Mapping Book Banning Resistance: Visualizing Acts of Activism to Preserve Students' Right to Read
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| Title: | Mapping Book Banning Resistance: Visualizing Acts of Activism to Preserve Students' Right to Read |
|---|---|
| Language: | English |
| Authors: | Jason J. Griffith (ORCID |
| Source: | Reading Research Quarterly. 2025 60(4). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Information Analyses |
| Descriptors: | Books, Censorship, Activism, Electronic Publishing, Resistance (Psychology), Childrens Rights, Visual Aids, Advocacy, Teacher Role, Librarians, Role |
| DOI: | 10.1002/rrq.70056 |
| ISSN: | 0034-0553 1936-2722 |
| Abstract: | As censorship efforts intensify across the United States, educators, librarians, and literary advocates are increasingly engaging in acts of resistance to protect students' right to read. This qualitative study examined acts of resistance reported in digital journalism. We asked: (1) What acts of resistance against book banning are reported in digital journalism, and who is enacting those acts of resistance? (2) How might these acts of resistance be visually mapped and linked? and (3) What does a consideration of these mapped and linked acts of resistance mean for educators and advocates dedicated to preserving and fostering young people's right to read? Using an abductive method based on Brinkmann's notion of stumble data, we analyzed 68 articles detailing 115 resistance acts. Drawing from critical pedagogy, viral justice, and visual theories, we created six graphic maps highlighting nine core acts of resistance and 22 engaged actors. Our key findings include an overwhelming number of anti-censorship advocacy groups as well as universally aligned youth voices in favor of access to books and young people's right to read when compared to organizations working to ban books. Our maps also present a visual summary of the many ways that educators and literary advocates resist censorship and book-banning attempts. We argue that mapping resistance offers not only a powerful research method but also a pedagogical practice: one that can be used to help teacher candidates and literacy scholars critically examine contemporary censorship, develop tools for principled resistance, and inspire critical action. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487002 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGQTxwTibwMd763D3FzSs5HAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDBteg_WiMfJuU4yaRAIBEICBmwur-9LGCwgb77uKCPdZz-pgxjKOvepxbEjAQDUfWlbwTWkFzI9yFAXrDW842LoUqnOvqXipVib7PH1YeFUGxc8XIrF16KBau8axxx8HBk8jCtmkBYIsoR2ljACZirQvRXMWGg2BkSivBsilTlWz7k7T0YmtJk9uGVkGORcb2W3E9Y4B_n8T1ANXCnebbiagdko7nPc1QUb3VYuG Text: Availability: 1 Value: <anid>AN0188874262;[nrnu]01oct.25;2025Oct28.05:49;v2.2.500</anid> <title id="AN0188874262-1">Mapping Book Banning Resistance: Visualizing Acts of Activism to Preserve Students' Right to Read </title> <p>As censorship efforts intensify across the United States, educators, librarians, and literary advocates are increasingly engaging in acts of resistance to protect students' right to read. This qualitative study examined acts of resistance reported in digital journalism. We asked: (<reflink idref="bib1" id="ref1">1</reflink>) What acts of resistance against book banning are reported in digital journalism, and who is enacting those acts of resistance? (<reflink idref="bib2" id="ref2">2</reflink>) How might these acts of resistance be visually mapped and linked? and (<reflink idref="bib3" id="ref3">3</reflink>) What does a consideration of these mapped and linked acts of resistance mean for educators and advocates dedicated to preserving and fostering young people's right to read? Using an abductive method based on Brinkmann's notion of stumble data, we analyzed 68 articles detailing 115 resistance acts. Drawing from critical pedagogy, viral justice, and visual theories, we created six graphic maps highlighting nine core acts of resistance and 22 engaged actors. Our key findings include an overwhelming number of anti‐censorship advocacy groups as well as universally aligned youth voices in favor of access to books and young people's right to read when compared to organizations working to ban books. Our maps also present a visual summary of the many ways that educators and literary advocates resist censorship and book‐banning attempts. We argue that mapping resistance offers not only a powerful research method but also a pedagogical practice: one that can be used to help teacher candidates and literacy scholars critically examine contemporary censorship, develop tools for principled resistance, and inspire critical action.</p> <p>A commitment to intellectual freedom requires educators and activists to resist book bans and work to support students' right to read. This graphical abstract includes an image of a stack of books bound by chains which are being broken apart to symbolize the way that the mapped and collated resistance actions at the heart of our findings help to provide access to essential stories and preserve the freedom to read.