Assessing and Addressing YA Fiction Needs

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Angela Bulloch
Professor Lanning
LM 6160
November 22, 2013
School Librarians: Assessing and Addressing YA Fiction Needs
Sam and Allie enter the school library after their English teacher reminds them of an
upcoming novel project. Sam passes the computers and gravitates toward FICTION, which
comprises a majority of the spacious room. He hones in on the Ps and locates a Gary Paulsen
adventure he hasn’t read. Before heading to circulation, Sam browses the Neal Shusterman shelf,
recalling a friend’s repeated recommendations. After skimming the back cover of Everfound, he
exchanges it for the first in the series and heads to the check-out counter with both books in tow.
Allie’s quest is not as simple. She hasn’t read a book independently since Goosebumps
and doesn’t keep up with what her friends read. She tries to recall who wrote The Hunger
Games, since she owns one of the movies. Inching toward the section Sam left, Allie inspects the
Shusterman novels. She isn’t impressed by the covers, sees that each book is more than 300
pages, and thinks Sam is a loser. However, she glimpses a girl leaving a nearby section and
makes a beeline to the Zs, where she examines Sara Zarr’s Story of a Girl. Allie studies the
sullen face of the character on the cover—a pretty girl who appears to have nothing to be sad
about. After reading the summary, she discovers the protagonist has been caught for doing
something unmentionable. The novel appears short enough, so Allie carries it to the counter
where she sets a personal record for checking out a book before Christmas.
Students like Sam and Allie exist in schools everywhere. While some devour books as
fast as they inhale lunch, others view novel selection either as daunting as asking an adult for

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help or as simple as spotting covers worthy of public scrutiny. Many young readers struggle to
identify fiction that suits their abilities, needs, and interests, and some choose not to read. For
students like Allie, YA fiction may be a catalyst for change, as stories offer a variety of
captivating genres that hook readers during critical stages of development. In reality, fiction
plays a fundamental role in promoting teen literacy and fostering healthy identity. School
librarians can promote literacy by assessing fiction collections and addressing the unique needs
of adolescent patrons.
In order to improve reading practices in schools, it is important for librarians to
understand essential features of the adolescent audience. Between the ages of twelve and twenty-five,
the brain undergoes a critical transformation. The prefrontal cortex (the center for thought,
logic, and reason) develops and matures. During this transition, the average teen lacks continuity
in making choices that benefit them most, because the amygdala has taken over. She is the
pleasure center of the brain—a temporary babysitter, responsible for self-gratification,
impulsivity, and aggression. She acts and reacts on whims, walking the fence between childhood
and adulthood…leaping to whatever side suits her momentary needs.
Adults who observe teen behaviors often wonder what youth are thinking and why they
disregard the powerful tool known as forethought. However, adolescent brains are literally under
construction during this phase. Many teens aren’t thinking fully, as they are incapable of doing
so without the assistance of logic and reason. Professor of neurology, Frances E. Jensen, asserts
that “the teenage brain is not just an adult brain with fewer miles on it.” Rather, adolescence is a
“paradoxical time of development. ” (Ruder 8). The adolescent audience is distinctive, as are each
of its members. Every brain has its own pace and time-table. Thus, cognitive maturity evolves on
an individual basis.

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Not only are teen brains changing at rapid rates prior to adulthood, but youth undergo
simultaneous physical and chemical changes. It’s no wonder that researchers view adolescence
as a chaotic period when teens “contend with the extremes of life in all aspects of their
development” (Sturm and Michel 39). This stage of physiological transformation signals a
pivotal period “associated with an expanding horizon and increased awareness of a wider social,
political, and economic world.” (Sturm and Michel 40). Changes that occur during the transition
are challenging, but adolescent stress provides developmental benchmarks that pave pathways to
adulthood (Sturm and Michel 41). Until youth are able to connect the dots of their growth, they
are vulnerable to a variety of pressures. In books, however, young adults can experience conflicts
and dilemmas outside of their actual circumstances (Koss and Teale 569).They can face multiple
issues and fears in safety, and prepare themselves to cross the bridges of adulthood, relatively
unscathed.
How can school librarians assist students through the pitfalls of natural transformation?
Enter, YA fiction. Young adult novels are custom-made for their evolving audience and cater to
teens’ physical, mental, emotional, and spiritual needs through virtual “experiences” that are
disguised as story. To be designated YA, a protagonist must be between the ages of twelve and
eighteen (which resembles the authentic transformational period). Though young adult novels
cover the gamut of genres, one factor remains constant: adolescent characters face conflicts that
mirror the emotional angst and problems teens experience in reality—or perceive as reality.
Authors of YA know their readers and incorporate themes and lessons inherent to adolescent
development. Essentially, these writers ‘hide the spinach in the lasagna’ by engaging
unsuspecting readers to live and learn vicariously through the experience. Literacy researchers,
Bean and Moni, suggest that fiction is a valuable tool for teens, as “the texts themselves become

