2024-03-29T10:20:03Z
https://journals.shareok.org/studyandscrutiny/oai
oai:studyandscrutiny.journals.shareok.org:article/119
2021-11-08T21:46:12Z
studyandscrutiny:Critical
Batteries, Big Red, and Busses: Using Critical Theory to Read for Social Class in Eleanor & Park
Boyd, Ashley
Pennell, Summer
In this article, the authors posit the avenue of young adult literature as an untapped resource for cultivating students’ knowledge of social theories and their recognition of societal inequities. Combining specific perspectives of social justice education and young adult literature can be a rich and engaging experience for students, as these contemporary texts afford for multiple layers of analysis.
University of Oklahoma Libraries
2015-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/119
10.15763/issn.2376-5275.2015.1.1.95-124
Study & Scrutiny: Research on Young Adult Literature; Vol. 1 No. 1 (2015): Study and Scrutiny: Research on Young Adult Literature; 95-124
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/119/106
Copyright (c) 2015 Ashley Boyd, Summer Pennell
oai:studyandscrutiny.journals.shareok.org:article/121
2021-11-08T21:46:12Z
studyandscrutiny:Critical
Harry Potter and the Diagnostic and Statistical Manual: Muggle Disorders in the Wizarding World
Freeman, Louise M.
J.K. Rowling has created a wizarding world almost entirely devoid of mental health issues and treatment. Nonetheless, Harry Potter offers four clear representations of Muggle psychiatric disorders that match the official diagnostic criteria. The most obvious is dementor-induced depression and the ability of both chocolate and the Patronus Charm to neutralize their effects. Rowling shows familiarity with both the published symptoms of clinical depression and its treatment. The Patronus Charm, with its reliance on substituting positive memories for distressing ones, resembles cognitive behavior therapy, a treatment for depression Rowling herself received. The happy memories Harry uses to summon his Patronus are those of successful escapes and his social support network, both factors known to mitigate depression. Additionally, the incapacitation of Frank and Alice Longbottom resembles advanced dementia of Alzheimer’s type; their son Neville shows behavioral traits that might be expected both in the son of an Alzheimer’s patient and in a boy raised by a grandmother. Alastor “Mad-Eye” Moody’s name and actions suggest he is a prototype of post-traumatic stress disorder, while Winky the house-elf embodies Stockholm syndrome. The sympathetic portrayal of characters with psychological disorders may enhance moral development and promote understanding of mental illness.
University of Oklahoma Libraries
2015-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/121
10.15763/issn.2376-5275.2015.1.1.156-214
Study & Scrutiny: Research on Young Adult Literature; Vol. 1 No. 1 (2015): Study and Scrutiny: Research on Young Adult Literature; 156-214
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/121/107
Copyright (c) 2015 Louise M. Freeman
oai:studyandscrutiny.journals.shareok.org:article/122
2021-11-08T21:46:12Z
studyandscrutiny:Critical
A Re-Vision of To Kill a Mockingbird and Roll of Thunder, Hear My Cry
Falter, Michelle M.
In this paper the author argues for a “re-visioning” of two young adult literature texts by examine the ways in which race is constructed/deconstructed within To Kill a Mockingbird and Roll of Thunder, Hear My Cry. The piece begins by examining how the books are perceived in mass culture, then leads into an analysis of how race is (de)constructed through key scenes related to family, history and land ownership. By examining the two pieces of literature in tandem, differing ideologies become apparent. Implications for the teaching of these texts in light of these ideologies, the selective tradition, and authenticity in the selection of multicultural texts conclude this piece.
University of Oklahoma Libraries
2015-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/122
10.15763/issn.2376-5275.2015.1.1.125-155
Study & Scrutiny: Research on Young Adult Literature; Vol. 1 No. 1 (2015): Study and Scrutiny: Research on Young Adult Literature; 125-155
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/122/111
Copyright (c) 2015 Michelle M. Falter
oai:studyandscrutiny.journals.shareok.org:article/123
2021-11-08T21:46:12Z
studyandscrutiny:Critical
Troubled Teens and Monstrous Others: Problematic Depictions of Characters with Mental Illness in Young Adult Literature
Thaller, Sarah
Young adult literature has never shied away from taboo topics, particularly if the topics effect or concern adolescents. Recent studies have indicated that one fifth of the American population, about 50 million people including children and adults, live with some form of mental illness. Mental illness is clearly an issue that impacts young people, yet there are very few examples of authentic representations of characters with profound mental illness in young adult (YA) literature. This article discusses two texts that contribute to stereotypes about mental illness.
