INTEGRATING YOUNG ADULT LITERATURE INTO THE
UPPER ELEMENTARY SETTING
By
Rebecca L. Sandusky
An Abstract
of a research paper submitted in partial fulfillment
of the requirements for the degree of
Master of Science in Library Science and Information Services
in the Department of Educational Leadership and Human Development
University of Central Missouri
August, 2014
ABSTRACT
By
Rebecca L. Sandusky
Upper elementary students are children between the ages of 8-12 years old. These
children exhibit different levels of maturity; accordingly their literature should as well. Young
adult fiction is a viable and obvious genre to offer to these students, it allows them to explore
vicariously issues that they are currently dealing with, or soon will be. The literature review in
this paper proposes that by allowing students to make their own choices in regards to reading
for enjoyment they will choose novels that support their individual interests and maturity levels.
The research addresses the benefits and concerns of letting upper elementary students read
young adult fiction, as well as the roles of parents, teachers, and school librarians in selecting
appropriate readings for these students.
INTEGRATING YOUNG ADULT LITERATURE INTO THE
UPPER ELEMENTARY SETTING
By
Rebecca L. Sandusky
A Research Paper
presented in partial fulfillment
of the requirements for the degree of
Master of Science in Library Science and Information Services
in the Department of Educational Leadership and Human Development
University of Central Missouri
August, 2014
© 2014
Rebecca L. Sandusky
ALL RIGHTS RESERVED
INTEGRATING YOUNG ADULT LITERATURE
INTO THE UPPER ELEMENTARY SETTING
by
Rebecca L. Sandusky
August, 2014
APPROVED:
Advisor: Dr. Jennifer Robins
Committee Member: Rene Burress
ACCEPTED:
Chair, Department of Education Leadership and Human Development: Dr. Patricia Antrim
UNIVERSITY OF CENTRAL MISSOURI
WARRENSBURG, MISSOURI
AKNOWLEDGEMENTS
First, I would like to thank my family for their support in this endeavor I chose to take on.
My daughter, Piper, for playing quietly by my side while I hashed out the hours it took to
complete this paper. To my husband, Ryan, for being so understanding of where my time had to
be devoted. A big thank you goes to my friend, Erin McCurdy, for always answering my
questions and supporting me throughout the program. Lastly, to Dr. Robins and Mrs. Burress for
their time dedicated into making this the best possible work.
TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION ............................................................................................ 1
Statement of the Problem ........................................................................................ 1
Purpose of the Study................................................................................................ 2
Research Questions ................................................................................................. 2
Limitations of the Study ............................................................................................ 3
Definitions of Terms ................................................................................................. 3
Design of Study ........................................................................................................ 3
Conclusion ............................................................................................................... 4
CHAPTER 2: REVIEW OF THE LITERATURE .................................................................... 5
YA Fiction and its Benefits ....................................................................................... 6
Personal Connection ................................................................................... 6
Content Concerns ....................................................................................... 7
Reluctant Readers ...................................................................................... 8
Intellectual Freedom for Children ............................................................................. 9
Failure of Book Levels ................................................................................ 10
Personal Choice .......................................................................................... 12
Rights and Responsibilities ......................................................................... 13
Questionable and Challenged Material Issues ........................................................ 14
Determining Book Genre (Crossover Fiction) ............................................. 14
Dealing with Challenges to Materials .......................................................... 15
Librarian’s Duty to Patrons .......................................................................... 16
CHAPTER 3: CONCLUSION ................................................................................................ 18
Benefits of YA Literature for Upper Elementary Students ....................................... 18
YA Fiction Concerns ................................................................................................ 19
Free Choice for Kids ................................................................................................ 20
Parental Rights on Reading ..................................................................................... 21
vii
WORKS CITED ..................................................................................................................... 23
viii
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 1
CHAPTER 1
INTRODUCTION
This literature review explores the need to allow upper elementary students, grades 4-6,
to read young adult literature. This research review provides information on why students of this
age should have the right to choose the things they read, the benefits students will reap from
exploring this genre, the concerns that parents or other adults may have, the librarian’s roles
and responsibilities in providing the material, and how a genre label is a suggestion, not a rule.
Upper elementary students are dealing with issues that fall between the innocent years of
childhood and the tumultuous years of being a teenager. Children and adults alike seek
guidance through literature. In order for the lesson of the literature to make sense, the situations,
characters, themes, and conflicts must be applicable to the reader. Books often considered too
mature will actually help readers develop judgment rather than being used as a ‘guide to sin’
(Curry 33).
Upper elementary students deal with issues that are categorized as childish; throwing
rocks on the playground, anxiety on the first day of school, what to do when your friend calls you
a name, and for each of these issues there is book to help them. With the rate that children are
maturing, upper elementary students are now dealing with issues that children’s literature does
not address or even briefly touch upon. A library is a place to go to find information, regardless
of the age of the patron, what they are looking for, or what their interests are. This age of
students are walking on the bridge of transition between childhood and adolescence, young
adult fiction acts as a beam of support on this difficult journey.
Statement of the Problem
Young adult literature is seen as controversial due to the type of content that many of the
novels contain. The books have been cited as having too much profanity, sexuality, rebellion, or
violence as compared to traditional or classic novels (Curry 31). Since this is the case, many
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 2
elementary school libraries do not carry books that carry the YA label for genre. It is believed
that students at the elementary age are not mature enough to handle any content in these
books. Not all of these books contain a controversial element, and if they do, it is usually in
passing in the book, not the book’s entirety. By prohibiting children from reading certain genres,
or books that are considered too mature, intellectual freedom is being tread upon. Upper
elementary students need the ability to go to the school library and choose books on issues,
fiction or nonfiction, which they are dealing with at that moment. Many researchers recommend
that these books and materials be readily available to students.
