commitment to be an educator and to share my love of YA Literature with my future students.

Sarah Dey is an undergraduate student in English Education at UNLV. Soon, she will be teacher looking for a job and any school would be lucky to have her as an employee. She can be contacted at: deys1@unlv.nevada.edu