University of Oklahoma Libraries
2015-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/123
10.15763/issn.2376-5275.2015.1.1.215-253
Study & Scrutiny: Research on Young Adult Literature; Vol. 1 No. 1 (2015): Study and Scrutiny: Research on Young Adult Literature; 215-253
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/123/108
Copyright (c) 2015 Sarah Thaller
oai:studyandscrutiny.journals.shareok.org:article/167
2021-10-04T15:32:03Z
studyandscrutiny:Critical
Presenting the Past: How the Novels of A.S. King Provide Temporality to the Teenage Experience
Van Buren, Adam
This article examines the works of young adult literature author A.S. King through youth and temporal lenses. It argues that King’s works refute the images of teenagers as atemporal beings uninterested by and uninvolved in the past, present, and future. The analysis attempts to link King’s characters with real-life events – the Vietnam War, the current student-debt crisis, etc. – and to show teenagers as active participants in society, regardless of time period. Furthermore, the article links each book to a particular temporal period (past, present, future), and it uses these temporal periods to show how teenagers, rather than being isolated, share the same temporal struggles – the influence of past struggles, the present quest to survive, planning for the future – that plague their adult counterparts.
University of Oklahoma Libraries
2016-01-11
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/167
10.15763/issn.2376-5275.2015.1.2.79-99
Study & Scrutiny: Research on Young Adult Literature; Vol. 1 No. 2 (2016): Study and Scrutiny: Research on Young Adult Literature; 79-99
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/167/143
Copyright (c) 2016 Crag Hill, Adam Van Buren
oai:studyandscrutiny.journals.shareok.org:article/965
2021-04-23T00:54:51Z
studyandscrutiny:Critical
"I Have a Kind of Power I Never Knew I Possessed": Surveillance, Agency, and the Possibility of Resistance in YA Dystopian Fiction
Connors, Sean P.
Drawing on Foucault’s examination of the gaze as a disciplinary mechanism, and de Certeau’s discussion of how people use tactics to resist oppressive power systems, this article advocates reading the gaze in young adult dystopian fiction. To illustrate the complex readings that doing so makes possible, the author examines three young adult dystopias—M. T. Anderson’s Feed, Suzanne Collins’s Hunger Games trilogy, and Corey Doctorow’s Little Brother—to demonstrate how they depict adolescents as having varying degrees of agency to resist the gaze. To conclude, the author discusses the implications for teachers and students of reading the gaze in young adult literature.
University of Oklahoma Libraries
2017-09-20
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/965
10.15763/issn.2376-5275.2017.3.1.1-23
Study & Scrutiny: Research on Young Adult Literature; Vol. 2 No. 2 (2017); 1-23
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/965/906
Copyright (c) 2017 Sean P. Connors
oai:studyandscrutiny.journals.shareok.org:article/1001
2021-03-26T15:40:35Z
studyandscrutiny:Critical
Wisdom, Mystery, and Dangerous Knowledge: Exploring Depictions of the Archetypal Sage in Young Adult Literature
Renga, Ian Parker
Lewis, Mark A.
The archetypal sage character is a common, though relatively unexplored character, in young adult literature (YAL). Employing a sociocultural, constructivist understanding of archetypes, we unpack features of the sage through an examination of three sagacious characters: the Receiver of Memory in The Giver, Haymitch Abernathy in The Hunger Games, and Anatov in Akata Witch. Our analysis reveals how these characters are each marked with physical or behavioral abnormalities, are isolated from society and its institutions, and possess dangerous knowledge of eros (The Giver), power (The Hunger Games), and identity (Akata Witch). They are also depicted as standing in sharp contrast to other, more typical teachers in the intimate relationships they form with students and degree of vulnerability they display. All of these characteristics, we argue, might explain the appeal of the sagecharacter in YAL, as well as its curious absence from our common understanding of K-12 teachers and curriculum. Indeed, we see these characterizations of fictional teachers as raising interesting questions about sagacious mentorship and wisdom in schools.
