SELECTING ADOLESCENT LITERATURE

   As a student at Secondary School, i thought literature books were selected for the purpose of writing CXC. I was not really concerned about what I read at that level because they all seemed interesting enough to me. despite the fact that all the books i was exposed to depicted adolescent text, it would have been significant if I knew the real purpose for reading those books which dealt with childhood experiences, relationships and cultural events which occured during the period of publication.
   Although the selection of literature has been solely decided upon by school districts and national standards, which decides who reads what when, literature choices can be difficult. The difficulty may arise due to the examination  of why literature is taught and what is to be achieved in teaching the subject. Since students have different personalities, experiences and abilities, we must provide a wide range of literature as possible. In the selection of literature teachers need to consider text which have been commonly read by teenagers and which are based on particular theme or themes. Additionally, students developmental levels and reading levels should be adhered to in the selection of text for instruction.
   Classic text which have been part of literature for decades, for example, Shakespeare and Jane Austin classics are referred to as canonical literature. Most of these books were taught 75 years ago in public American as well as Caribbean high schools. Today teachers still experience great classroom successes when students read classics. When we teachers select texts such as literature classics, students always need to be considered because despite its relevance and interest words may not be accessible and meaningful for our students. Hence, it is important that we balance literature selections and make the right choices. English teachers still experience challenges in expanding their choice of literary canon can be relevant and valuable to our students. Our literature should reflect multicultural nature of our society. Therefore, if our literature collection does not provide a variety of forms and perspectives, then it must be supplemented with paperback books and copies of stories and poems that give students redaing experiences that reflect our lives.
   Furthermore, it is our duty as teachers to make choices by endeavoring  to control the literature program for our schools. the choices that we make are solely dependent on the fact that we have come to know the abilities and interests of our students, as well as, the units of study in which particular themes are appropriate. Additionally, the book chosen should appeal to both student and the teacher. Applebee(1996) suggested that teachers are the most significant influence on the literature canon. As newer works are infused into the curriculum a broader canon will evolve. 
   Often times grade levels are attached to a specific kind of literature. As teachers we need to iradicate this thought and consider the developmental levels of our students and what literature best meets our purpose. Herz(1996) purports that teachers need to consider students' stages of development and select text and methods that support them. Tall tales, myths and legends can be used at any grade level because readers bring different levels of sophistication to their responses. Literature study is often organized by genre but our literature is organized by historical periods. Student have little interest in literary periods and this approach relies heavily on "teacher" knowledge. 
   In addition, teachers may consider using the Thematic Approach in their literature selection. This approach may have many advantages. Several types of literature can be included providing for a vcariety of reading levels and interest. Also, the choice of themes can include current issues, developmental stages and selections from anthology. As teachers we need to rely on our own enthusiasm for a topic, when choosing a theme. Thematic units work well in classroom for both middle and high school students for several reasons:

1. They promote student interest.
2. Thematic units integrate genre.
3. They provide for different reading levels.

   Students' reading levels are rearely considered at Secondary Schools when choosing reading materials. If students are not given material that they can read their reading ability does not improve. Therefore, we Secondary School teachers need to be as concerned with reading levels as Primary School teachers because reading levels vary greastly across a grade level. We may think that reading problems are only a concern for Primary School teachers but this may cause a variety of problems at the Secondary Level. In order t make the classroom environment conducive for student success a wide variety of differnt kinds of literature shoulod be read and taught in English classrooms.
   Therefore, teachers need to be aware that text selection is highly dependent on students' ages, interest, developmental stages and grade level. This can be successful if the thematic approach as well as paying attention to students reading levels is considered.                   
  
Source: Nelson, A.P, & Donelson, K.L (2009) Literature for today's young adult.