Thesis

You Can’t Read That: Assessing Book Banning in a World of Film

Ashley Katherine Horn

Senior Honors Thesis School of Education

University of North Carolina at Chapel Hill November 9, 2015

Approved by:

_______________________________________ Suzanne Gulledge, Ph.D. - Thesis Advisor _______________________________________ Jim Trier, Ph.D. – Second Thesis Reader

Abstract

Table of Contents

Abstract……….…….. 2

Introduction………..……….……….. 5

Review of Literature………..…………. 10

Ideology of Censorship………... 11

How Students feel about Censorship……….. 13

Are Banned Books Really Bad? ………. 15

Role of Media in 21st _{Century………. 16}

How are Teachers Teaching Controversial Topics? ……….. 19

Methodology ………..………. 20

Research Design………... 20

The Great Gatsby by F. Scott Fitzgerald (1925) ………. 21

The Great Gatsby (2013) ………. 21

The Giver by Lois Lowry (1993) ………. 22

The Giver (2014)………... 22

The Perks of Being a Wallflower by Stephen Chbosky (1999) ………... 23

The Perks of Being a Wallflower (2012)……….. 23

Research Participants……… 23

Data Collection………. 25

Data Analysis………... 26

Results………..……… 27

Demographics………... 27

Educator Comfortability………...…… 31

Films in the Classroom………. 33

Book-Film Case Studies………... 35

Discussion……….………... 44

Opinions on Book Banning……….. 45

Opinions on Likelihood of Students Reading versus Students Watching……… 46

Opinions on Comfortability with Controversial Topics………..…………. 46

Opinions on Film Practices in Classroom………. 47

Book-Film Case Studies ……….. 48

Implications for Policy……….. 49

Implications for Educators……….... 50

Strengths and Limitations………...……….. 51

Implications for Future Research………..… 52

Conclusion……… 53

References……… 55

You Can’t Read That: Assessing Book Banning in a World of Film

Censorship is seemingly as old as the written word itself. Prior to 1450, literature deemed unfavorable by the educated canon, was burned in large quantities. The invention of the printing press increased book availability and quantity, making book burning an ineffective form of censorship. Thus the act of censorship by means of book banning went out of practice (American Library Association, 2012). Early works of literature were often censored for religious fallacies. Today written works are challenged and/or banned for several reasons. Common among these are sexually explicit content, offensive language, and unsuitability for intended age group. Modern censorship is defined as a change in the access states of material, based on the content of the work, made by a governing authority or its representatives (American Library Association, 2012). Modern censorship may involve exclusion, restriction, removal, or age/grade level changes. The American Library Association (ALA) defines a challenge as an attempt to remove or restrict material based on the objections of a person or group. The result of a successful challenge is known as a ban and leads to the removal of the challenged work from circulation (American Library Association, 2012). The ideology behind censorship holds that those in positions of power feel responsible for the supervision of the children whom their power affects. It is the duty of the censor to ensure youths are exposed to appropriate forms of media that will foster productive citizens. According to the ALA (2012), parents are found to be the most common censor.

concern for the preservation of American, Christian, and Semitic values. The court ruled in a 5-4 vote that this was an infringement on the First Amendment (The Oyez Project, 2015). Although school boards have an interest in protecting moral values, their power comes secondary to that of the U.S. Constitution’s Amendments. From an academic standpoint, further issues with book banning arise inside the classroom. Should educators use challenged and/or banned literature in their curriculums? If so, how can educators address the controversial topics associated with such literature?

The emergence of film created a new phenomenon in censorship. The accessibility of the modern film made movies an agent for literary works to reach the masses. Many best-selling novels are, or are in the process of, debuting on the silver screen. Not only are movies accessible to children, but they are far less time consuming and less cognitively taxing than their literary counterparts. A phenomenon is then created in which children develop the mentality of “I’ll just watch the movie, and not read the book.” This mentality proves problematic for many reasons: decreased proficiency in reading and comprehension, hindered syntax and vocabulary skills, and loss of interest in literature (Roth, 2002).

often feel uncomfortable addressing banned book topics, and therefore avoid adding these books to their curricula. It can be argued that without open discussion about controversial topics, students remain naïve about the world in which they live. Is it not the responsibility of a school to prepare children for the life they may face upon graduation (Dresang, 2003)?

Research on the topic of banned books ranges from the effects of reading such novels, to the subjectivity of what is considered controversial in modern society. In his study on the effects of reading banned books on adolescents, Ferguson (2014) concluded there was no correlation between reading banned books and delinquent behavior. Additionally, his study found there to be a positive correlation between reading such books and civic behavior (Ferguson, 2014). Other studies have addressed how such books may be included in the classroom. Chappell (2006) conducted a study utilizing student book ethnographies and community opinion polls to discover that the general public was not well informed about historical backstories that are typically included in banned literature. This research proposed teachers design curricula intended to open students’ eyes to the political backstory behind books in order to increase comprehension and understanding.

When used in the classroom correctly, movies may also increase a student’s

practices can further increase a child’s comprehension of controversial topics found in banned and/or challenged literature.

Based on research, one could argue previously banned books should be used in school curricula. Similarly, the inclusion of banned literature can be done effectively if students are made aware of the context of the story. Additionally, the increasing popularity of film has created a decrease in students’ interest in literature (Roth, 2002). There are, however, current gaps in research on these topics. Further data is needed regarding educators’ dispositions on the inclusion of controversial literature in classrooms and on how they might incorporate such literature.

This research will examine the opinions of current educators on the issue of watching a controversial movie rather than reading its original text. A problem arises when teachers are not allowed to incorporate banned and/or challenged books in their curriculums, yet their students view comparable films outside of the classroom. By banning a piece of literature that includes controversial subject matter, children may be robbed of an open and safe environment in which such topics can be discussed.

This study will focus on three novels: The Great Gatsby by F. Scott Fitzgerald (1925),

The Giver by Lois Lowry (1993), and The Perks of Being a Wallflower by Stephen Chbosky

(1999) as well as their respective films: The Great Gatsby (2013), The Giver (2014), The Perks of Being A Wallflower (2012). These novels were chosen because each represents a common

challenging point. The Great Gatsby (1925) is often banned/challenged on the basis of a concern about the depiction of immoral behavior and language. The Giver (1993) is often

depiction of homosexuality, drug and alcohol abuse, and racism. These novels are also most commonly read by upper middle grades and transitioning high school students. Most

importantly, their respective films have gathered attention within recent years and will therefore offer accurate comparisons between book and movie popularity. For the aforementioned reasons, these novels were included in the case study of this research.

