Running head: AHA MOMENTUM
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Aha Momentum
An Adolescent Literatures
Epiphany Analysis, Inspired Ideation Assessment
and Identified Areas for Further Joy Report
Vance Holmes
Metropolitan State University
LIT 332
Adolescent Literatures
Adela Peskorz
August 12, 2011
Contact: Vance Holmes, 1500 LaSalle Avenue #320 Minneapolis, MN 55403
Email: vance@vanceholmes.com
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if everything happens that can't be done
(and anything's righter
than books
could plan)
-- E.E. Cummings
Table of Contents
I. Overview and Learning Matrix
II. EPIPHANY ANALYSIS
Aha Momentum
Yalology
III. INSPIRED IDEATION ASSESSMENT
Projects
D2L Discussion Posts and Blogs
IV. FUTURE JOY REPORT
Committee process
Best Book
V. Reflections and Windows of Opportunity
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Aha Momentum
An Adolescent Literatures Epiphany Analysis,
Inspired Ideation Assessment and Identified Areas for Further Joy Report
This course has been an extraordinarily rich and rewarding experience. Considering the
enormous impact this class has had on me, both professionally and personally, I am compelled to
convey in this final assessment my desire to celebrate and rejoice in newly revealed mysteries,
not simply report instances of academic progress. Though perhaps unorthodox, the elevated
emotion of my experience demands I broaden the assigned scope of this reflection on the
identification of a Best Book to include a review of epiphanies and emotional discoveries
prompted by course design, an assessment of learning through major projects, and identification
of pathways to future growth.
In the event that my creative enthusiasm proves to have pushed the form of this final
reflection assignment too far afield – or has simply made it too lengthy – this chronicle of my
educational experience is forwarded with a simple 2-page overview and learning target matrix
that might serve as a concise fulfillment of the assigned task.
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Overview
Learning is a deeply personal endeavor. I note it can trigger bizarre emotional reactions. I
am pleased and proud for what I have discovered in this term. At the same time, I am mortified
to realize all that I do not know. While I happily revel in new awakenings about adolescent
literatures, I contemplate the serious responsibility I assume as a future educator and young adult
literature (YAL) advocate. I am mindful that through continued connections to literary and
developmental research, I can be a more knowledgeable, more understanding, and more helpful
adult resource for the linguistically and culturally diverse youth I will encounter in urban
education.
I am also mindful of your guidance as Teacher – a word that, for me, is synonymous with
model. I am profoundly moved and honored by your personal commitment to literature and your
professional integrity, all of which is fully communicated through your keyboard. The patience,
dedication, care and concern with which you have charted this course has been, in many ways,
the greatest lesson.
Core Competence Statement: I command competence and knowledge of the range,
variety, and controversies within the field of young adult literature and have the facility to
effectively communicate its strengths, features, and complexities.
I have a full appreciation for adolescent literatures and can identify genres – and genre
expectations – of texts written for young adults by authors of diverse cultures. I understand
assessment of quality YAL as it relates to the developmental characteristics, needs and concerns
of the 12 to 18-year-old. I can read and write critically about fictional and non-fictional books
and other reading materials in a variety of emerging formats published for young adults. I am
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familiar with the broad range of matters related to YAL including reluctant readers and aliteracy,
reading promotional tools, censorship, and professional development resources that identify
evolving trends within the literature and its intended audience.
Adolescent Literatures Learning Target Matrix
LIT 332 Course Learning Targets
Demonstrated
Learning / Competence
I. -- Become widely acquainted with literature available for teens, identify
A., B.
general categories (genres) of books and other reading materials published for
teens, and evaluate the range of titles in each category
II. -- Read and write critically about adolescent literature
III. -- Describe ways in which young adult reading interests are affected by their
own development and the world around them (family, friends, community,
society)
IV. -- Become familiar with the broad range of promotional tools available to
encourage and inspire teen reading, including booktalks, annotations, and book
discussions
V. -- Identify issues related to the censorship and challenge of young adult
materials
VI. -- Recognize the variety of formats emerging in the literature and other
A., B., C.
A., D.
E., F., G.
A., B.
A., B., D.
materials published for this age group that reflect current cultural and
technological trends
VII. -- Identify professional resources, including research and electronic tools,
C., E., G.
that will help identify and assess the evolving trends within the literature and its
intended audience
Course Assignments – Evidence of Learning
A.
B.
C.
D.
E.
F.
G.
D2L Discussion Posts
Book Reviews
Metro Prize Process
Teen Partner Project: Cultural Framework
Mailing List Report: The Conversation Electric
Monster Video Book Trailer
Blog Design: Our Voices Break Open
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EPIPHANY ANALYSIS
Aha Momentum
Throughout the term, I have experienced an excess of epiphanies. I readily admit they are
mostly modest, little baby epiphanies – more like thought bubbles, really. However, an aha
moment is just that – a moment. From nowhere, an answer drops into your head, but it answers a
question you had not necessarily been asking or thinking about at the time. Having an epiphany –
as opposed to, say, getting a good idea – is a fairly rare occurrence, yet there have been days
during my YAL study when I have been hit with two or three!
