As I change strategies to read straight through one book at a time instead of juggling 5 or 6, I'm also recommitting to reading through the University of Wisconsin-Madison's Disrupting Whiteness core reading list for an introduction to the problem of whiteness in librarianship and returning to the question of the state of young adult literary criticism in recent years. For the latter, to create my own bibliography, I ran four searches in two different academic databases for articles on literary theory and young adult literature from 2010 through this year. I selected 68 titles that include articles from 40 academic journals, chapters from six books, and two doctoral dissertations. Am I actually going to read all this? I plan to, but I may run out of steam or get attracted by something shiny. All this is driven (A) by an improbably dream that I can make a significant contribution to the fields of librarianship and young adult literature and (B) by the pleasure I take in studying and, perhaps to an even greater degree, the pleasure I take in planning to study these subjects. Why drop these here? To be blunt, I have nothing better to report at this point, and I want to announce something, even if it is only an intention to report future findings. If you enjoy bibliographies as much as I do, read on. Disrupting Whiteness, Core Readings
---------------------------------- Espinal, I. (2001). A new vocabulary for inclusive librarianship: Applying whiteness theory to our profession. From L Castillo-Speed (Ed), The power of language = el poder de la palabra: Selected papers from the second REFORMA National Conference (pp 131-149). Englewood, Colo: Libraries Unlimited. Retrieved from https://works.bepress.com/isabel_espinal/5/ Pateman, J. (2003). Libraries contribution to solidarity and social justice in a world of neo-liberal globalisation. Information for Social Change 18, 35-37. Honma, T. (2005). Trippin’ over the color line: The invisibility of race in library and information studies. Interactions 1(2). Retrieved from https://escholarship.org/uc/item/4nj0w1mp Yeo, S & Jacobs, J. R. (2006). Diversity matters? Rethinking diversity in libraries. Counterpoise 9(2), 5-8. Retrieved from https://freegovinfo.info/files/diversity_counterpoise.pdf Davis-Kendrick, K. D. (2009). The Kaleidoscope concern: An annotated chronological bibliography of diversity, recruitment, retention, and other concerns regarding African American and ethnic library professionals in the United States. Retrieved from http://www.ala.org/acrl/sites/ala.org.acrl/files/content/publications/booksanddigitalresources/digital/kaleidoscopic.pdf Tuck, E. & Yang, K.W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education and Society 1(1), 1-40. Retrieved from https://clas.osu.edu/sites/clas.osu.edu/files/Tuck%20and%20Yang%202012%20Decolonization%20is%20not%20a%20metaphor.pdf Walker, C. (2013, Dec 20). On privilege, intersectionality, and the librarian image. Retrieved from https://cecily.info/2013/12/20/on-privilege-intersectionality-and-the-librarian-image/ Bourg, C. (2014, Mar 3). The unbearable whiteness of librarianship. Retrieved from https://chrisbourg.wordpress.com/2014/03/03/the-unbearable-whiteness-of-librarianship/ Morales, M., Knowles, E. C., & Bourg, C. (2014, Jul). Diversity, social justice, and the future of libraries. Libraries and the Academy 14(3), 439-451. Retrieved from https://muse.jhu.edu/article/549202 Ettarh, F. (2014, Jul 2). Making a new table: Intersectional librarianship. In the Library with the Lead Pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2014/making-a-new-table-intersectional-librarianship-3/ Swanson, Damasco, Gonzalez-Smith, Hodges, Honma, & Tanaka. (2015, Jul 29). Why diversity matters: A roundtable discussion on racial and ethnic diversity in librarianship. In the Library with the Lead Pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2015/why-diversity-matters-a-roundtable-discussion-on-racial-and-ethnic-diversity-in-librarianship/ Hathcock, A. (2015, Oct 7). White librarianship in blackface: Diversity initiatives in LIS. In the Library with the Lead Pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2015/lis-diversity/ Blackburn, F. (2015, Dec 1). The intersection between cultural competence and whiteness in