Purpose of the Study
The purpose of this study was to provide research on why upper elementary students
should be allowed to read young adult fiction. Literature is a means of learning how to deal with
issues vicariously. Upper elementary students can learn a lot through a fictional character on
issues that they are struggling with or may have questions about. A book allows students to get
answers they may not feel comfortable asking someone. Upper elementary students mature at
different rates. The students who are maturing at a faster rate do not identify any longer with
children’s literature. Young adult literature is the answer to keeping these students reading.
Allowing students to choose what they read gives them ownership in their academics, let’s them
seek out answers to their own personal problems, and prepares them for real world situations.
Research Questions
Since upper elementary students are still minors, guardians and parents are ultimately in
control of their child’s reading material. In order to address the benefits and realities of YA fiction
the following questions acted as a guide to this process:
1. What are the benefits of upper elementary students reading young adult fiction?
2. What are the concerns of letting upper elementary students read YA fiction?
3. Why is it important for children to choose what they read?
4.
What are a parent’s rights on what their child is reading?
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 3
Limitations of the Study
The limitations of this study include the limited time frame available, and the availability
of peer reviewed journal articles on different aspects discussed within the literature review.
There were few articles on upper elementary students and young adult fiction, and of these,
none discussed the reading habits or preferences of this age range. Although parents have the
ability to choose what their child is reading, all the legality issues that were discussed were of
adults trying to ban a book rather than petition for their child’s right to read a book. There were
no issues or articles found on legality issues regarding intellectual freedom for children.
One other limitation was the availability of YA titles that were deemed ‘mild’ or
appropriate for all readers. The vast majority of articles focused on the reasons or titles of books
that have been banned.
Definition of Terms
Crossover Fiction: Books that are equally appealing to different age ranges across different
genres
Intellectual Freedom: The First Amendment right as applied to school libraries and laws
protecting the confidentiality of library use (Adams 55)
Upper Elementary Students: A group of children who experience the cognitive, social, and
physical changes between the ages of 8-12 years old (Finnan 8)
Young Adult Fiction: A genre of books that are written or categorized as appealing to the
teenage crowd
Design of Study
All the research within this study was previously published. There were no new studies
or research conducted. Existing research was studied to establish the evidence and information
to support the claims within this study.
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 4
Articles from the following databases were used to complete this study: Academic
Search Complete, Children’s Core Collection, Education Research Complete, and Library
Literature and Information Science Full Text. In order to answer the guiding questions the
following terms were used in the databases; “YA lit”, “Young adult fiction”, “upper elementary”,
and “Intellectual Freedom for minors”.
Conclusion
This study contains three separate chapters on how to integrate young adult fiction into
the upper elementary setting. Chapter two is a review of the literature that supports upper
elementary students reading the YA genre by pushing the idea that the student themselves
should be choosing their reading materials (the intellectual freedom rights of children). Chapter
two also discusses the concerns that arise by allowing this age of student to ‘read up’ in maturity
level; including the rights of parents and guardians should they choose to monitor and guide
their child’s reading interests. The librarian’s role is a large one in this context because of the
different sides that are explored, chapter two also talks about the roles and responsibilities of
the school librarians who find themselves working with these types of issues. Chapter three
answers the questions posed in the first chapter that helped guide this study.
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 5
CHAPTER 2
REVIEW OF THE LITERATURE
For every interest, idea, problem, or enjoyment there is a book to accompany it. Readers
are searching for books that interest them, but knowing how to search for the right book can be
overwhelming. Genres are a good place to start, but the label on a book can cause fear,
distaste or apprehension. Young adult (YA) novels are a prime example of a genre that might
cause concern. Sometimes, these books are looked at as too ‘mature’ for younger readers, and
too ‘childish’ for older readers. Books can be looked at as individually as people are, because
each reader is going to take something different away from a book. Smith eludes to this when
he says, “Reading is something we do, not so much with our eyes, as such as with our
knowledge and interests and enthusiasm, our hatred and fondness and fears, our evaluations in
all their forms and aspects” (Smith 51).
Upper elementary students are caught between the stages of childhood and their
teenage years. Some will mature faster than others, and have experienced life situations that
leave them confused with nowhere to turn. Children find answers in books, live vicariously
through novels, and find the answer to the question ‘Who am I?’ by reading about others who
are searching for the answers to that same question. The label ‘YA’ can be seen as a deterrent
for some parents, teachers, and librarians. It is in these books though, where students,
especially those in the confusing paradigm that is prepubescent, will find a world in which they
can relate. High emotions in YA novels often drive the character’s actions. Differences, no
matter how out of the main stream they are, are accepted, and reality is not dumbed down to a
‘PG’ level that only tells the happy parts. Upper elementary students can benefit from not only
being allowed to experience this genre, but by being guided to it by supportive adults in their
reading community. The YA genre is beneficial to the upper elementary community of students
by helping them through life experiences, giving them a narrator that accurately displays their
mindset, opens them to new realms and possibilities, and above all else has the capacity to
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 6
entertain students at this age of development. Although there are many benefits of allowing
upper elementary students to read YA fiction, as discussed in the next section, there are many
questions as to what is appropriate. The second section describes issues related to the
intellectual freedom of children. The concerns that may arise and what the roles are of the
parents and librarians when this age range shows interest in the genre. The final section
presents ideas for dealing with questionable or challenged YA books.