This study, through a review of literature and a survey of current middle grades English Language Arts educators, will aim to answer the following questions.

a. What is the current opinion of middle grades educators on the practice of book banning?

b. How comfortable do current middle grades educators feel including previously banned and/or challenged literature in their classrooms?

c. How do current middle grades educators use film, as a literature supplement, in their classroom?

d. Are students more likely to watch a controversial film or a read a controversial novel? Based on the literature readings and survey responses, this study’s goal is to provide a suggestion for the inclusion of banned and/or challenged literature in classrooms. Furthermore, it is

hypothesized that film accompaniments have the potential to facilitate a better understanding and more effective discussion of controversial subject matter found in classically banned and/or challenged literature.

county. Participants of the study were those who offered self-report survey data. All participants were current middle grades English Language Arts educators in the randomly selected North Carolina counties. Participants were asked to give consent before access was given to the survey. All data was immediately returned to the researcher and kept confidential and anonymous. Data was stored in secure electronic files and was disposed of upon the study’s completion.

Data on novel and film popularity will be analyzed quantitatively based on survey responses. Questions regarding whether or not participants have read/seen the book/film will be asked in “yes” or “no” questions. “Yes” and “no” responses will then be counted and compared for books and films. Questions regarding a participants’ comfort level teaching controversial literature will be measured using a Likert Scale (1 Uncomfortable to 5 Comfortable). Free response questions regarding overall opinions of banned books will be used as qualitative data for this study.

It is the goal of this study to provide educators with information regarding banned book popularity to support the inclusion of controversial literature in schools. This research can also be used in future lesson planning to allow for supportive and effective discussion within the classroom using film accompaniments. As our world becomes increasingly fascinated with media technology, it is important teachers demonstrate how media can be used to supplement works of literature.

Review of Literature

extent to which banned books are detrimental to the development of young children, if at all. Secondly, it is crucial to consider those whom censorship affects most- students. The voices of children must be heard in order to better address the controversy that is book banning. Children’s opinions are arguably, shaped and/or influenced by the media they are exposed to. For this reason, research on the role of 21st _{century media must also be considered; this includes the} popularity of films derived from banned literature. Finally, the perspective of the educator must be researched, to determine how this dilemma is currently being handled in the classroom. Through this review of literature, one will be able to draw a more conclusive sense of the state of book banning and media’s influence, in order to better suggest future action on the matter. Ideology of censorship

As mentioned in this study’s introduction, modern censorship is defined by The

American Library Association (ALA) as: a change in the access status of material based on the content of the work made by a governing authority or its representatives (American Library Association, 2012). The ALA has developed its Library Bill of Rights to ensure equitable access of media materials to all United States citizens. The bill states, “parents, and only parents, have the right and responsibility to restrict the access of their children” (American Library

Association, 2012: 2). In this way, the Library Bill of Rights limits the right to censor materials and explicitly states that media resources may not be banned from a school, school district, or public library unless challenged by a concerned parent.

The process of book banning involves a series of complaints. If a parent feels

an oral complaint to an administrator of the library, school, or school district. An oral complaint is typically followed by a written complaint, in which explicit reasoning for concern is outlined. The final step of a book ban is a public attack on the material. A public attack involves a publicly disseminated statement challenging the value of the material presented to the media and/or outside sources. This is done in the hopes of gaining public attention and support. A successful public attack results in a book ban, which is the decision of the library head, school

administrator, or district superintendent (American Library Association, 2012). Contrary to popular opinion, The American Library Association is not responsible for banning literature.

There are several theories on the ideology of censorship in the modern world. The most popular justification for censorship deals with the responsibility adults feel to protect young children. “To the censor it is self-evident that a responsible society must supervise what is taught to its children” (Booth, 1964:155). By way of censorship, governing adults can ensure their children are exposed to materials deemed appropriate, in the hopes of fostering productive citizens. Some may argue that children must be led down the path to good citizenship because they are incapable of arriving there on their own. Dresang (2003) offers three common

ideologies that drive parental censorship. Parents may view children as innocent and in need of protection. In the past this has been done by emphasizing natural literature and literature published before the year 1960. Secondly, parents may see children as depraved and in need of redemption. In this case, parents focus on literature from the 18th _{and 19}th _{centuries whose} purpose is the instruction of manners and morals. This view brings up the notion that children can be redeemed, or corrected, through literature. The effects of reading literature on the

may view children as capable and seeking connections. This view offers the most agency to the child because they are seen as world wise with a natural affinity to technology. In the minds of some parents, this may pose a problem in that children may “outsmart” them with their

knowledge of technology. Therefore, technology use must be censored. Dresang (2003) explains a disconnect that occurs when 21st _{Century classrooms adopt these ideologies. This disconnect} will be revisited in the following sections of this literature review.

Research shows the majority of adults feel some form of censorship is necessary The correct use of censorship is ensuring students are consuming literature appropriate for their age and reading level. Subsequently, there are characteristics that differentiate a good censor and a bad censor. A good censor will read the entirety of a book in question. This is vital to

understanding the author’s purpose for including controversial topics/language. A good censor will then reread the novel several times, realizing the true moral of a story cannot be reached by examining one theme or character (Booth, 1964). Censors must keep in mind that controversial characters are often times the most relatable to young readers- and what is literature but not a way to see oneself in text?

How students feel about censorship

independent agency when it came to deciding what to read. The majority of 9-12 year old participants felt they were capable of identifying what was appropriate. Isajlovic-Terry & McKechnie (2012) call for children to be seen as partners in literature censorship.

A similar study recorded the sentiments of 12th _{grade students on the idea of censorship in} schools. Stephens (2008) conducted a two week study requiring his 12th _{grade participants to} read books that had been recently challenged. Each of the 16 participants investigated a book from the ALA’s “100 Most Frequently Challenged Books” list. Participants then engaged in a discussion surrounding the themes of metacognition, affective reasoning, value of information sources, age-appropriate concerns, authorial empathy, and respect for diverse opinions. Results found metacognition to be one of the most frequent responses, given in the form of “I learned…” statements. Similarly, 43.75% of participants used “I did not know…” statements, suggesting there are current gaps in literature curriculums. An interesting finding was 69% of participants recorded having liked the reading and enjoyed the class discussion surrounding the novels. The results of this study confirm the absence of a controversial theme does not prevent students’ agreement with the sentiment it poses. Stephens (2008) concluded that a unit of banned books can, and does, meet learning objectives that have not otherwise been covered in current English Language Arts curriculums. With proper background knowledge of the controversial topic at hand, students can better relate to and consequently comprehend literature.

community members were unaware of the political backstory behind books. The majority of participants and interviewees had little to no knowledge of how censorship worked, leaving teachers unequipped to handle banned book units in their classrooms. While studies like those conducted by Isajlovic-Terry & McKechnie (2012) and Stephens (2008) support students’ agency and the inclusion of controversial literature in schools, it is important to consider the obstacles a teacher may face when bringing banned books into his/her classroom.

