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

Authors

• Julianna Kershen, University of Oklahoma Norman CampusFollow
• Kacy M. Price, University of OklahomaFollow
• Nynke Wimp, University of Oklahoma Norman campusFollow
• Evie Jackson, University of Oklahoma Norman campusFollow
• Kaitlin Rogers, University of Oklahoma Norman CampusFollow

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 21^st 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, peer-peer collaboration, and in-depth disciplinary learning. Two texts serve as detailed exemplars for the suggested pedagogies leading to deeper learning outcomes.

Author Biography

Julianna Lopez Kershen is an Assistant Professor of English language arts Education at the University of Oklahoma. Kershen serves as Co-Chair for the National Council of Teachers of English ELATE Poetry Commission and on the Executive Board for the Oklahoma State Affiliate NCTE organization. Kershen earned her Ed.D. in Education Leadership, Policy, and Instructional Practice from Harvard University. Her research focuses on teacher development, literacy and English language arts education, and classroom learning opportunities. She is an AERA-AIR Study of Deeper Learning Fellow and has published articles in Children’s Literature in Education, The ALAN Review, and The English Journal. She is proud to work with a dynamic undergraduate research team and a terrific graduate research assistant.

Kacy M. Price is a graduate student at the University of Oklahoma working towards as a Master's in English language arts education curriculum and instruction. She is a graduate research assistant for the Deeper learning research team.

Nynke Wimp and Evie Jackson are undergraduate students at the University of Oklahoma seeking degrees in English language arts education with certification. Both Nynke and Evie has worked as undergraduate researchers on the Deeper Learning research team.

Katy Rogers is an undergraduate student studying biology and pre-medicine. Katy joined the Deeper Learning research team to learn more about classroom pedagogies so as to inform her interest in medical education and the training of reflection, empathic health care professionals.

Recommended Citation

Kershen, Julianna; Price, Kacy M.; Wimp, Nynke; Jackson, Evie; and Rogers, Kaitlin (2026) "Apprenticing Towards Deeper Learning in the ELA Classroom: Using Young Adult Literature to Support Students’ Mastery, Identity, and Creativity," Virginia English Journal: Vol. 74: Iss. 1, Article 2.
Available at: https://digitalcommons.bridgewater.edu/vej/vol74/iss1/2