University of Oklahoma Libraries
2018-05-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1001
10.15763/issn.2376-5275.2018.3.1.25-50
Study & Scrutiny: Research on Young Adult Literature; Vol. 3 No. 1 (2018); 25-50
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1001/950
Copyright (c) 2018 Crag Hill
oai:studyandscrutiny.journals.shareok.org:article/1040
2021-03-09T21:10:03Z
studyandscrutiny:Critical
On Anaya’s Bless Me, Ultima and Becoming a Lifelong Reader, and How I Nearly Blew It as a Teacher: An Extended Testimonio
Saldaña, René
This article, written in large part as a testimonio, argues that the use of culturally relevant texts with struggling, minoritized readers will increase their opportunity at literacy and academic success. The author recounts the story of when he discovered Cisneros’ The House On Mango Street (1991) that then led, unexpectedly, to Anaya’s Bless Me, Ultima (1972), two novels that caused him to fall in love with the reading act once again. The article also argues that educators must intentionally act on behalf of their struggling, minoritized readers by providing them numerous opportunities at discovering themselves in class-sanctioned literature by restructuring their required reading lists.
University of Oklahoma Libraries
2019-06-05
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1040
10.15763/issn.2376-5275.2019.3.2.20-30
Study & Scrutiny: Research on Young Adult Literature; Vol. 3 No. 2 (2019): Study and Scrutiny: Research in Young Adult Literature; 20-30
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1040/998
Copyright (c) 2019 René Saldaña, Jr.
oai:studyandscrutiny.journals.shareok.org:article/1056
2021-02-22T20:06:15Z
studyandscrutiny:Critical
(De)constructing Imagination: Racial Bias and Counter-Storytelling in Young Adult Speculative Fiction
Davis, Jewel
This critical content analysis examines representations of race and ethnicity in three young adult speculative novels: Children of Blood and Bone, The Black Witch, and Carve the Mark. This study utilizes Critical Race Theory to closely analyze texts to find and critique elements of bias and highlight counter-stories. Three major themes emerged from the analysis: BIPOC characters as dark aggressors, the construction of systems of oppression in worldbuilding, and the transformation of characters encountering racism. In the discussion and implication, the author argues for supporting counter-storytelling and provides questions for analyzing representation in speculative fiction.
University of Oklahoma Libraries
2020-10-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1056
10.15763/issn.2376-5275.2020.4.1.1-28
Study & Scrutiny: Research on Young Adult Literature; Vol. 4 No. 1 (2020): Study and Scrutiny; 1-28
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1056/1015
Copyright (c) 2020 Jewel Davis
oai:studyandscrutiny.journals.shareok.org:article/1060
2021-02-22T20:06:15Z
studyandscrutiny:Critical
Relationship Resonances in the Learning Process as Found in Stevenson’s Kidnapped and the Cherokee Story, The Gambler
Robbins, Rockey
Robbins, Sharla
Harwell, Wiley
In a time of racial division, this critical study explores both the history and possibility of reconciliation of, not only the complicated relationship between the Scottish and Cherokee peoples, but also within an analysis of, two stories: Kidnapped by Robert Louis Stevenson and the traditional Cherokee story, The Gambler. Using Object Relations Theory, along with the concept of Resonance, readers will find connections between the main characters, David Balfour and Cooch, as well as implications further analysis and the relationships teachers may establish in the classroom.
University of Oklahoma Libraries
2020-11-02
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1060
10.15763/issn.2376-5275.2020.4.1.29-51
Study & Scrutiny: Research on Young Adult Literature; Vol. 4 No. 1 (2020): Study and Scrutiny; 29-51
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1060/1014
Copyright (c) 2020 Rockey Robbins, Sharla Robbins, Wiley Harwell
oai:studyandscrutiny.journals.shareok.org:article/1077
2021-10-15T14:44:56Z
studyandscrutiny:Critical
Playing Past Racial Silence: Cultivating Conversations on Racial Identity through Sports-Related Young Adult Literature
DOMÍNGUEZ , MICHAEL
DOMÍNGUEZ, ALICE
Too often, classroom conversations and literature choices frame race in homogenizing terms, equating racial identity solely with the experience of marginalization. This can have a chilling effect on students whose cultural context has made race an inaccessible topic, positioning conversations about racial identity beyond their zone of proximal development. Leveraging reflections from student-athletes and an analysis of three YA texts, the authors argue that sports-centered YA literature, by normalizing depictions of race, might be leveraged to serve as a critical entry point for robust classroom conversations about the complexity of racial identity, adding nuance and accessibility to a taboo subject.
