Review Detail

Journeys: Young Readers’ Letters to Authors Who Changed Their Lives

Middle Grade Non-Fiction 465

Enlightening, Challenging, a Reminder of Why We Read

January 13, 2018 (Updated: June 08, 2026)

Overall rating

5.0

Writing Style

5.0

Illustrations/Photos (if applicable)

5.0

Learning Value

N/A

Journeys is a collection of letters from the “Letters About Literature” program sponsored by the Library of Congress Center for the Book. This program encourages young readers from around the United States to submit letters to authors of books and poetry that have affected them. The book is organized into three sections based on age range: upper elementary, middle, and high school. The writers of the letters describe how works ranging from Robert Frost’s “Stopping by Woods on a Snowy Evening” to The Diary of Anne Frank, from to Laurie Halse Anderson’s Speak, to Pablo Neruda’s “Sonnet LXVI,” have resonated with them, challenged them, and made them who they are.

At times, some of the letters—particularly the ones from the younger children—seem overly polished. I believe the editor that they have been only “minimally edited” for this collection, but I occasionally found myself wondering how much involvement parents and teachers had in the early stages of the children’s writing process. Nevertheless, I never doubted that the voices in these letters speak of genuine connections to the stories and poems described in them.

I would have liked to see more letters from boys (roughly 1 in 5 is from a boy). I was pleased, though, that there was a wide range of ethnicities represented, and living in a multicultural world is one of the main themes that emerges from the collection.

My favorite thing about this book is that it challenges perceptions of readership. The first entry is from a young girl writing to Laura Ingalls Wilder about how The Long Winter helped her understand her Eritrean father’s childhood. A high schooler whose mother died found solace in The Things They Carried, Tim O’Brien’s collection of short stories about the war in Vietnam. This collection is an important reminder that children, like all people, can read both deeply and widely.

I could see some children enjoying this volume, but I suspect it will appeal most to educators. It provides an important reminder of how and why children read and it could serve as a model for students to write letters of their own.

Good Points

poignant and personal
representing a wide range of children
good resource for educators

Sarah Jackson Top 500 Reviewer 25 reviews

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April 03, 2026

Reading this article really reminded me of how powerful reading can be, especially for young people. What stood out to me most is how personal these letters are and how they show that books don’t just teach skills but rather shape identity, emotions, and the way readers understand the world. The collection highlights letters from students who connected deeply with texts, whether it was understanding family history or feeling seen in their struggles. I’m currently a secondary education major at UCF and in my coursework we’ve talked a lot about how engagement is the key to literacy development, and this article really reinforces that idea. When students feel emotionally connected to a text, they are more likely to think critically, reflect, and even respond creatively, like writing these letters. It made me think about how activities, like letter writing to authors, could be a really effective classroom strategy. Not only does it build writing skills, but it also encourages students to reflect on how literature impacts them personally, which is something traditional assignments don’t always do. I also found it interesting how the article shows a wide range of text (from poetry to novels) and how it impacts readers in different ways. This connects to what I have learned about genre in my courses, different genres can reach students differently, but they all have the potential to create meaningful connections. It reinforces the idea that teachers should offer diverse texts so every student has the chance to see themselves in what they read. One thing I’m still thinking about is how teachers can create more opportunities for students to have these kinds of authentic reading experiences in a classroom setting that often focuses on testing and standards. How can we balance required curriculum texts with books that truly resonate with students on a personal level? Also, how can we encourage students who don’t naturally enjoy reading to reach that level of connection? Honestly, this article was a great reminder that reading is not just about comprehension but also about connection, identity, and impact.