Are banned books really bad?

Media’s influence on the general public is a common research subject in the field of psychology. The Uses and Gratification Theory claims media use is an active process in which individuals select media to promote mood states they wish to achieve (Ferguson, 2014). The researcher extends this theory to say children choose media that will support their aspirations. The Adolescent’s Media Practice Model claims adolescents are active users and shapers of media but also, media use is important to the identity development process of youth. Simply put, interacting with media forces children to hone their identity. Social Cognitive Theories state media has a direct, and predictable, effect on consumers that is unavoidable. Taking all

psychological research into consideration, media’s influence on the development of adolescence is unprecedented and must be addressed in the classroom if teachers want to reach their students (Ferguson 2014).

recruit 282 participants from school districts in South Texas. Participant ages ranged from 12-18 years and were mainly of Hispanic-American descent. The following predictor variables were used: The Negative Life Events instrument, 30 recently banned books and the International Personality Item Pool. Similarly, the following outcome variables were tested: mental health as reported by caregivers, frequency of civic behavior, frequency of delinquent behavior, and GPA.

Ferguson found a positive correlation between reading banned books and frequency of civic behavior (C.J., Ferguson, 2014). No relation between reading banned literature and delinquent behaviors was found. However, reading banned books was found to be positively correlated with mental health symptoms. This correlation does not suggest banned books are the cause of mental health symptoms nor are they in any way linked to the onset of mental health disorders. Causation cannot be determined due to confounding factors. For example, children who demonstrate mental health symptoms may be more drawn to the topics discussed in banned books. In this instance, the child’s book preference acts as a third variable.

The results of Ferguson’s (2014) study show there is no relationship between reading banned books and delinquent behaviors. Furthermore, the study depicted an increase in civic behavior with an increase in banned book reading. Students who actively engaged in banned book topics had increased participation in volunteer and community based activities within a twelve month period than students who did not engage with banned books.

Role of media in the 21st _century

courage to prepare them to deal with it, to understand it, and to become active participants in their own right” (Buckingham, 2000: 207).

Dresang (2003) furthers the notion of inclusion of controversial literature in the lives of adolescents. He believes the advancements made in technology in the 21st _{century have changed} the way people interact with topics. Adolescents of the 21st _{century are exposed to much more} information at increasingly younger ages than those of previous generations. This concept was introduced by the Buckingham (2000) quote. For the majority of today’s adolescents,

technology has been an integral part of life since birth (Lipiner, 2011). Dresang (2003) argues that this influx of information causes adolescents to grow up faster. His research claims, 84% of children ages five to nine make use of a computer daily at home, school, or both home and school. This led him to speculate that children of the 21st _{century are exposed to controversial} topics much earlier and therefore are better equipped to deal with classroom discussions surrounding previously banned literature.

In reference to this logic it is important to keep in mind that for children of the 21st Century, literacy and literature hold new and differing definitions than they did for past

engages students and encourages them to read the next section of a novel (Lipiner, 2011). This strategy is termed Read-Watch-Read-Watch, or RWRW. Additionally, a study by Yow (2014) found students believe supplementing discussion and lecture with film clips helps them learn new material. A student participant of the study wrote, “Watching movies helped to better retain the information” (Yow, 2014, 121). His researched proved the use of movies in the classroom was successful in attracting new students to the subject. Finally, Roth (2002) proposes the process of comparing and contrasting literature and movies forces students to think critically about the different forms of media they are presented with every day. If research suggests the 21st _{century child engages well with visual literature, it is important for educators to understand} the best film practices to use in the classroom.

Dresang’s (2003) research defines an ideology of childhood, around which adults develop curricula. This ideology, he argues, is inaccurate for the 21st _{century child. He claims the current} view of children follows three assertions: children are innocent and are in need of protection, children are depraved and are in need of redemption, and children are capable and seek

connections. Adults who choose books often follow these perceptions. However, the widespread use of computers has altered the social context in which children are growing up. A problem then occurs when classrooms are still designed for the pre-digital age child. Due to the increase in information access, one cannot prevent contact between children and controversial topics. It would then stand to reason that the problem is not the topics themselves but how they are presented to children.

advances like films, audio books, and non-linear format novels have made books more

cognitively engaging and interactive for students. Finally, the 21st _{century has seen a break down} in barriers previously barring taboo subjects, character, and themes that generally interest and excite students. Dresang (2003) argues, that it is better for a child to read a controversial book to which he/she can relate, than to not discover the joy of reading at all.

How are teachers, teaching controversial topics?

Minimal research has been done regarding how teachers have handled controversial topics in their classrooms. Suh, Hinton, Marken, & Lee (2011) view controversial literature as a way to create more culturally inclusive classrooms. The research utilized a self-study approach in which four teachers met six times for one hour sessions. A transcript of each session was

recorded. Transcripts revealed three major themes of culturally controversial novels: cultural identity, discomfort related to cultural identity, and historical accuracy. Suh, et. al., (2011) discovered reading culturally controversial literature enhanced students’ awareness of multiple interpretations and promoted differing perspectives of students. Based on their results, the researchers suggested teachers provide additional historical and contextual facts when teaching culturally controversial books. Providing such facts will assist students in accurately evaluating various dimensions of a situation and perspectives (Suh, et. al., 2011).

students advocate for which popular opinion on a controversial topic. Using the “who stands for what” strategy will assist teachers in assigning literature circle groups to ensure an equitable discussion experience for each student. A second strategy is the use of an outside lecturer. When a teacher feels especially connected to a controversial topic represented in a book, the use of a guest lecturer will not only ensure an unbiased discussion experience, but will expose students to different discussion styles and techniques. A final technique, “taking the temperature of the classroom” can be accomplished with the use of assistive technology. In this method, teachers utilize blind surveys, clickers, online polls, etc. to gain information on the background

knowledge of each student. This method alerts teachers of marginalized groups of students (Burkstrand-Reid, et. al., 2011).

Methodology

The methods section will outline the design of this research as based on the three selected novels and their film adaptations. Information regarding reason for censorship and film

popularity are included in this section to provide additional information on why this issue warrants further research. Additionally, this section will describe the participants of this study and their recruitment process. An overview of the data collection and analysis process will also be included.