University of Oklahoma Libraries
2021-10-15
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1077
10.15763/issn.2376-5275.2020.4.2.1-30
Study & Scrutiny: Research on Young Adult Literature; Vol. 4 No. 2 (2020): Special Issue SPORTS-RELATED YOUNG ADULT LITERATURE: SOCIETY, CULTURE, AND POLITICS; 1-30
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1077/1048
Copyright (c) 2020 MICHAEL DOMÍNGUEZ , ALICE DOMÍNGUEZ
https://creativecommons.org/licenses/by-nc/4.0
oai:studyandscrutiny.journals.shareok.org:article/1078
2021-10-15T14:46:29Z
studyandscrutiny:Critical
Athlete as Agitator, Assaulter, and Armor: Sports, Identity, and Sexual Assault in Young Adult Literature
BOEHM, SHELBY
COLANTONIO-YURKO, KATHLEEN
OLMSTEAD, KATHLEEN
MILLER, HENRY "CODY"
An increasing number of young adult literature features male athletes sexually assaulting female classmates. These books can be generative spaces for examining relationships between athletic identities and sexual violence. This manuscript provides an analysis of six YAL novels addressing sexual assault: Moxie (Mathieu, 2017), The Nowhere Girls (Reed, 2017), The Way I Used to Be (Smith, 2017), Some Boys (Blount, 2014), Asking For It (O’Neill, 2016), All the Rage (Summers, 2015). The authors examine athlete identities and figured worlds in the six titles and then present teaching suggestions to investigate in English classrooms athlete identities and sexual assault.
University of Oklahoma Libraries
2020-12-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1078
10.15763/issn.2376-5275.2020.4.2.31-56
Study & Scrutiny: Research on Young Adult Literature; Vol. 4 No. 2 (2020): Special Issue SPORTS-RELATED YOUNG ADULT LITERATURE: SOCIETY, CULTURE, AND POLITICS; 31-56
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1078/1029
Copyright (c) 2020 SHELBY BOEHM, KATHLEEN COLANTONIO-YURKO, KATHLEEN OLMSTEAD, HENRY "CODY" MILLER
https://creativecommons.org/licenses/by-nc/4.0
oai:studyandscrutiny.journals.shareok.org:article/1094
2021-11-24T19:26:34Z
studyandscrutiny:Critical
Lizzie, Mamie, & Mo'ne: Exploring Issues of Racism, Classism, and Sexism in Baseball
BROWN , ALAN
PARKER MOORE, DANI
This paper considers intersectional social identities of race, class, and gender through an examination of women in baseball from the late 1800s to today. At its core, the article revolves around a fictional character named Lizzie Bright Griffin from Gary Schmidt’s (2004) adolescent novel Lizzie Bright and the Buckminster Boy while interweaving dynamic historic and contemporary baseball figures, including Mamie “Peanut” Johnson and Mo’ne Davis, ultimately inviting readers to consider what it would mean for a new generation of young women to overcome racial prejudice, class differences, and gender discrimination to find opportunity and success in the game of baseball.
University of Oklahoma Libraries
2020-12-29
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1094
Study & Scrutiny: Research on Young Adult Literature; Vol. 4 No. 2 (2020): Special Issue SPORTS-RELATED YOUNG ADULT LITERATURE: SOCIETY, CULTURE, AND POLITICS; 57-78
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1094/1050
Copyright (c) 2020 Alan Brown, Dani PARKER MOORE
https://creativecommons.org/licenses/by-nc/4.0
oai:studyandscrutiny.journals.shareok.org:article/1099
2022-04-06T18:30:46Z
studyandscrutiny:Critical
Cinderella’s Transformation: From Patriarchal to 21st Century Expressions of Femininity
PARSONS, LINDA
Cinderella
feminist fairy tales
patriarchal fairy tales
fairy tale retellings
gender binary
Cinderella’s story endures through countless adaptations. In this study, I analyzed the tropes of the patiently suffering heroine, the cruel stepmother, magical help, beauty as female currency, and being chosen by the prince in Cendrillon (Perrault, 1697), Mechanica (Cornwell, 2015), and Cinder (Meyer, 2012). The (re)visions deconstruct binary gender roles through heroines who liberate themselves from their servitude, prioritize independence over marriage, and experience supportive female relationships. The portrayals of the cruel stepmothers disrupt the trope of powerful women as inherently evil, and the storylines critique the injustices of Othering. These (re)visions reflect contemporary discourses that expand expressions of femininity.