libraries. In the Library with the Lead Pipe. Retrieved from http://www.inthelibrarywiththeleadpipe.org/2015/culturalcompetence/ Schlesselman-Tarango, G. (2016, Spring). The legacy of Lady Bountiful: White women in the library. Library Trends 64(4). Retrieved from https://muse.jhu.edu/article/622027 Schlesselman-Tarango, G., ed. (2017). Topographies of whiteness: Mapping whiteness in library and information science. From . CA: Library Juice Press. Hudson, D. J. (2017, Jan 31). On ‘diversity’ as anti-racism in LIS: A critique. Journal of Critical Library and Information Studies 1(1). DOI: 10.24242/jclis.v1i1.6 Velez, L. & Villa-Nicholas, M. (2017, Spring). Mapping race and racism in US library history literature, 1997-2015. Library Trends 65(4), 540-554. Retrieved from https://muse.jhu.edu/article/669456/pdf Gohr, M. (2017, Aug 2). Ethnic and racial diversity in libraries: How white allies can support arguments for decolonization. Journal of Radical Librarianship 3, 42–58. Retrieved from https://journal.radicallibrarianship.org/index.php/journal/article/view/5 Espinal, I., Sutherland, T., & Roh, C. (2018). A holistic approach for inclusive librarianship: Decentering whiteness in our profession. Library Trends 67(1), 147-162. Sierpe, E. (2019). Confronting librarianship and its function in the structure of white supremacy and the ethno state. Journal of Radical Librarianship 5. Retrieved from https://journal.radicallibrarianship.org/index.php/journal/article/view/39 Ossom-Williamson, P.; Williams, J.; Goodman, X.; Minter, C. I.J.; and Logan, A. (2020, Dec). Starting with I: Combating anti-Blackness in libraries. Journal Articles: Leon S. McGoogan Health Sciences Library 9. Retrieved from https://digitalcommons.unmc.edu/mcgoogan_articles/9 Leung, S.Y. & Lopez-McKnight, J.R., eds. (2021). Knowledge justice: Disrupting library and information studies through critical race theory. MIT Press. YA Literary Criticism, A Selection: 2010-2021 ----------------------------------------- Thomas, P. L., Crisp, T., & Knezek, S. M. (2010, Jan). Challenging texts: "Just don't see myself here": Challenging conversations about LGBTQ adolescent literature. The English Journal 99(3), pp. 76-79. Retrieved from https://www.jstor.org/stable/40503487 Soter, A. O., Wilkinson, I. A. G., Connors, S. P., Murphy, P. K., & Shen, V. F-Y. (2010, Jan). Deconstructing "Aesthetic Response" in small-group discussions about literature: A possible solution to the "Aesthetic Response" dilemma. English Education 42(2), pp. 204-225. Retrieved from https://www.jstor.org/stable/40607962 Woolston, J. (2010, Spring/ Summer). Nancy Drew's body: The case of the autonomous female sleuth. Studies in the Novel 42(1/2), pp. 173-184. Retrieved from https://www.jstor.org/stable/29533975 Brooks, W., Sekayi, D., Savage, L., Waller, E. & Picot, I. (2010, Aug). Narrative significations of contemporary Black girlhood. Research in the Teaching of English 45(1), pp. 7-35. Retrieved from https://www.jstor.org/stable/25704894 Kidd, K. (2011, Jan). Queer Theory's child and children's literature studies. PMLA 126(1), pp. 182-188. Retrieved from https://www.jstor.org/stable/41414090 Moeller, R. A. (2011, Apr). "Aren't these boy books?": High school students' readings of gender in graphic novels. Journal of Adolescent & Adult Literacy 54(7), pp. 476-484. Retrieved from https://www.jstor.org/stable/41203397 Locke, T. & Cleary, A. (2011, May). Critical literacy as an approach to literary study in the multicultural, high-school classroom. English Teaching: Practice and Critique 10(1), pp. 119-139. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2011v10n1art7.pdf Pellicer-Ortín, S. (2011, Jun). Testimony and the representation of trauma in Eva Figes' "Journey to Nowhere". Atlantis 33(1), pp. 69-84. Retrieved from https://www.jstor.org/stable/41472335 Fann, K. & Trott, B. (2011, Fall). Tapping into the appeal of cult fiction. Reference & User Services Quarterly 51(1), pp. 15-18. Retrieved from https://www.jstor.org/stable/10.2307/refuseserq.51.1.15 Thein, A. H., Guise, M., & Sloan, D. L. (2012, Apr). Exploring the significance of social class identity performance in the English classroom: A case study analysis of a literature circle discussion. English Education 44(3), pp. 215-253. Retrieved from