Adolescents and their fiction: A content analysis of the most circulated titles in grades six through eight in eleven selected Texas schools

When studying teacher/student book clubs in New York City middle schools, Marshall George (2008) recently discovered teachers and students responded differently to Newbery Award winning novels. Teachers evaluated characterization, writing style, and theme, a literary analysis of the work, while students focused on the authenticity of character behaviors, an analysis of their personal connection to the protagonist who mirrored their maturational development.;The purpose of this study was to describe the intersection of Havighurst's Adolescent Task development and the characteristics of the most circulated twenty five fiction titles in eleven selected Texas middle school libraries in grades six through eight. Twenty five novels with the highest percentage of overall circulation were identified for this content analysis. First, this study described the bibliographic characteristics of the twenty five most circulated novels. Secondly, this study examined which of Havighurst's Adolescent Developmental Tasks occurred most frequently within the narrative structures of these novels. Finally, the researcher analyzed the protagonist's actions, dialogue, internal thoughts, and reputation within the plot to determine in what way the protagonist's development was related to Adolescent Tasks within the narrative structure.;The analysis revealed three distinct types of middle school novels with characteristics appealing to specific reading audiences. Linearly developed protagonists in series books narrowly focused on two distinct Adolescent Tasks, achieving independence from parents and understanding changing family roles. Sets of sequels provided enough predictability to support comprehension but developed complex characters that matured while interacting with all of the Adolescent Tasks. The character development in sequels proceeded from a conflict Task that was further developed in the rising action. Stand alone novels presented the most complex character development connected to all Adolescent Tasks because these characters developed abstractly from conflict to resolution. Each type of middle school novel required different maturational expectations from the middle school readers who bring their own experiences to the text.;The results from this study will empower adults with new knowledge of what characteristics adolescents are looking for in their literature and make the connection between adolescent development and what qualities they seek in the literature they select from their school libraries. Most importantly, the conclusions from this study will help educators, librarians, and parents bridge the gap between what adults perceive as excellence in adolescent literature, and what adolescents select for their own reading.