well. Students learning literature through participation in a literature circle, “…come together to build
conversational skills for talking about texts in enlightening, personal, and thoughtful ways” (Brabham &
Villaume, 2000, p. 278). The literature circle is an instructional design that readily lends itself to
incorporating student choice and can be used to teach a variety of content. “With literature circles,
students are able to make several of their own decisions, which is motivating to many reluctant readers and
gives students a feeling of control over a part of their learning” (Burns, 1998, p. 124). The power of choice
as a motivator is well documented and is critical to any approach to increasing adolescent literacy in
schools (Pitcher, 2007). As students become motivated, they have increased belief in themselves as readers
and are more “likely to exhibit a willingness to engage in reading” (Vacca & Vacca, 2008, p. 187). Once
engaged by the opportunity for choice, success in the classroom increases, for as Routman (2003) says,
“When our instruction increases student engagement, student achievement increases” (p. 52).
Teacher Resources for Current Adolescent Literature
Commensurate with providing adolescents opportunity to choose literature is being aware of the
kinds of literature that appeals to teen readers. There are a number of good resources that, in addition to
asking adolescents themselves, provide relevant titles and lists. The Missouri Association of School
Librarians (MASL) releases its members’ picks of the year’s best literature for adolescent readers late
Febr X\