You Can\u27t Go Back to Holding Hands. Reading Judy Blume\u27s Forever in the #MeToo Era

Judy Blume’s Forever is a cultural artifact that gives readers a historical look at society’s attitudes about sex and sexuality at the time of publication in 1975. However, in the #MeToo era, Blume’s text is poised for new analysis in light of important conversations and concerns about sex, sexuality, and consent. In this article, Critical Youth Studies and Queer Theory are used to explore the ways in which young readers can critically engage with Blume’s novel and questions about virginity, sex, sexuality, and consent associated with the #MeToo movement

Rethinking Curation in School Libraries and School Library Education: Critical, Conceptual, Collaborative

School library educators often assign a curation assignment to preservice school librarians in the university classroom. However, these projects emphasize a product created by librarians for teachers and learners, rather than the collaborative and critical process that the National School Library Standards suggest. In this paper, we draw on data from a qualitative inquiry of several courses for preservice school librarians, looking at both curation assignment descriptions and the final products. Through a systematic content analysis of these projects, we have found that these assignments often fall short in asking our learners to critically consider conceptual connections and diverse perspectives. To this end, we identify revisions to these assignments that reframe curation as a collaborative, conceptual, critical endeavor

“Nothing to do but be borne and steered”: Unpacking Feminist Scripts in Elana Arnold’s Damsel

Feminism in novels marketed for young adults often reflects the values of a popular feminism that relies on individual and personal means of empowerment, rather than critiquing or seeking to dismantle systems of domination. In this paper, we illumminate frameworks and methods for engaging students in careful readings and evaluations of texts marketed as feminist, through an analysis of Elana Arnold’s feminist fairy tale, Damsel (2018). Drawing on theoretical frameworks of popular feminism, feral feminism, and theories of becoming, the authors use Critical Content Anlaysis to explore several tenets in contemporary feminist thought in order to analyze Arnold’s text and its themes of empowerment and liberation, domestication and ferality, and the discursive and material conditions of becoming. The authors argue that complex understandings of feminist frameworks can move readers toward more robust critique of the various forms of feminism that can be found in young adult literature, and suggest that this novel offers pathways for interrogating complex feminist scripts in young adult literature

Transforming Learning: Challenges and Opportunities through School Libraries

Researchers will share papers exploring the SIG theme, Transforming Learning: Challenges and Opportunities through School Libraries. This interactive SIG session includes presentation of each research paper followed by open dialogue and Q&A regarding issues raised by the papers, implications for practice, and future areas for research. The following papers were selected for presentation: Teachers’ Perceptions of Students’ News Literacy (Lesley S. J. Farmer), Lead Like a Librarian (Pamela Harland), Challenges and Opportunities: Transforming Learning through Implementation of the 2018 National School Library Standards for Learners, School Librarians, and School Libraries (Carl A. Harvey II, Jen R. Spisak, Karla B. Collins, and Audrey P. Church), and Discourses of Adolescence/ts and Collection Development (Jenna Spiering and Kate Lechtenberg)

La Campana de Gracia: Any LIV Batallada 2836 - 1923 octubre 27

The format and content of LGBTQ graphic novels make them effective pedagogical tools for engaging students in critical discussions about gender and sexuality. By using two exemplar texts, the authors offer teachers a vocabulary and method for engaging in these conversations