Research Design

questions. Both surveys aimed to assess the same topics. The surveys assessed current teacher dispositions with regard to the ethics of book banning, the use of banned and/or challenged books in classrooms, using film as curriculum accompaniments, and comfortability addressing controversial topics as they arise in the classroom. Items inquiring about the popularity of the three novels and their respective films were also included. Additionally, research on each novel and its film adaptation was done to explain reasoning behind the novel’s challenge and/or ban as well as gain a sense of its film’s popularity. The three novels addressed in the study were: The Great Gatsby by F. Scott Fitzgerald (1925), The Giver by Lois Lowry (1993), and The Perks of

Being a Wallflower by Stephen Chbosky (1999). The controversies surrounding each novel are

outlined below. The three film adaptations: The Great Gatsby (2013), The Giver (2014), and The Perks of Being a Wallflower (2012) are also reviewed in the proceeding section.

The Great Gatsby by F. Scott Fitzgerald (1925). Fitzgerald’s 1925 novel did not gain

popularity until after the author’s death. In fact, the most widely sold copies were the 1945 and 1953 reprints (Baldassaro, 2012). It was not until 1987 that the book was banned from Baptist College in South Carolina for bad language, sexual references, and cheating behavior. Later reprints of The Great Gatsby were adapted to be “more appropriate” for the young adolescent student, which is why some schools include the book in their curriculums today (Baldassaro, 2012).

The Great Gatsby (2013) PG-13. Fitzgerald’s novel was first brought to the silver screen

Edgerton, Isla Fisher, Gemma Ward, and Amitabh Bachchan. The researcher chose this

particular remake because it was most relevant to the participants of the study as well as gained the most popularity with respect to other film adaptations of the novel. During its opening weekend Baz Luhrmann’s Gatsby earned $50,085,184 in profit. By the end of its theatre run it made $144,840,419 in domestic box office sales. The Great Gatsby (2013) has won countless domestic and international awards (BoxOffice Media, 2015).

The Giver by Lois Lowry (1993). Lowry’s 1993 novel gained popularity almost

immediately upon its release. The Giver (1993) received the Newberry Award in 1994, just one year after its publication. In response to this popularity one critic wrote, “provocative, moving, and haunting… emerged as an ideal story to read and share, whether in parent-child groups or classrooms. Now with 3.5 million copies in print, The Giver has not only proved to be one of the greatest novel of the 1990’s for children but also one of the greatest science-fiction novels for young readers of all time” (Stewart, 2007:22). Today The Giver (1993) is ranked eleventh on The ALA’s most challenged list for cult-like behavior, sexual references, and depicting challenge to authority. Additionally, challengers of the novel argue that the story portrays ideologies concerning free-will, class and race separations, and ambiguity of life in unrealistic ways that are difficult for the adolescent reader to comprehend (Stewart, 2007).

The Giver (2014) PG-13. The 2014 film adaptation of The Giver (1993) was the novel’s

domestic box office sales. The Giver (2014) won the “Truly Moving Picture” award at the Heartland Film Festival in 2014 (BoxOffice Media, 2015).

The Perks of Being a Wallflower by Stephen Chbosky (1999). In his 1999 novel,

Stephen Chbosky addresses a host of young adolescent issues, most of which are driving forces for its challenge in Fairfax, Virginia county schools in 2003. The group “Parents Against Banned Books”, found fault in the book’s depiction of profanity, drug abuse, sexually explicit behavior, and torture (Marshall University Libraries, 2014). More recent challenges have been made with concern for the book’s depiction of homosexuality (Banned Book Week, 2014). While some parents are concerned with the controversial nature of the book’s topics, others find comfort in the main character’s use of epistolary writing to cope with life’s controversies. It is argued that this form of writing teaches young readers how to better make sense of the world and develop their own perspectives (Wasserman, 2003.)

The Perks of Being a Wallflower (2012) PG-13. The 2012 film adaptation The Perks of

Being a Wallflower earned $228,359 its opening weekend and a total of $17,742,948 in domestic

sales (BoxOffice Media, 2015). The novel’s author, Stephen Chbosky, was also the director of the film and enlisted the following cast members: Nina Dorbrev, Logan Lerman, Kate Walsh, Mae Whitman, Ezra Miller, Emma Watson, Paul Rudd, and Dylan McDermott. The film won several awards, the most relevant to this study however, is the Teen’s Choice Award for Choice Movie: Drama in 2013 (IMDb, 2015).

Research Participants

voluntary and participants were allowed to withdraw from the study at any time. Participant consent was given prior to survey completion. Educators were prompted to either confirm or deny consent before access was given to the electronic survey. Study data was stored on secure computer files and any published reports of the study do not include identifiers. Participants were aware that the risks of participation were minimal.

The pilot survey was a self-report, paper-pencil survey distributed at the North Carolina Middle Grades Association’s (NCMLE) annual conference held in Greensboro, NC. The sample included participants pooled from the population of North Carolina Middle Grades Educators that were in attendance at the conference. Therefore, the sample population was a convenience sample. All study participants were current middle grades educators at a North Carolina school. The n value of this study was 16, with the following values per content area: Language Arts (n=7), Social Studies (n=5), Science (n=4), Math (n=3), other (n=1). The number of participants who teach more than one subject was n=5. The following were values for type of employer: NC Public School (n= 14) and NC Charter School (n=2). The following were values for region of employment: Western Region (n=4), Central Region (n=7), Eastern Region (n=1), question omits (n=4). Participants were recruited in person by the researcher during the conference using snowball recruitment. The researcher personally invited participation and participants then recruited additional participants by word of mouth.

Alamance, Lincoln, Gaston, Davie, Guilford, Forsyth, Union, and Randolph. Eastern counties chosen at random were as follows: Brunswick, Pasquotank, Robeson, Columbus, Onslow, Washington, Craven, New Hanover, Halifax, and Camden. The researcher then utilized public domain websites and acquired work email addresses for all English Language Arts (ELA) middle grades instructors in the randomly chosen counties. The following counties were chosen at random but did not yield participants due to lack of public domain information availability: Graham, Rutherford, Caswell, Lincoln, Randolph, Onslow, and Washington. All participants were current English Language Arts educators at a North Carolina school.

The electronic survey was sent to 509 potential participants and yielded fifty-five participants (n=55); Western Region (n=9), Piedmont Region (n=27), Eastern Region (n=19). The following were values for type of North Carolina employer: North Carolina Public School (n=53) and North Carolina Charter School (n=1).

Data Collection

The paper and pencil survey consisted of 23 items made up of both quantitative and qualitative questions. Quantitative data was recorded using Likert Scales while qualitative data was recorded in free-write responses. Data was collected at the North Carolina Middle Grades Association (NCMLE) annual conference on March 16th_{, 2015. The electronic survey was sent to} participants on July 27th_{, 2015 and remained active until August 24}th_{, 2015. The complete}

teacher dispositions on the study’s topic. Additionally, the responses were analyzed to help the researcher develop further implications and suggestions for including controversial books and film accompaniments in school curriculums.

