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The rising popularity of verse novels for younger readers cannot be denied. In Australia over the past two decades, verse novels have experienced a renaissance, with publications on the rise and respect for this literary form depicted in the prominence of verse novels receiving major children's literature awards (Brenna et al., 2017, p. 29; Holland-Batt, 2013, p. 41). Verse novels for younger readers cover a wide variety of themes which lend themselves easily to potential applications in classrooms across the curriculum. The inclusion of verse novels for younger readers would enrich the diversity of literature in any school library collection.
The rising popularity of verse novels for younger readers cannot be denied. In Australia over the past two decades, verse novels have experienced a renaissance, with publications on the rise and respect for this literary form depicted in the prominence of verse novels receiving major children's literature awards (Brenna et al., 2017, p. 29; Holland-Batt, 2013, p. 41). Verse novels for younger readers cover a wide variety of themes which lend themselves easily to potential applications in classrooms across the curriculum. The inclusion of verse novels for younger readers would enrich the diversity of literature in any school library collection.
Verse novels seamlessly combine the music and imagery of poetry with the character development and story structure of a novel (McDonald, 2013, p. 56; Pereira, 2012). Verse novels are not a new phenomenon, with examples dating back to the 1700s, however, contemporary verse novels have been rising in popularity since the 1990s (Abate, 2018, p.v; Addison, 2009, p. 540). Their ability to enter mainstream fiction is a reflection of textural conventions, a strong narrative voice and free verse lyrical poetry making them appealing and relatable to younger readers. Recent trends are reflected in this format including the increasing influence of visual culture, multiple narrators and rise in relatable realistic fiction with strong social awareness themes.
Verse novels for younger readers take full advantage of text conventions making them more readable. This may include headings, strategic use of font and stanzas and additional information to support comprehension (Brenna et al., 2017, p. 23). Contemporary society has a strong visual culture, where images are central to daily experiences and interactions. This increasing influence of visual culture to express meaning has shaped trends in literature for younger readers (Short, 2018, p. 287). Verse novels use vivid imagery to express meaning through the graphic placement of words on the page (Raybuck, 2015). As evident in the following except from Herrick's humorous Zoe, Max and the Bicycle Bus (2020, p. 113).
Ms Dillon leads the bicycle bus
with her shiny red bike
and she calls for us
to
stay
in
single
file,
nottooclosetogther,
not too far apart.
In multi-voice verse novels, such as Harry's (2019) The little wave, clarity is enhanced with headings for each poem, titled with the name of the character speaking, and an icon representing their interests, such as a skateboard for Noah or dragonfly for Lottie. Dialogue conventions are employed in the single voice novels Sister Heart (Morgan, 2016) and Other words for home (Warga, 2019), both applying italics to signify dialogue from another character.
There is a strong trend, in verse novels for younger readers, for first-person present tense narratives, whether it be singular or multi-voice (Brenna et al., 2017, p. 29; Howard, 2018, p. 218). These firstperson narrators speak their thoughts in a real-life, up-close manner, providing readers with strong age-appropriate narrative voices, creating an illusion of letting the young speak for themselves (Alexander, 2005, p. 272; Pollnitz, 2004, p. 235). Various techniques establish the protagonist's voice, including slang, figurative language, ageappropriate vocabulary, words in languages other than English, appropriate language use from various time periods and poem titles (Cullings, 2015, pp. 86-87, 107). Sister Heart (Morgan, 2016) and Other words for home (Warga, 2019) both use italics to indicate words from other languages, and additional information is provided by Warga in a glossary of Arabic words at the end of the book. In Bindi (Saunders, 2020), Gundungurra words are skilfully and purposefully incorporated ensuring young readers understand their meaning, promoting learning of Language.
Verse novels often feature texts narrated by multiple characters. Zoe, Max and the bicycle bus by Steven Herrick (2020) and The little wave by Pip Henry (2019) are both multi-voiced verse novels for younger readers. This reflects a wider trend in children's literature and society, exploring multiple perspectives on important issues. In these novels, the multi-voiced cast provides a full account of the context, connecting to the story from multiple perspectives (Cadden, 2011, p. 22; Cullings, 2015, p. 108).