University of Oklahoma Libraries
2022-04-06
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1099
10.15763/issn.2376-5275.2021.5.1.85-108
Study & Scrutiny: Research on Young Adult Literature; Vol. 5 No. 1 (2021): CREATIVE CONTAMINATION: GENERATING ENRICHMENT THROUGH ADAPTATION; 84-107
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1099/1097
Copyright (c) 2021 LINDA T. PARSONS
https://creativecommons.org/licenses/by-nc/4.0
oai:studyandscrutiny.journals.shareok.org:article/1127
2022-07-26T13:39:58Z
studyandscrutiny:Critical
Comics as Literary Compasses and Kaleidoscopes: A Pedagogical Essay in Fragments
Low, David E.
Torres, Francisco L.
teaching graphic novels
comics analysis
representation
multimodal texts
critical visual literacy
social justice
Rudine Sims Bishop
Through an analysis of published graphic novels and comics created by schoolchildren, and building upon Rudine Sims Bishop’s literary metaphors, we discuss how comics serve as compasses and kaleidoscopes that allow readers/composers/educators to center justice in the storying process. We argue that the comics medium provides readers and authors specific affordances (interiority, multiperspectivity, fragmentation, ambiguity, juxtaposition, and focalization) for bending reality and framing stories of the unseen, unheard, and hidden in the margins. We address teachers directly in exploring what’s possible when texts are read kaleidoscopically to engage the multiperspectival/multiversal/liminal nature of a robustly multimodal medium.
University of Oklahoma Libraries
2022-07-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1127
10.15763/issn.2376-5275.2022.5.2.138-174
Study & Scrutiny: Research on Young Adult Literature; Vol. 5 No. 2 (2022): IMAGE AND TEXT: CRITICAL AND EMPIRICAL RESEARCH ON THE USE OF COMICS AND GRAPHIC NOVELS IN LITERACY INSTRUCTION; 138-174
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1127/1124
Copyright (c) 2022 David E. Low, Francisco L. Torres
https://creativecommons.org/licenses/by-nc/4.0
oai:studyandscrutiny.journals.shareok.org:article/1128
2022-07-05T18:20:30Z
studyandscrutiny:Critical
Through the Space and Time of Educational Experiences: Examining the Chronotopic Landscape in New Kid
Sheppard Riesco, Holly
Yates Grizzle, Megan
Bakhtin
multimodality
critical literacies
graphic novels
intertextuality
This paper applies the Bakhtinian theory of chronotope, literally “time-space,” to Jerry Craft’s graphic novel New Kid. We examine the definition of chronotope and explore its role in the ELA classroom, as well as its relation to multimodal texts and critical literacies. We argue that an awareness of chronotopic spaces can guide students as they move through the intertextuality of their everyday spaces that shape aspects of their personal and social identities. We begin by outlining our theoretical framework and conclude with an analysis of chronotope, multimodality, and critical literacies in New Kid.
University of Oklahoma Libraries
2022-07-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1128
10.15763/issn.2376-5275.2022.5.2.175-196
Study & Scrutiny: Research on Young Adult Literature; Vol. 5 No. 2 (2022): IMAGE AND TEXT: CRITICAL AND EMPIRICAL RESEARCH ON THE USE OF COMICS AND GRAPHIC NOVELS IN LITERACY INSTRUCTION; 175-196
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1128/1125
Copyright (c) 2022 Holly Sheppard Riesco, Megan Yates Grizzle
https://creativecommons.org/licenses/by-nc/4.0
oai:studyandscrutiny.journals.shareok.org:article/1129
2022-07-05T18:29:30Z
studyandscrutiny:Critical
Graphic Narratives as Opportunities for Professional Learning: A Sociocognitive Complexity Reading of the Graphic Novel Queen of the Sea
Lopez Kershen, Julianna E.