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manipulable, transparent constructions that can be accepted or rejected, and in which multiple
meanings are explored” (646). Though YA fiction is fabricated, selections offer relevant lessons
that impact teens.
Readers of YA perceive diverse cultures, religions, lifestyles, and experiences they may
not encounter in the real world. Moreover, the majority of YA fiction is written in first person,
which reinforces the experience—allowing readers to connect more fully with the characters and
conflicts. Through fiction, one may “face” tough lessons and learn from character mistakes
without having to make the same life errors. Furthermore, the sensory details contained in fiction
stimulate the brain in ways we don’t fully comprehend. The Journal of Brain Function
conducted studies and discovered that “subjects’ sensory cortexes lit up when they read certain
descriptive phrases, much the same way they would if the item being described were laid
physically in front of them.” Surprisingly, “the brain does not make much of a distinction
between reading about an experience and encountering it in real life; in each case, the same
neurological regions are stimulated” (Boulenger, Oatley, and Mar 8). Additional data reveals that
“individuals who frequently read fiction seem to be better able to understand other people,
empathize with them, and see the world from their perspective” (Boulenger, Oatley, and Mar 8).
Clearly, the virtual realities portrayed in fiction impact reality.
The New York Times released findings from several studies that address neurological
benefits in exposing children and youth to fiction. Researchers state that “reading fiction actually
stimulates the brain in the same way certain physical activities do—and can, in fact, improve
social skills, empathy, and understanding in readers.” Additional data asserts that youth who read
more fiction may “become more keen theorists and more compassionate to their peers”
(Boulenger, Oatley, and Mar 8). In an age of increased school bullying, these findings are

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encouraging, for educators must promote empathy in a variety of situations and settings to
protect vulnerable individuals and groups. Consequently, discrimination in its many forms is
portrayed often in YA novels and may assist teens in taking empathetic leaps in the real world.
Young adult fiction reveals the pain of the human experience through fictional peers and their
corresponding circumstances. Thus, readers “witness” countless episodes of love and hate,
trauma and triumph, despair and hope, cowardice and heroism.
Of course, fiction is larger than life. Even young readers understand that views depicted
in novels are not exactly natural. However, novels can be actively challenged by teens, which
places them in powerful positions to address YA texts through their own values (Bean and Moni
647). Adolescent characters overcome significant internal and external conflicts within the scope
of a single story. Essentially, YA fiction is condensed teenage life in its raw, “honest” form.
Realistic fiction and coming of age novels are particularly relevant to teens, who view mock
realism more openly than they perceive similar real life situations. Through reading YA, young
readers stretch the boundaries for understanding diverse viewpoints. When reading additional
YA genres, teens absorb sensory data and practice the suspension of disbelief, which increases
creativity, improves visualization skills, and encourages cognitive development. Besides these
benefits, fiction is fun. It’s an inexpensive, entertaining way to spend quiet time when
adolescence becomes overwhelming. Alternate worlds and character conflicts offer readers
temporary escapes from their own insecurities, and this cumulative effect may provide data that
empowers them (Nodelman 209).
The benefits fiction offers young adults and their development are well-noted. However,
not all fiction is created equal. Neither are all adolescents. This diverse audience requires diverse
options. Within a single classroom, student reading levels can vary significantly—sometimes up

