Apprenticing Towards Deeper Learning in the ELA Classroom: Using Young Adult Literature to Support Students' Mastery, Identity, and Creativity.

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Title:	Apprenticing Towards Deeper Learning in the ELA Classroom: Using Young Adult Literature to Support Students' Mastery, Identity, and Creativity.
Authors:	Kershen, Julianna¹ jkershen@ou.edu, Price, Kacy M.² kacy.m.price@ou.edu, Wimp, Nynke¹ alexandria.n.wimp-1@ou.edu, Jackson, Evie¹ Evelyn.L.Jackson-1@ou.edu
Source:	Virginia English Journal. Spring2026, Vol. 74 Issue 1, preceding p1-13. 15p.
Subject Terms:	Young adult literature, Mastery learning, Project method in teaching, Literacy, Creative ability, Holistic education, Self-perception, Group problem solving
Abstract:	This practitioner focused article highlights the perspectives of pre-service teachers and undergraduate researchers investigating the kinds of learning interactions and instructional decisions that result in deeper learning outcomes for high school students. Deeper learning outcomes are often described as 21st century skills, including mastery learning, support of holistic and scholarly student identities, and the ability to engage collaboratively with critical and creative problem-solving skills. The authors suggest a series of young adult literature texts that can serve as springboards into project-based learning opportunities that provide authentic and real world-connected activities, iterative cycles of learning, peerpeer collaboration, and in-depth disciplinary learning. Two texts serve as detailed exemplars for the suggested pedagogies leading to deeper learning outcomes. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This practitioner focused article highlights the perspectives of pre-service teachers and undergraduate researchers investigating the kinds of learning interactions and instructional decisions that result in deeper learning outcomes for high school students. Deeper learning outcomes are often described as 21st century skills, including mastery learning, support of holistic and scholarly student identities, and the ability to engage collaboratively with critical and creative problem-solving skills. The authors suggest a series of young adult literature texts that can serve as springboards into project-based learning opportunities that provide authentic and real world-connected activities, iterative cycles of learning, peerpeer collaboration, and in-depth disciplinary learning. Two texts serve as detailed exemplars for the suggested pedagogies leading to deeper learning outcomes. [ABSTRACT FROM AUTHOR]
ISSN:	0504426X