23 https://doi.org/10.21061/alan.v36i2.a.3 English eng Frey, Nancy Contributor <p><span style="color: rgb(85, 85, 85); font-family: Roboto, Helvetica, Arial, sans-serif; font-size: 16px;">According to the National Survey of Student Engagement, an annual study of college students' learning experiences at 769 campuses, 20% of college freshmen reported that they "often" or "very often" come to class without reading assigned texts (NSSE, 2008). Because the adult who read a particular book couldn't always be physically present, we bought copies of 500 Great Books for Teens (Silvey, 2006) and other respected lists and wrote our names next to each book we had read. [...]we wanted students to link their books to the literary instruction occurring in the class. Because students would be reading a broad range of titles, we also knew that we would need to confer on a regular basis with each of them. A major challenge with this age group is in locating international, and especially non-western literature that is also accessible to high school students. [...]many of the titles chosen represent experiences of people from other cultures, but are written by western authors.</span><br></p> Assembly on Literature for Adolescents -- National Council of Teachers of English Winter 2009 pdf ISSN 0882-2840 Adolescent Literature Literacy Letters: Comparative Literature and Formative Assessment mixed material Assembly on Literature for Adolescents -- National Council of Teachers of English