https://www.jstor.org/stable/23238728 Chisholm, J. S. & Trent, B. (2012, Jul). "Everything... affects everything": Promoting critical perspectives toward bullying with "Thirteen Reasons Why". The English Journal 101(6), pp. 75-80. Retrieved from http://www.jstor.com/stable/23269414 Sabeti, S. (2012). Reading graphic novels in school: Texts, contexts and the interpretive work of critical reading. Pedagogy, Culture & Society 20(2), pp. 191-210. DOI: 10.1080/14681366.2012.672336 Boggs, N. (2012, Winter). A grammar of little manhood: Ralph Ellison and the queer little man at Chehaw Station. Callaloo 35(1), pp. 245-266. Retrieved from https://www.jstor.org/stable/41412507 Davies, L. M., Doecke, B., & Mead, P. (2013). Reading the local and global: Teaching literature in secondary schools in Australia. Changing English 20(3), pp. 224-240. DOI: 10.1080/1358684X.2013.816529 Connors, S. P. (2013, May). Challenging perspectives on young adult literature. The English Journal 102(5), pp. 69-73. Retrieved from https://www.jstor.org/stable/24484095 Campano, C., Ghiso, M. P., Yee, M., & Pantoja, A. (2013, May). Toward community research and coalitional literacy practices for educational justice. Language Arts 90(5), pp. 314-326. Retrieved from https://www.jstor.org/stable/24574990 Ivey, G. & Johnston, P. H. (2013, Jul/Aug/Sep). Engagement with young adult literature: Outcomes and processes. Reading Research Quarterly 48(3), pp. 255-275. Retrieved from https://www.jstor.org/stable/43497622 Hateley, E. (2013, Sep). Canon Fodder: Young Adult Literature as a Tool for Critiquing Canonicity. English in Australia 48(2), pp. 71-78. Groenendijk, R., Kooy, M., Coppen, P.-A., Imants, J., Van de Ven, P.-H. (2013, Dec). Striving for literary development in secondary literature students: A teacher's self-study. English Teaching: Practice and Critique 12(3), pp. 41-94. Retrieved from http://education.waikato.ac.nz/research/files/etpc/files/2013v12n3art3.pdf Cole, D. R. (2014). "Cthulhuic literacy": Teaching secondary English with a dose of Lovecraft. English in Australia 49(1), pp. 72-80. Dutro, E. & Bien, A. C. (2014, Feb). Listening to the speaking wound: A trauma studies perspective on student positioning in schools. American Educational Research Journal 51(1), pp. 7-35. Retrieved from https://www.jstor.org/stable/24546666 Miller, A. (2014, Spring). Unsuited to age group: The scandals of children's literature. College Literature 41(2), pp. 120-140. Retrieved from https://www.jstor.org/stable/24544321 Pagliaro, M. (2014, Mar). Is a picture worth a thousand words? Determining the criteria for graphic novels with literary merit. The English Journal 103(4), pp. 31-45. Retrieved from https://www.jstor.org/stable/24484218 Logan, L. A., Lasswell, T. A., Hood, Y., & Watson, D. C. (2014, May). Criteria for the selection of young adult queer literature. The English Journal 103(5), pp. 30-41. Retrieved from https://www.jstor.org/stable/24484242 Kim, E. (2014, May). Korean and Korean American adolescents' responses to literature: Impact of narratives and interpretive community. Journal of Adolescent & Adult Literacy 57(8), pp. 666-675. Retrieved from https://www.jstor.org/stable/24034753 Thompson, K. H. (2014, Jul). Beyond the stacks: Why high school English teachers should be talking about books. The English Journal 103(6), pp. 38-44. Retrieved from https://www.jstor.org/stable/24484378 Thein, A. H., Guise, M., & Sloan, D. L. (2015, Feb). Examining emotional rules in the English classroom: A critical discourse analysis of one student's literary responses in two academic contexts. Research in the Teaching of English 49(3), pp. 200-223. Retrieved from https://www.jstor.org/stable/24398700 Jogie, M. R. (2015, Jun). Too pale and stale: prescribed texts used for teaching culturally diverse students in Australia and England. Oxford Review of Education 41(3), pp. 287-309. DOI: 10.1080/03054985.2015.1009826 Macaluso, M. & Thomas, P. L. (2015, Jul). Speaking truth to power: Trending bedfellows: The teaching of literature and critical approaches. The English Journal 104(6), pp. 78-80. Retrieved from https://www.jstor.org/stable/24484442 Haynes, F. (2015, Autumn). A voice of their own: Helping silenced students to be heard through the use of exploratory talk in pairs. Education