YA Fiction and its Benefits
Young adult literature is a broad and wide a genre (Aronson). Almost any subject, point
of view, or issue is written about in this genre of books. Subjects including ethnicity and race,
faith and religion, gender and sexuality, problems at home and in society, choices of politics and
beliefs, and concerns about money and the future, are all touched on repeatedly. Beyond the
subject is also the style in which it is written. YA fiction includes poetic voices, hard edged
realism, surrealistic styles, interior reflections, and explorations of the outside world. There are
even YA picture books. There is no topic or style off limits, therefore authors write with as much
gusto, emotion, and depth as they can muster (36).
Above all, finding a book that a student will truly enjoy, and read for enjoyment can be
life altering. With the evolution of technology, picking up a book takes a backseat to life’s daily
routines. Often puberty begins at this age (Finnan 8). Developing a sense of identity is critically
important for this range of students, but often questions occur that are not easy to ask. This
student body, aged 8 through 12, is developing cognitively, socially, culturally, and physically.
Learning from other’s experiences, or living vicariously through novels are ways that these
difficult concepts, times, and questions can be answered. However, the correct and appropriate
novel has to be available. Children at this age struggle to engage in lessons or interests that
they do not see relevant to their lives (9). Young adult literature provides a plethora of titles and
subjects that will help guide students through the difficult matters they are experiencing.
Personal Connection
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 7
Finding a familiarity with a character, common ground with the setting, or a similar
problem that a book addresses provides a personal connection from reader to novel. Smith says
that key to fostering the love of reading is finding material that has interesting characters and
situations, vivid descriptions, well chosen words, and features that allow students to empathize,
visualize, and think through an idea (54). By seeing issues through someone else’s eyes,
students connect their present reality with what’s happening in the book. This also allows
students to think of options and alternatives for future possibilities (Kornfield and Protho 221).
Students in upper elementary grades find themselves facing different challenges than
what they are accustomed to. Upper elementary children face the issues of more complex peer
relations, a growing awareness of differences with peers, and learning to function in classrooms
that are less nurturing (Finnan 10). Students will benefit from having literature that contains the
same issues that they are dealing with. Aronson eludes to this when he says that librarians,
reviewers, and publishers have a responsibility to recognize that YA literature is as varied as the
multimedia mix of teenagers lives, as complex as their emotional landscapes, as profound as
their soul shaping searches for identity, and as vital as their nation forming future” (37).
Upper elementary students learn through dialogue, exchange of diverse ideas, and
careful listening in social contexts (Finnan 9). Young adult literature is more capable of dealing
with issues these students are facing than the traditional children’s literature. Bodart explains
that books written for adolescents are controversial, just as adolescence itself is controversial. It
is a time of daring, trying, testing, and taking chances; and authors who write YA fiction
understand and respect this (31).
Content Concerns
Young adult novels have come to be known to be filled with sex, drugs, social issues,
and vast array of other edgy material and content. Koss and Teale did an analysis of young
adult literature reports on trends found the in the descriptive features, subject matters, and
writing styles of this genre in order to help teachers and parents select reading materials for
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 8
students (563). Fifty-nine titles were selected using a stratified set of criteria to provide an
overall picture of the genre. The titles were separated into three main book categories; award
winners, YA favorites, and best sellers. Overall the study found:
The content analysis suggested that, although YA novels do still
focus on social issues, there has been a shift from the big
event/coming of age stories to a more general focus on teens
struggling to find themselves and dealing with typical teenage life.
Although the books in this sample did portray teens who faced
tough situations, the most frequent subjects were not so much the
hard and gritty, but rather again, related to the idea of fitting in.
Surprisingly, sex and alcohol/drug use were not highly
represented. (567-568)
In fact, 85% of the novels studied were about the protagonist “finding themselves”. Nineteen of
the fifty-nine titles had subject matter about relationships. Twelve of the fifty-nine titles had
subject matter of abuse. Koss and Teale report that there was emphasis on bullying and abuse
issues, while drug use and more mature sexual relationships were much lower than expected.
Reading allows pre-teens, adolescents, teens, and even adults to play with their identities in
safe and controlled manners. Koss and Teale also add that it allows them to explore who they
want to be in this ever changing world (569).
Reluctant Readers
“My name is AJ and I hate school,” is the first line of Dan Gutman’s book Mr. Granite Is
from Another Planet. Not every student loves to go to school or read. As discussed above,
finding a personal connection to either a character or plot line will encourage a reader to
continue. Gutman says he wants to get students excited about reading. The reasoning behind
the first line is in hopes that a child who doesn't like school or reading will see the first sentence
and think, “This book speaks to me” (Gutman 30). Smith feels that reluctant readers might have
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 9
poorly developed basic reading skills; but reluctant readers are students who have troubles
connecting with books, not necessarily those who have problems reading. Consequently, these
students miss vesting themselves in the exhilaration of finding a poem, story, or exposition that
speaks to them (Smith 52).
Kornfield and Prothro allude to how young adult literature helps students empathize with
the negative viewpoint students might have of school. They go on to describe how much time
young people truly spend in a school setting and how deeply life revolves around school culture.
Kornfield and Prothro suggest that young adult literature can provide readers with many
different outlooks about the educational setting. YA literature can help students understand and
research alternative educational experiences, how to deal with oppressive school situations, or
provide a positive role model for a teacher (218).
