A Threat or Just a Book? Analyzing Responses to<i>Thirteen Reasons Why</i>in a Discourse Community

Walter, Brooklyn; Boyd, Ashley S.

doi:10.1002/jaal.939

Cited by 12 publications

(8 citation statements)

References 11 publications

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“…YAL lends itself particularly well to introducing critical literacies because it can demystify social justice topics that are deemed too controversial for adolescents, parents, and teachers (Walter & Boyd, 2019). Exploring social injustices through YAL offers readers not only an opportunity to learn from characters who have experienced violence and trauma but also compels readers to unpack power structures in society that create the conditions under which social injustices take root (Adams, 2020).…”

Section: Supporting Dialogic and Critical Responses To Young Adult Literaturementioning

confidence: 99%

Examining Readers’ Critical Literature Circle Discussions of Looking for Alaska

Chisholm¹,

Cook²

2021

J Adolescent & Adult Lit

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Promising approaches to transforming English language arts classrooms into dialogic, democratic, and critical spaces for literature discussions involve the selection of compelling young adult literature (YAL) and the use of student‐centered discussion strategies (e.g., literature circles). Scholars have demonstrated, however, the shortcomings of YAL and literature circles for interrogating sociopolitical content in literary texts and society. Drawing on a framework for critical literature circle roles, the authors examined how 23 undergraduate readers leveraged these roles to engage in critical conversations as they discussed John Green’s YA novel, Looking for Alaska. A qualitative, inductive analysis of discussion transcripts revealed how participants interrogated the text and society, especially in relation to gender stereotypes, and identified but also enacted stereotypes about culture and youth. Implications call for explicit support for readers in trying on critical literature circle roles and engaging in dialogic interactions that promote critical consciousness with YAL.

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Section: Supporting Dialogic and Critical Responses To Young Adult Literaturementioning

confidence: 99%

Examining Readers’ Critical Literature Circle Discussions of Looking for Alaska

Chisholm¹,

Cook²

2021

J Adolescent & Adult Lit

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“…In most present studies, suicide continues to be investigated as a problem faced by individuals, even when social and contextual factors are identified (Wray et al, 2011). The relationship between fiction and the real world is moderated by the nature of the content (Walter and Boyd, 2019), as well as the characteristics of, and social influences on, the individual exposed to the media (Valkenburg et al, 2016).…”

Section: Research On Media-induced Suicidementioning

confidence: 99%

13 Reasons Why: can a TV show about suicide be ‘dangerous’? What are the moral obligations of a producer?

Scalvini

2020

Media, Culture & Society

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The release of the Netflix’s show 13 Reasons Why caused significant public concern about the risk of suicide contagion among teenagers – particularly those who have suicidal thoughts. Practitioners and researchers expressed apprehension about the show for its apparent praise of suicide and for allegedly increasing suicide risk among vulnerable teenagers. However, there is a lack of clear evidence for the influence of fictional content on self-harm. Little is known about variations in media effects between news and fiction. The literature focuses mainly on non-fictional media reporting, without making any distinction between individual vulnerability and the type of media portrayal. The present article criticizes the assumption that risk of self-harm is reduced by sanitizing fictional content. The absence of definite scientific evidence is precisely why this article re-addresses the problem through an ethical perspective by focusing on the moral responsibility of Netflix. Censoring fiction may do more harm than good, but producers have the responsibility to evaluate in advance the potential impact that such content has on vulnerable people, and to support viewers as well as parents, educators, and practitioners through an adequate campaign of prevention.

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“…As Robinson (2013) Furthermore, some educators believe that topics such as racism and sexism are inappropriate in children's books (Wollman-Bonilla, 1998), others would censor books that seemingly allude to sexual topics (Kimmel & Hartsfield, 2019), and still others say that they would refuse to include in the school curriculum books addressing sex and sexuality, death, gangs, drug use, or topics that could make children feel sad (Papola-Ellis, 2016). Adults may be inclined to protect young people from these topics (e.g., Walter & Boyd, 2019), perhaps from a belief that children are innocent and must be protected from potential sources of corruption (e.g., Schmidt et al, 2007;Wollman-Bonilla, 1998), and they may engage in censorship for this reason.…”

Section: Why Does Preemptive Censorship Occur?mentioning

confidence: 99%

Supporting the Right to Read: Principles for Selecting Children’s Books

Hartsfield¹,

Kimmel²

2020

The Reading Teacher

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Young readers depend on adults to provide access to a variety of materials representing diverse perspectives and providing information about topics of interest and importance to them. The decisions of literacy professionals to include or exclude a book from a lesson or a collection have far‐reaching implications for the kinds of ideas, information, genres, and formats available for young readers. Given this gatekeeping role, how can educators ensure that they are providing students with a diverse range of books and avoiding censorship? The authors present six principles that educators can use when making book selections for the curriculum or the classroom or school library collection; application of the principles is demonstrated using George by Alex Gino, one of the most frequently challenged children’s books in recent years. Applying these selection principles will assist educators with understanding how to avoid censorship and support students’ right to read.

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A Threat or Just a Book? Analyzing Responses toThirteen Reasons Whyin a Discourse Community

Cited by 12 publications

References 11 publications

Examining Readers’ Critical Literature Circle Discussions of Looking for Alaska

Examining Readers’ Critical Literature Circle Discussions of Looking for Alaska

13 Reasons Why: can a TV show about suicide be ‘dangerous’? What are the moral obligations of a producer?

Supporting the Right to Read: Principles for Selecting Children’s Books

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