Needless to say, I have had an aha moment about aha moments. It dawned on me that
immersion in the contemplation and mental manipulation of multiple topics, materials and tasks
will prompt the unexpected epiphany. Perhaps, overwhelmed by the onslaught of concentrated
activity, some part of the brain goes off to a quieter place where it can think for itself – returning
with what feel like un-scheduled ideas. Importantly, it seems that the occurrence of an epiphany
will prompt more epiphanies. There is an exponential epiphany effect. When these epiphanies
begin happening, they come fast and furious, and I have called this phenomenon, Aha
Momentum!
Why is this important – academically? How does it relate to adolescent literature? I am
still pinning down those answers, but it speaks generally to language immersion and the process
of reading. For one thing, Aha Momentum suggests strategies for the alliterate and reluctant
reader. Also, it implies something about realizing the novel as an event – no different than a rock
concert, a basketball game or a shopping spree. Being, as one might say – in the habit of
epiphanies – makes tolerable the overwhelming immersion into language required to fully
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experience a book. (“Jump in, the water’s fine!”) This approach describes the novel, not as a tool
for vicarious experiencing, but the direct experience of participation through vicarious thinking.
It is akin to taking a dive into someone else’s Aha!
Yalology
When a writer is in Total Immersion Mode, the language has an Aha Momentum. This
paragraph from your first lecture is not quoted to falsely flatter, but rather to cite – and celebrate
– a very specific example. You wrote that the study of adolescent literatures . . .
"is not about exploring the 'great books' that often populate curricular reading lists
year after year (and as research has proven, often decade after decade), gathering more
dust than fans and -- sometimes doing more harm than good in terms of cultivating a
lifelong love and appreciation of reading. It is far more important to cultivate an avid
appreciation of reading than to be restrictively selective about content. There are
wonderful classics to consider, but they should be folded into the broader landscape of
genres and formats available and shared through a spectrum of vibrant and active
techniques."
Read early in the term, this was immediately impressive to me, but I did not really know
why. I know that I felt something through the rhythm or shape of the words, and it sort of stuck
with me. Near the end of the term, after having mentioned this issue of immersion, you pointed
out the early lectures! When I looked back – the words of that paragraph again jumped out at me!
Eureka! It all made so much sense to me. I shared in your Aha. The study of adolescent
literatures is not just about books for teenagers. It involves a spectrum of matters concerning
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developmental tasks, multi-literacies and youth culture. It is a wide-ranging study – which I think
of as YAL-ology. I have, over these weeks, experienced those words in the lecture. I get the
same feeling from immersing myself into the paragraph that I got when actually doing the
projects. All of this leads to my newfound conception of reading as an excursion into the
intuitive.
Based on our previous discussions and emails, I am pretty sure you understand what this
course has meant to me. It alters what it would normally mean to say, “I have learned from your
experience.” At one point within a letter of feedback, you wondered if there was anything you
could teach me. Well, you have taught me how to read and how to write. It doesn’t get any better
than that, Professor Peskorz! Without a trace of humility I declare that your “spectrum of vibrant
and active techniques” have pushed me to a new level of literacy! Reading so much YAL
improved my ability to write about the YAL I was reading. I have not figured it all out. But I
know that there are several instances in the assignments when my writing has Aha Momentum.
I have myself been radically changed, and I am empowered to bring YAL to adolescents
through video, websites, comics, graphic novels, nonfiction, and the whole world of literary
opinion and perspective! And I will do so, as you so eloquently expressed it, “one teen at a
time.” I continue to participate in the event of your words – as I have posted them on my blog. (I
will of course remove them if you object!)
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so world is a leaf so tree is a bough
(and birds sing sweeter
than books
tell how)
so here is away and so your is a my
– E.E. Cummings
INSPIRED IDEATION ASSESSMENT
Projects
The electronic mailing list investigation was an invaluable endeavor that will continue to
pay off professionally. My teen partner project was a total and complete success. I was able to
combine the course research objectives with my personal desire to research cultural matters
affecting urban youth. Through these projects, I learned that youth is its own cultural category –
just like ethnicity, race, age, gender – and it is part of the multicultural vision.
D2L Discussion Posts and Blogs
In reflecting on my book reviews, the line between educational and emotional must again
be crossed. I am overwhelmed with feelings of personal accomplishment and pride. Except for
perhaps Black Juice, the lecture points lined up with the literature in such a way that produced an
embarrassment of rich ideas. My awakened passion for YAL is reflected in my near insane drive
to fashion the perfect pictures, fonts and effects to augment blog entries. Again, I believe the
intense, total immersion in so much reading, analysis, writing and artistic designing had the
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effect of putting me into a zone of hyper-creativity. Looking back over my D2L posts and blogs,
there are certainly some language conundrums and instances of overly wordy . . . “grammatical
airs.” Overall however, the writings convey the depth of my feelings as well as my findings.
I had major aha moments during nearly every lecture. With each new module and
learning mission, my cup ranneth over with clarity! Without a doubt, the module combining
perspectives on nonfiction and aliteracy was the most rewarding of the term. What I learned is
that I have a great deal to learn in both of those areas. Issues surrounding aliteracy will, in
particular, be a serious matter of concern for further study.