Teachers, librarians, authors, and parents recognize that there are students who are
reluctant readers, and by allowing free choice they are actively putting the student in charge of
their reading, leading to better odds of the student finding a book they will become attached to.
Smith says at the ages between ten and twelve children delight in exploration, and have now
become less restless and can think or read for periods of time (53). Finding a title that suites
each child as an individual will foster their ability.
Intellectual Freedom for Children
Lack of access to information can be harmful to minors. Librarians
and library governing bodies have a public and professional
obligation to ensure that all members of the community they serve
have free, equal, and equitable access to the entire range of
library resources regardless of content, approach, format, or
amount of detail. This principle of library service applies equally to
all users, minors as well as adults. Librarians and library
governing bodies must uphold this principle in order to provide
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 10
adequate and effective service to minors. (American Library
Association)
Intellectual freedom and free choice are so vitally important in a library setting that
American Library Association (ALA) devotes an entire chapter in their Policy Manual on how to
ensure the standards of free information are kept. Chapter two of the ALA Policy Manual for
Intellectual Freedom speaks in detail about what to do and how to deal with challenged material.
Children find certain subjects difficult to breach, and will find solace in either a fiction or
nonfiction book that answers their questions. The purpose of intellectual freedom is defeated
when materials are pulled from library shelves or limitations are put upon reading materials or
topics available to students.
Young adult literature is seen as controversial and boundary pushing. Thus, these titles
are the target of attempted book banning. In 2009, 460 books were challenged according to the
ALA’s office for Intellectual Freedom. Of the top ten titles, all ten were coded as young adult
literature. The challenged books ranged from the picture book And Tango Makes Three, to the
controversial classic To Kill a Mockingbird (Gutman 30). Gutman quotes fellow author Bruce
Coville in his article, “Withholding information is the essence of tyranny. Control of the flow of
information is the tool of dictatorship” (31).
Children are being pushed at younger and younger ages to start growing up and
becoming more mature. The timeframe that constitutes childhood seems to continuously shrink
as we move into the future. Letting students read books that in the past were considered too
mature makes the transition between different stages in life easier for them. Upper elementary
aged students are experiencing things today that 20 years ago high school aged students were
trying to navigate. These students need the tools to understand different types of situations, and
YA fiction is a good place to start letting them explore.
Failure of Book Levels
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 11
The idea behind providing reading levels is that each book has a targeted audience that
fits into a certain age, grade, or reading level. Powers takes a strong stance on the leveling of
books when she says that good literature doesn’t deserve to get buried or labeled with a series
of numbers that really have nothing to do with the quality or content of the book (18). She
describes how levels are actually assigned to titles; readability formulas count the number of
syllables and words, and rate the complexity of sentence structure. These formulas are not
sophisticated enough to judge the content or text complexity in a novel (18). Hiebert also points
out that levels don’t give specific information on the features of a text that would enable
teachers to focus on growing a student’s reading capacity (460). Looking at examples of specific
titles, one can see that the use of a reading formula is not perfected. The Newbery winner, Roll
of Thunder, Hear My Cry (286 pages) and the picture book Bat Loves the Night are assigned
the same level. Hiebert explains this is because Roll of Thunder has substantial amounts of
dialogue, like many YA novels which are often written in short sentences with high frequency
vocabulary. In turn, Bat Loves the Night has specific scientific terms relating to the life of a
nocturnal mammal (461). Almost all readability formulas look at two major things, syntax and
vocabulary. Syntax matters in understanding a text, but the relationship between the words to
create the story is more than that and cannot be determined by simply looking at how long a
sentence is (459-460). The ALA has a different perspective on the labeling and labeling of
books. The ALA says:
“...a rating applied in attempt to restrict or discourage access is a
violation of the First Amendment and the Library Bill of Rights.
These tools are not de facto viewpoint-neutral directional aids of
prejudicial labels, they become so only according to their
implementation.” (ALA 2010).
Hill recommends that librarians choose their selection wisely, and remember that the big
picture is that every reader should be able to read what they want regardless of content (37).
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 12
Personal Choice
“A self selected book is part of the pleasure found in the freedom to read,” (Beckham
45). Beckham explains how students flourish when they are given the freedom to choose what
they take home from the library. Students should, and need, a variety of different genres and
levels of books in order to satiate the curiosity that young minds have in abundance. By limiting
students to the books they may choose from the library, for whatever reason, can only dampen
a child’s initial love for knowledge.
Leonhardt discusses how among top students one distinguishing feature is the student’s
love of reading (29). By encouraging students to have free choice, rather than being assigned to
read, Leonhardt claims that every child will find something they are willing to pick up. These
choices might not always be classics, or even books. Through her experience she has found
that free choice reading will allow poor readers to read books that are truly interesting to them.
Average readers will discover pleasure in reading rather than seeing it as another school chore.
Avid readers, who are turned loose, Leonhardt claims, will choose a rich selection of titles that
challenge them much more than any assigned reading would (30). In Lu’s study, he observed a
high school summer reading program that adopted the idea of free choice reading. At the end of
the study, both teachers and students agreed the program was successful in large part due to
students choosing their own books (102). Students reported they were more enthusiastic about
reading during the summer because the books they chose were highly interesting to them and
having free choice enriched their reading (100).
