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Better than a boring textbook: Studying Development Through Middle-Grade Literature.

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Title: Better than a boring textbook: Studying Development Through Middle-Grade Literature.
Authors: Sackreiter, Heidi A.1 heidi.sackreiter@sdstate.edu
Source: International Journal for the Scholarship of Teaching & Learning. May2026, Vol. 20 Issue 1, p1-18. 18p.
Subject Terms: *Adolescent development, *Children's literature, *Experiential learning, *Student engagement, *Higher education, *Intellectual development, *Teaching methods, Cross-cultural differences
Abstract: College students are sometimes reluctant to read textbooks but still must study the necessary course content. Experiential learning opportunities embedded into courses support development of skills required for future occupations and more engaged learning. This Scholarship of Teaching and Learning (SoTL) project examined students’ perceptions of reading middle-grade novels rather than a traditional textbook within an Adolescent Development course at a public institution in the United States. Questionnaire data demonstrated a favorable response to studying middle-grade novels with nearly all participants stating the middle-grade reading was an enjoyable and refreshing task. Analysis of written comments reflected that middle-grade books also allowed college students a useful experience to see themselves as teachers while exploring implications of physical and intellectual development, as well as cultural differences, relationships, and other circumstances experienced by adolescents. Reading middle-grade books also gave future teachers experience with and a renewed joy of books intended for younger audiences. [ABSTRACT FROM AUTHOR]
Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Better than a boring textbook: Studying Development Through Middle-Grade Literature.
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  Data: <searchLink fieldCode="AR" term="%22Sackreiter%2C+Heidi+A%2E%22">Sackreiter, Heidi A.</searchLink><relatesTo>1</relatesTo><i> heidi.sackreiter@sdstate.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+for+the+Scholarship+of+Teaching+%26+Learning%22">International Journal for the Scholarship of Teaching & Learning</searchLink>. May2026, Vol. 20 Issue 1, p1-18. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Adolescent+development%22">Adolescent development</searchLink><br />*<searchLink fieldCode="DE" term="%22Children's+literature%22">Children's literature</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+development%22">Intellectual development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Cross-cultural+differences%22">Cross-cultural differences</searchLink>
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  Label: Abstract
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  Data: College students are sometimes reluctant to read textbooks but still must study the necessary course content. Experiential learning opportunities embedded into courses support development of skills required for future occupations and more engaged learning. This Scholarship of Teaching and Learning (SoTL) project examined students’ perceptions of reading middle-grade novels rather than a traditional textbook within an Adolescent Development course at a public institution in the United States. Questionnaire data demonstrated a favorable response to studying middle-grade novels with nearly all participants stating the middle-grade reading was an enjoyable and refreshing task. Analysis of written comments reflected that middle-grade books also allowed college students a useful experience to see themselves as teachers while exploring implications of physical and intellectual development, as well as cultural differences, relationships, and other circumstances experienced by adolescents. Reading middle-grade books also gave future teachers experience with and a renewed joy of books intended for younger audiences. [ABSTRACT FROM AUTHOR]
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  Group: Ab
  Data: <i>Copyright of International Journal for the Scholarship of Teaching & Learning is the property of Georgia Southern University and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.20429/ijsotl.2026.200106
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        Text: English
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              Text: May2026
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