Book Review – “After Auschwitz” by Eva Schloss

Date 29/04/2020

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After Auschwitz by Eva Schloss (2013).

One girl lived. The other died. Eva Schloss survived the Holocaust. She survived Auschwitz. Her step-sister Anne Frank did not.

Eva’s autobiography, “After Auschwitz” is an excellent example of narrative non fiction. Beautifully written, this book encapsulated the heartache, loss and survivor’s guilt that Eva felt in the years after the war. The inclusion of narrative techniques such as theme, plot and character development, allows the reader to engage deeply with the text and the author. The story beautifully interweaves factual information with prose, causing the reader to undergo a cognitive and emotional shift towards self actualisation of themselves, their community and greater society.

“After Auschwitz” uses storytelling as a method of affecting the cognitive and emotional development of the reader. From an anthropological perspective, human beings are ingrained to respond to stories as a method of conveying folklore, information and heritage. Literary nonfiction, also known as narrative nonfiction, is a sub genre of literary work that uses fictitious elements to convey important data. Many educators advocate the implementation of literature within the curriculum as a method to engage and inform students. Most commonly seen in art, history and science disciplines, literary nonfiction is often used by educators to impart pertinent information in a captivating format across all levels of schooling. Schloss’ autobiography fulfills Year 10 English and History curriculum as well as the General capabilities in Literacy and Ethical Considerations (ACARA, 2014a; ACARA, 2014b; ACARA, 2014c; ACARA, 2014d). Therefore, from a secondary school perspective, this piece of narrative nonfiction addresses the needs of the students and the curriculum.

Literary nonfiction (NF) is an eminent method of introducing facts to students of all ages as the use of storytelling to convey information is an ancient one. From the time of oral traditions, narratives have been used to instruct and inform (Gill, 2009). Storytelling has the ability to convey social values, improve recognition of self, and increase tolerance and empathy (Comer-Kidd & Castano, 2013). According to Cornett (2014), narrative non fiction allows readers to engage with the narrative overtly and covertly comprehend and understand the facts (p.161). Most commonly seen in the fields of arts, science and history, literary nonfiction has subgenres of exposition, argument and functional (Morris, 2013). Non fiction picture books, biographies such as “After Auschwitz”, autobiographies and memoirs are excellent examples of narrative non fiction texts commonly found in secondary school libraries.

Good narrative NF is designed to give the same pleasure and enlightenment as fiction, using techniques of theme, character and plot development to impart factual information (Kiefer & Wilson, 2010; Morris, 2013). This storytelling execution connects carefully researched factual elements into a structure that is appealing and memorable to the student (Morris, 2013; Cornett, 2014, p.151). Schloss’ heartfelt retelling of her time in Auschwitz is remarkably vivid. Her memories and descriptions of the death camps are carefully crafted together to create a literary work that increase self awareness in the reader, leading to a change in cognition, self awareness and actualisation about the way the reader thinks about themselves, their society and the world in general (Morris, 2013; Kiefer & Wilson, 2010).

Literary NF such as biographies are easier for students to engage with as their structure is familiar and raises less resistance from reluctant readers and students with low literacy (Gill, 2009). Schloss’ text increases vocabulary with subject specific language such as ‘concentration camp’ and ‘Gestapo’ in a non threatening manner (Gill, 2009). Additionally Cornett (2014) found recall of information is higher from narrative non fiction than information texts (p.151). This is shown by the way the reader engages with Eva. This personal engagement with the character increases their cognitive and developmental change and therefore improves their recall of pertinent information.

Narrative NF increases critical thinking skills because the factual information within the text is woven into the storyline (Morris, 2013). This means the reader has to critically analyse the text to infer, evaluate and make their own conclusions. Eva’s survivor guilt manifested by the time and effort she poured into the Anne Frank Centre with her step-father Otto Frank. But this guilt is not explicit in the text. It is implicit and needs to be deduced from the language used within the text and from prior knowledge of other survivors. Students who engage with narrative NF on a regular basis improve their critical thinking skills, which in turn translates to increased ability to comprehend information texts in other disciplines. Literary nonfiction is also an excellent resource for stimulating class discussions, inquiry and other collaborative learning groups (Morris, 2013).

An unlikely benefit of increasing literary non fiction into secondary school collections is meeting the literacy needs of reluctant readers. Many students prefer non fiction texts to fiction, specifically young adolescent males preferring factual texts to fiction as they view fiction as ‘unrealistic’ and ‘unnecessary’ as well as ‘unconnected’ to the real world (Harper, 2016; www.k12reader.com). This disinclination is often visible when students are required to read prescribed texts as part of their teaching and learning. The inclusion of narrative NF means that students who are disinclined to read fictitious texts can be offered a suitable narrative NF as an alternative and thus are able to meet the learning outcomes. It is also important to point out that biographies, autobiographies and memoirs are excellent examples of narrative nonfiction. These texts have all the literary features to placate the soul as well as provide opportunities for students to envision any life long passions and career choices (National library of NZ, 2014).