In a study about attitudes of middle school students it was discovered that adolescents
clearly distinguish between reading they have to do and reading they want to do. In a recent
meta-analysis it was discovered that the attitudes of students towards reading in grades 1
through 6 widened steadily (McKenna 287). In the same study, it was reported that 17 year olds
who read nothing for pleasure doubled between the years 1982-2002. The same can be said for
college students. If students are not allowed to explore, they will not know what they like, or how
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 13
to find it. Beckham says that through self direction, the free choice of reading, and exploration,
young readers will become empowered and learn to find the intrinsic reasons for reading (5154). Dunnewind gives some helpful tips on the do’s and do not’s of getting kids to read. She
says to make sure that a wide variety of books are available and to let students choose above
their ability level. She warns not to make students stick with the classics; allow them to try new
genres, and to never judge content because children, like adults, enjoy the occasional ‘beach
read’ (28-29).
Rights and Responsibilities
Students are often unaware of their rights as a library patron. The librarian has the
responsibility of teaching students their rights as readers; and above all else, making the library
an environment that fosters the idea of censorship is inappropriate (Beckham 53). Adams
explores a few possibilities that librarians could integrate into their curriculum to prepare
‘citizens in training’. Encouraging students to recommend material will help the librarian keep an
unbiased collection. Adams recommends teaching students the 1st, 4th, and 5th Amendments
which protect American citizen’s privacy (55).
Rabkin states that above all else parents know their children best and are therefore the
best equipped to judge the appropriateness of any type of media for their child (33). Beckham
takes the opposite stance, by claiming that parental control often inhibits what a child reads.
She goes on to remind parents and librarians that if parents want to look at a child’s check-out
record, they have every right to do so in both a school and public library (51-52). Although a
parent has absolute right over their child, they cannot ‘deputize’ a librarian to carry out their
wishes in their stead. It is the librarian’s job to play the ‘gate keeping’ role in dispensing out
information, not prohibiting it (Peck and Symons 65). In all the articles, the overarching theme is
that parents can choose what their children read. However they do not have the right to choose
what other children read. Parents can restrict their own child’s reading habits, but do not have
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 14
the authority to pull a book from the shelf until the library’s policy on challenged materials has
been followed through.
Questionable and Challenged Material Issues
Authors do not write books so that they can be labeled or issued a level. Authors write
books and stories in hopes that their readers, whoever that may be, will enjoy them or learn a
lesson (Powers 18). Choosing books for a library is not always an easy chore. There are as
many opinions as there are people for what constitutes an inappropriate book for children. The
librarian’s job is to make sure that the collection is unbiased, is appealing to patrons, and
supportive of intellectual freedom. The problem lies when a title is challenged due to its content
being deemed inappropriate. Books have been cited as inappropriate for things such as sexual
references, drug abuse, witchcraft, and even inappropriate grammar (Curry). Almost anything
could be found offensive to someone. The key to keeping as many books safe from being
censored as possible is by having an educated librarian and an airtight policy on challenged
materials.
Librarians take the time to get to know their patrons. Elementary schools can go all the
way up to 6th grade; those students should have reading materials at their maturity level just like
the students in kindergarten do. Upper elementary and primary elementary are on two separate
hemispheres when it comes to students’ interests, hobbies, and issues. The students in 4th, 5th,
and 6th grade mature at rapid rates, almost to the point of them being unrecognizable within
months. Children this age are experiencing feelings and things with their body that they need
answers to, and a Dr. Seuss picture book will not help them at this point.
Determining Book Genre (Crossover Fiction)
Young adult is a very general term, each publisher, author, and even librarians look at it
differently. Some consider students as young as the age of 9 to be ‘young adult’, while others
bump the age up to 13 and older. Young adult literature is also sometimes referred to as “older
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 15
child” literature (Curry 29). Curry goes on to say that books that deal with controversial subjects
are the ones that young people like the best. Librarians and teachers alike know because these
are the books that cannot be kept on the shelf, and have to be replaced quicker due to wear
(29). Patton goes into detail about how students are notorious for wanting to read ‘up’, meaning
they want stories about teens that are older than they are (27). Crossover fiction refers to books
that appeal to different age ranges. More often than not, young adult literature ‘crosses over’ to
both younger and older fiction readers. The reason becomes clear if one looks at the breakdown
of a novel objectively. When talking about common ground in literature, Stein speaks of how
structures among children’s literature and adult fiction have similar themes and crafts. She uses
the quote “a good book is a good book” as a way of saying that there is no way to truly target a
specified age range on a book if it’s written well (qtd. in McGarver).
To prove a point, Holman and Giles did a study on the book “The Curious Incident of the
Dog in the Night-time”. The book was published twice; once with jacket for children, and again
with a more ‘vintage’ appeal to adults. Two-hundred fifty thousand copies were sold of the
‘children's book’, and almost one million of the adult version, within the same time frame. The
exact same book, just marketed differently, draws different audiences.
Dealing with Challenges to Materials
Having an airtight policy in regards to challenged material is a must for every public and
school library. Most policies have many steps that one must go through in order to have a book
officially removed from the shelf. A few of the most common steps include: reading the book in
its entirety; then filling out a form in regards to what the offensive material is; next a reading
committee is formed consisting of a teacher, librarian, parent, student, and administrator. Lastly,
if need be, the process, title, and results are presented to the next level of administration, in
most districts this would be the school board. While the process is taking place, the title stays on
shelf.