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to several grade levels. While some students read at proficiency standards, a widening gap of
non-readers, reluctant readers, and deficit readers are emerging. Readers of all levels (including
advanced readers) need fiction that suits their abilities, interests, and keeps them reading.
Consequently, YA fiction comprises the majority of library print collections, which is why
school librarians must consider diverse populations when purchasing materials that impact
multiple learners.
A primary consideration is the array of reading levels present within a collection, as
results show continuing regression in literacy test scores nationwide. The National Assessment
of Educational Progress reveals the decline of reading proficiency rates among adolescents.
Though scores showed improvements in 4th grade rates during the thirteen-year, longitudinal
study, “seventy percent of students entering 5th and 9th grades were below grade level” (Cady
36). It is of great concern that “students entering ninth grade in the lowest 25% of achievement
are 20 times more likely to dropout than their higher-performing peers” (Cady 36). The
challenge is to get students hooked on reading as early as possible. However, as the number of
struggling readers rises among older students, school librarians can combat these issues by
providing relevant options for every reader.
One such option is hi/lo books, as they combine high interest with lower reading levels in
a variety of genres. Historically, boys have more reading difficulties than girls. Thus, hi/lo titles
“target testosterone-fueled topics and use action and dialogue to propel the story along” (Sullivan
31). At-risk readers of both genders appreciate hi-lo books, because they are shorter, engaging,
and include vocabulary aligned to their reading levels. Publishers are increasing the output of hi-lo
books and YA authors are taking note of this growing market. Formats and covers for hi-lo
works are becoming less distinguishable from higher level YA materials. Thus, lower level

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readers can choose them with confidence, as their facades conform to YA mainstream titles
(Sullivan 33). These books are especially important to school librarians, as public libraries are
less aware of how literacy testing drives education; thus, they may not provide such options. In
addition to hi/lo books, graphic novels may lure reluctant and lower-level readers. Currently, the
increasing popularity and demand for graphic novels has propelled a growing supply. The format
attracts visual learners who need context clues to comprehend information. Classic novels, like
Fahrenheit 451, have been adapted to graphic novels. Thus, students can connect with well-known
stories through simpler formats. EBook offerings can also increase a school’s collection
base and may directly benefit reluctant readers. Providing eBooks and e-readers for student
check-out may assist readers who don’t want others to readily see what they are reading (McCoy
32). By adopting practices that address struggling readers, librarians provide access to the most
vulnerable learners.
Aside from reading levels, librarians must pay attention to cover designs. Though the
concept opposes the familiar adage, “book covers play a prime role in the choices of readers”
(Jones 44). The Young Adult Library Services Association conducted a survey that yielded
surprising results. Researchers found that “covers impacted the selection of fiction books more
than any other factor” (Jones 45). Of students surveyed, “seventy-six percent said that covers
usually influence their selection of fiction books, and only four percent responded that they
‘rarely’ consider covers” (Jones 45). Consequently, “covers are the number one factor that
impacts the selection of fiction books no matter if the student is a boy or a girl” (Jones 46). If
these results are accurate, then what are librarians to do with “ugly” books and outdated
materials?

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Some suggestions include book-talking, displaying, and spotlighting less attractive books
to propel fresh interest. Ultimately, librarians must dispel the prevailing myth that authors design
their own covers. When students understand that a reliance on book covers is invalid (and merely
a marketing tool designed to sell books) they may look beyond a cover’s façade and broaden
their selections (Jones 47). Others suggest that adolescent views are unlikely to change, and
school librarians must view covers, library spaces, and collections as if they are bookstores. In
essence, librarians must think of circulation as sales (Jones 47). By utilizing display windows,
shelf tops, and tables in similar ways to retail businesses, librarians can gain customers and
promote circulation of stagnant books. Librarians can also gain ideas by visiting some of the few
remaining bookstores in existence and incorporate designs, posters, and layouts that lure readers.
Minor changes may reap immediate circulation benefits or sales, which encourages consistent
library habits among teen customers who tend to return to the spaces they enjoy.
In the retail world, word-of-mouth is a best-selling tool available to attract consumers,
and readers are no different. Patrons are more likely to select books based on recommendations
than through browsing, alone (Jones 47). Librarians can model effective book recommendations
by talking about stories in their spaces and around campus, and can encourage teachers to display
books they are reading for personal enjoyment. These practices encourage students to pay
attention, ask for recommendations from sources besides their peers, and pass along their own
recommendations. Researchers, Gerlach and Rinehart, asked 250 students a variety of questions
about school libraries and check-out habits. Though many viewed libraries as uninteresting
places, librarians were viewed more positively. The study revealed that “recommendations of
librarians received virtually the same mean rank as the recommendations of friends. In fact, 27
percent ‘usually’ seek the recommendation of a librarian, and 50 percent ‘sometimes’ do” (Jones