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/NRNU/01oct25/rrq70056-toc-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="rrq70056-toc-0001.jpg" title="." /> </p> <p></p> <p>While the challenging and banning of books in schools and public libraries in the United States is certainly not a new phenomenon (see Blakemore [<reflink idref="bib10" id="ref4">10</reflink>]), a recent and astronomical increase in coordinated book‐banning attempts is evident. Statistics demonstrate this shift beginning around 2021 and increasing each year since. PEN America ([<reflink idref="bib60" id="ref5">60</reflink>]) reports over 10,000 recorded instances of book banning, as well as book bans in 29 states and 220 public school districts during the 2023–2024 school year (para. 3). The American Library Association (ALA)'s Office of Intellectual Freedom adds that, in 2023, 4240 unique book titles were targeted for censorship, and there were 1247 demands to censor library books and materials (ALA, [<reflink idref="bib3" id="ref6">3</reflink>]). Recent censorship efforts targeted titles about LGBTQIA+ topics, sexual violence, and race and racism, with a disproportionate number of books by women and nonbinary authors being challenged (Meehan et al. [<reflink idref="bib49" id="ref7">49</reflink>]).</p> <p>In response to these assaults on people's freedom to read, students, educators, and librarians have been raising their voices and taking action. In Texas, for example, Cameron Samuels, a nonbinary student, resisted efforts by Republican parents and school board members to censor LGBTQ+ web resources and ban books they deemed obscene and vulgar from school curricula and libraries. Samuels spoke out at school board meetings, rallied fellow students, and procured the backing of the American Civil Liberties Union (ACLU) to get LGBTQ+ websites like the Trevor Project unblocked in the Katy Independent School District. Then, they partnered with Texas students, like Da'Taeveyon Daniels, in other districts to form Students Engaged in Advancing Texas, an anti‐censorship group dedicated to distributing banned books and advocating for more books on shelves (Alfonseca [<reflink idref="bib5" id="ref8">5</reflink>]).</p> <p>Samuels and Daniels' actions represent a powerful example of student resistance against book‐banning and censorship. Their resistance was documented extensively online. Jason encountered their work through reading an online article (Alfonseca [<reflink idref="bib5" id="ref9">5</reflink>]), and a quick web search reveals many more articles, videos, activism award write‐ups, and social media posts. While audiences can learn much about effective resistance from documentation of Samuels and Daniels' resistance, we also believe that considering the many ways that various actors and stakeholders in different places and spaces engage in acts of resistance against book‐banning and censorship represents important work, particularly for educators and other youth‐centered advocates. Developing a broad understanding of efforts across the United States might amplify advocacy within and beyond schools for preserving and fostering young people's freedom of expression, and, more specifically, their "freedom to read" (ALA, [<reflink idref="bib4" id="ref10">4</reflink>]) which the National Council of Teachers of English (NCTE) further claims as "students' <emph>right</emph> to read" (NCTE [<reflink idref="bib57" id="ref11">57</reflink>]).</p> <hd id="AN0188874262-3">Research Aims and Questions</hd> <p>In this article, we share findings from a qualitative study that examined book‐banning resistance efforts across the United States focused on preserving and sustaining young people's right to read. We wanted to understand the multiple ways resistance takes form and who was involved in these acts of resistance. Therefore, to build our understanding of resistance against book‐banning, we collected and analyzed a corpus of digital articles detailing acts of resistance. In this study, <emph>digital journalism</emph> (Franklin [<reflink idref="bib25" id="ref12">25</reflink>]) specifically refers to online news articles from a variety of online sources curated through digital means, including social media. As Franklin ([<reflink idref="bib25" id="ref13">25</reflink>]) observed, digital media technologies permeate all aspects of news gathering, writing, and reporting.</p> <p>We recognize book banning as a tool of oppression designed to isolate, damage, and erase people's identities and humanity (Dallaqua [<reflink idref="bib17" id="ref14">17</reflink>]; Lowry [<reflink idref="bib48" id="ref15">48</reflink>]; Wargo et al. [<reflink idref="bib75" id="ref16">75</reflink>]). By undertaking this study, we hoped to counter these acts of erasure by identifying and making visible broad patterns of resistance against censorship and book banning. Our commitment to making these patterns visible and accessible led us toward visual analysis methods and a desire to visually map these patterns. We asked: (<reflink idref="bib1" id="ref17">1</reflink>) What acts of resistance against book banning are reported in digital journalism, and who is enacting those acts of resistance? (<reflink idref="bib2" id="ref18">2</reflink>) How might these acts of resistance be visually mapped and linked? and (<reflink idref="bib3" id="ref19">3</reflink>) What does a consideration of these mapped and linked acts of resistance mean for educators and advocates dedicated to preserving and fostering young people's right to read?</p> <p>In this sociopolitical moment, students' right to read is being eroded and damaged. This puts our young people at risk. As former middle and high school English teachers and current teacher educators, we know directly from our students' accounts the "damage that occurs when stories—compassionate, reflective, educational, and entertaining—are restricted or removed on the basis of fear, intimidation, or bigotry" (Meehan et al. [<reflink idref="bib49" id="ref20">49</reflink>], para. 2). By showing what resistance looks like and connecting these acts through visual mapping, we hope to aid and support anti‐censorship resistance efforts and encourage diverse representation in school curricula and on library and classroom bookshelves. Our visual maps and findings engage reader‐viewers in building knowledge about who is enacting resistance and where and how, thus supporting critical reflection and offering examples of motivated and agentive action (Freire [<reflink idref="bib26" id="ref21">26</reflink>]). Our visualizations provide examples and models, particularly for educators and advocates, for taking critical action against censorship injustices. Our study collects, connects, and shares the ways activists are already responding to censorship with all audiences invested in young people's wellbeing and their freedom to read.