Lo explores themes of gender and racial identity within a strict, tight-knit community. Her character development is impeccable in my opinion. They feel like real people you'd encounter on the street with experiences that have molded their person and others that have disrupted their entire schema. My only critique is that some scenes are overly sexual, which I believe makes it an adult read rather than a read for young adults.

Shirley is an intriguing character. I think she genuinely has good intentions, which I know is a hot take, so hear me out. Like Lily, she is also a product of a society that forces standards of properness and femininity on her. She's harsh, but it's out of concern because she understands what happens to the people who don't. While her approach is wildly insensitive, I think she, herself, is afraid of exploring her identity like Lily is hers.

“Lily obediently flipped the pages of the Chronicle...“ (Lo 20).
This quote reminds me just how important diction is. Lo's description of Lily “obediently“ doing as she is told highlights the core issue tackled in the novel: obedience and fitting in. Traditional values of femininity and racial expectations are drilled into Lily, so much so that she only knows compliance.

Something I keep coming back to as I read Kittle's anecdotes and advice is that our kids don't know where to find books for them. I think this issue is perpetuated by curricula that demand rigorous texts and novels not catered towards young adults. Ultimately, students need to feel that what they read is relevant to them without being overwhelmingly difficult!

“'...it was taking me so long to read and it wasn't getting any better and I was getting farther behind so I just figured why bother?“'
It's so sad that so many students get left behind because we have so much to cover in so little time. This is why I want to spend time reading texts in class with students to encourage and empower them. My goal is to assign only one chapter (or two short ones) for homework and cover a bulk of the reading in class.

Kittle notes a major issue in English Education: kids aren't reading anymore. Technology is a factor in this, but has anyone considered that kids don't have time to read anymore? Throughout education, I wanted to read for fun, but couldn't. School kept me busy during the day, and homework kept me busy all night. I know many kids struggle with this as well. What if we let their “overtaxed brains“ relax? Teenagers want to read if we let them!!!

Dr. Seema Yasmin's book is a great tool for educating ourselves and students about all types of information across different platforms. She unravels the long history of the media that shows us how we got from Pony Express news to ludicrous Instagram posts and reels (that are actually quite politicized). She breaks down terminology in an easily understandable way, supported by many sources and real-world examples.

Dr. Yasmin has so many sources in her book, which I find interesting and helpful. I think students will benefit from her explanation of various terminology, accompanied by concrete and real-world examples. I know it helped me! I also think that the wording of the book is catered to YA readers with understandable language and relevant topics such as social media.

While I do think that Yasmin packs useful information in her book, I have struggled with her messaging. She reiterates that we are all free thinkers and to formulate our own thoughts; however, she seems a bit biased. Obviously, nothing is completely unbiased in totality; however, I would expect a book like this to be less biased in its approach. Regardless, I do like how she differentiates between confusing terms.

The section from pg. 45-58 is a tool I will bring into my class. It is an amazing resource that breaks down the different types of mis/disinformation and logical fallacies, which are hard to remember/distinguish between without concrete examples. I found the anecdotes to support the definitions so helpful, as a lot of this is new vocab for me as well. This graphic from pg. 45 is really cool and serves as a good reminder for me and my students!

Cart begins by asking the important question: Do YAs actually read? In an age of technology that consumes YA culture and forced reading, they have lost their spark for reading. Kittle's book talks are an ingenious way to reignite and fan the flames. As teachers, we can introduce the different modes of literature while being enthusiastic about different works. Reading looks different for each person; encourage it and watch it grow!

McBride weaves a beautiful story about perseverance. The fantastical elements were not my cup of tea; however, I could see many YA readers enjoying this book. My favorite part of McBride's novel is the final message that one is never alone. Mental illness is often a struggle behind closed doors, but there is always someone rooting for you. I would love to include this novel in my classroom library and recommend it to my whimsy-loving students.