Data Analysis

Quantitative survey data was analyzed using descriptive statistics. The researcher examined the mean level of comfortability incorporating banned books in curricula, the mean level of comfortability incorporating films into curricula, and the mean likelihood of children to see the movie rather than read the book, measured on Likert Scales. The researcher also recorded the n values for numbers of participants who reported having read each novel and seen each film. Additional N values were provided in reference to the number of participants who read the novel in a classroom setting.

Qualitative data was reviewed, analyzed, and added to this report to give perspectives on current teacher dispositions regarding the topic of banned books in schools. Qualitative questions of specific interest inquire about opinion on a school or school system’s ability to ban books and reasoning behind the use of film as a literature accompaniment in schools.

Results

The results of this study derived from data provided by the study’s participants (n=55). All participants were current middle grades English Language Arts educators in the state of North Carolina. Following, are the findings from the electronic survey. Results are reported both quantitatively and qualitatively based on question type. Findings are presented by survey

questions that participants were asked to complete. Demographics

What grade level(s) do you teach? Fifty-five (100%) participants provided a response to this question. Eleven (20%) participants reported currently teaching in a sixth grade classroom. Fifteen (27%) participants reported currently teaching in a seventh grade classroom. Twenty-nine (53%) participants reported currently teaching in an eighth grade classroom.

What content area(s) do you teach? (select all that apply) Fifty-five (100%) participants provided a response to this question. Fifty-five (100%) participants reported currently teaching one or more classes of English Language Arts. Of the fifty-five participants, two (n=2) reported teaching one or more classes of Academically and Intellectually Gifted (AIG) English Language Arts. Eleven (20%) participants reported currently teaching one or more classes of Social Studies. One (2%) participant reported currently teaching one or more classes of Science. None of the participants (0%) reported currently teaching one or more classes of Mathematics. Four (7%) participants reported currently teaching one or more classes classified as “other”. Responses to the other category included: Theatre (n=1), Academically and

At what type of North Carolina school are you currently employed? Fifty-five (100%) of participants provided a response to this question. Fifty-four (98%) participants reported current employment at a North Carolina public school. One (2%) participant reported current employment at a North Carolina charter school. Zero (0%) participants reported current employment at North Carolina private school. Zero (0%) participants reported current

employment at a North Carolina religious affiliated school. Zero (0%) participants reported current employment at a North Carolina school categorized as “other.”

In what region of North Carolina is your school located? Fifty-five (100%)

participants provided a response to this question. Nine (16%) participants reported employment at a school in the Western Region of North Carolina. Twenty-seven (49%) participants reported employment at a school in the Piedmont Region of North Carolina. Nineteen (35%) participants reported employment at a school in the Eastern Region of North Carolina.

How many years have you been a teacher? Fifty-five (100%) participants provided a response to this question. The minimum value of responses to this question was two years. The maximum value of responses to this question was thirty-six years. The average number of years of teaching experience was fourteen years (M=13.8, SD=1.9).

Banned Books

In your opinion, should schools/districts be allowed to ban books? Why or why not? This question aimed to assess current teacher opinions on the practice of school/district ability to ban books in general. The question requested a free-response entry. Therefore data was recorded and consequently reported qualitatively. Forty-eight (87%) participants responded to the

Twenty-seven (49%) participants give definitive “no” responses. The open ended comments included multiple viewpoints. Many survey participants noted that book banning denied children the opportunity to grow and learn from the multiple viewpoints often found in controversial literature. On the topic of controversial elements, one participant stated, “these uncomfortable elements are part of who we are as a people and the past that has brought us to our current state of existence. It is our job as teachers to let students explore these topics through the safety of the literary world, before they have to encounter them in the real one.” Another participant responded, “If handled in the right context [controversial content], my middle schoolers get it! Most watch much worse on TV and internet.”

Eight (15%) participants gave definitive “yes” responses that schools and/or districts should be allowed to ban books. The consensus among these respondents was book banning is necessary with regards to age appropriateness and explicit reasoning for the ban. One respondent wrote, “in an effort to save my job until retirement, I guess book banning is not so bad. Kinda’ sad but that is America for you.” Another added, “Yes, they are protecting the teachers from parent uprising.”

Table 4.1 Should schools/districts be allowed to ban books?

N value (Total=55) Percentage (Total=55)

No 27 49%

Yes 8 15%

Unsure* Omitted Question

13 7

24% 13% *respondents offered statements of mixed opinion or situation/circumstantial exceptions

If a book has been banned by a school/district, how do you believe it tends to affect a student’s likelihood of reading the book versus seeing the film outside of school? This question was designed to better understand the weight of film in a modern student’s daily life. This question was measured on a Likert Scale (1- A lot more likely to read the novel to 5- A lot more likely to watch the movie). On average, participants rated students more likely to watch the

movie than read the book (M=3.5, SD=1.3). Further analysis revealed, 31% of participants believed students are “A lot more likely to watch the movie” while 9% of participants believed students are “A lot more likely to read the novel” if the novel was banned from a school/district. Additionally, 27% of participants believed students are “Somewhat more likely to watch the movie.” Consequently, 58% of participants felt their students would be more likely to opt to watch the movie rather than read the novel. 16% of participants believed the novel and film to be equally likely.

question. On average, participants reported they would include a banned book in their curriculum if it was banned outside of their school/district. Twenty-six (49%) of participants responded “yes” they would include the banned book in their curriculum. Twenty-four (45%) participants responded “yes with parent permission” and three (6%) responded “no” they would not include a banned book in their curriculum.

Educator Comfortability

In general, how comfortable or uncomfortable do you feel addressing controversial topics in your classroom? This question aimed to assess comfortability levels of teachers when dealing with controversial topics in the classroom. Fifty five (100%) participants provided responses to the question. Responses were measured on a Likert Scale (1-Uncomfortable to 5- Comfortable). On average participants felt they were Somewhat Comfortable addressing such

topics (M=4.05, SD=1.08). The distribution of responses is shown in Figure 4.1 below.

Unco mfo rtabl e Som ewha

t Unc omfo rtabl e Neut ral Som ewha

t Com forta ble Com forta ble 0 5 10 15 20 25 30 0 8 6 16 25

Figure 4.1 Teacher comfortability with controversial topics

film into their curriculum. Fifty- five (100%) participants provided a response to this question. There were zero question omits. Responses were measured on a Likert Scale (1-Uncomfortable to 5- Comfortable). The majority of participants were comfortable incorporating films into their curriculum (M=4.38, SD=0.83). The distribution of responses is shown below in Figure 4.2.