</p> <hd id="AN0188874262-4">Theoretical Perspectives</hd> <p>For this study, we drew from two theoretical approaches to understanding resistance that builds towards social transformation. First, we drew from critical pedagogy's (Freire [<reflink idref="bib27" id="ref22">27</reflink>], [<reflink idref="bib28" id="ref23">28</reflink>]) contributions to the principles within a pedagogy of resistance (Giroux [<reflink idref="bib30" id="ref24">30</reflink>]). Second, we drew from Benjamin's ([<reflink idref="bib7" id="ref25">7</reflink>]) notions of viral justice and strategies for growing the kind of world we wish to inhabit. Formal schooling might be considered as just one dimension of a broader public pedagogy (Dewey [<reflink idref="bib19" id="ref26">19</reflink>]). Therefore, we wish to note that, although these critical pedagogy theories are often applied to teachers and students in school spaces, they can also help other groups of actors understand the world and their place within it—caregivers, policymakers, librarians, and community members, for example.</p> <hd id="AN0188874262-5">Pedagogies for Resistance and Social Change</hd> <p>Any effort to challenge and ban books must be understood as a form of control (Johns [<reflink idref="bib41" id="ref27">41</reflink>]). These attempts seek to remove access to particular information and stories to condition public thought, behavior, and knowledge to align with particular ways of understanding the world. For example, Juzwik et al. ([<reflink idref="bib42" id="ref28">42</reflink>]) examined the influence of the White Christian nationalist movement and its impacts on literacy education, teachers, and students. They show how people inside the movement seek to impose a cultural template on others, engaging in binary enemy identification and constructing definitive boundaries between <emph>them</emph> and <emph>us</emph>. Censorship and book bans become framed as attempts to protect <emph>us</emph> from the threat of <emph>them</emph>, the enemy "other" (Juzwik et al. [<reflink idref="bib42" id="ref29">42</reflink>]; Hadley and Toliver [<reflink idref="bib33" id="ref30">33</reflink>]). As Johnson (cited in Buehler [<reflink idref="bib13" id="ref31">13</reflink>]) stated, only whiteness and heterosexuality are protected by book banning movements.</p> <p>Such efforts are antithetical to critical pedagogies that emphasize dialogical possibilities (Freire [<reflink idref="bib27" id="ref32">27</reflink>], [<reflink idref="bib28" id="ref33">28</reflink>]), multiple perspectives (Janks [<reflink idref="bib37" id="ref34">37</reflink>]), and the responsibility of readers to determine for themselves whether they accept, partially accept, or reject any given text or messaging (Hall [<reflink idref="bib34" id="ref35">34</reflink>]). We agree with Gay and Kirkland ([<reflink idref="bib29" id="ref36">29</reflink>]) that expanding critical consciousness is paramount for teachers, but we also believe that all investors in young people would benefit from this commitment. Thus, our study hopes to foster Freire's ([<reflink idref="bib26" id="ref37">26</reflink>]) stages of critical consciousness: (<reflink idref="bib1" id="ref38">1</reflink>) critical reflection, or gaining knowledge about the systems and structures that create and sustain inequity; (<reflink idref="bib2" id="ref39">2</reflink>) critical motivation, or developing a sense of agency; and (<reflink idref="bib3" id="ref40">3</reflink>) critical action, or committing to taking action against oppressive conditions.</p> <p>We understand these critical actions to be acts of resistance. Indeed, Giroux ([<reflink idref="bib30" id="ref41">30</reflink>]) suggested resistance is a natural response to oppressive educational practices and a foundation of a transformative educational experience, and he entreated teachers to actively pursue a just society while inspiring students to do the same. This entreaty aligns with Postman and Weingartner's ([<reflink idref="bib61" id="ref42">61</reflink>]) call for teachers to cultivate student inquiry and dissent, thus enabling students to recognize and challenge harmful narratives that shape their understanding of the world. Giroux's ideas also resonate with Achinstein and Ogawa's ([<reflink idref="bib1" id="ref43">1</reflink>]) notion of <emph>principled resistance</emph>, which they define as "overt or covert acts that reject instructional policies, programs, or other efforts to control teachers' work that undermine or contradict professional principles" (p. 32). These acts of resistance support young people in becoming socially aware, justice‐oriented, and civically active members of their communities.