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47). These results are promising, but pose additional reference service responsibilities for
librarians.
To be well-versed in book-speak, school librarians must become familiar with a large
portion of the titles within their collections, which is no small feat. However, there are a number
of fiction databases, websites, and blogs that assist librarians and students in selections of
suitable reading materials. Such sites provide access to book summaries and reviews, and are
helpful for those who seek quality recommendations. Two sites are especially useful:
goodreads.com and librarything.com. These sites connect readers to other readers and provide
personal recommendations, digital book clubs, author connections, and a variety of pertinent and
engaging materials relevant to both fiction and non-fiction titles. Utilizing digital resources can
supplement reference services, as librarians simply cannot read every title within a fiction
collection. Continued use of pertinent resources increases a librarian’s approachability and
reputation, which builds long-term rapport and addresses service guidelines.
To better serve teen readers, school librarians can purchase several copies of popular
books and award-winning novels. Multiple readership lures additional customers and propels
questions about specific titles. Moreover, the practice encourages word-of-mouth
recommendations, which helps “sell” books. Librarians can also include titles that enhance non-fiction
collections. The Percy Jackson series is an excellent example of how mythology,
combined with a modern-day teen protagonist, draws youth who may enjoy fantasy but might
not choose to study Greek mythology on their own. Additional fiction that incorporates history,
health issues, religious and cultural diversity, technology, politics, and past or current social
issues enables students to learn about real-life topics, which reinforces learning and the
acceptance of differences beyond peers.

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Adolescents are prime customers for the variety of options fiction offers, as they are in
the midst of personal exploration and cognitive expansion. Like YA readers, teen characters
fluctuate between impulsivity and reason. They make minor and colossal mistakes, some of
which are costly and permanent. As readers ride fictional waves of bliss and loss through YA
story worlds, they perceive alternatives that characters don’t always foresee. The dissonance
created through character pitfalls forces readers to examine choices and how they impact
outcomes. In essence, readers think critically in tandem with characters—or in opposition to
them. Ultimately, protagonists rise above their faults and circumstances to offer hope to their
page-turning bystanders. Hope, disguised in story, can help teens rise above their own
circumstances and may be a caveat that gets them thinking and feeling prior to acting and
reacting—thereby, assisting the process of brain evolution (Nodelman 206).
It is evident that young adult fiction matters, and school librarians play vital roles in
defining YA collections. Librarians impact literacy and learning through a wide variety of
materials—and fiction must not be overlooked. Stories attract readers and reading propels
learning. Moreover, reading is symbiotic; the act increases knowledge and new knowledge
enhances subsequent reading. Students who become hooked on reading inevitably practice skills
that are “critical to their acquisition of other forms of literacy” (Nimon 4). Young adult fiction
provides appealing content and context during a powerful period of transition. Therefore, school
librarians must emphasize fiction in their collections, so that every Sam and Allie may
experience the overwhelming impact stories provide.
It may take a village to raise a child, but a librarian with a diverse YA fiction collection
can nurture a teen and elevate humanity.

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Works Cited
Bean, Thomas W. and Karen Moni. “Developing Students’ Critical Literacy: Exploring Identity
Construction in Young Adult Fiction.” Journal of Adolescent & Adult Literacy (2003):
638-648.
Boulenger, Veronique, Keith Oatley, and Raymond Mar. "Reading Fiction May be the Key to
Healthy Mental Development." Curriculum Review (2012): 8.
Cady, Beth. “Adapted Motivation Survey Reveals Teen Preferences.” Reading Today (2007).
Jones, Leigh Ann. “The Great Cover-up.” School Library Journal (2007): 44-47.
Koss, Melanie D. and William H. Teale. "What's Happening in YA Literature? Trends in Books
for Adolescents." Journal of Adolescent & Adult Literacy (2009): 563-572.
McCoy, Karen. "What Teens are Really Reading." School Library Journal (2012): 32-34.
Nimon, Maureen. "The Role of Fiction in the Development of Information Literacy." Orana
(2000): 4-5.
Nodelman, Perry. The Hidden Adult: Defining Children's Literature. The John Hopkins
University Press: Baltimore, 2008, 206-210.
Ruder, Deborah Bradley. "The Teen Brain." Harvard Magazine (2008): 8-10.
Sturm, Brian W. and Karin Michel. "The Structure of Power in Young Adult Problem Novels."
Young Adult Literary Services (2009): 39-44.
Sullivan, Michael. "Never a Dull Moment." School Library Journal (2012): 30-34.
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