McBride's novel appeals to so many students with her characters. Mental health conditions and prejudice against black kids are at the forefront of the novel, but are not overwhelming for adolescent minds. These issues are not sugarcoated, yet they are not made too graphic for YA readers. McBride's novel encourages adolescents to learn about issues which, in turn, encourages them to use their voices for change.

I have been captivated by the structure. Much like my students, when I open a book, I expect lines upon lines of words thrown onto the page. However, McBride's structure provides an air of whimsy, making the book itself seem like a journey. I think it would be cool to take excerpts from this book and pair them with other texts to highlight different styles of writing while bringing awareness to mental health.

“Your passion is contagious“ (Kittle 61).
As future English teachers, many of us enjoy literature, but many students have not developed a love for it yet or have been so deeply discouraged in the past that they have given up trying. My role as an English teacher is to have a passionate joy embracing my students when I talk about a book. My attitude toward a book influences theirs whether I can see it or not. We are the guiding light for our kids!

“'While the meaning of a book may be informed by the author‘s intentions, it isn‘t defined by them. Meaning comes from the combination of what the author puts in and what the reader takes out'“ (Levithan 59).

The beauty of reading is that it is a personal experience with no one correct answer. Authors are reflecting something meaningful to them that they hope to connect to readers' unique experiences but don't expect a uniform response.

Initially, the structure of this book confused me, but as I have progressed through it, I am starting to see it come together. Like Flying Lessons and Mexikid, I like that Answers in the Pages introduces a unique style of writing for students to see. A cool assignment to do with this book is to split the class into three groups and have each group become experts on each story and jigsaw it to bring it all together!

Young adults are trapped within a liminal space of constant infantilization or adultification, with no gray space. YAL shapes who we are as people and provides the YA community a sense of unity in their discoveries and inquiries. As teachers, we are responsible for sharing meaningful YAL with our unique student body. YAL is not a life map with thousands of paths for our students to explore with whimsy and ambition.
*Fourth Edition

In connection with Cart's From Romance to Realism, Mexikid depicts the liminality found within young adulthood. The Martín family's journey is funny, heartwarming, and inspiring. Pedro illustrates the joy, confusion, embarrassment, and hilarity of transitioning from childhood to young adulthood. While still interested in “infantile“ games and toys, he understands real-world, “adult“ concepts, which is a beautiful and scary thing for young adults.

Mexikid would be a fun and unique mentor text to introduce students to the world of creative writing. Literature takes so many forms outside of plain words on a page. If I used Mexikid as a mentor text in my classroom, I would encourage students to share their life story with me in words and images like Martín does. This activity would be a great way to introduce students to using mentor texts and get a glimpse into my students' lives!

I admire how Mexikid tackles relevant issues surrounding Mexican-Americans in an age-appropriate way and a truly funny manner. The stylistic choice of a graphic memoir style subverts the humdrum of prose that many students so dread reading while conveying meaningful messages. While the Mexican-American experience is not one-size-fits-all, I feel my students will feel seen and validated in their experiences through Pedro “Peter“ Martín.

I cannot express how much I loved this book enough. I resonated with the various trials and tribulations of being a kid that are presented across the stories. I would've loved to read as a 6-12 student because it's relatable and manageable. I most enjoyed how it shows many styles of writing that students can use to shape their own writing. This book reminded me that despite our differences, we become one, immersed in the scribbles on a page.

A quality that I have appreciated throughout reading this book is its diverse content. Literature teaches the power of words, and this book has shown how impactful words are across cultures, interests, values, and identities. For young readers, this is an easy and quick read that packs a powerful punch. I would love to use it to show students that meaningful messages can be conveyed in many ways, whether that is a short anecdote or a hefty novel.

As I began reading Matt de la Peña's piece, I thought, How can I connect with this piece? I am the antithesis of the narrator, yet as I finished the piece, I felt a connection to the narrator. This struck me from a teacher's and a reader's lens. While we may not directly connect to the story or characters, little bits resonate differently across my classroom. How cool is it that the same story can be read differently to each student I teach?