http://orcid.org/0000-0003-4607-9503
References
- Agee, J. (1999). “There it was, that one sex scene”: English teachers on censorship. The English Journal, 89(2), 61–69. doi:10.2307/822141
- Álvarez-Álvarez, C. (2016). Book clubs: An ethnographic study of an innovative reading practice in Spain. Studies in Continuing Education, 38(2), 228–242. doi:10.1080/0158037X.2015.1080676
- American Library Association. (2018). Selection criteria. Retrieved from http://www.ala.org/tools/challengesupport/selectionpolicytoolkit/criteria
- American Library Association. (2019a). Library bill of rights. Retrieved from http://www.ala.org/advocacy/intfreedom/librarybill
- American Library Association. (2019b). Top ten most challenged book lists. Retrieved from http://www.ala.org/advocacy/bbooks/frequentlychallengedbooks/top10
- Asheim, L. (1953). Not censorship but selection. Wilson Library Bulletin, 28(1), 63–67.
- Beach, R., & Yussen, S. (2011). Practices of productive adult book clubs. Journal of Adolescent & Adult Literacy, 55(2), 121–131. doi:10.1002/JAAL.00015
- Bosman, J. (2007, February 18). With one word, children’s book sets off uproar. The New York Times. Retrieved from http://www.nytimes.com.
- Boyd, F.B., & Bailey, N.M. (2009). Censorship in three metaphors. Journal of Adolescent & Adult Literacy, 52(8), 653–661. doi:10.1598/JAAL.52.8.1
- Cerra, K.K. (1994). Self-censorship and the elementary teacher. In J.E. Brown (Ed.), Fighting censorship in our schools (pp. 36–50). Urbana, IL: National Council of Teachers of English.
- Children’s Bureau. (2017). Child maltreatment 2017. Retrieved from https://www.acf.hhs.gov/sites/default/files/cb/cm2017.pdf
- Dresang, E.T. (1999). Radical change: Books for youth in a digital age. New York, NY: H.W. Wilson.
- Dresang, E.T. (2003). Controversial books and contemporary children. Journal of Children’s Literature, 29(1), 20–31.
- Fanetti, S. (2012). A case for cultivating controversy: Teaching challenged books in K-12 classrooms. The ALAN Review, 40(1), 6–17. doi:10.21061/alan.v40i1.a.1
- Freedman, L., & Johnson, H. (2000/2001). Who’s protecting whom?: “I hadn’t meant to tell you this,” a case in point in confronting self-censorship in the choice of young adult literature. Journal of Adolescent & Adult Literacy, 44(4), 356–369.
- Gambrell, L.B. (2011). Seven rules of engagement: What’s most important to know about motivation to read. The Reading Teacher, 65(3), 172–178. doi:10.1002/TRTR.01024
- Glaser, B.G., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine de Gruyter.
- Greathouse, P., Eisenbach, B., & Kaywell, J. (2017). Supporting students’ right to read in the secondary classroom: Authors of young adult literature share advice for pre-service teachers. SRATE Journal, 26(2), 17–24.
- Hays, D.G., & Singh, A.A. (2012). Qualitative inquiry in clinical and educational settings. New York, NY: The Guilford Press.
- Hartsfield, D.E., & Kimmel, S.C. (2020). Exploring educators' figured worlds of controversial literature and adolescent readers. Journal of Adolescent & Adult Literacy, 63(4), 443–451. doi:10.1002/jaal.989
- Ho, L.C., Alviar-Martin, T., & Leviste, E.N.P. (2014). “There is space, and there are limits”: The challenge of teaching controversial topics in an illiberal democracy. Teachers College Record, 116, 1–28.
- Horning, K.T. (2012). The naked truth. School Library Journal, 58(8), 32–36.
- International Literacy Association. (2018). Children’s rights to read. Retrieved from https://www.literacyworldwide.org/get-resources/childrens-rights-to-read
- Isajlovic-Terry, N., & McKechnie, L. (2012). An exploratory study of children’s views of censorship. Children & Libraries, 10(1), 38–43.
- Ivey, G., & Johnston, P. (2018). Engaging disturbing books. Journal of Adolescent & Adult Literacy, 62(2), 143–150. doi:10.1002/jaal.883
- Jacobson, L. (2016). Unnatural selection. School Library Journal, 62(10), 20–24.