The poetic devices used in verse novels adds to their appeal. The predominance of free verse, lyrical poetry in verse novels for this age group creates different kind of reading experience that resonates emotionally through relatable feelings and real-life experiences (Addison, 2009, p. 541; Cadden, 2011, p. 22). These carefully constructed texts contain no unnecessary words enabling them to have a wide reading range and appeal to struggling and proficient readers alike (Cullings, 2015, p. 21; Raybuck, 2015). Free verse novels are a concise form of storytelling, utilising specific vocabulary and imagery to support setting and character development as seen in Bindi (Saunders, 2020, p. 9):
Mum/Rosie
is warm butter sliding down toast:
she melts people
with her kindness.
This fast paced and visually engaging format reflects the pulse of modern life, as younger readers seek out literature to mirror the dramatic, tightly packed world they live in (Cullings, 2015, p. 22; Shahan, 2009, p. 34). Verse novels are often criticised for failing to be completely satisfying as a novel or as poetry. However, verse novels of high quality, balance engaging plots with quickpaced impressionistic language and structure, to successfully create a genre of their own (HollandBatt, 2013, p. 41).
Many authors utilise the freedom and flexibility in the verse novel form to address challenging issues and themes in meaningful and creative ways (Cullings, 2015, p. 15). There has been an increase in verse novels published with strong social awareness issues, reflecting a trend on social awareness throughout society. This trend is also reflected throughout children's literature, with an increase in realistic fiction, historical fiction and books on refugees and immigration experiences (Brenna et al., 2017, p. 28; Short, 2018, p. 287).
This move towards realistic fiction and social awareness issues in verse novels for younger readers is made relatable by utilising protagonists the same age as the intended audience (Howard, 2018, p. 218; Wallace, 2019). This trend is reflected in other dominant themes in verse novels including compelling stories about tragedy, love, friendship, loss and belonging which resonate with younger readers. These themes take advantage of the formats ability to focus on emotion, rather than action (Cullings, 2015, p. 15).
The popularity of verse novels encourages consideration of potential applications across the curriculum and value in the school library collection. With an increase in verse novels published with strong social awareness issues, younger readers have opportunities to share in the mental and emotional journeys of the protagonist (Abate, 2018, vi; Brenna et al., 2017, p. 28). Settings invoking social consciousness provide opportunities for teachers to foster empathy, generate compassion and address trauma (Abate, 2018, p.vi; Michaels, 2003, p. 41).
This format provides opportunities for multiple themes to be explored in one text. Each of the texts selected deal with a combination of important themes, such as immigration, stolen generation, sustainability, action, bullying, grief, friendship and family. In The little wave (Harry, 2019), a contemporary realistic fiction (CRF) novel, themes of friendship, grief, bullying, courage and acceptance are explored through the first-person perspectives of three students, Noah, Jack and Lottie. The advantage of presenting such themes in this format is the ability to connect the personal thoughts and feelings, within short chapters with a few phrases per line, increasing accessibility for struggling and reluctant readers.
Humour is a popular genre in verse novels for younger readers. Humour allows readers the opportunity to laugh at characters they find familiar whilst exploring serious issues to great effect (McDonald, 2013, p. 156). In Zoe, Max and the bicycle bus (2020), Herrick uses humour to provide an uplifting and funny narrative whilst seamlessly weaving in stories of loss, finding yourself, the environment and action, giving younger readers agency to change the future.
what I see
isn't two children breaking the law.
It's the future fixing itself.