Unco mfo rtabl e Som ewha

t Unc omfo rtabl e Neut ral Som ewha

t Com forta ble Com forta ble 0 5 10 15 20 25 30 35 0 3 3 19 30

Figure 4.2 Teacher comfortability using film in curricula

Films in the Classroom

In the past, what strategies have you used to incorporate films into your classrooms? This question was asked to gauge what film practices were already in place in North Carolina English Language Arts classrooms. Forty-seven (86%) respondents answered the question in its entirety; there were 8 respondents (15%) who omitted the question. Table 4.2 depicts whether or not participants use full films in their curriculums as opposed to pertinent film clips.

Approximately 2% of respondents (n=1) stated, “We are not allowed to show any type of film other than documentaries in our classroom due to a policy put in place by our county central office leadership.” As shown in Table 4.2, the majority of respondents (98%) used films as accompaniments to their curriculum.

Table 4.2 Amount of film used to supplement curriculum

N value (Total=55) Percentage (Total=55)

Full films 14 26%

Film clips 19 35%

Both full film and film clips* 4 7%

Did not specify quantity of film used 9 16%

Do not use films Omitted Question

1 8

2 % 15% *participants used either full films or film clips depending on novel and/or topic of study

The “use of film” question led to the following additional finding regarding how

educators currently use films in their curriculums. Thirty (55%) respondents gave descriptions of “compare and contrast” practices. Participants explained they used compare and contrast

between the genres in general. Most participants wrote they often watched complementary films after the novel unit had been completed. Some participants wrote they have read a specific scene in a novel and then watched its film adaptation scene, in a read-watch-read-watch manner. One interesting response read, “…I do a lot of setting the students up before viewing the film. Everything we read deals with controversial topics, so I address those topics with the class and give them a ‘heads up’ of what to look for in the movie. I tell them some scenes to look for and talk about viewpoint. The content of the movie dictates how often I stop the film for discussion and/or activities.”

Participant responses varied on the topic of when films should be used to accompany a text. Table 4.3 depicts when teachers introduce film accompaniments in their lessons.

Table 4.3 When do educators use film accompaniments as compare/contrast tools?

N value (Total=30) Percentage (Total=30)

Before reading the text 2 7%

While reading the text 2 7%

After reading the text 8 27%

Combination of use before, during, and after 8 27%

Did not specify when used 10 33%

As shown in Table 4.3, the thirty respondents who indicated they used film as part of their curricula varied in their film practices. Of the participants who specified when they used films as compare and contrast tools, 27% said they used films only after reading the written text.

using the films before reading text segments to illustrate foreshadowing and introduce topics; however, they also liked using films after reading a text to talk about viewpoint and character analysis. One respondent stated, “most-frequently after reading a book, we watch the film and compare the two. For struggling readers it can be helpful for the student to watch the movie first (to front-load them) and then read the book.”

Book-Film Case Studies

The survey questionnaire featured a series of questions inquiring about three notoriously controversial novels and their film adaptations. The three novels selected for this study were as follows: The Great Gatsby by F.Scott Fitzgerald (1925), The Giver by Lois Lowry (1993), and The Perks of Being a Wallflower by Stephen Chbosky (1999). The accompanying films of this

case study were as follows: The Great Gatsby (2013), The Giver (2014), and The Perks of Being a Wallflower (2012).

Participants were asked to indicate whether or not they had personally read each novel. If they had read the novel they were asked to indicate where they had read it, either inside the classroom or outside the classroom.

The Great Gatsby by F. Scott Fitzgerald (1925). Fifty-five (100%) of participants

The Giver by Lois Lowry (1993). Fifty-five (100%) of participants responded to this

question. The question required participants to answer with “yes” or “no” responses. Forty-nine (89%) participants responded, “yes” they had personally read the novel. Six (11%) participants responded, “no” they had not personally read the novel. Of the forty-four educators who

responded to the setting follow-up question, twenty-three (52%) said they had first read the novel inside the classroom. Twenty-one (48%) participants said they first read the novel outside of the classroom. Five participants did not indicate in which setting they read the novel.

The Perks of Being a Wallflower by Stephen Chbosky (1999). Fifty-three (96%)

participants responded to this question. There were two (4%) participants who opted to omit this question. The question required participants to answer with “yes” or “no” responses. Sixteen (30%) participants responded, “yes” they had personally read the novel. Thirty-seven (70%) participants responded, “no” they had not personally read the novel. Of the fourteen educators who responded to the setting question, one (7%) said he/she had first read the novel inside the classroom. Thirteen (93%) participants said they first read the novel outside of the classroom.

Educators were asked if they had used any of the three target novels in their curriculum. This question asked participants to provide “yes” or “no” responses.

The Great Gatsby by F. Scott Fitzgerald (1925). Fifty-five (100%) participants provided

a response to this question. Five (9%) participants answered, “yes” they had used the novel in their curriculum in the past. Fifty (91%) participants answered, “no” they had not used the novel in their curriculum in the past.

The Giver by Lois Lowry (1993). Fifty-four (98%) participants provided a response to

they had used the novel in their curriculum in the past. Nineteen (35%) participants answered, “no” they had not used the novel in their curriculum in the past.

The Perks of Being a Wallflower by Stephen Chbosky (1999). Fifty-one (93%)

participants provided a response to this question. There were four (7%) question omits. Two (4%) participants answered, “yes” they had used the novel in their curriculum in the past. Forty-nine (96%) participants answered, “no” they had not used the novel in their curriculum in the past.

Educators were asked if they would ever consider including the three target novels in their curriculum in the future. This question asked participants to provide “yes” or “no” responses.

The Great Gatsby by F. Scott Fitzgerald (1925). Fifty-four (98%) participants provided a

response to this question. There was one (2%) question omit. Thirty-one (57%) participants answered “yes” they would consider using the novel in their curriculum. Twenty three (42%) participants answered “no” they would not consider using the novel in their curriculum.

The Giver by Lois Lowry (1993). Fifty-five (100%) participants provided a response to

this question. Fifty (91%) participants answered “yes” they would consider using the novel in their curriculum. Five (9%) participants answered “no” they would not consider using the novel in their curriculum.

The Perks of Being a Wallflower by Stephen Chbosky (1999). Fifty (91%) participants

provided a response to this question. There were five (9%) question omits. Of those who

Participants were asked if the novel was required reading in their school/district. This question asked participants to provide “yes” or “no” responses.