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 16
Bodart suggests a few things that might help prevent books being challenged; the first is
by creating a YA selection policy. Putting together a group of students who are part of the
selection process would make challenging a book more difficult. Bodart recommends knowing
the supporters of intellectual freedom and the library program (34). If the title is deemed as
‘challengeable’ upon purchase, gather support evidence ahead of time on why the novel is
applicable and it’s credentials. Once a book is officially ‘challenged, Bodart suggests asking the
patron making the complaint what material could replace the item. Often books are cited as
inappropriate due to one word or scene. Without taking into context the entire book, the scene
or word may seem out of place. Hill talks about how an objectionable scene might make sense
in the context of the story rather than if it were just picked out and used as a summary for the
entire text (37). One thing that is clear, students will not and cannot read a book if they don’t
have access to it (Beckham 53).
Books are challenged for many reasons, but these are also the same titles that
adolescents flock to. Curry speaks on how these books can be seen as ‘lifelines to life’. They
help students think through difficult issues and provide an opportunity for students to talk with
someone about issues that they dare not discuss with parents or peers (33). These books often
depict unbiased portrayals of the more unsavory parts of life like teen pregnancy, sexual abuse,
peer pressure, death, or rebellion. Most of which are things that students as young as 9-10
could be experiencing (Bodart). Curry explains that librarians who include these types of books
in their collection see a novel as a safer place than real life to develop the wisdom about the
unsettling and possibly dangerous activities that these books depict (32). The librarians who put
these books out for students are helping their patrons develop judgment, rather than offering a
‘how-to’ guide on moral ineptitude (33).
Librarian’s Duty to Patrons
Meeting the physical, emotional, educational, and intellectual needs of their patrons is
the librarian’s duty above all else. A library provides what is popular, homework help, and even
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 17
life skills, all by what is offered on the shelves (Smith). Patton describes how to balance
purchasing books that teens want to read versus ones their parents want them to read. She
explains that the librarian’s responsibility is to provide books that appeal to patrons. In short,
purchasing books that teens want to read, not their parents (26).
Curry, speaks about how librarians do not want to put up the fight about challenged
materials, so titles are moved to different areas of the library, or turn up lost or stolen (29-30). In
one study, she found that fifteen percent of the most challenged novels for YA readers were
actually placed in the adult fiction section of a public library rather than the correct location on
the YA shelf. In the same study, one in seven of these same titles were accidentally mis-shelved
(30). Curry closes her article with a plea to librarians to not allow this to happen. If patrons
cannot find a book, they cannot read it. Dealing with challenges is a far better way to serve
library patrons than it is to ‘hide’ something one person sees as controversial. It is the librarian’s
job to run the library and keep the collection as unbiased as possible, regardless of who is
offended by it.
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 18
CHAPTER 3
CONCLUSION
Young adult literature is a genre that has grown not only in size, but also in audience in
the past few years. What was once considered a label that appealed to teenagers, now pulls in
readers from upper elementary all the way into adulthood. These stories contain plots that are
fast paced, characters who are highly emotional and relatable, and hard lessons learned
throughout life; all of these elements make these books appealing.
Upper elementary students find themselves drawn to these types of books for many
reasons. First, these books are popular and are often turned into movies. Second, students hear
their peers or older friends talking about books from this genre. Third, the ‘YA’ label will
sometimes hint at more mature content, therefore, making the book seem a little risqué. These
issues leave parents, teachers, librarians, and students alike asking several questions: What
are the benefits of upper elementary students reading young adult fiction? What are the
concerns of letting upper elementary students read YA fiction? Why is it important for children to
choose what they read? What are a parent’s rights on what their child is reading?
Benefits of YA Literature for Upper Elementary Students
Upper elementary students can also be categorized as ‘pre-teens’, they find themselves
in a world that is equally confusing as one that teenagers occupy. Educators will note that there
are no two children alike; therefore there are no two children that will mature at the same speed,
or have the same life experiences. Books are a way that many children and adults alike find
ways of dealing with their life experiences or questions. Young adult literature provides a way
for upper elementary students to cross over into what will soon become a reality, adolescence.
Kornfield and Prothro write about how the majority of young people spend a large
amount of their time in school. While at school students talk about their daily lives, school
happenings, and one another. The researchers found that reading literature can help students
make sense of their experiences, and even further open their minds to ideas they might never
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 19
otherwise have considered. This is important for two separate reasons. First, if a child has gone
through an experience personally they may find answers to some of their questions through the
eyes of the character. Second, a novel that offers a unique experience might provide a kind of
vicarious experience that a student would not otherwise be able to enjoy. Third, reading a novel
may help a student understand the lifestyle or opinions of a fellow classmate.
An added benefit of young adult literature is the depth and breadth of topics and
viewpoints that the genre covers. The sub-categories in YA are essentially the same as that in
the adult realm. Aronson explains that in the YA section alone, a reader can pick up a book
about anything from a graphic novel, a violent hockey story, a narration on how to deal with peer
pressure, or even Holocaust journals. By showing a student what all is encompassed in YA
literature it’s possible that their reading interests and preferences will be expanded.
YA Fiction Concerns
Children and teens alike have impressionable minds, and are accused of not having the
ability to tell the difference between fiction and real life. Although YA fiction does tackle life
experiences through the eyes of teenagers, it’s doesn’t always capture the lighter side of
adolescents. YA fiction has been known to contain controversial topics including, but not limited
to; profanity, sexuality, religion, and witchcraft, violence, rebellion, and racism (Curry 31).
