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MTYT: December 2016

Examining Morally Complicated Young Adult Literature
By T. Gail Pritchard and Deborah Dimmett

morally complicated young adult literatureThe Bombs That Brought Us Together by Brian Conaghan

GAIL: This time last year, the young adult literature (YAL) world was all abuzz about an unfortunate choice of words by a debut author. Perhaps it was naivety on his part, perhaps it was the way his words were edited in an oft quoted article, perhaps it was a combination — but the result was the same, the YAL community did not like his description of past and current YA as lacking moral complexity. They posted, they blogged, they tweeted; and as a result, lists of morally complicated YAL appeared and sessions at conferences (e.g. YALC 2016, NCTE 2016) were well-attended. Through the discussion of some of the novels appearing on these lists and in conference sessions, we will explore definitions of morally complex YAL, the complicated journeys that occur, the likability of the characters, and the tough questions these novels force us to ask. Continue reading

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Those “#$@&%*!” Expletives in Children’s Books

by Deborah Dimmett, University of Arizona

BadWordIt has often been debated just how much children’s literature is intended for an adult audience to the same extent it is for children. We know from our own experiences with picturebooks that there are some interesting subtleties in the story and the illustrations that hail the adult reader.

A recently released picture book, Little Bird’s Bad Word (2015) by Jacob Grant, is an example of a picturebook that is definitely aimed at both children (ages 3-7) and the adults who read with/to them. Continue reading

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How Do We Choose Texts?

by Deborah Dimmett, University of Arizona

CUBAAs teachers, one of the tasks delegated to us is selecting texts for students to read. But, in choosing a text, we need to ask ourselves what it is we want the text to do for us. And, how will students be supported when they identify conflicting discourses—particularly those that conflict with the teacher’s original intentions? Continue reading

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Providing Books for a School in Haiti

by Deborah Dimmett, University of Arizona

HaitiSchoolHaitian families struggle to send their children to school. Although there is no tuition for attending national schools, parents who earn $1 or less a day still have to find the means to purchase textbooks, supplies, uniforms, and pay the registration fees of $20 to $30 per year if their children are to attend school. Many families make the initial investment in their children’s education through Grade 3. However, the cost of schooling increases after 3rd grade. In fact, it is not unusual for schools to send students home who come without textbooks. Continue reading

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Suspending Disbelief

by Deborah Dimmett, University of Arizona

MermaidWhile in Haiti this summer, I found myself entrenched in a debate with a Haitian friend about the existence of mermaids. He wasn’t sure about zombis or lougarous, the previous evening’s discussion after being stranded at an active cemetery, but he was totally convinced about mermaids. Continue reading

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The Orbis Pictus Awards: Outstanding Nonfiction Literature

by Deborah Dimmett, The University of Arizona

National Council of Teachers of English Orbis Pictus Seal>The Orbis Pictus Awards, established in 1989, commemorates the work of Johannes Amos Comenius, whose work included the first nonfiction book for children, Orbis Pictus—The World in Pictures (1657). Each year, NCTE gives one award for a book representing the best of children’s nonfiction for that year along with five honor books and eight recommended books can also be recognized. Continue reading

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Using Literature to Investigate Problems Focused on Social Justice

by Deborah Dimmett

There is an abundance of young adult (YA) literature that lends itself to exploring issues of social justice. Introducing young adults to nonfiction books about societal and global dilemmas can be a very exciting way to engage youth in problem-based learning through literature. One issue that has local, national, and global implications deals with huge influx of unaccompanied and undocumented children from Central America. Continue reading

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Children’s Books in the Language They Know

by Deborah Dimmett

Books about Haiti had a slight resurgence in the area of children’s literature after the 2010 earthquake. However, few books have made it in print in the language Haitian children know best – Creole. It has been easy for publishers to overlook this market for many reasons. Among them is that those in Haiti who can afford to purchase books are fluent in French as well as Creole. But Haiti’s population is estimated at nearly 10 million, nearly all of whom speak Creole with approximately 10% who are actually fluent in French. This raises the question as to why books in Creole are not nearly as plentiful as books in French. In a country where adult literacy has been stagnant at 48.7% Continue reading

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A Future for Li Li Li Read!

by Deborah Dimmett

lilililogo-3One successful program launched after Haiti’s 2013 earthquake was Li Li Li Read! Its founder, Michelle Karshan, noticed that children whose families and homes had been uprooted by the earthquake were in great need of something that would brighten their day and take their mind off of the deplorable conditions in which they lived. Thus, in 2010 she created the program Li Li Li Read! for internally displaced children living in camps throughout Port-au-Prince and surrounding municipalities. Continue reading

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A Community Where There Are No Books for Children to Read

by Deborah Dimmett

haiti-14023_640This summer I spent two weeks in Bainet, a seaside town in Haiti located about 60 miles from the capital. Over the past 11 years, I have visited this small town to provide seminars to teachers on strategies and methods that do not require many material resources. Most learning in Haitian schools takes place through rote instruction; and, when books are required, Continue reading