“You Gotta BE the Book”
by Jeffrey D. Wilhelm
Reviewed by Dara M. Fiss
“You Gotta BE the Book” (yes, the title is in quotes on the book) has become my
bible and saving grace. During a time in my career when I have been questioning my
ability to be an effective Language Arts teacher, along comes a book that appears as if
it were written for me. Wilhelm is a veteran teacher of over 13 years, as well as a
college professor at the University of Maine, has been involved in literacy projects, and
teaches summer institutes in literacy and technology (Wilhelm, 1997). He has
answered the questions many of us “newbies” have. The book not only addresses the
questions of how to become more effective, but also is loaded with new ideas, as well
as reminders of how we can tweak traditional activities to impact our students’
experience with literature.
Wilhelm reacts to the notion that students ought to be taught based on a
preconceived “agenda” regardless of the outcome. “A colleague of mine once told me
that ‘we have to teach Shakespeare or the kids will never read him’…My response to
him was, ‘Do we want to stuff Shakespeare down their throats like castor oil, or do we
ant to develop readers who love story and language and will want to read and go to
Shakespearean plays in the future?’” (p. 145). This was a very powerful statement
because it echoes what I personally (and professionally) want to achieve as a teacher. I
have been struggling with ways to create this love of literature and writing. This book
does just that.
“You Gotta BE the Book” takes a look at the old theories of reading instruction
and urges teachers to look at reading as receiving the meaning in texts, in conjunction
with bringing meaning from one’s own experiences (p. 16) That is, teachers need to
help students make a connection to what they are reading in order to create an interest
in it.
Wilhelm provides a look at his own teaching career and how is thinking and
practice of teaching have evolved from more traditional philosophies to one that has
helped him reach countless youth and created a love of reading and literature. As
mentioned earlier, I was able to identify with so much with his own career (the earlier
years) because I have been struggling to find a balance between what is expected in
terms of curriculum, and what I feel would make literature more meaningful for my
students.
Full chapters and appendices are dedicated to providing teachers with so many
methods on how to bring literature to life. For example, there is a full chapter on
bringing drama to literature, “Using Drama to Extend the Reader.” Real student
examples are provided to illustrate the impact the use of drama in Wilhelm’s classes
have had on struggling and non-readers, as well active readers. The students
discussed in this chapter began, through the dramas, to rethink he nature and
possibilities of reading. (p. 87) The drama allows the students to “participate in the
imaginary worlds whose creation is stimulated and guided by the text.” (p. 88) What
better way to engage your students than to actually bring them into the world of the
story they are reading?
The book is rich with ideas of how to help teachers help students “live” what they
are reading. It includes thought-provoking ideas that promote teachers to reflect on
what their idea of literature is. What constitutes literature? Can “traditional” ideas of
literature be broadened to include picture books, comic books, and magazines? For
me, the answer is YES! After reading this book, definitely yes! Why shove Shakespeare
down the throats of reluctant readers before they have developed a love for the themes
of Shakespeare? There are so many ways to introduce this using alternative literature
pieces first. Compare and contrast is a wonderful skill in this regard. Prior to reading
“You Gotta BE…” I would have second-guessed this notion.
Still unsure of how to broaden your horizons of teaching reading, especially
teaching literature? Questions, upon questions, upon questions are answered. This is
not a lengthy book, but there is a chapter dedicated to alternate activities to do with
students such as visualization. The importance of helping students SEE what they are
reading is just as key to making it meaningful. Once upon a time I would have thought
that it would be silly to encourage students to read illustrated books at the middle school
level. But, when you read the impact this has had on Wilhelm’s students, and truly
reflect on the actual result it could have – why not? Why not make an impact on that
struggling reader. One genre can lead to the next. In middle school, a time of
confusion personally in our students’ lives, these types of “baby steps” might just be the
key to cracking the code.
Finally, immediately after purchasing this book I flipped through it and noticed the
appendix. While reading this book, I found myself constantly turning to this appendix
and utilizing many of the ideas from the “Questions and Activities for the Ten
Dimensions of Reader Response” appendix. If nothing else, this section is an
invaluable tool to creating an engaging classroom environment that fosters not only an
understanding, but, possibly an enjoyment of literature by the students.
I have to admit that given a list of books to review it was difficult to decide on
which one. I haphazardly chose “You Gotta BE the book” based on its description and
possible usefulness to me. I was pleasantly surprised and now am eternally grateful
because it has become my companion for lesson planning.
Wilhelm, Jeffrey D. (1997) “You Gotta BE the Book”: Teaching Engaged and
Reflective Reading with Adolescents. New York: Teachers College Press.