FUTURE JOY REPORT
Award Committee Process
Also in the category of future professional development is my experience with the award
committee process. Compared to my Monster video trailer and my D2L posts, the final voting
process was less than successful. A clearly established common rubric may have been helpful.
That is all I can say about my experience with the process – except to respond to a few
technicalities: (1) For the purposes of the award process, maybe nominations should be limited
by publication date – one, three, perhaps five years old. Surely no committee can determine the
best YA book (To Kill a Mockingbird!) of all time; (2) The titles eligible for extra credit are
controlled by classmates, and only become available late in the course. Although the nominator
is free to abandon an ill-considered title, the class is stuck with it on the limited final reading list.
An optional list of multicultural YAL “classics” could be offered.
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Though not a popular optional assignment, the task of devising an appropriate name for
our YAL prize was a wonderfully reflective exercise. While mine was the only suggested title,
that does not take away from the fact that it is a good one – in that it reflects the brand of our
college, our course, and our mandate.
"A single book can be a mirror for some readers and a window for others."
– Rudine Sims Bishop and Ginny Moore Kruse
Best Book
The award process is indeed worthy of further investigation as a learning, teaching and
artistic exercise. The Metro prize process, in conjunction with other projects and course
materials, helped me define the components that combine to make a Best Book for teens.
The hallmark of a great teen read is its metacognitive effect – its ability to prompt
thinking about thinking and to incite insight. Great adolescent literature provides young readers
with a framework for addressing the central question of the adolescent developmental stage:
Who Am I? (Who am I . . . as a human being? in relationships? as a member of society? as a
being in the Universe?) Along with being a period of questioning, adolescence is a time of
questing. Books present a vicarious route to experiencing the world. A quote attributed to Rudine
Sims Bishop and Ginny Moore Kruse, located during my blog design process, further clarified
my contention that along with being metacognitive, quality YAL exhibits cultural competence –
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here defined as transcultural and communicative of cross-cultural perspectives. Bishop and
Kruse speak of books as mirrors or windows that provide either a new worldview – or a new
view of the world.
In thinking through the idea of literature intended specifically for young adults – along
with the accelerated brain growth and cognitive development of adolescence – I am struck by the
enormous empowerment potential inherent in a quality work of young adult literature. As for the
technical components of a work of YAL I submit my easy to remember, framing device:
To qualify as having literary merit a work of YAL must be:
Pertinent
 Convey something relevant to the lives of young adults
 Authentic, socially conscious and culturally competent
Purposeful
 Examine a new question or an enduring truth
 Activate metacognition
Powerful
 Innovative, unique, or distinct in some way
 Well-crafted, aesthetically pleasing, fully realized work of art
Persuasive
 Stir the senses and arouse the spirit
 Emotionally convincing and morally satisfying
Additionally, YAL must be assessed against its intended readers’ real world concerns. A
quality work of YAL should (1) validate the perspectives, (2) support the priorities, and (3)
promote the personal passions of young people.
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we're anything brighter than even the sun
(we're everything greater
than books
might mean)
we're everanything more than believe
(with a spin
leap
alive we're alive)
we're wonderful one times one
– E.E. Cummings
Reflections and Windows of Opportunity
It may be inappropriate for a student to delve too deeply into personal connections in the
classroom. However, as a professor you grappled with your own personal epiphanies and private
experiences during this course – and felt your way through the appropriateness of introducing
private events and emotions into the public discussion. Your post was beautiful. I cried to see
such words. I hesitate to say much more on this, but I did a great deal of thinking on what was
said. I am grateful for your sharing. What moves it back into the realm of education – is the
fundamental idea that each of us has a story.
I started the term with a philosophical frame of adolescent literature as measured by its
metacognitive potential. Research led me to the conceptual image of teen books as mirrors or
windows that provide a corridor to new perspectives and approaches. Here at the close of the
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term, I add to this image the shifting, motion picture of the reader’s disposition. I was able to
conceptualize this third dimension from your post. (This is not meant to speak to the particulars
of what you were personally dealing with, but rather to the larger issues presented that have to do
with personal responsibility, chance “windows of opportunity,” and dreams.) Along with being a
metacognitive tool and a cultural bridge, a quality work of YAL must present a useful strategy
framework. Beyond words shown on a page and words seen on a page is the reader’s evershifting cultural talent, emotional receptivity and personal investment level – the reader’s read-iness – either through willful intent or an emotional need to perceive. The shape of this moving
picture presents the miraculous and seemingly random moment when there is a perfect
alignment: the right book . . . for the right person . . . at the right time.
Joyous reflection on the learning targets, topics and themes of this course will continue,
but this reflective summary ends with recognition that to be effective, an approach to YAL must
be a multi-faceted, multicultural study of multi-literacies centered on relevance to the adolescent
perspective. Among the many lessons I take away from this course, I move forward with the
understanding that literature can directly address the developmental tasks as well as the
awkwardness, insecurity and vulnerability of adolescence – and that YAL can be an empowering
tool for young people in their quest for self-realization.