Today 65(3), pp. 10-15. Helmer, K. (2016). Gay and lesbian literature disrupting the heteronormative space of the high school English classroom. Sex Education 16(1), pp. 35-48. DOI: 10.1080/14681811.2015.1042574 Jackson, F. (2016). Unraveling high school English literature pedagogic practices: A legitimation code theory analysis. Language and Education 30(6), pp. 536-553. DOI: 10.1080/09500782.2016.1177070 Hillocks Jr., G. & Smagorinsky, P. (2016, Jan). The territory of literature. English Education 49(2), pp. 109-126. Retrieved from https://www.jstor.org/stable/24570887 Rybakova, K. & Roccanti, R. (2016, Spring). Connecting the canon to current young adult literature. American Secondary Education 44(2), pp. 31-45. Minslow, S. G. (2016, Spring). Treat your chicken-eating children "right": The conservative political and evangelical values reinforced in Chick-fil-A's Classic Stories and Essential Values series. Studies in Popular Culture 38(2), pp. 23-39. Retrieved from https://www.jstor.org/stable/44259597 Hruby, G. G., et al. (2016, Mar). The metatheoretical assumptions of literacy engagement: A preliminary centennial history. Review of Research in Education 40, pp. 588-683. Retrieved from https://www.jstor.org/stable/44668632 Choo, S. S. (2016, May). Fostering the hospitable imagination through cosmopolitan pedagogies: Reenvisioning literature education in Singapore. Research in the Teaching of English 50(4), pp. 400-421. Retrieved from https://www.jstor.org/stable/24889942 Westover, J. (2016, Jun). Signifyin(g) metamorphosis in Thylias Moss's "Slave Moth". CLA Journal 59(4), pp. 345-363. Retrieved from https://www.jstor.org/stable/44325539 Poyas, Y. (2016, Sep). “Don’t sell me the enemy’s literature”: A self-study of teaching literature in politically fraught contexts. Studying Teacher Education 12(3), pp. 267-283. DOI: 10.1080/17425964.2016.1237872 Wiebe, F. & Smith, C. C. (2016, Fall). A/R/Tography and teacher education in the 21st century. McGill Journal of Education 51(3), pp. 1163-1178. Sulzer, M. A., Thein, A. H. (2016, Sep/Oct). Reconsidering the hypothetical adolescent in evaluating and teaching young adult literature. Journal of Adolescent & Adult Literacy 60(2), pp. 163-171. Retrieved from https://www.jstor.org/stable/44011366 Suhr-Sytsma, M. (2016, Winter). Jeannette Armstrong's Slash and the indigenous reinvention of young adult literature. Studies in American Indian Literatures 28(4), pp. 25-52. Retrieved from https://www.jstor.org/stable/10.5250/studamerindilite.28.4.0025 Ireland, J., O'Sullivan, K.-A., & Duchesne, S. (2017). English syllabus interpretation: The relationship between literary theories and teacher beliefs. English in Australia 52(2), pp. 55-64. Del Nero, J. R. (2017, Mar/Apr). Slaying monsters: Students' aesthetic transactions with gothic texts. The Reading Teacher 70(5), pp. 551-560. Retrieved from https://www.jstor.org/stable/26632437 Page, M. L. (2017, May/Jun). Teaching in the cracks: Using familiar pedagogy to advance LGBTQ-inclusive curriculum. Journal of Adolescent & Adult Literacy 60(6), pp. 677-685. Retrieved from https://www.jstor.org/stable/26630689 Goff, B. (2018). The process of change in the teaching and learning of writing about literature in an 11th grade Honors English Language Arts classroom [Doctoral dissertation, The Ohio State University]. EBSCO Host Education Databases. Gordon, J. (2018). Reading from nowhere: assessed literary response, Practical Criticism and situated cultural literacy. English in Education 52(1), pp. 20-35. DOI: 10.1080/04250494.2018.1414408 Caputo, V. (2018). ‘Too young to wed’: Envisioning a ‘generous encounter’ between feminism and the politics of childhood. In R. Rosen & K. Twamley (Eds.), Feminism and the Politics of Childhood (pp. 201-217). UCL Press. Retrieved from https://www.jstor.org/stable/j.ctt21c4t9k.20 Darragh, L. (2018, Mar). Loving and loathing: Portrayals of school mathematics in young adult fiction. Journal for Research in Mathematics Education 49(2), pp. 178-209. Retrieved from https://www.jstor.org/stable/10.5951/jresematheduc.49.2.0178 Ross, M. (2018, Summer). The art of English: A foray in literary criticism. The Use of English 69(3), pp. 62-70. Kelley, J. E., Barrio, B. L., Cardon, T. A., Brando-Subis, C., Lee, S., & Smith, K. (2018, Jun). DSM-5 