Literacy Matters - Vol 21 - Winter 2021

Steps for Using YA to Discuss Trauma

Planning the Unit

Consider 1-2 traumatic themes (e.g., neglect, abuse, violence, etc.). Identify ways to share your connections (personal testimony, other texts, current events) and invite student connections with the theme. Select 5-8 diverse, high-quality, complex texts that relate to the overarching theme. Novels should provide protagonists that represent different social constructs (race, ethnicity, gender, disability, etc.). Locate additional resources related to traumatic experiences in each novel. Communicate with administration and school counselors regarding the traumatic topic(s) to be discussed, determining reporting requirements and gathering applicable materials. Pique students’ interest and initiate discussion by introducing the unit theme and sharing supplemental materials. Allow time for students to inquire about trauma, solutions, and current realities, as well as investigating how to make changes to their own lived experiences. Conduct a book pass to introduce each book. Give students at least 3 minutes per book to peruse and determine if the book is at the appropriate level for them. Use the book pass to place students in groups based on choice and interest. Groups should be between 3-5 students to allow for in-depth conversation and community building. Remind students as they read and discuss to continue to connect with the texts, ask questions, and complete other traditional requirements for novel analysis. Help students locate help and resources related to discussions that arose while reading the texts. Invite students to take action by starting a critical inquiry cycle to further investigate the topic and ways to make changes in their local community or beyond. Table 3 How to Use YA Literature for Critical Witnessing and Testimony of Traumatic Experiences

Selecting Materials

Literacy Matters Critical Literacy Matters

Introducing the Theme

Reading and Discussing the Texts

Follow-Up Activities

References

Ayers, R., & Ayers, W. (2014). Teaching the taboo: Courage and imagination in the classroom. Teachers College Press.

Center for Disease Control and Prevention (2019, September 14). Adverse Childhood Experiences (ACEs). www.cdc.gov/violenceprevention/ childabuseandneglect/acestudy/index.html. Coleman-King, C., & Groenke, S. L. (2019). Teaching #BlackLivesMatter and #SayHerName: Interrogating historical violence against Black women in Copper Sun. In R. Ginsberg &W. Glenn (Eds.), Engaging with multicultural YA literature in the secondary classrooms: Critical approaches to critical education (pp. 122–131). Routledge.

Batchelor, K. E., Ramos, M., & Neiswander, S. (2018). Opening doors: Teaching LGBTQ-themed young adult literature for an inclusive curriculum. The Clearing House: A Journal of Educational Strategies, Issues and Ideas , 91 (1), 29-36.

Beach, R. (2000). Critical issues: Reading and responding to literature at the level of activity. Journal of Literacy Research, 32 , 237-251.

Beers, K, & Probst, R. E. (2013). Notice & note: Strategies for close reading . Heinemann.

Collins, B. R. (2017). Associative mourning: Learning to lose through literature. English Journal, 107 (2), 47-52.

Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives, 6 (3), ix-xi.

Crosby, S. D., Howell, P., & Thomas, S. (2018). Social justice education through trauma-informed teaching. Middle School Journal , 49 (4), 15-23.

Borsheim-Black, C., & Sarigiandes, S. T. (2019). Letting go of literary whiteness: Anti-racist litearture instruction for White students. Teachers College Press.

Daniels, H. (2002). Literature circles: Voice and choice in book clubs and reading groups (2nd ed.). Stenhouse.

Buehler, J. (2016). Teaching reading with YA literature . National Council for Teachers of English.

Dutro, E. (2019). The vulnerable heart of literacy: Centering trauma as powerful pedagogy. Teachers College Press.

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