The Great Gatsby by F. Scott Fitzgerald (1925). Fifty-one (93%) participants provided a

response to this question. There were four (7%) question omits. Of the fifty-one respondents, fourteen (27%) answered “yes” the novel was required reading in their school/district. Thirty-seven (73%) participants answered “no” the novel was not required reading in their

school/district.

The Giver by Lois Lowry (1993). Fifty-two (95%) participants provided responses to this

question. There were three (5%) question omits. Of the fifty-two respondents, eleven (21%) participants answered “yes” the novel was required reading in their school/district. Forty-one (79%) participants answered “no” the novel was not required reading in their school/district.

The Perks of Being a Wallflower by Stephen Chbosky (1999). Forty-eight (87%)

participants provided a response to this question. There were seven (13%) question omits. None of the participants (0%) answered “yes” the novel was required reading in their school/district. Forty-eight (100%) participants answered “no” the novel was not required reading in their school/district.

Participants were asked if the novel banned and/or challenged in their

school/district? This question asked participants to provide “yes,” “no,” or “unsure” responses. The Great Gatsby by F. Scott Fitzgerald (1925). Fifty-five (100%) participants provided

being “unsure” as to whether or not the novel was banned and/or challenged in their school/district.

The Giver by Lois Lowry (1993). Fifty-five (100%) participants provided responses to

this question. One (2%) participant answered “yes” the novel is banned and/or challenged in his/ her school/district. Forty (73%) participants answered “no” the novel is not banned and/or challenged in their school/district. Fourteen (25%) participants reported being “unsure” as to whether or not the novel is banned in their school/district.

The Perks of Being a Wallflower by Stephen Chbosky (1999). Fifty-five (100%)

participants provided responses to this question. Three (5%) participants answered “yes” the novel is banned and/or challenged in their school/district. Sixteen (29%) participants answered “no” the novel is not banned and/or challenged in their school/district. Thirty-five (64%)

participants responded being “unsure” as to whether or not the novel is banned and/or challenged in their school/district.

Furthermore, the participants were asked to indicate whether or not they had seen the film. This question asked participants to provide “yes” or “”no” answers.

The Great Gatsby (2013). Fifty-five (100%) participants provided a response to this

question. Thirty (55%) participants indicated “yes” they had seen the film. Twenty-five (45%) participants responded “no” they had not seen the film.

The Giver (2014). Fifty-five (100%) participants provided a response to this question.

The Perks of Being a Wallflower (2012). Fifty-five (100%) participants provided a

response to this question. Ten (18%) participants responded “yes” they had seen the film. Forty-five (82%) participants responded “no” they had not seen the film.

Participants were then asked if they would ever consider using these films to accompany their respective novel in their classrooms. This question asked participants to provide “yes,” “yes with parent permission,” or “no” answers.

The Great Gatsby (2013). Fifty-two (95%) participants provided a response to this

question. There were three (5%) question omits. Fourteen (27%) participants responded “yes” they would use this film as a novel accompaniment in their classroom. Twenty-three (44%) responded “yes with parent permission.” Fifteen (29%) participants responded “no” they would not use this film as a novel accompaniment in their classroom.

The Giver (2014). Fifty-four (98%) participants provided a response to this question.

There was one (2%) question omit. Twenty-three (43%) participants responded “yes” they would use the film as a novel accompaniment in their classroom. Twenty-seven (50%) participants responded “yes with parent permission.” Four (7%) participants responded “no” they would not use the film as a novel accompaniment in their classroom.

The Perks of Being a Wallflower (2012). Fifty (91%) participants provided a response to

Participants were then asked to explain why they would, or why they would not, use the film as a literature accompaniment in their classroom. This question asked participants to provide responses in the form of an essay or text explanation.

The Great Gatsby (2013). Forty one (75%) participants provided a response to this

question. There were fourteen (25%) participants who did not respond to this question.

Coding of textual responses revealed, fifteen (37%) respondents would include the film to accompany the novel in their classroom. One respondent offered the following statement, “all literature (viewed and read) can increase a student’s literacy comprehension. It is my job as an educator to offer all opportunities of learning.” Another wrote, “Even if I did not want to use the entire film, there are clips that help create a better understanding of the book. It is also interesting to see another person’s interpretation of the book. I was a student myself when I first read this book, I saw the movie much later which was a very reflective experience.”

Seventeen (41%) respondents would not include the film to accompany the novel in their classroom. One respondent offered the following statement, “Based on my experience with eighth graders I don’t feel they would enjoy the novel at the particular time in their lives. I won’t say I’ll never teach it, in fact I love this book and would enjoy sharing it with students, but it would depend on the interests and maturity of my students.” Definitive “no” responses read, “Not age appropriate,” “while it is an American classic, I believe it is over the heads of my seventh graders,” and “I think the novel’s themes are more appropriate at a high school level.”

is rated PG-13, I would need parent permission as I teach middle school.” Another respondent wrote, “Due to its more graphic representation, I feel it is best to have parental permission, if I chose to show it at all. I feel the recent movie version strays too far from the novel.”

Three (7%) respondents provided answers of uncertainty or circumstantial/situational reasoning. One respondent wrote, “This talks about greed and wanting so much that you end up with nothing. Moral: be happy with what you have.”

The Giver (2014). Forty-two (76%) participants provided a response to this question.

There were thirteen (26%) question omits.

Twenty-four (57%) respondents said they would use the film to accompany the novel in their classroom. One respondent offered the following statement, “I’ve taught this novel to seventh graders. They love it. The controversy is awesome discussion topic and with that

preface, they should be allowed to view the film.” Another respondent wrote, “I do know this is a middle school favorite and many of my students choose this book for their independent reading. Also, at one time this novel was on the required reading for my county.” Another respondent wrote, “I thought they did a good job of the movie; there was nothing inappropriate.”

Five (12%) respondents said they would not use the film to accompany the novel in their classroom. One respondent offered the following statement, “I feel the film version strays far from the novel.” Other respondents wrote, “My administration does not like novel units,” “Completely different from book,” and “It is too difficult for the students I teach.”

wrote, “My district requires parental permission for PG-13 movies, so I would be covering my bases.”

Nine (21%) respondents provided answers of uncertainty or circumstantial/situational reasoning. One respondent wrote, “…this is a classic example of utopian literature. There are many novels/films for young adults in this genre. I don’t teach this one in eighth grade because most of the time it has already been covered but I refer back to it because it helps teach

concepts.” Another respondent wrote, “While I didn’t enjoy Lowry’s book, I can see how the themes, actions, and characters of the adaptation would appeal to young viewers—and much of the ‘story’ and themes which are lost on some of the lower-level readers will be understood when they watch the movie. Film is always a great way to reach lower-level readers and those who are visual learners.”