One of major issues with using literary NF in classrooms is that some students struggle to see the difference between narrative NF and fiction (Kiefer & Wilson, 2010). It is possible that students confuse fictitious texts such as Boyne’s ‘the boy in the striped pajamas’, Zusak’s ‘Book Thief’ and Zail’s ‘The wrong boy’ with Schloss’ biography. But is this not due to a lack of critical literacy? By encouraging the use of narrative NF in classrooms, teachers and teacher librarians are able to explicitly teach students how to analyse the text, make inferences and draw conclusions. It is only by practicing these skills at regularly can students practice their critical thinking skills.

From a collection and curriculum perspective, there is a strong push from curriculum leaders to implement the use of informational texts such as textbooks, with their facts, figures and images rather than narrative NF (McNeil, 2015). This is under the false assumption that texts with clear curriculum links have more value than resources that are aesthetically pleasing and address emotional development (Barone, 2011, p.18). Teacher librarians and educators need to combat this misinformation by using evidence based practice to integrating literature across the curriculum.

Narrative nonfiction is an excellent source of literary text in secondary school classrooms. Their dual functionality of information and prose are able to engage students, provide them with relevant and pertinent information, as well as increasing their cognitive and emotional development. Any fan of Anne Frank’s diary would engage deeply with this biography. “After Auschwitz” addresses the curriculum appropriately, engages deeply with the reader and addresses the emotional, cognitive and behavioural development of adolescents. It would make an excellent resource in high school library collections.

REFERENCES

Australian Government – DET (2018) Reluctant readers, how to help. Learning Potential. Retrieved from https://www.learningpotential.gov.au/reluctant-readers-how-to-help

ACARA. (2014a). F-10 English Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/english/

ACARA. (2014b). F-10 History Curriculum. Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/humanities-and-social-sciences/history/

ACARA. (2014c). F-10 General Capabilities – Critical and creative thinking . Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/critical-and-creative-thinking/

ACARA. (2014d). F-10 General Capabilities – Ethical understanding . Educational Services Australia. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/ethical-understanding/

Barone, D. M. (2011). Children’s literature in the classroom: Engaging lifelong readers. New York. Guilford Press.

Comer Kidd, D. & Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342(6156), 377-380. This article reports experimental evidence that reading passages of literary fiction, in comparison to nonfiction or popular fiction, enhances the reader’s performance on theory of mind tasks.

Cornet, C. E. (2014). Integrating the literary arts throughout the curriculum. In Creating meaning through literature and the arts: arts integration for Classroom teachers (5th ed,) (pp144-193) USA

Gill, S. R. (2009). What teachers need to know about the “New” nonfiction. Reading Teacher, 63(4), 260-267.

Harper, H. (2016) Books for reluctant readers. [Blog post] Readings. Retrieved from https://www.readings.com.au/news/books-for-reluctant-readers

Keifer, B. & Wilson, M. I. (2010). Nonfiction literature for children: Old Assumptions and new directions. In S. Wolf, , K. Coats, , P. A. Enciso & C. Jenkins (Eds). In Handbook of research on children’s and young adult literature (pp. 290-301). Retrieved from Proquest Ebook Central.

K12 reader(2018) Strategies to help engage reluctant readers in reading. Retrieved from https://www.k12reader.com/strategies-to-help-engage-reluctant-readers-in-reading/

McNeill, S. (2015, October). Moment of truth: Trends in nonfiction for young readers. Retrieved from http://authornews.penguinrandomhouse.com/moment-of-truth-trends-in-nonfiction-for-young-readers/

Morgan, N. (2012). What is the future of publishing? Forbes. Retrieved from https://www.forbes.com/sites/nickmorgan/2012/07/12/what-is-the-future-of-publishing/#131aa030647f

Morris, R. (2013). Linking learning and literary nonfiction. School Library Monthly, 29(7), 39-40. Retrieved from https://www.slj.com/

National Library of NZ. (2014). Non-fiction. National Library of New Zealand Services to Schools. Retrieved from https://web.archive.org/web/20160729150727/http://schools.natlib.govt.nz/creating-readers/genres-and-read-alouds/non-fiction

Reluctant Readers – Would facts be better than fiction?

Date 11/03/2019

Posted by trisha.templeton

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Reluctant readers. I didnt even realise this was a phrase. As an avid reader myself, and from a family of bibliophiles, the concept of people who choose not to read was astounding. Teaching and the education profession is my second career. I spent many years as a practicing scientist and reading both professionally and for recreation was common. We had many water cooler conversations about recent academic publications along with Oprah’s uncanny knack of turning an average book into a best seller. So my foray into the world of reluctant readers has been recent and startling.