</p> <hd id="AN0188874262-6">Viral Justice and World‐Growing</hd> <p>Benjamin ([<reflink idref="bib7" id="ref44">7</reflink>]) wrote about viral justice during a global pandemic that saw the quick and deadly spread of an invisible, worldwide virus. Benjamin proposed that humanity learn from this virality and argued that each person can work towards justice and joy in personal and incremental ways, with each person's actions impacting those around them. Furthermore, the goal of justice work is not just to resist inequities but to dream and work towards a world that does not yet exist. Central to Benjamin's ([<reflink idref="bib7" id="ref45">7</reflink>]) vision of justice work is creating communities of care (Benjamin [<reflink idref="bib7" id="ref46">7</reflink>]). While internal and personal work is essential, recognizing ways in which we are or might be connected to strangers, friends, and family is central to growing the world we wish to inhabit (Benjamin [<reflink idref="bib7" id="ref47">7</reflink>]). Smaller changes within the micro‐systems will impact and build towards macro‐level change. Importantly, to resist, people must know who and what they are resisting (Benjamin [<reflink idref="bib7" id="ref48">7</reflink>]). Language and names must be used with precision.</p> <p>From an education stance, viral justice means acknowledging the realities of formal schooling, exposing curricular lies, and understanding that education extends beyond the institution of school. Viral justice also means reinvesting in networks of relationships, connecting students to each other, to teachers, and to communities. Benjamin ([<reflink idref="bib7" id="ref49">7</reflink>]) cited Emdin in stating that teachers ultimately face a choice: to stay within the mold of school and do damage to students or "blaze a new trail" and "do damage to the system" (p. 135). Benjamin viewed censorship efforts as ways to distance students from the realities of their world and each other, robbing students of intellectual and spiritual knowledge and preventing them from authoring new social futures. Yet, schools still have the potential to "come alive with possibility" (p. 105) and be places for building students' capacities for empathy and world‐building.</p> <hd id="AN0188874262-7">Teacher, Author, and Student Resistance in Education Scholarship</hd> <p>Proponents of censorship claim that book‐banning is a form of protection (Save Our Schools, n.d.). These arguments focus on the innocence of children and present censorship as a way to shield children from what they label as inappropriate content. Far from offering protection, book banners pose a threat to the well‐being of students, particularly students with historically marginalized identities, and contribute to the climate of fear pervasive in schools across the United States (David et al. [<reflink idref="bib18" id="ref50">18</reflink>]). When staring down multiple threats (e.g., legal action, parental complaints, community disapproval, and job loss), teachers seeking safety may retreat into safe texts (Hadley and Toliver [<reflink idref="bib33" id="ref51">33</reflink>]) or practice methods of self‐censorship (David et al. [<reflink idref="bib18" id="ref52">18</reflink>]; Hartsfield and Kimmel [<reflink idref="bib35" id="ref53">35</reflink>]).</p> <p>However, scholarship from the education field offers important accounts of resistance against book banning and censorship efforts. Sometimes, resistance enacted by teachers takes place within their classroom. For example, Chase ([<reflink idref="bib14" id="ref54">14</reflink>]) detailed how implementing choice reading allowed students and parents (including those who initially expressed concern about text choices) to exercise agency over the books encountered in her English classroom. This allowed students to take ownership in building their readerly identity. Nam ([<reflink idref="bib55" id="ref55">55</reflink>]) showed how Texas teachers used donor sites to fund books, supplemented core texts, explicitly taught students critical literacy skills, and made space for additional curricular inclusions.</p> <p>Other times, scholarship documented more collective ways to resist book banning. Parker ([<reflink idref="bib58" id="ref56">58</reflink>]) described working with other educators and organizers as essential to sustaining herself while engaging in resistance work. Jiménez ([<reflink idref="bib40" id="ref57">40</reflink>]) worked together to create guides for other educators to use. Falter and Mackenzie ([<reflink idref="bib22" id="ref58">22</reflink>]) examined how educators who participated in Project LIT, a community of over 1700 nationwide chapters, resist censorship challenges. Partnerships and community were central to their resistance work. Van Deventer ([<reflink idref="bib73" id="ref59">73</reflink>]) and Wargo et al. ([<reflink idref="bib75" id="ref60">75</reflink>]) demonstrated that teacher educators, too, can use classroom and curricular space to support preservice and in‐service teachers in countering pushback and answering text or curriculum challenges.</p> <p>Significantly, resistance is not limited to educators. A group of young adult (YA) authors gathered with Buehler ([<reflink idref="bib13" id="ref61">13</reflink>]) to discuss thoughts on censorship and lend support to educators, and these authors have added their voices to censorship challenges. Some YA authors, like Laurie Halse Anderson and Kelly Yang, are active on social media and circulate their advocacy online. Other authors have signed onto lawsuits in defense of children's rights to read. For example, Angie Thomas, Jodi Picoult, Laurie Halse Anderson, Julia Alvarez, and John Green are signed on as plaintiffs in a Florida lawsuit against House Bill 1069.