(Herrick, 2020, p. 197)
Verse novels are strong choices for reading aloud, providing a rich and versatile classroom resource (Brenna et al., 2017, p. 24). Read aloud texts provide an excellent strategy to expand students' vocabulary, background knowledge and connect to the curriculum (Trelease, 2006, p. 4; Wu & Samuels, 2004). Reading the indigenous text Bindi (Saunders, 2020), alongside a year 5 unit on bushfires, fosters greater understanding of the impact of bushfires on Australian communities and the need to connect and care for the land. Whilst reading the multicultural text Other words for home (Warga, 2019) alongside a year 6 unit on immigration may provoke discussions, deeper understanding and empathy on the topic.
The texts explored in this article cover a range of cross-curriculum priorities, general capabilities, and themes suitable to meet the needs of specific events. These texts have the ability to provide a powerful and accessible format for exploring these concepts and discussing challenging topics across the curriculum (Abate, 2018, p.vi; Creely, 2018, p. 68).
Verse novels are also an exceptional format for connecting readers with history and providing vicarious experiences. This format cuts away unnecessary language, broadening readers perspectives, and understandings (Cullings, 2015, p. 98). Sister Heart (Morgan, 2016) is an indigenous historical fiction verse novel which uses a first-person single narrative to explore the confronting, emotional and personal experiences of the stolen generation. Historical fiction in this form encourages space for further inquiry, providing agency for younger readers to form their own opinions about the past and present issues (Rebellino, 2018, p. 176). In regard to Sister Heart, students would be encouraged to discuss how this aspect of Australia's history impacts on the present.
Government don't like our family
Don't like Annie's family
Or Nancy's
That's why they took us
To make us forget our families
To make us forget our country
To make us what they want.
(Morgan, 2016, Ch3)
Creating and managing a fiction collection that is responsive to the curriculum and of great value to the school is an important role for the TL. To ensure verse novels are responsive to the curriculum, the TL should collaborate with staff to select quality resources, plan and implement effective programs, promote and advocate the formats strengths and potential uses, and evaluate the texts effectiveness. When selecting resources, it is important to consider why the books should be included, ensuring resources support the curriculum, meet the needs of the students, and include diverse perspectives.
Selecting resources that support the curriculum requires the TL to have a firm understanding of the curriculum as a whole (Australian Institute for Teaching and School Leadership, [AITSL], 2011, p. 12). When selecting, it is important to establish whether a text has merit and is accurate and authentic. The TL should seek verse novels with content and themes correlating to the curriculum, with believable and relatable characters and compelling plots. Positive evaluations in reviewing publications and literary award recipients are helpful places to start when establishing literary merit (Hartsfield & Kimmel, 2020, p. 424). It is also important to establish the accuracy and authenticity of resources.
Working collaboratively with colleagues, it is the TL's role to weave fiction into the curriculum when planning and implementing effective teaching and learning programs using a variety of strategies (AITSL, 2011, p. 14; Australian Library and Information Society [ALIA], 2016). For example, verse novels, such as Bindi (Saunders, 2020), can be read aloud alongside a unit of work, building background knowledge, vocabulary, and empathy. During these sessions, discussion should be promoted, allowing room for students to make connections or pose
questions (Barone, 2010, p. 28; Manning, 2005, p. 81).
Texts such as Zoe, Max and the bicycle bus (Herrick, 2020) are effective choices for class novel studies, promoting deeper thinking and discussion on social awareness issues from multiple perspectives, such as sustainability and action. Whereas The little wave (Harry, 2019) would be an ideal resource to support a focus on relationships. Historical fiction verse novels such as Sister Heart (Morgan, 2016) and multicultural fiction such as Other words for home (Warga, 2019) would provide insight in guided inquiry and research tasks. The TL should use expertise to guide teachers in their application of resources during planning and guide students to suitable texts to promote deeper understanding in their learning.
The TL should utilise verse novels, alongside other resources, during library lessons, assemblies or in activities to promote key events to the wider school community. For example, Other words for home, (Warga, 2019) would be appropriate in the lead up to Harmony Day and other multicultural events. Sister Heart (Morgan, 2016) and Bindi (Saunders, 2020) would be appropriate for Reconciliation Week and Zoe, Max and the bicycle bus (Herrick, 2020) could support Sustainable School's projects.