- Kimmel, S.C., & Hartsfield, D.E. (2019). “It was … the word ‘scrotum’ on the first page”: Educators' perspectives of controversial literature. Journal of Teacher Education, 70(4), 335–346. doi:10.1177/0022487117751126
- Knox, E.J.M. (2017). Opposing censorship in difficult times. Library Quarterly, 87(3), 268–276. doi:10.1086/692304
- Knox, E.J.M. (2019). Silencing stories: Challenges to diverse books. The International Journal of Information, Diversity, & Inclusion, 3(2), 24–39.
- Leland, C.H., Lewison, M., & Harste, J.C. (2018). Teaching children’s literature: It’s critical! (2nd ed.). New York, NY: Routledge.
- Lent, R.C., & Pipkin, G. (2012). Keep them reading: An anti-censorship handbook for educators. New York, NY: Teachers College Press.
- Lo, M. (2014, September 18). Book challenges suppress diversity [Blog post]. Retrieved from http://www.diversityinya.com/2014/09/book-challenges-suppress-diversity/.
- Malins, P. (2016). How inclusive is “inclusive education” in the Ontario elementary classroom?: Teachers talk about addressing diverse gender and sexual identities. Teaching and Teacher Education, 54, 128–138. doi:10.1016/j.tate.2015.11.004
- National Council of Teachers of English (NCTE). (2018). The students’ right to read. Retrieved from http://www2.ncte.org/statement/righttoreadguideline/.
- Oltmann, S. (2017). Creating space at the table: Intellectual freedom can bolster diverse voices. Library Quarterly, 87(4), 410–418. doi:10.1086/693494
- Oltmann, S.M., Peterson, C., & Knox, E.J.M. (2017). Analyzing challenges to library materials: An incomplete picture. Public Library Quarterly. Advance online publication, 36(4), 274–292. doi:10.1080/0161846.2017.1324233
- Papola-Ellis, A. (2016). It’s just too sad!”: Teacher candidates’ emotional resistance to picture books. Reading Horizons, 55(2), 1–26.
- Pomerantz, F. (2018). Facilitating teachers’ appreciation and use of controversial picture books. The Reading Professor, 41(1), 30–35.
- Robinson, K.H. (2013). Innocence, knowledge and the construction of childhood: The contradictory nature of sexuality and censorship in children’s contemporary lives. New York, NY: Routledge.
- Rosenblatt, L.M. (2001). The literary transaction: Evocation and response. Theory into Practice, 21(4), 268–277. doi:10.1080/00405848209543018
- Roser, N. (2004). Heavy (and heavy-handed) issues surrounding book selection. In J.V. Hoffman & D.L. Schallert (Eds.), The texts in elementary classrooms (pp. 195–210). Mahwah, NJ: Lawrence Erlbaum.
- Schmidt, R., Armstrong, L., & Everett, T. (2007). Teacher resistance to critical conversation: Exploring why teachers avoid difficult topics in their classrooms. The NERA Journal, 43(2), 49–55.
- Schrader, A. M. (1996). Censorproofing school library collections: The fallacy and futility. School Libraries Worldwide, 2(1), 71–94.
- Walter, B., & Boyd, A.S. (2019). A threat or just a book?: Analyzing responses to Thirteen Reasons Why in a discourse community. Journal of Adolescent & Adult Literacy, 62(6), 615–623. doi:10.1002/jaal.939
- Wollman-Bonilla, J.E. (1998). Outrageous viewpoints: Teachers’ criteria for rejecting works of children’s literature. Language Arts, 75(4), 287–295.
Children’s Literature Cited
- Asher, J. (2007). Thirteen reasons why. New York, NY: Razorbill.
- Gino, A. (2015). George. New York, NY: Scholastic.
- Patron, S. (2006). The higher power of Lucky. New York, NY: Atheneum Books for Young Readers.
- Pilkey, D. (1997). The adventures of Captain Underpants. New York, NY: The Blue Sky Press/Scholastic.
- Richardson, J., Parnell, P., & Cole, H. (2005). And Tango makes three. New York, NY: Simon & Schuster Books for Young Readers.
- Tamaki, M., & Tamaki, J. (2014). This one summer. New York, NY: First Second.
- Telgemeier, R. (2012). Drama. New York, NY: Scholastic.