Autism Spectrum Disorder symptomology in award-winning narrative fiction. Education and Training in Autism and Developmental Disabilities 53(2), pp. 115-127. Retrieved from https://www.jstor.org/stable/10.2307/26495264 Nachowitz, M. (2018, Sep). Scaffolding progressive online discourse for literary knowledge building. Online Learning Journal 22(3), pp. 133-156. Rabold, J. C. (2019). Approximations disciplinary literacy in English Language Arts: An analysis of high school students’ developing understanding of literary analysis [Doctoral dissertation, Boston University] . EBSCO Host Education Databases. Kunnath, J. P. & Jackson, A. (2019). Developing student critical consciousness: Twitter as a tool to apply critical literacy in the English classroom. Journal of Media Literacy Education 11(1), pp. 52-74. DOI: 10.23860/JMLE-2019-11-1-3 Thomas, E. E. (2019). Toward a theory of the dark fantastic. In The Dark Fantastic: Race and the Imagination from Harry Potter to the Hunger Games (pp. 15-34). NYU Press. Retrieved from https://www.jstor.org/stable/j.ctv12fw6jj.4 Thomas, E. E. (2019). Hermione is Black: A postscript to Harry Potter and the crisis of infinite dark fantastic worlds. In The Dark Fantastic: Race and the Imagination from Harry Potter to the Hunger Games (pp. 143-169). NYU Press. Retrieved from https://www.jstor.org/stable/j.ctv12fw6jj.8 Driver, D. (2019). Wordsworth’s ‘We Are Seven’: Reflections on the secondary English classroom. Changing English 26(1), pp. 77-88. DOI: 10.1080/1358684X.2018.1551053 Van Eecke, C. (2019, Fall/Winter). Blowing the morte: The rites of manhood in William Rayner's Stag Boy. Mythlore 38(1), pp. 219-236. Retrieved from https://www.jstor.org/stable/10.2307/26809401 Cyr, H. K. (2019, Fall/Winter). Pyramids in America: Rewriting the “Egypt of the West” in Rick Riordan’s The Kane Chronicles series. Mythlore 38(1), pp. 131-152. Retrieved from https://www.jstor.org/stable/10.2307/26809397 Gonnermann, A. (2019, Oct). The concept of post-pessimism in 21st century dystopian fiction. The Comparatist 43, pp. 26-40. Retrieved from https://www.jstor.org/stable/10.2307/26824946 Alfvén, V. (2020). Defying norms through unprovoked violence: The translation and receptionof two Swedish young adult novels in France. In J. Van Coillie & J. McMartin (Eds.), Children’s Literature in Translation: Texts and Contexts (pp. 263-276). Leuven University Press. Retrieved from https://www.jstor.org/stable/j.ctv17rvx8q.18 Toliver, S. R. (2020). Eliminating extermination, fostering existence: Diverse dystopian fiction and female adolescent identity. In R. Fitzsimmons & C. A. Wilson, Beyond the Blockbusters: Themes and Trends in Contemporary Young Adult Fiction (pp. 187-202). University Press of Mississippi. Retrieved from https://www.jstor.org/stable/j.ctvz93791.16 Farley, L. (2020). Innocence. In F. Macgilchrist & R. Metro (Eds.), Trickbox of Memory: Essays on Power and Disorderly Pasts (pp. 65-85). Punctum Books. Retrieved from www.jstor.org/stable/j.ctv1jf2c49.6 Sweed, Y. (2020). New directions in disability narratives. Alif: Journal of Comparative Poetics 40, pp. 186-211. Retrieved from www.jstor.org/stable/10.2307/26924871 Dressman, M. & Rao, D. (2020). On savvy reading. English in Education 54(2), pp. 161-173. DOI: 10.1080/04250494.2019.1626712 Bittner, R. (2020, Fall). Beyond mere representation in the classroom: Finding and teaching literature by and about LGBTQ+ authors. Journal of Children’s Literature 46(2), pp. 36-47. Sheahan, A. & Dallacqua, A. K. (2020, Fall). Taking scissors to Shakespeare. Journal of Language and Literacy Education 16(2), pp. 1-13. Ackermans, L. (2021). Young adults as branded readers. In H. van den Braber, J. Dera, J. Joosten, & M. Steenmeijer (Eds.), Branding Books Across the Ages: Strategies and Key Concepts in Literary Branding (pp. 239-255). Amsterdam University Press. Retrieved from www.jstor.org/stable/j.ctv1m8d6qv.13
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AuthorJeffrey Babbitt, MLIS, is a graduate of the School of Library and Information Science at Wayne State University who is pursuing a career as a librarian in Michigan. Subject Headings
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June 2021
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