July 12, 2019
Thanks to Laken Brooks, a 2019 Harrison Middleton University Fellow in Ideas recipient, for today's post.
Melissa Hart’s Better With Books is a crash-course in diverse young adult literature. The book suggests preteen and teen reading lists in the following categories: adoption and foster care, body image, immigration, learning challenges, LGBTQ+ youth, mental health, environmentalism, physical disability, poverty and homelessness, race and ethnicity, and spirituality. Hart debuts Better With Books in a time of increasing sociopolitical tension and growing diversity; however, she effectively references contemporary issues like immigration policies to argue that reading - now more than ever - is a vital tool to grow a new generation of empathetic and civic-minded people.
Hart relies on breadth rather than depth to introduce her audience to as many books about as many marginalized identities and experiences as possible. This scope succeeds because Hart writes to a friendly audience of fellow educators and caregivers. From the foreword written by Sharon M. Draper, a National Teacher of the Year recipient, to her own introductory comments on social issues in the classroom, Hart establishes this book as a necessary reference for any teacher. Therefore, she spends little time making the case that books do actually promote empathy in young readers. After all, her intended audience of educators supposedly agree that diverse representation in literature is a foundation for civic values. Hart does argue, though, that diverse literature has transformational, measurable change on individual students.
While Hart’s book operates as a guide of suggested reading lists and book summaries, the most fulfilling sections are the chapter introductions. She frames every chapter with stories about how one book has changed a child’s life. Hart deftly expands the lens in each chapter from an individual -- an immigrant, the mother of a transgender daughter, and Hart’s own child -- to a larger population. For example, in Chapter 1, Hart describes Lyda, a preteen who lived in foster care. After reading Steve Pemberton’s memoir A Chance in the World, something shifts in Lyda’s life. Now a college honors student, Lyda says, “literature can help … It pushes you to feel for characters and makes you want to do something about the issues they’re facing” (3). Hart then zooms from Lyda to the following: “At any given time, 438,000 US kids live in foster care” (3). Upon closer investigation, a reader may recognize rhetorical flaws in these large jumps from individual students to entire populations. While no one student’s experience can represent a marginalized group, Hart does effectively hook readers by demonstrating how books have changed one person’s life. The not-too-subtle suggestion, then, is that a book can also change numerous more lives. As per the back cover, “Through the power of reading, kids can find comfort and perspective,” but adults should curate these books to “find a way into meaningful conversations with their tweens and teens.”
Hart does not necessarily imply that all students will engage with books in the same way, but she does use literacy as the thread through which she invites readers to imagine a better future. After citing the 438,000 children in foster care, Hart ends her introduction by returning to Lyda being adopted. She describes a photo in which Lyda poses with her parents at a baseball game: “In the photo, they look joyful … intimate. They look like a family” (9). On the next page, the reader sees a stock list of book summaries and suggestions. While the transition to the reading list may seem abrupt, this tension highlights Hart’s intention. She pushes the reader to make the connection back to their own classroom, encouraging educators to fill in the gap between Lyda’s story and their students. While teachers cannot possibly ensure that every child is adopted or has a happy ending, Hart emphasizes the readers’ responsibility to help other children feel acknowledged and validated by reading books about people like themselves.
While Hart thoughtfully and soulfully connects individual people to life-changing texts, her text could benefit from precision. For example, Hart lists preteen and teenage options without describing how she is labeling the texts as such: reading level, maturity of content, states curriculum guides, or other metrics? Additionally, Hart could preface her introduction with a note on how she avoided books that tokenize diverse groups. For example, in the section on physical disability, Hart could have clearly noted which books were actually designed for readers with disabilities: books with multimodal components and Braille translations. Furthermore, a brief conclusion would provide more cohesion to the text and a final call to action for the reader.
Better With Books is much needed as a down-to-earth reading guide that connects educators and parents with books about diversity. Hart writes with an easy-to-navigate format, an accessible tone, and a clear conscious.
Hart, Melissa. Better With Books. Sasquatch Books, 2019, Print.
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