Knowledge of young adult literature.  It is also important that PTs have a strong background knowledge and familiarity with young adult literature, particularly if they are going to be teaching at the middle-school level.  In young-adult literature courses, it is useful to model each of these approaches to teaching literature so that PTs experience responses strategies first as student readers, and then to shift gears and reflect on the teaching/pedagogy involved in the class.  In these classes, PTs can address issues of related to the teachability of young adult novels related to the maturity level and interests of student audiences for these novels. 

PT’s can also grapple with choices related to whole class versus independent reading of novels given their students’ reading ability, interests, and knowledge.  In all of this, PTs need to reflect on the literature they choose to teach, what the purposes are for literature instruction in middle and high school, why a range of approaches to literature study is important, and other important "big idea" questions.

PTs need to provide students with books they want to read based on their interests and preferences for particular genres, authors, topics, or themes.  PTs might want to interview individual students about texts they enjoy reading, reasons for their enjoyment, and possible other kinds of texts they may want to read if they could.  If PTs aren’t sure they’ll be honest with PTs, consider asking students to interview each other (or students in the hallways) about their reading preferences and write up the results in an informal report.

Further reading on adolescent literature:

Bucher, K. T., & Manning, M. L.  (2005). Young adult literature: Exploration, evaluation, and appreciation. Upper Saddle River, NJ: Prentice Hall.

Bushman, J. H., & Haas, K. P.  (2005). Using young adult literature in the English classroom. Upper Saddle River, NJ: Prentice Hall.

Cai, M.  (2006). Multicultural literature for children and young adults: Reflections on critical issues.  Charlotte, NC: Information Age Publishers.

Donelson, K., & Nilsen, A.  (2004).  Literature for today's young adults, 7th ed.  Boston: Allyn & Bacon.

Enriquez, G.  (2006).  The reader speaks out: Adolescent reflections about controversial young adult literature. The ALAN Review, 33(2), 16-23. 

Herz, S. K., & Gallo, D. R.  (2005).  From Hinton to Hamlet: Building bridges between young adult literature and the classics.  Greenwood Press.

Rice, L. J.  (2006).  What was it like?: Teaching history and culture through young adult literature.  New York: Teachers College Press.

Sprague, M. M., & Keeling, K. K.  (2007). Discovering their voices: Engaging adolescent girls with young adult literature.  Newark, DE: International Reading Association.