When selecting books for school libraries, it is important to consider if the resource will appeal to students and meet their needs. To achieve this, the TL would need to have a solid understanding of the students in their community and how they learn (AITSL, 2011, p. 10). Matching texts to student needs and interests is an essential skill for TLs, requiring a firm understanding of the different formats and genres available. Verse novels are available in a range of genres and themes, have a wide reading age and incorporate strong visual imagery, supporting a range of student needs.
It is a responsibility of the TL to ensure the literature we add to our collection is culturally diverse, promoting an inclusive learning environment (AITSL, 2011, p. 16). Literature should be inclusive of race, ethnicity, language, physical and mental disabilities, genders, socio-economic differences, family structures and religion (Boyd et al., 2014, p. 379). Verse novels are ideal for this due to their first-person narrative and lyrical style, drawing the reader into the life of the protagonist, transporting them into other cultures, family situations and backgrounds.
When advocating verse novels with colleagues, the TL should highlight the formats short chapters and phrases, concise language, first-person narration and use of visual imagery. Promoting the wide variety of genres, including historical fiction, humour, CRF, multicultural and indigenous literature and their applications for teaching and learning would be instrumental. By promoting the key issues related to verse novels and the formats value as a curriculum resource, teachers become aware of the format's diverse uses across the curriculum. Informed teachers improve practice and maximise implementation of quality resources.
Working in consultation with colleagues to evaluate students learning related to the use of literature, ensures the collection is responsive to the needs of the curriculum (AITSL, 2011, p. 18). In practice, the TL in consultation with colleagues, may assess how a verse novel, read alongside a unit of work, built content-based vocabulary, constructed background knowledge relevant to the topic, and developed a deeper understanding through discussions of the text.
Annotated Bibliography of Verse Novels discussed in this article
Harry, P. (2019). The little wave. University of Queensland Press.
This contemporary realistic fiction novel focuses on three main characters, Jack, Lottie and Noah as they discover the importance of true friendship. The story is woven around the narrative of a Manly school, fundraising to bring a class of Year 5 students from the country for a beach visit. Each character faces their own struggles. Noah is dealing with a best friend who bullies him, Lottie is facing the loss of her mother, the mental health of her father and acceptance of peers. Whist Jack is struggling to care for his sister with an alcoholic mother and financial stress. Ages 8+
Herrick, S. (2020). Zoe, Max and the bicycle bus. University of Queensland Press.
This humorous contemporary realistic mulitverse fiction novel is about a Year 5 class who, with the help of their teacher, ride to school together in a bicycle bus. However, there is a narrow stretch along Fisher Road, where cars race by with little regard for bikes. The novel highlights environmental issues and how positive change can be enacted through simple actions, providing younger readers with agency to fix the future. Ages 8+
Morgan, S. (2016). Sister Heart. Fremantle Press. This indigenous historical fiction verse novel is a personal and approachable tale that shares some of the feelings and experiences of the stolen generation. Told from the child's perspective, a young First Nations girl is taken from her home and sent to an institution far away. The novel affirms the strength of family and friendship. Ages 9+
Saunders, K. (2020). Bindi. Magabala Books.
This indigenous contemporary realistic fiction verse novel is an illustrated tale told from the perspective of 11-year-old girl Bindi living on Gundungurra country. Bindi and her friends are confronted with the impact of drought and bushfires on their community. It showcases adventures with friends and lessons from the Elders in the community whilst exploring issues of climate, bushfires and healing with a strong emphasis on being custodians and caring for Country and culture. Ages 8+
Warga, J. (2019). Other words for home. HarperCollins Publishers.
This multicultural verse novel follows the tale of Jude, a Syrian refugee, who travels with her pregnant mother to start a new life in America. It is told in six sections showcasing Jude's flight to America and adjustment in her new country: Changing, Arriving, Staying, Hoping, Growing and Living. It explores issues of culture and identity, prejudice, friendship and belonging. Ages 10+
References
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Addison, C. (2009). The verse novel as a genre: Contradiction or hybrid? Style, 43(4), 539-562.
