https://journals.shareok.org/studyandscrutiny/issue/feedStudy & Scrutiny: Research on Young Adult Literature2023-08-26T12:05:44-05:00Crag HillStudy.and.Scrutiny@gmail.comOpen Journal Systemshttps://journals.shareok.org/studyandscrutiny/article/view/1138Instructions:2023-07-05T12:23:24-05:00R. Joseph Rodríguezescribescribe@gmail.com<p>In these extraordinary times, we felt we would start this issue on censorship with a poem. Much that is going on in our country is cacaphony; <span style="font-weight: 400;">Joseph R. <span class="outlook-search-highlight" data-markjs="true">R</span>od<span class="outlook-search-highlight" data-markjs="true">r</span>íguez' poem makes the noise more legible.</span></p>2023-08-26T00:00:00-05:00Copyright (c) 2023 R. JOSEPH RODRÍGUEZhttps://journals.shareok.org/studyandscrutiny/article/view/1139Introduction to Special Issue 6.1, Censorship and Young Adult Literature 2023-08-16T15:52:13-05:00Dani Kachorskydanikachorsky@gmail.com<p>For this special issue of Study and Scrutiny: Research on Young Adult Literature, we welcome guest editor, Dani Kachorski, who created the call and worked diligently to usher in the scholarship of educators and researchers from all contexts. At Dr. Kachorski’s suggestion, we opened up the journal to other scholarly genres and we are delighted to offer them here.<span class="Apple-converted-space"> </span></p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Dani Kachorskyhttps://journals.shareok.org/studyandscrutiny/article/view/1140Teacher Use of Diverse Literature in Secondary English Language Arts Classrooms2023-08-16T16:47:18-05:00Rosa NamRosa.Nam@colostate.edu<p style="font-weight: 400;">This study examines teacher use of diverse literature in secondary classrooms across three districts in a metropolitan city in Texas. The survey data provides insight to teacher barriers to integrating diverse literature such as district mandates and ways teachers have been working to combat these issues.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Rosa Namhttps://journals.shareok.org/studyandscrutiny/article/view/1141Narrative of Deficit and Authentic Portrayals of Mental Illness and Cultural Sensitivities in Young Adult Literature2023-08-16T17:05:14-05:00Elsie Lindy OlanElsie.Olan@ucf.eduKia Jane Richmondkrichmon@nmu.edu<p style="font-weight: 400;">This article sheds light on the narrative of deficit that often surrounds characters who have mental illness in young adult literary novels (YAL) and critiques the manner in which that narrative perpetuates the stigma of mental illnesses such as depression, anxiety, post-traumatic stress disorder, and/or obsessive-compulsive disorder. We focus on two 21st century young adult novels whose characters are accurately depicted as having mental illness and whose authors authentically share the characters’ successes and struggles as well as the impact of their mental illness symptoms on family, friends, and neighbors. Our aim is to analyze and critique these novels to inform researchers and authors of YAL about the danger of romanticizing stigma surrounding mental illness, which, through the descriptions of characters’ behaviors and language used by the authors (whether intentional or not), can perpetuate the narrative of deficit that is associated with characters with mental illness.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Elsie Lindy Olan, Kia Jane Richmondhttps://journals.shareok.org/studyandscrutiny/article/view/1143Preparing Preservice Teachers to Teach Young Adult Literature in Conservative Contexts2023-08-18T11:48:40-05:00Megan M. Van Deventermmcdonaldvandeventer@weber.edu<p style="font-weight: 400;">Requests to censor or ban young adult literature from K-12 classrooms and curricula have increased. Especially in conservative states and contexts, censorship challenges are systematic and unrelenting, with coordinated campaigns from administrators, parents, and other educational stakeholders. Therefore, English Education must prepare and empower preservice teachers to read, teach, and advocate for the inclusion of diverse young adult literature in their school communities. This article details the pedagogical design of a methods course that instructs preservice English teachers to strategically navigate and counter this conservative activism to protect adolescents’ access to young adult literature.