The Perks of Being a Wallflower (2012). Thirty-nine (71%) of participants provided a

response to this question. There were sixteen (29%) participants who did not provide a response to this question.

Of the thirty-nine respondents, ten (26%) said they would use the film to accompany the novel in their classroom. One respondent offered the following statement, “I feel this type of literature is very popular with my middle school students. The clip from this movie made them want to read the book, I feel it would help make connections to them about the world they live in.” Another wrote, “I teach eighth grade students who are getting ready for high school. One of their favorite authors is John Green- Looking for Alaska, Paper Towns. They love the novel Speak and The Perks of Being a Wallflower follows in this same genre of realistic serious fiction.

Twelve (31%) respondents said they would not use the film to accompany the novel in their classroom. One respondent offered the following statement, “I teach seventh grade and some students are not emotionally prepared for the content.” Other responses read, “Perks is not a strong novel and I was bored after ten minutes of watching the film. So I wouldn’t recommend it to my students either. I think the book is rather low-brow and dated at this point,” “Not age appropriate,” and “No interest in this for my students.”

Six (15%) respondents said they would use the film to accompany the novel in their classroom with parent permission. One respondent offered the following statement, “This movie has sexual themes and drug use. I feel parents would want to be aware of the content.” Another respondent stated, “Parental permission due to media coverage of banning.”

Eleven (28%) respondents provided answers of uncertainty or circumstantial/situational reasoning. One respondent wrote, “I am not familiar with this book, I would have to read it first. But if I feel it is something my students can relate to and the text complexity is suitable then I’d have no issues with the novel.” Another stated, “I have not read the book nor seen the film. I would not show a portion of any film without seeing it in its entirety and reading the novel from which it was adapted.”

Discussion

would help educators feel more comfortable addressing controversial topics in the classroom. Finally, this survey intended to determine whether or not the book vs. movie phenomenon persists by gathering the opinions of current English Language Arts educators. This study, through survey and review of literature aimed, to answer the following questions:

a. What is the current opinion of middle grades educators on the practice of book banning?

b. How comfortable do current middle grades educators feel including previously banned and/or challenged literature in their classrooms?

c. How do current middle grades educators use film, as a literature supplement, in their classroom?

d. Are students more likely to watch a controversial film or a read a controversial novel? Furthermore, it was hypothesized the use of film accompaniments had the potential to enhance teacher comfortability with controversial topics in support of including historically banned and/or challenged books in schools.

Opinions on Book Banning

classrooms because educators have voiced they do not believe it is the place of schools/districts to limit the literature options of their children.

Opinion on Likelihood of Students Reading verses Students Watching

Based on majority (58%) teacher opinion, students are more likely to watch a film based on a banned and/or challenged novel than read a novel that has been banned and/or challenged from their school/district. This finding supports the notion of a book vs. movie phenomenon and proves it is a perceived issue current English Language Arts educators face when developing curriculum. This finding is consistent with past research regarding the popularity of media in 21st Century society. Based on these statistics, one might argue students will be exposed to the same controversial topics found in banned and/or challenge literature through film adaptations. Data and past research support the notion: students have an obvious interest in film and visual media; therefore, it is proposed teachers use visual media in the classroom to better engage students in discussion of literature.

Opinions on Comfortability with Controversial Topics

argues using new technologies to supplement literature will motivate students to learn from a comfortable and familiar environment. This research matches Lipiner’s (2011) statement in that teachers too find comfort, or feel comfortable, in using film accompaniments in their classroom. This researcher proposes teachers use film as literature supplements to further increase their comfortability addressing controversial literature in their classroom (i.e. banned and/or challenged books). This suggests further research is needed to prove teachers will indeed be more comfortable with controversial topics when a film accompaniment is present.

Opinions on Film Practices in the Classroom

When asked how films are currently used in their classroom, 26% of participants stated they allowed their students to watch a film in its entirety whereas 35% of participants stated they only used film clips to supplement a particular topic of study. With only 2% of participants stating they do not use films in the classroom, it is clear the use of visual media is a common practice in middle grades classrooms. Additionally, 55% of participants said that when using whole films or film clips, they engage their students in compare and contrast practices

(comparing and contrasting aspects of the novel to respective aspects of the film). An interesting finding uncovered by the survey is the same number of participants (27%) introduced films after having read the corresponding novel as the number of participants (27%) who used films

throughout the novel unit. Only 6.7% of participants stated they used films before introducing the novel of study. These findings provide contrary evidence to previous research claiming historical and social context, provided by films, should be established prior to controversial discussion (Suh, et. al., 2011). However findings of this research suggest many teachers provide this information throughout discussion and often times after controversial topics arise in

Book-Film Case Studies

Important findings arose from the case study featuring three historically banned and/or challenged piece of literature. Over half of participants reported having themselves read The Great Gatsby (1925) and The Giver (1993) in a classroom setting. It is possible these experiences

played a role in shaping participant attitudes toward the novels’ inclusions in their own classroom curriculum. Additionally, some participants reported The Great Gatsby (1925) and The Giver (1993) were in fact required reading in their school/district (27% and 21%

respectively). The Perks of Being a Wallflower (1999) was the most recently published of the case study novels which may, or may not, have influenced responses regarding reading environment (7% in classroom) and required reading (0%) statistics. The Perks of Being a Wallflower (1999) also had the largest percentage of participants (3%) report the book as banned

and/or challenged in their school/district. It can be argued this novel is more controversial in nature than the others in the case study, making access to it more difficult. Limited access would have also affected participants’ responses regarding reading environment and required reading statistics.

media’s growing influence on how adolescents and their identity development, Ferguson called for an embrace of taboo media to shape adolescent development in a positive way. Based on this research, it appears current middle grades educators agree with Ferguson’s (2014) proposal and recognize that the inclusion of controversial media will help them better reach their students, as it increases student interest.

Another important finding from the case studies was the discord between support for film use in the classroom and support for the case study films. Overall, results showed scattered opinions of the three films: The Great Gatsby (2013), The Giver (2014), and The Perks of Being a Wallflower (2012). While the majority of participants had no problem with The Giver (2014), a

significant number of participants would only include The Great Gatsby (2013) and The Perks of Being a Wallflower (2012) with parent permission or under certain circumstances. Participants

expressed the films’ ratings played a large role in whether or not they would be allowed to use them in the classroom as literature supplements. Additionally, qualitative responses given by participants expressed The Great Gatsby (1925) and The Perks of Being a Wallflower (1999) (and their respective film adaptations) might be more appropriate at the high school reading-comprehension level.

Implications for Policy