</p> <p>While education decision‐makers do not frequently seek out or listen to youth voices (Mirra and Garcia [<reflink idref="bib51" id="ref62">51</reflink>]), youth have powerful insights to offer regarding the decisions others make about access to texts. In another article, Li et al. ([<reflink idref="bib47" id="ref63">47</reflink>]) discussed the Banned Book Club they started as high schoolers. This club was a visible construction of resistance and represented a space that amplified and honored youth voices. As one of the authors shared: "We, as students, knew that we were responsible for our own education, that we needed to push for some action to exemplify the notion that we can take charge and fight for the liberation of our schools" (p. 15). Significantly, youth voice and activism are increasingly visible outside of formal school spaces. Social media and digital media make children and youth's voices more widely visible and accessible.</p> <p>These documented acts of resistance in education scholarship provide valuable insight into the resistance work being undertaken by various actors and stakeholders, including young people themselves. However, these acts of resistance lie within the pages of different journals and journal editions, accessible one at a time and often behind paywalls and therefore inaccessible to broad audiences. Similarly, digital articles offer important and detailed accounts of book challenges, bans, and resistance, but they appear on different web platforms that are widely accessible, and the language used to tell these stories can span pages.</p> <p>Our study is a response to these single published instances of censorship activism. Motivated by the recognition that developing connections is a way to grow the world we want (Benjamin [<reflink idref="bib7" id="ref64">7</reflink>]), we utilized visual methods to map book banning resistance across digital journalism. Through our work, we communicate networks of resistance and show the range of actors (and their acts of resistance) involved in confronting book challenges and bans.</p> <hd id="AN0188874262-8">Methods</hd> <p>In this section, we detail the qualitative study we designed and enacted. Because we recognize the role we play in designing the study and constructing the findings (Tracy [<reflink idref="bib68" id="ref65">68</reflink>]), we first share information about ourselves and offer brief insight into the experiences that we bring to this work. Second, we share how Jason generated and curated the digital journalism articles that comprise our dataset. Third, we detail our data analysis processes and share how we constructed our findings and visual maps.</p> <hd id="AN0188874262-9">The Research Team</hd> <p>As student‐centered literacy educators who have spent decades teaching middle schoolers through doctoral students, we celebrate our students' stories and respect their ability to empathetically engage with nuanced, complex, honest, and even controversial accounts of others. Our values and beliefs continue to be shaped by our experiences, which we've documented in previous work which considered how students wrote original personal essays about self‐selected and vulnerable topics like coming out to unaccepting parents, surviving suicide attempts, experiencing homelessness, witnessing family members' struggles with drugs and alcohol, and life and schooling during the 2020–2021 pandemic years (Griffith [<reflink idref="bib32" id="ref66">32</reflink>]; Reid and Thorson [<reflink idref="bib62" id="ref67">62</reflink>]). Especially since the young people in our previous work confirmed they had personally experienced situations and topics often targeted for censorship by book‐banning adults, we recognize book‐banning, especially attempts built on the premise that youth need to be protected from sensitive topics, not only to be a violation of "students' right to read" (NCTE [<reflink idref="bib57" id="ref68">57</reflink>]) but also a means of narrative erasure which prevents the type of personal connection, reflection, and vicarious empathy that (Bishop [<reflink idref="bib9" id="ref69">9</reflink>]) illuminated in her mirrors, windows, and sliding glass doors metaphor. Our commitment to advocating for our students and their stories permeated each step of our study and guided us alongside our framing theory and literature.</p> <p>Additionally, we both engaged in acts of resistance as public school educators. For example, Jason stood against an overly prescriptive curriculum that his school district purchased during the height of No Child Left Behind in the mid‐aughts. Jason outlined concerns directly with the superintendent, coordinated other teacher testimonials, and organized collective protests through the local teachers' union. In her reading class, Stephanie directly addressed arguments that young adult books were "too dark" with her eighth‐grade students. Her students read, discussed, and responded to news articles questioning the "depravity" and "explicit violence" evident in contemporary fiction for young readers (see Cox Gurdon [<reflink idref="bib16" id="ref70">16</reflink>]). As these examples make clear, we deeply appreciate the expertise of public‐school educators and admire the young adult authors whose work enriched the lives of the students we taught.</p> <hd id="AN0188874262-10">Data Generation and Curation</hd> <p>Recognizing both the uptick in book banning and censorship attempts and also the potential for this negative trend to disrupt students' access to books and stories, Jason felt compelled to better understand the issue in order to address it with preservice teachers in his teacher‐educator courses as well as because of his own passion for advocating for young people's access to the stories which reflect their complex identities and grow their perspectives. He began curating online articles that he came across that described instances of or reactions to book banning. Starting with a story about students in the Central York School District organizing to overturn a book ban (Paz and Cramer [<reflink idref="bib59" id="ref71">59</reflink>]), which had local relevance being in his home state and close to where he grew up and taught, Jason collected this "digital journalism" (Franklin [<reflink idref="bib25" id="ref72">25</reflink>]) by pinning story links to a Pinterest board.