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Megan M. Van Deventerhttps://journals.shareok.org/studyandscrutiny/article/view/1142The War on Books 2023-08-18T11:13:46-05:00Abbey Bachmann abbeygagnon09@gmail.comAimee Tellez aimeeasosa@gmail.com<p style="font-weight: 400;">With the nation’s attention toward the misguided attacks of nonexistent Critical Race Theory (CRT) in K-12 schools, books have become a target for removal. Recently, Katy ISD, an affluent suburban district in the Greater Houston area, canceled an upcoming author visit featuring Jerry Craft and his graphic novel New Kid after parents raised concerns regarding the book and what they deemed to be the promotion of CRT. This article explores the book banning controversy at Katy ISD as well as recommendations from the perspectives of a Katy ISD parent as well as a literacy scholar and veteran English teacher.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Abbey Bachmann , Aimee Tellez https://journals.shareok.org/studyandscrutiny/article/view/1145Banish the Bans2023-08-18T13:01:59-05:00Kim Stevens Barkerkbarker@augusta.eduGina M. Doepkergdoepker@uttyler.eduJohna Lee Faulconerfaulconerj@ecu.eduLinda D. Greenligreen@mec.cuny.eduLaura Jacobslejacobs@towson.eduJess Smithjess_smith1@baylor.edu<p style="font-weight: 400;">As the restriction of books in schools continues to rise in the U.S., the authors of this piece argue that teacher educators have an important and powerful role to play as they empower preservice and inservice teachers to advocate for book access and choice. Four actions for teacher educators to consider are recommended: 1) building background knowledge 2) modeling effective strategies 3) introducing pathways of advocacy 4) providing a community of support.</p> <p style="font-weight: 400;"><sub>* </sub><strong><sub>It should be noted that the authors of the article used alphabetical order as authors and wish to recognize all contributions as equal</sub>.</strong></p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Kim Stevens Barker, PhD , Gina M. Doepker, PhD, Johna Lee Faulconer, EdD, Linda D. Green, EdD, Laura E. Jacobs, PhD, Jess Smith, PhDhttps://journals.shareok.org/studyandscrutiny/article/view/1147Should I Teach This Text? 2023-08-18T14:54:12-05:00Lara SearcySearcyL@nsuok.eduBrogan SpearsSearcyL@nsuok.eduKarrine OrtizSearcyL@nsuok.eduKevin ShankSearcyL@nsuok.eduK. Emerson FosterSearcyL@nsuok.edu<p style="font-weight: 400;">During a time when legislation stands in opposition to principles of academic freedom, educators need tools (e.g. text complexity rationales) to make their classroom a place that is inclusive. This article provides guidance on best practices for selecting, teaching, and using controversial, challenged, or banned texts in educational contexts. The authors demonstrate how they have used text rationales to answer, “Should I teach this text?” Using a Q&A approach, each contributor briefly discusses responses to provide rationale on how to support “the right to read” from a variety of perspectives-- professor, (graduate) student, classroom teacher, and parent.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Lara Searcy, Brogan Spears, Karrine Ortiz, Kevin Shank, K. Emerson Fosterhttps://journals.shareok.org/studyandscrutiny/article/view/1148The Hydra Nature of Book Banning and Censorship2023-08-19T15:00:04-05:00Michelle Boyd Watersmichelleboydwaters@gmail.comShelly K. Unsicker-Durhams.unsicker-durham@ou.edu<p style="font-weight: 400;">In Fall of 2022 two researchers set out to explore both scholarly work on censorship and news articles via social media, to help gain a broader understanding of censorship and book banning trends. The following research question guided their research: What does this wave of book banning and censorship look like across the US? What they discovered is a kind of censorship-Hydra, an evolving beast posing an ever-present danger, one that will likely take the courage, collaboration, and ingenuity of educators everywhere. This article offers a snapshot of this current beast of book banning and censorship in the form of two annotated bibliographies—one focused on news reports and trends in social media—the other focused on academic searches of scholarly articles.