By Barbara J. Guzzetti, Professor, Arizona State University and Marcia A. Mardis, Associate Professor, Florida State University
Graphic nonfiction has been under-researched for content-area instruction, yet these hybrid texts may motivate reluctant readers as they blend elements of art, journalism, and scholarship. This study aimed to determine the appeal and utility of graphic nonfiction for teaching content concepts. It was collaboratively conducted by a literacy researcher and a library and information science researcher. The multimedia perspective of the New Literacies Studies informed the work. Graphic nonfiction titles Charles Dickens: Scenes from an Extraordinary Life and The 9/11 Report: A Graphic Adaptation were compared to terms/concepts in a literature textbook, a nonfiction trade book, and The 9/11 Report. This study illustrates the utility of graphic nonfiction for teaching content concepts. Students can learn key concepts and be motivated by these alternative texts. This study also demonstrated the need to include original source documents, textbooks, and graphic nonfiction to provide varying presentations of and perspectives on content concepts.
By Stephanie Levitt Shaulskiy, Doctoral Candidate in Educational Psychology, Department of Educational Studies, The Ohio State University; Janet L. Capps, Assistant Professor, School of Library and Information Management, Emporia State University; Laura M. Justice, Executive Director of The Crane Center for Early Childhood Research and Policy and EHE Distinguished Professor, Teaching and Learning Administration, The Ohio State University; Lynley H. Anderman, Professor of Educational Psychology, Department of Educational Studies at The Ohio State University; and Columbus Metropolitan Library*
*Columbus Metropolitan Library is represented here as a Corporate Author. Numerous members of the Columbus Metropolitan Library system were involved in the conduct of this work, to include generating research aims, establishing and implementing research methods, and examining and interpreting research outcomes.
Library-based summer reading clubs are popular offerings across the country; however, very little is known about the children and teenagers who participate in them. This study examined demographic and motivational attributes of children and teenagers who participated in a summer reading club in a large midwestern city. The study also examined their perceptions about other possible extrinsic motivational reasons why they participated in the program (e.g., to get a prize). Results indicated that children and teenagers who participated in the summer reading club had high perceived competencies and value for reading across ages, and that the majority did not report participating to receive a prize (62.5%). Motivational attributes were also analyzed by gender and socioeconomic status (SES). Differences were noted for some dimensions of value for reading for gender, but no differences were noted for reading values or competencies for SES. The results of this study have implications for summer reading club design and the ways in which libraries attract students and motivate them to read.
By Abigail L. Phillips, PhD Student, School of Library and Information Studies, Florida State University
Young adults are becoming more and more engaged with social media for a variety of reasons. Social networking sites—such as Facebook, Instagram, and Twitter—provide them with free and open space for exchanges of ideas, collaboration, and expression. For the most part, these online interactions are positive, respectful, and socially responsible. However, a significant number of young adults are using social media for a darker and more dangerous purpose: cyberbullying. While this phenomenon has been discussed widely in the media, what is lacking is a clear and consistent understanding of cyberbullying.
By Sarah Hannah Gómez, Graduate Student, School of Library and Information Science, Simmons College
Editor’s Note: This, That, Both, Neither was accepted for the peer reviewed paper session at YALSA’s third annual Young Adult Literature Symposium held November 2-4, 2012 in St. Louis. The theme of the conference was “Hit me with the next big thing.”
Only in the lifetime of the Millennial generation has it become legally acceptable to mark more than one race on a federal form. In the 2010 Census, 2.9 percent of respondents indicated that they were two or more races, with even more assigning themselves other designations that speak to the many types of multiracial identities common today. As this population grows in real life, it also flourishes in young adult literature, where ever more protagonists identify with more than one racial or ethnic group and must decide how to assert themselves and what to call themselves. This paper explores some of these novels and tracks each character’s progress towards creating a “badge” of identity.
By Shannon Crawford Barniskis, Director, Lomira Community Library
This two-part article addresses the outcomes of art programs in public libraries by examining the literature, and by asking teens how these programs can affect their civic engagement. The literature review synthesizes previous research on art, libraries, teens, and civic engagement, and positions this case study in relation to the theoretical constructs of adult researchers.
The case study generates a grounded theory of the teen experience of art programs and its correlating shifts in civic engagement. Fourteen teens joined in six weekly arts programs, responded to surveys, and participated in interviews on art, libraries, various measures of civic engagement, and the ways in which these three concepts intersect. Teens were research partners. The resulting teen-generated and validated theory describes how library art programs can directly and indirectly affect teen civic engagement by facilitating the development of social capital, offering opportunities to engage, and allowing teens to guide their own actions and decisions regarding the sorts of civic engagement in which they want to participate. Overall, participants believed that these programs can positively affect empathy, a sense of belonging, social networks and connections, creativity, a sense of being listened to and valued, and other cognitive and emotional shifts.