Blog Three

Role of Literature in the Curriculum

According to Bean (2002), cited in Bucher and Manning (2006), in order to encourage young adults to read, one can use ‘high powered Young Adult literature [that is] linked to content-area concepts and interpretive activities and discussions that engage students’. The subject Literature serves many roles necessary for the development of students, as well as their ability to communicate effectively. Richardson and Miller (2001), cited in Bucher et al (2006), gave four reasons for the use of Adolescent Literature in the curriculum which will be explored individually.

The first reason posed by them is that Adolescent Literature can ‘help students become emotionally involved with events and people’. Literature encourages a deeper understanding of society and one’s own being. This is due to the fact that many complex social issues are often addressed in Literature. The subject helps to develop empathy within students, by allowing students to gain insight into other people’s lives in the same or different culture.

Another reason posed by Richardson et al (2001), is that Young Adult Literature ‘aids students in understanding reality’. It demonstrates ‘the commonness of human drama’ (Deonanan and Deonanan, 1975), that exist in the real world and shows how characters in a novel, for example, may cope with these problems. Young Adult Literature also creates a ‘safe environment’ in which controversial issues (e.g. sex education for adolescents) can be discussed through novels with guidance from the teacher.

The third reason posed by Richardson et al (2001), is that Adolescent Literature ‘provides stories with satisfactory endings’. The Literature used helps to cultivate in students a positive outlook on the world and grows a sense of hope in students for the best in all different aspects of life.  It also provides students with an aesthetic reading experience. Students get to enjoy reading, especially when they are given the opportunity to influence decisions about what is to be read. Adolescent Literature can also act as a break from the usual classroom setting, while simultaneously producing more critical, thoughtful and mature readers.

The final reason posed by Richardson et al (2001), is the Adolescent Literature can ‘provide a common, shared experience for the teacher and all students’. It allows both teachers and students to bring their personal experiences into the classroom, making the learning which occurs in this environment more meaningful. It can also be said that through Literature, students’ abilities to express themselves and their ideas, whether orally or in written form, can be improved. This does not apply only for Literature but for all their subject areas and for life.

Adolescent Literature plays a vital role in the curriculum, as it is not just another subject. Literature in the classroom covers many different aspects of language and provides a medium for the discussion of fundamental aspects of life.
Sources:
Deonanan,C. Deonanan V. (1975). Curriculum Insights and Outlines: Learning and Teaching 
Composition and Literature. New York, Vantage Press Inc.

http://www.education.com/reference/article/young-adult-literature-school-curriculum/