The most successful subgenre of YA fiction are the books that are written that use
current events, beliefs, ideas and realities as their inspiration (Bodart 32). This is a cause for
concern from some parents and teachers because students have the possibility of becoming
like minded with the characters in the book, or in reality, the author of the book. Morals and
events are explored through the eyes of a teenager; the stories are in stark reality and give all of
the juicy details to the reader. If a child has been raised to look at something a certain way, and
the book explores a different mindset, if can cause a rift for the community of the YA genre. For
example, if a family has raised their children to believe that marriage is between a woman and a
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 20
man, offering the Gone series by Michael Grant, where gay characters play heroes is likely to
create issues in the household.
Exposure to events before a student is mature enough for them is another common
concern. Books do not give all the details in the novel on the back cover. It is impossible to tell if
a YA book contains what some may deem as inappropriate unless further research is done or if
the supervising adult reads the book first. There are many people who are advocates for a
rating system among books, something that would warn parents, librarians, and teachers if
there was inappropriate content in the novel (Hill 35). The problem is that inappropriate content
has a different definition for everyone. The reality is that parents, teachers, and librarians have a
responsibility to monitor (not choose) what students are reading, and above all else, be involved.
Parents who ask their child if they have any questions in regards to the book they are reading,
or a librarian who is curious as to why a child is choosing a certain title can open conversations
about questionable material.
Free Choice for Kids
There is always a difference between reading something for pleasure and reading
something as an assignment, regardless of the age of the reader. The ability to choose what
you are reading plays a large part in the ability to be able to enjoy the book. McKenna talks
about what he calls the “Attitude Theory”. In summary, he believes that a positive attitude
contributes to intrinsic motivation in regards to reading (285). The three main factors affecting
reading attitudes in young adults are; shared direct experiences with the text, preconceived
beliefs about the text, and social norms concerning the content of the text (284). By establishing
these ideas in literature as preconceived notions within teens and preteens, it makes it easier to
determine what books appeal to students and why.
Author and teacher Mary Leonhardt supports free choice and intellectual freedom for
students. She claims that students of every level will flourish when given free rein to choose
what they read for pleasure. Surprisingly, she found over the years by adopting this in her
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 21
classroom that students often stretch themselves and read above their level and content (30). If
a child is consistently assigned what they are allowed to read, how is it possible for them to
understand and discover their own personal interests? Rather than truly finding what makes
them unique, or researching things they have the potential to be good at, students are
concerned with reading levels and what is considered ‘appropriate’ for their age.
Allowing students as early as possible to explore their interests will make them more
comfortable later in life to ask about books that have a certain label or connotation with the title.
Upper elementary students deal with issues that are predominantly featured in YA fiction, and
can sometimes be uncomfortable to discuss the issues with adults, but on the other hand feel
okay reading about them. A school district that allows free choice in reading will support a
kindergarten student in finding the answer to the difference between boys and girls, as much as
it will a 5th grader who is beginning puberty.
School librarians have to prepare students for the world that is their future, not one of
reading levels and assignments. So they will function as adults, librarians can teach students
how to browse and select books based on their interests or needs. Librarians are preparing
students for a world that has yet to be created, a future that holds a plethora of information; and
the best way to teach future citizens is by the resources that are available today.
Parental Rights on Reading
Although the idea is to protect young minds from content that is too mature for their
understanding, it is hard to determine exactly who is in charge of determining this level for
everyone. The answer is no one can judge content for everyone, ultimately parents can only
determine what their own children are reading, or not reading (Nichols).
Also to be noted is the fact that parents cannot deputize librarians to carry out their
wishes in regards to the selection that minor patrons make within the library (Peck and Symons).
The librarian’s role in the library is to provide information, not to stand as the gatekeeper.
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 22
However, if a parent is curious as to what books their child has checked out, the library must
provide a record. Minors do not have legal protection under privacy rights (Beckham).
In the case that a school library contains a book that a parent finds controversial there
are steps that the parent can take to remove the book from circulation. Bodart talks about how
most school libraries handle challenges to materials; the parent is given a form from the
schoollibrary’s policy in regards to controversial materials. These forms usually contain similar
platforms, first asking the parent to read the book in its entirety, then to cite and gather evidence
as to why the book should be pulled from the shelf. During this process the book stays on the
shelf, as it has not been deemed inappropriate for all patrons (Nichols). Once the parent finishes
the paperwork it is turned in to the school librarian or principal and is handled from there.
Ultimately, parents have the right to choose what is appropriate for their own children,
but not for any others. Parents do not have the right to dictate what books are in the school
library, or what books should be removed unless they follow the school library’s policy. “One
parent’s trash is another teen’s treasure,” and this is the exact reason why each parent has the
right to choose what their own child reads regardless of what other community members believe
(Nichols).
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 23
WORKS CITED
Adams, Helen R. "Citizens In Training: Twelve Ways To Teach Students About Intellectual
Freedom." School Library Monthly 25.8 (2009): 55. Library Literature & Information
Science Full Text (H.W. Wilson). Web. 8 Mar. 2014.
American Library Association "B.2 Intellectual Freedom (Old Number 53)", American Library
Association, August 4, 2010.
Aronson, Marc. "“The YA Novel Is Dead,” And Other Fairly Stupid Tales." School Library
Journal 41.(1995): 36-37. Library Literature & Information Science Full Text (H.W.
Wilson). Web. 8 Mar. 2014.
Beckham, Sonja. "Promoting The Joy Of Reading Without Killing It." Knowledge Quest 39.4
(2011): 50-54. ERIC. Web. 26 Mar. 2014.
