Tonja Brunn is a Media Specialist at Calvary Day School in Savannah, GA. A non-reader throughout early stages of her life, Brunn now strives to help students find a love for literature - especially young-adult (YA) literature - at a young age. Her appreciation for YA literature developed due to her passions for reading and teaching youth.

Interviewer: Let’s start basic. How would you, as a reader and someone whose job is to connect with young readers, define YA literature?

Tonja Brunn: I want my students to be able to find literature they can connect with. YA literature is a genre that mirrors the experiences that teens have. They can find characters and situations that make sense to them that are different from typical adult literature. Typical adult literature contains typical adult situations that they have yet to experience.

I: You started your job as a librarian nearly a decade ago. Ever since you started, you’ve made a point of integrating YA literature into your library. What experience did you have with YA when you started your job?

TB: I’ve read YA literature for about ten years or so. I read a lot of it now to help my students make good choices and to find what the best YA literature is to purchase for the library and to share with students. Since I’ve been doing this job, I see a lot of students reading. Some people say kids don’t read now. I say that’s false. They read YA literature because it’s quality literature and they relate to the stories.

I: So you read YA now. But you’ve also been outspoken about how you weren’t big into reading as a teenager. What about reading turned you off?

TB: I felt that I was very disconnected with some of the literature I was presented with in school. I didn’t find a lot of characters I was related to; I wasn’t connected to their situations. Reading a book was a chore. It wasn’t something I enjoyed. There were few books I connected with as a young adult.

I: So the books you enjoyed were few. But the ones you did enjoy… did they contain any themes or resemblance to modern YA literature? Why did those books stand out to you?

TB: Most books I actually connected with in high school… the reason was really solid English teachers that brought the book to life. If I had read those books independently, I don’t think I would have enjoyed them. Most [of the books] were not about our age [group] or people in situations we were in. Now I believe in the power of classics and old-school literature, but I believe in making it feel modern and current so teens connect with it. Once you become a reader, you’re a reader. Now I love to read classics. But I think it’s an age thing with classics. As an adult, I have found a commonality with that literature I didn’t see before.

I: Then what books did you connect with in high school?

TB: I loved The Great Gatsby, The Crucible, and Wuthering Heights. They were relevant to me in a way other books weren't. They are still relevant to me now. I still enjoy all those.

I: Do you think those books have any thematic similarities with themes in modern YA literature?

TB: Yes, definitely. The Great Gatsby definitely translates to YA literature. It has its classic love triangle. A rags-to-riches story that is very common in YA literature. The pursuit of the American Dream and understanding that everyone has their idea of what that dream is. Even teenagers can connect with what that dream looks like to each of them on an individual level. I definitely think themes in [The Great Gatsby] translate well into a YA [literature] setting.

I: What about in general? What similarities and differences do you and your students notice between classic literature and YA literature?

TB: There’s commonality between different genres. But YA [literature] presents students with believable and relatable characters they might not see in classic [literature]. Because YA literature is modern literature, most popular YA series are written in modern tones so students can understand what's going on and relate to characters who have similar struggles. Students feel connected to the characters. They are one with literature and one with the plot.

I: Critics of YA literature often suggest the genre is watered-down and basic. What do you have to say to that?

TB: Many people think YA literature is fluff and lacking in substance. But if they take the time to actually read it, they see [themes of] loneliness, decision-making, relationships, pursuing dreams. Themes that are common in all literature are present in YA.

I: And for critics who believe YA literature's simple language is a deterrent?

TB: There are different levels of quality of literature. You see the same thing with modern adult literature; there are different levels of quality. I believe a reader is a reader. When you’re reading good quality literature you are gaining a very good vocabulary, a deeper understanding of world around you, and how to function in a community. I do not think typical YA literature is fluff or a waste of time; I think it can grow an individual in many ways. Many YA books are not written on a significantly low reading level. Even books like Harry Potter present a good challenge. Some students can be exposed to new things such as British vocabulary. I think there can be a lot of learning from that.

I: Speaking of learning from YA literature... one of the big debates in modern literature circles is whether or not YA literature should/could be taught in an academic setting. What do you think?

TB: I think you can do [academic] studies on YA literature. I think it would depend on what class you are teaching and on the focal points of course. At our school, we've taught YA books in our classes. We've done The Hunger Games and Life of Pi, though it can also be considered a modern classic, which both contain teenage lead characters. I think [educators] could definitely find books in the classroom that can mirror students' experience and age. It all depends on topic in class. But I believe there are many, many YA books that can translate into class study.

I: Then if you could teach a class on a YA book, what book and why? What would that class look like?

TB: I would teach Divergent. It would be my top choice. That book works well with teenagers searching for who they are, what they identify as and with, trying to find that sense of self. The Divergent series can teach so many things that you could use it as bibliotherapy. You could use it to look in the mirror and say 'Who am I?' 'What faction do I identify with?' 'What does it mean if I am more this or that?' A study on Divergent could include a lot of self-study for discussion, debate, and personal reflection. It would force students to asks themselves how they fit as an individual within the confines of society.

I: It's interesting that you mention a YA book as a source of bibliotherapy since you have a background in counseling. Do you think YA literature is a source of bibliotherapy?

TB: Yes, I think it can be. When I was a counselor back in the day, I wasn't a big reader. I didn't realize the value of bibliotherapy. Now? Yes. I know there are books you can reccomend that aren't just typical self-help books. There are books to help students realize they aren't alone. There are books to show them they can overcome what they are dealing with. Bibliotherapy for teens could come in the form of YA. Some YA, some not.

I: What process do you use to personalize your book recommendations, YA and otherwise, for students?

TB: 'What do you like to read?' That's the first question. If there is no response, I dig deeper. I ask them the last book they really enjoyed at all. Find out what genre or style works for them; find something that might be interesting to them. For example, my [male students] right now love sports books and nonfiction, particularly war stories and biographies on famous athletes or musicians. Looking for questions like those is how I start. If they have a fear of long books, then we find something that isn't too long to get them started with.

I: What advice do you have for students who, like you when you were a teenager, don't like reading?

TB: Reading is a habit like anything else. It has to be practiced to be part of your life. The first step is to find that connection with one book. Just find one book. That one book can start a lifetime of reading. If that student never finds that one one book, they may never get into reading. Once you find that one book, keep searching. 'What's the next book? What's the next book?' Parents can also help by being readers themselves. Read on vacation, read in the car, provide access to reading at home away from school. Realize reading is meant to be part of who you are, not a separate thing. Find a community. Find students and readers who will introduce you to new stories, book clubs, book movies. The awesome thing about YA is that it has a huge community. Find ways to connect in that community. Find your one book and the encouragement to keep reading.