Reluctant readers as people that “may struggle with reading, not show any interest in reading or simply refuse to read independently” (learningpotential.gov.au). These students in a classroom tasked with silent reading either pretend to read to avoid censure, get easily distracted or flat out refuse to read citing boredom, disinterest or illiteracy (www.k12reader.com). Some children and young teens chose negative behaviour even if it leads to disciplinary actions just to avoid reading a book. Such machinations are just a student’s way to avoid doing something they don’t like. When questioned, most of these readers describe reading as a chore and that there is nothing that interests them.

My school has just implemented a silent reading program for the year 7 and 8 students to improve literacy levels and promote reading for recreational purposes. The program is still in its infancy and we have noticed that out of the 470 students within these two year levels the majority of the students are complying. We do however, have about 50 students who have on multiple occasions been noted for failing to bring a book to class as well as others being identified as ‘fake reading’. Fake reading, as I have casually defined it, is pretending to read to avoid censure by having a book in front of them but not actually looking at it. Stereotypically, a vast majority of our reluctant readers are boy as many of them are disinterested in books as they view them as ‘unrealistic’ and ‘unnecessary’ as well as ‘unconnected’ to the real world (www.k12reader.com).

To combat this trend of disinterest, my fellow TLs and I have been searching our collection for various resources to help them find that connection to a book. The strategies we have implemented to combat the various hurdles are the following:

Short attention span: these kids are not likely to wish to read big compendiums so we have sourced shorter books that are usually completed in 10-15minutes. This means that students are more likely to read another book as they feel they have accomplished something in a short amount of time. The Libraries of Doom series have been excellent for this.

Low literacy: our school is an inclusive school and we have a wide range of literacy levels. Many of our reluctant readers have low literacy and are unable to read the plethora of young adult fiction we have. But they are also loathe to read the simpler books as they feel they are ‘not cool’ enough and self esteem is important during those teenage years. Hi-lo books have been useful in this setting. These books purchased jointly with our Inclusive education team have helped with implementation of our reading program. Hi-Lo books are intriguing to the students because their topics resonate with our students but the language used is at an appropriate level. They have been particularly popular with our male cohort of reluctant readers. We also have subscribed to Wheelers elibrary for those that have vision disabilities. These students can elect books with larger print and or use the audiobook function to participate with the reading program. In most circumstances we can also provide the print copy to help them follow the words.

Disinterested readers: these are are most challenging students. They usually rank highly on their literacy results for NAPLAN but show complete disinterest in reading recreationally as they do not find a purpose for it. Fiction books just hold no interest to them. Harper (2016) very truthfully points out “that fiction isn’t for everyone. Some readers just don’t connect with made up characters and imagined scenarios”. It was surprising though the unwillingness of the English department to support the reading of non fiction texts in the silent reading program. Granted that non fiction is not literature and will not placate the soul, but non fiction texts do lead to life long passions and career choices (National library of NZ 2014).

The addition of non fiction texts and audiobooks have assisted with most of our disinterested reluctant readers. Whilst their enthusiasm to read is still low, they are slowly coming around to the idea. The recent purchases of print texts on Formula 1 racing and sporting biographies have helped engage some of them. Others are still fighting the concept but perseverance from my fellow colleagues is making headway. We discovered with a small cohort of year 8 boys that non fiction was just not ‘cutting it’ and a suggestion from their technology teacher about sourcing dirt bike magazines has been a boon. These magazines with their glossy pictures and simple language style have had some appeal. Whilst we are unable to currently procure an online subscription to this series, we have a print copy on order. These six young men come to the library each time for silent reading and get a current or back issue and read on the very comfy beanbags in our reading area. It seems obvious that choice matters for recreational reading. Its only been a week and there have been hiccups but the future is suddenly full of hope

Sharrock (2009)

References

Australian Government – DET (2018) Reluctant readers, how to help. Learning Potential. Retrieved from https://www.learningpotential.gov.au/reluctant-readers-how-to-help

Harper, H. (2016) Books for reluctant readers. [Blog post] Readings. Retrieved from https://www.readings.com.au/news/books-for-reluctant-readers

K12 reader(2018) Strategies to help engage reluctant readers in reading. Retrieved from https://www.k12reader.com/strategies-to-help-engage-reluctant-readers-in-reading/

Mosle, S. (2012, November 22). What should children read? [Blog post]. Opinionator: The New York Times. Retrieved from https://opinionator.blogs.nytimes.com/2012/11/22/what-should-children-read/?_r=0

Sharrock, J (2009) Interview with Dave Eggers. Mother Jones Magazine. Retrieved from https://www.motherjones.com/media/2009/03/mojo-interview-dave-eggers/