</p> <p>From late 2021 through late 2024, Jason pinned close to 200 articles related to book‐banning and censorship. Jason identified articles to pin during his regular, personal internet use from a combination of an algorithmic Google news feed, articles shared by colleagues to social media platforms like Facebook and Instagram, and articles that showed up on digital newsletters that he was subscribed to or which were shared with him via email. As Franklin ([<reflink idref="bib25" id="ref73">25</reflink>]) noted, the shift to digital platforms in all aspects of news creation and reporting allows for a combination of amateur/citizen journalists who report on issues in their local contexts as well as professional journalists who report from broader contexts.</p> <p>Within the context of this study, we view this form of data generation and curation as <emph>stumble data</emph> (Brinkmann [<reflink idref="bib12" id="ref74">12</reflink>]). Brinkmann ([<reflink idref="bib12" id="ref75">12</reflink>]) defined "stumble data" as instances that we happen upon in our everyday lives and that cause us to be sensitive to strangeness, complexities, or tensions in our world. Thus, "stumble data" takes on two layers of meaning: first, researchers stumble onto this data by chance, and second, the data trips us up by triggering further thought and reflection. Brinkmann ([<reflink idref="bib12" id="ref76">12</reflink>]) suggested that working with stumble data was an "abductive process" (p. 722) in that it does not involve seeking a fixed and universal answer but rather offers an immediate path for working with urgent questions, which can later be revised and challenged.</p> <p>As we honed our research questions' focus on acts of resistance in digital journalism, we decided to narrow our attention to a subset of stumble data within the broader Pinterest sample. Our clarified focus became digital journalism, which described specific acts of resistance against book banning and censorship. While some articles simply described instances of censorship and book banning, including those in progress and those that were successful, other articles included stories of students, educators, and community members who spoke or acted out against these censorship attempts. Jason created a second Pinterest board to which he filtered these articles that centered on acts of resistance against book banning, culling the original board of nearly 200 general articles about book banning down to the 68 articles featuring acts of resistance, which made up our data corpus. As stumble data, our curated sample is not meant to be exhaustive, but it does reflect how digital media users might come across digital journalism on book banning in their everyday lives.</p> <p>Furthermore, since Jason is a literacy researcher and teacher educator who is invested and interested in the issues of book banning, censorship, and acts of resistance against them, this sample represents what an engaged digital media user, or someone who engages with social media and internet‐based news sources weekly for personal and professional purposes, might come across. No doubt Jason's use of the internet and social media for professional development and connection, as well as his interest in book‐banning attempts and, particularly, resistance against censorship, reified the kinds of articles he was seeing since algorithms are designed to give users more of what they're interested in. However, considering that he was often pinning multiple articles per week over several years, the overall sample is representative of what a person who is concerned with these issues might encounter.</p> <p>Once we began developing our research questions and planning our methodology, we decided only to add articles that demonstrated methods of resistance that were not already represented in the sample; we eliminated articles that added a second account of a previously reported act of resistance. Additionally, we engaged in limited follow‐up curation by clicking on story links embedded in articles if they indicated additional acts of resistance, and we searched for several key studies referenced in the initial sample.</p> <p>Our resulting data corpus included 68 articles dating from October 2021 to February 2025, with most coming from 2023 or 2024. An estimated 75% of the corpus came from the algorithmic and referential feed during Jason's daily internet use, while 25% came from the limited follow‐up sampling. Five to ten articles were eliminated from the stumble data because they reported on specific acts of resistance already mentioned in other articles.</p> <hd id="AN0188874262-11">Analyzing the Book Banning Stumble Data</hd> <p>Like Miles et al. ([<reflink idref="bib50" id="ref77">50</reflink>]), we recognize that data analysis essentially begins as soon as researchers decide to attend to particular phenomena and choose to look for instantiations of such phenomena (Berger [<reflink idref="bib8" id="ref78">8</reflink>]). Our research questions, which were developed through conversations about the stumble data (Brinkmann [<reflink idref="bib12" id="ref79">12</reflink>]), also influenced where and how we thought about the digital journalism we curated. As part of our initial analysis, we constructed a data‐logging table to record key information about each article. Table entries included: (a) the article headline, (b) source, (c) publication date, (d) identified author(s), (e) a brief description of the article, focusing on the featured acts of resistance, (f) Tag(s) categorizing the acts of resistance, (g) hyperlink to the digital resource, (h) the state(s) where the acts in the article took place, (i) the actor(s) who are resisting, (j) who the actors are resisting, and/or (k) what the actors are resisting. Figure 1 shows a screenshot of the data‐logging table.