Bodart, Joni Richards. "Books That Help, Books That Heal: Dealing With Controversy In YA
Literature." Young Adult Library Services 5.1 (2006): 31-34. Library Literature &
Information Science Full Text (H.W. Wilson). Web. 8 Mar. 2014.
Cummings, Edith, Tracey Firestone, and Diane Monnier. "Faqs Answered By The YA
Galley Committee." Young Adult Library Services 5.1 (2006): 39-41. Library
Literature & Information Science Full Text (H.W. Wilson). Web. 8 Mar. 2014.
Curry, Ann. "Where Is Judy Blume? Controversial Fiction For Older Children And Young
Adults." Journal Of Youth Services In Libraries 14.3 (2001): 28-37. Library Literature
& Information Science Full Text (H.W. Wilson). Web. 8 Mar. 2014.
Davies, Nicola, and Sarah Fox-Davies. Bat Loves the Night. Cambridge, MA: Candlewick,
2001. Print.
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 24
Dunnewind, Stephanie. "Dos And Don'ts For Getting Kids To Read." Teacher Librarian 34.2
(2006): 28-29. Library Literature & Information Science Full Text (H.W. Wilson). Web.
8 Mar. 2014.
Finnan, Christine. "A Focus On Upper Elementary Teacher Preparation: Developmentally
Appropriate Practice And Standards Shaping Our Programs." SRATE Journal 19.1
(2010): 7-14. ERIC. Web. 26 Mar. 2014.
Grant, Michael. Gone. New York: HarperTeen, 2008. Print.
Gutman, Dan. "How I Corrupted America's Youth: Getting Angry Letters Is No Laughing
Matter--And The Same Goes For Censorship." School Library Journal 56.5 (2010):
28-31. ERIC. Web. 26 Mar. 2014.
Gutman, Dan, and Jim Paillot. Mr. Granite Is from Another Planet! New York: HarperTrophy,
2008. Print.
Hiebert, Elfreida. "The Common Core State Standards And Text Complexity." Teacher
Librarian 39.5 (2012): 13-19. Library Literature & Information Science Full Text (H.W.
Wilson). Web. 8 Mar. 2014.
Hill, Rebecca A. "Content Without Context: Content Ratings For Young Adult Books."
School Library Monthly 29.5 (2013): 35-37. Library Literature & Information Science
Full Text (H.W. Wilson). Web. 8 Mar. 2014.
Holman, Tom, and Giles Elliott. "Fortunate Events In A Market Hot For Fiction." Bookseller
(2005): 16-17. Business Source Premier. Web. 28 Mar. 2014.
Kornfeld, John, and Laurie Prothro. "Envisioning Possibility: Schooling And Student Agency
In Children's And Young Adult Literature." Children's Literature In Education 36.3
(2005): 217-239. ERIC. Web. 26 Mar. 2014.
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 25
Koss, Melanie D., and William H. Teale. "What's Happening In YA Literature? Trends In
Books For Adolescents." Journal Of Adolescent & Adult Literacy 52.7 (2009): 563572.ERIC. Web. 26 Mar. 2014.
Lee, Harper. To Kill a Mockingbird. Philadelphia: Lippincott, 1960. Print.
Leonhardt, Mary. "Make Lemonade: How To Sweeten Your School's Climate For Reading."
School Library Journal 44.10 (1998): 28-31. Library Literature & Information Science
Full Text (H.W. Wilson). Web. 26 March, 2014.
Lu, Ya-Ling. "Engaging Students With Summer Reading: An Assessment Of A
Collaborative High School Summer Reading Program." Journal Of Education For
Library & Information Science 50.2 (2009): 90-106. Library Literature & Information
Science Full Text (H.W. Wilson). Web. 8 Mar. 2014.
McCarver, Sam. "Common Ground." Writer (Kalmbach Publishing Co.) 115.6 (2002): 38.
Academic Search Complete. Web. 28 Mar. 2014.
McKenna, Michael C., et al. "Reading Attitudes Of Middle School Students: Results Of A
U.S. Survey." Reading Research Quarterly 47.3 (2012): 283-306. Education
Research Complete. Web. 9 Mar. 2014.
Patton, Kimberly A."YA Q&A: Expert Advice On Tough Teen Services Questions." Young
Adult Library Services 7.1 (2008): 26-27. Library Literature & Information Science
Full Text (H.W. Wilson). Web. 8 Mar. 2014.
Peck, Robert S., and Ann K. Symons. "Kids Have First Amendment Rights, Too." American
Libraries 28.8 (1997): 64-65. ERIC. Web. 26 Mar. 2014.
Powers, Regina. "Guide To Reading Levels." American Libraries 44.9/10 (2013): 18-19.
Library Literature & Information Science Full Text (H.W. Wilson). Web. 8 Mar. 2014.
"Questions and Answers on Labeling and Rating Systems." American Library Association.
American Library Association, 16 Jan. 2010. Web. 1 Mar. 2014.
YOUNG ADULT LITERATURE IN UPPER ELEMENTARY 26
Rabkin, Rhoda. "Do Kids Need Government Censors?." Policy Review 111 (2002): 27-42.
ERIC. Web. 26 Mar. 2014.
Smith, Karen M. "The Power Of Information: Creating A YA Nonfiction Collection." Young
Adult Library Services 5.1 (2006): 28-30. Library Literature & Information Science
Full Text (H.W. Wilson). Web. 8 Mar. 2014.
Taylor, Mildred D., and Jerry Pinkney. Roll of Thunder, Hear My Cry. New York: Dial,
1976.Print.