Alexander, J. (2005). The verse-novel: A new genre. Children's Literature in Education, 36(3), 269283. http://doi.org/10.1007/s10583-0055974-z
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. https://www.aitsl. edu.au/docs/default-source/national-policyframework/australian-professional-standardsfor-teachers.pdf?sfvrsn=5800f33c 74
Australian Library and Information Association. (2016). ALIA-ASLA statement on teacher librarians in Australia. https://alia.org.au/ about-alia/policies-standards-and-guidelines/ alia-asla-statement-teacher-librarians-australia
Barone, D. M. (2010). Children's literature in the classroom: Engaging lifelong readers. Guilford Press.
Brenna, B. A., Liu, Y., & Sun, S. (2017). Contemporary Canadian verse-novels for young people: Calling for classroom research on an increasingly popular literary form. Language and Literacy, 19(4), 23-38. http://doi. org/10.20360/G2JD5G
Cadden, M. (2011). The verse novel and the question of genre. ALAN, 39(1), 21-27. https://doi. org/10.21061/alan.v39i1.a.3
Creely, E. (2018). What's poetry got to do with it? The importance of poetry for enhancing literacy and fostering student engagement. Literacy Learning: The Middle Years, 26(3), 64-70.
Cullings, E. (2015). The emerging genre of novels in verse (Doctoral dissertation). ProQuest Dissertations Publishing.
Hartsfield, D. E., and Kimmel, S. E. (2020). Supporting the right to read: Principles for selecting children's books. The Reading Teacher, 74(4), 419-427. https://doi.org/10.1002/trtr.1954
Holland-Batt, S. (2013). Verse novels in review. Southerly, 72(3), 41-46. http://eprints.qut. edu.au/60616/1/60616.pdf
Howard, K. (2018). Influence poetry and found poetry: The reflection of creative writing pedagogy in the verse novel for young readers. The Lion and the Unicorn, 42(2), 218237. http://doi.org/10.1353/uni.2018.0019
Howard, V. (2011). The importance of pleasure reading in the lives of young teens: Selfidentification, self-construction and selfawareness. Journal of Librarianship and Information Science, 43(1), 46-55. https://doi. org/10.1177/0961000610390992
McDonald, L. (2013). A literature companion for teachers. Primary English Teaching Association PETAA.
Michaels, W. (2003). Home away from home: The place of home in Stephen Herrick's verse novel, A simple gift. Papers: Explorations into Children's Literature, 13(1), 33-42. https://doi. org/10.3316/ielapa.770254858809110
Pereira, G. (2012, April 20). What is a verse novel? DIY MFA. https://diymfa.com/reading/whatis-a-verse-novel
Pollnitz, C. (2004). Australian verse novels. Heat, 7, 229-254.
Raybuck, D. (2015, March 30). Field notes: "This is too much! Why verse novels work for reluctant readers. The Horn Book Inc. https://www.hbook.com/?detailStory=field-notesthis-is-too-much-why-verse-novels-work-forreluctant-readers
Rebellino, R. R. (2018). 'I'll write what needs to be remembered': The use of verse in children's and young adult historical fiction about the Vietnam War. The Lion and the Unicorn, 42(2), 162-179. http://doi.org/10.1353/uni.2018.0016
Shahan, S. (2009). A fresh approach to YA novels: Learn how the young-adult novel-in-verse offers unique opportunities for emotional insight. The Writer, 122(2) 34.
Short, K. G. (2018). What's trending in children's literature and why it matters. Language Arts, 95(5), 287-298.
Trelease, J. (2006). The read-aloud handbook. Penguin Books.
Wallace, D. (2019, November 14). Book list: Verse novels for children and YA. The Sapling. https://www. thesapling.co.nz/singlepost/2019/11/14/book-list-verse-novels-forchildren-and-ya
Copyright Australian School Library Association Jun 2021