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/NRNU/01oct25/rrq70056-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="rrq70056-fig-0001.jpg" title="1 Excerpt from data logging table." /> </p> <p></p> <p>As Juzwik et al. ([<reflink idref="bib42" id="ref80">42</reflink>]) argued, it is important to name and identify who or what is responsible for book challenges and banning attempts; this is why we included columns J and K. We created the tags in column F through "process coding," in which we used "gerunds ('ing' words) exclusively to connote observable and conceptual action in the data" (Saldana [<reflink idref="bib63" id="ref81">63</reflink>], 296), which aligned with our purpose of identifying acts of resistance. Entries were logged by publication date, from oldest to most recent.</p> <p>While Jason logged, coded, and organized the data entries and after he completed the data logging, he kept a running list of analytic memos, which included "question‐raising, puzzle‐piecing, connection‐making, strategy‐building, problem‐solving, answer‐generating, rising‐above‐the‐data heuristic" (Saldana [<reflink idref="bib63" id="ref82">63</reflink>], 44) to help interpret notable findings and to organize potential themes for discussion. Considering our goal of making our findings visible and visually accessible, this first round of analytic memos also helped Jason to conceptualize ideas for visual mapping, which he cross‐referenced with Stephanie.</p> <p>A second round of analytic memos further clarified findings and identified themes for discussion. He shared both rounds of memos with Stephanie, and we worked together to refine and order findings and implications as we walked through the data layers and memos. We met regularly throughout the year, recording our conversations and maintaining meeting notes. These, too, formed important documentation of our analysis.</p> <p>From this analytical work, Jason combined his ideas for visual mapping and key findings from the data logging and organized those on a visual theme and cluster chart (see Figure 2 for an excerpt from the visual theme and cluster chart). Ultimately, this analysis resulted in the construction of six thematic clusters: (<reflink idref="bib1" id="ref83">1</reflink>) Freedom to Read Laws and Bills; (<reflink idref="bib2" id="ref84">2</reflink>) Advocacy Organizations; (<reflink idref="bib3" id="ref85">3</reflink>) Acts of Resistance and Actors Resisting; (<reflink idref="bib4" id="ref86">4</reflink>) Building Coalition; (<reflink idref="bib5" id="ref87">5</reflink>) Providing Access to Banned Books; and (<reflink idref="bib6" id="ref88">6</reflink>) Testimonializing.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/NRNU/01oct25/rrq70056-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="rrq70056-fig-0002.jpg" title="2 Excerpt from visual cluster chart." /> </p> <p></p> <hd id="AN0188874262-14">Creating Visual Maps</hd> <p>Creating the visual maps was the final step of analysis. Considering our original intentions of making resistance visible, since book bans and censorship are acts of erasure, particularly against the vulnerable and historically marginalized, and also our goal for creating tools that foster critical consciousness among educators in the context of teacher education, creating maps was, in part, simply a way to illustrate our findings in a compelling format that could be easily shared. We hoped that the visual maps might bring these instantiations of digital journalism together onto single‐page <emph>sites of appearance</emph> (Kress [<reflink idref="bib44" id="ref89">44</reflink>], 141) and represent the connections we constructed between the acts of resistance reported in digital journalism within a single space. The spatial nature of visual maps is better equipped to communicate networks of resistance and show the range of actors (and their acts of resistance) involved in confronting book challenges and bans.</p> <p>However, creating the maps also functioned as a unique analytic method. For example, while logging the data on the initial table (see Figure 1) involved process coding (Saldana [<reflink idref="bib63" id="ref90">63</reflink>], 296), and although the table allowed for acts of resistance and actors to be collated, the acts and actors were still separate and independent on the initial chart. Creating maps allowed us to think visually across the data, looking for patterns and stories that would have particular relevance for fostering critical consciousness among educators in our teacher education context.</p> <p>In this process, the memos were a key aspect of visualization. For example, Figure 3 shows an excerpt from our second round of memos in which we considered that state level "Freedom to Read" laws protecting educators and preserving access to books might become the most powerful contemporary act of resistance, considering the prominence of censorship in federal Republican platforms, and showing where those laws are currently enacted or under consideration can be a useful contextual tool for learning about the recent wave of book‐banning attempts. This memo note inspired the creation of the "Legislation" map in Figure 4 (which appears in section 5.2) and contributed to the ideas we share in our findings and our discussion sections.