In the graphic narrative Queen of the Sea, protagonist Margaret tells the story of her youth on a secret island. Multimodal texts can be used as a platform for academic inquiry, enticing the reader to closely engage with the visual images, text, and the interplay between the two. Studying the sociocognitive complexity of a text invites the reader to utilize theory-of-mind thinking to identify the mental states communicated in the narrative, as well as narratological constructs such as temporality and narrative empathy. As an opportunity for professional learning, this study analyzed the sociocognitive complexity of Dylan Meconis’s graphic narrative Queen of the Sea, using theory-of-mind thinking as an analytic frame for reading and exploring. Findings of this investigation highlight the complexity of graphic narratives and argue for their use as instructional texts in the English classroom.
University of Oklahoma Libraries
2022-07-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1129
10.15763/issn.2376-5275.2022.5.2.197-219
Study & Scrutiny: Research on Young Adult Literature; Vol. 5 No. 2 (2022): IMAGE AND TEXT: CRITICAL AND EMPIRICAL RESEARCH ON THE USE OF COMICS AND GRAPHIC NOVELS IN LITERACY INSTRUCTION; 197-219
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1129/1119
Copyright (c) 2022 Julianna E. Lopez Kershen
https://creativecommons.org/licenses/by-nc/4.0
oai:studyandscrutiny.journals.shareok.org:article/1130
2022-07-05T20:42:33Z
studyandscrutiny:Critical
Kapow! Bam! Wham! Shattering Adolescent Stereotypes and Promoting Social Change Making in Comic Books
Villanueva, Sara Abi
adolescents
social change makers
young adult literature (YAL)
Youth Lens (YL)
In this article, I discuss how educators can use comic books, like Marvel’s Ms. Marvel, to shatter adolescent stereotypes and constructs. Using a modified version of Petrone et al.’s (2015) Youth Lens analysis, I analyze Ms. Marvel, Volumes 1 and 2, focusing on characterization, images, and themes centered on relationships between adolescents and adults, as well as adolescents and their inner struggles to play an important role in their world. I identified four themes: (a) adults serving as guides, (b) adults and authority, (c) the careless and reckless teen, and (d) adolescents as social change makers. Findings suggest comic books like Ms. Marvel can help adolescent readers become aware of the power they have to change stereotypes while addressing social issues.
University of Oklahoma Libraries
2022-07-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1130
10.15763/issn.2376-5275.2022.5.2.220-240
Study & Scrutiny: Research on Young Adult Literature; Vol. 5 No. 2 (2022): IMAGE AND TEXT: CRITICAL AND EMPIRICAL RESEARCH ON THE USE OF COMICS AND GRAPHIC NOVELS IN LITERACY INSTRUCTION; 220-240
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1130/1120
Copyright (c) 2022 Sara Abi Villanueva
https://creativecommons.org/licenses/by-nc/4.0
oai:studyandscrutiny.journals.shareok.org:article/1141
2023-08-26T17:05:58Z
studyandscrutiny:Critical
Narrative of Deficit and Authentic Portrayals of Mental Illness and Cultural Sensitivities in Young Adult Literature
Olan, Elsie Lindy
Richmond, Kia Jane
mental illness
narrative of deficit
stigma
young adult literature
romanticization
identity
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.
University of Oklahoma Libraries
2023-08-26
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
application/pdf
https://journals.shareok.org/studyandscrutiny/article/view/1141
10.15763/issn.2376-5275.2023.6.1.21-46
Study & Scrutiny: Research on Young Adult Literature; Vol. 6 No. 1 (2023): CENSORSHIP AND YOUNG ADULT LITERATURE: INTELLECTUAL FREEDOM, READING RIGHTS, & READING ACTIVISM; 21-46
2376-5275
eng
https://journals.shareok.org/studyandscrutiny/article/view/1141/1150
Copyright (c) 2023 Elsie Lindy Olan, Kia Jane Richmond
https://creativecommons.org/licenses/by-nc/4.0