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Michelle Boyd Waters, Shelly K. Unsicker-Durhamhttps://journals.shareok.org/studyandscrutiny/article/view/1149Fahrenheit 4502023-08-19T17:16:12-05:00Zach Urquhartzachurquhart2525@gmail.comPearson Urquharturquhartpearson@gmail.com<p style="font-weight: 400;">In this article, we use what we are dubbing “Conversation through Poem” to explore the lived experiences of a father and his daughter, a young adult who has read many of the books that are frequently labeled controversial and banned in schools and libraries. We wrote a series of poems to reflect on how and to what degree reading controversial books has had positive or negative effects. With Parsons’ Reproduction Theory (1959) as a framework, our discussion and reflection through poetry suggests that rather than indoctrinating young people, reading “controversial” books leads to an understanding an openness, as well as showing the need for the voice of young adults in the very conversations surrounding banned books.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Zach Urquhart, Pearson Urquharthttps://journals.shareok.org/studyandscrutiny/article/view/1150A Review of Defending Frequently Challenged Young Adult Books, Teaching Banned Books, and Books Under Fire2023-08-20T15:28:13-05:00Terri Suicotsuico@saintmarys.edu<p style="font-weight: 400;">This in-depth review of three of Pat R. Scales’ books provides summaries of the books as well as insight regarding their value for educators and librarians given the current issues surrounding censorship.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Terri Suicohttps://journals.shareok.org/studyandscrutiny/article/view/1151Banned and Challenged2023-08-20T15:35:31-05:00Terri Suicotsuico@saintmarys.eduKathryn Caprinotsuico@saintmarys.eduAnita Dubroctsuico@saintmarys.eduLisa Hazletttsuico@saintmarys.eduAnn Marie Smithtsuico@saintmarys.edu<p style="font-weight: 400;">Reviews with rationales for four challenged trade books that deserve a place in our libraries, classrooms, and in the hands of our students: <strong><em>New Kid</em></strong> by Jerry Craft, <strong><em>Lawn Boy</em></strong> by Jonathan Evison, <strong><em>Attack of the Black Rectangles</em></strong> by Amy Sarig King, and <em><strong>You Can’t Say That!</strong></em>an anthology edited by Leonard S. Marcus.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Terri Suico, Editor, Kathryn Caprino, Anita Dubroc, Lisa A. Hazlett, Ann Marie Smithhttps://journals.shareok.org/studyandscrutiny/article/view/1154“Focus Always on the Child.” A Conversation with Pat Scales2023-08-22T16:29:10-05:00Terri Suicotsuico@saintmarys.edu<p style="font-weight: 400;">Pat Scales, the former chair of the America Library Association’s Intellectual Free Committee and freedom to read expert, shares her insights on the uptick of book challenges and bans. She also provides ideas on how educators and librarians can address and combat censorship in a proactive way.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Terri Suicohttps://journals.shareok.org/studyandscrutiny/article/view/1136Teacher Round Table2023-05-25T14:51:17-05:00Shelly Unsicker-Durhams.durham-unsicker@ou.eduScott Bevillscott.bevill@knoxschools.orgBrooke Bianchi-Penningtonbrooke.bianchipennington@knoxschools.orgKamrin Greenkgreen@johnrexschool.orgRay Robinsonrayrobinson@mooreschools.comPaul Sausvillepsausville@bradleyschools.org<p><em>Study and Scrutiny</em> has focused on the publication of critical and empirical studies surrounding the scholarship and critical merits of Young Adult Literature. Because other journals provide a space for pedagogical practices concerning YA, the editors have intentionally shied away from explaining to teachers how to teach a particular title in a particular way. Still, the intention of the journal has been, in part, to support the learning of secondary students as readers and the classroom practices of their teachers. Teacher Round Table hopes to serve as a space to open the conversation surrounding YA literature, its critical merits, and ways that the research might serve teachers as they make curriculum choices about both texts and strategies. The idea is to bring teachers, as intellectuals, into conversation surrounding the scholarship of a featured study.</p> <p>For this round table, five secondary teachers joined Shelly Unsicker-Durham via Zoom to focus on Ashely Dallacqua’s article “Reading When the World Is on Fire: Teaching with Comics and Other Multimodal Text Sets” from S & S Issue: 6.1. Jason DeHart, special editor, invited three of his Tennessee colleagues and Shelly invited two of hers from Oklahoma, for a conversation that included graphic novels, classroom instruction, and censorship. Words and images provided by the teachers, along with the following conversation, have been edited for clarity, style, and organization.</p>2023-08-26T00:00:00-05:00Copyright (c) 2023 Shelly Unsicker-Durham