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/NRNU/01oct25/rrq70056-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="rrq70056-fig-0003.jpg" title="3 Excerpt from memo." /> </p> <p></p> <p>Additionally, the authors collaborated with Jason's partner, Kelly, who is a professional graphic designer with over 20 years of design experience and who lent her expertise to creating and refining six visualizations imagined in the visual theme and cluster chart while in dialogue with the authors. Our graphic design partner, Kelly, was invaluable in selecting design schemes that would be appealing and visually accessible, as well as collaborating on the selection of visual icons and maintaining continuity and coherence across the six maps, which we use to present our findings. Jason sketched initial ideas for each map design; then our graphic design partner offered feedback and suggestions to refine the design, and they worked together to choose and identify visual icons to represent the separate actors and actions, as well as how to represent frequency through size differentials. In this negotiation process, map design choices were often aesthetic, but they were also made in consideration of what visual representations would be useful to educators and advocates wishing to make their own contributions to principled resistance. We created visualizations that might communicate some key findings and patterns not only within this article but also independently in contexts such as teaching methods courses or advocacy‐related blog posts outside of this article.</p> <p>Essentially, the visual maps represent and communicate our stories of the patterns of resistance we saw across the data (Grady [<reflink idref="bib31" id="ref91">31</reflink>]). We recognize our visual story as partial and incomplete (Kress [<reflink idref="bib44" id="ref92">44</reflink>]) as well as selective (Kress and van Leeuwen [<reflink idref="bib45" id="ref93">45</reflink>]), illuminating actors and acts of resistance and other selective information from the articles. As Berger ([<reflink idref="bib8" id="ref94">8</reflink>]) stated: "We only see what we look at. To look is an act of choice" (p. 8). How we viewed and interpreted the articles in our data corpus shaped our analysis, findings, and mapping. The specific arrangement of the map's components in page space represents our own work as designers and the expression of our specific interests (Kress [<reflink idref="bib44" id="ref95">44</reflink>]). We designed with reader‐viewers, particularly educators and other advocates interested in working against book bans, in mind and intended our work to have social effects–to be read, interpreted, and used by viewers (Kress [<reflink idref="bib44" id="ref96">44</reflink>]).</p> <hd id="AN0188874262-16">Findings</hd> <p>We open our findings section with an overview of our data corpus, highlighting the publication outlets and the states referenced. Next, we share the six visual maps that represent each of the themes constructed through our data analysis: (<reflink idref="bib1" id="ref97">1</reflink>) Freedom to Read Laws and Bills; (<reflink idref="bib2" id="ref98">2</reflink>) Advocacy Organizations; (<reflink idref="bib3" id="ref99">3</reflink>) Acts of Resistance and Actors Resisting; (<reflink idref="bib4" id="ref100">4</reflink>) Building Coalition; (<reflink idref="bib5" id="ref101">5</reflink>) Providing Access to Banned Books; and (<reflink idref="bib6" id="ref102">6</reflink>) Testimonializing. We accompany each visual map with a written narrative that highlights aspects or example data contributing to the map.</p> <hd id="AN0188874262-17">Brief Overview of Digital Journalism Articles</hd> <p>While the data corpus was not meant to be exhaustive, it is a robust sample, with at least 115 individual acts of resistance described within the 68 articles, since many articles included multiple independent acts of resistance. For example, Louisiana librarian Amanda Jones wrote a memoir, sued online attackers for defamation, and organized a community lobbying group (Barron [<reflink idref="bib6" id="ref103">6</reflink>]); some comprehensive articles included a round‐up of similar kinds of resistance. For instance, NPR's <emph>Morning Edition</emph> (Smith [<reflink idref="bib65" id="ref104">65</reflink>]) detailed several teacher‐led initiatives to provide access to challenged books, including through community pop‐up libraries, a partnership with local booksellers to distribute books, and mobile app Libby's "books unbound" program for e‐book access.</p> <p>The 68 articles also came from 46 unique publications. <emph>Book Riot</emph>, <emph>The New York Times</emph>, <emph>NPR</emph>, and <emph>USA Today</emph> each provided multiple articles (between three to seven each), and four legacy news outlets (the <emph>BBC</emph>, <emph>CNN</emph>, <emph>NBC</emph>, and <emph>ABC</emph>) each provided one or two articles. Notably, the most significant publishing subgroup within the corpus (18 articles) was made up of local news affiliates or newspapers representing specific towns and cities, which highlights the way that book‐banning efforts and resistance against them are often localized and in specific community contexts, which aligns with Benjamin's ([<reflink idref="bib7" id="ref105">7</reflink>]) call for personal and incremental justice work while also recognizing how we are connected.</p> <p>Additionally, 33 states were referenced in the corpus as the places where acts of resistance occurred, along with acts of resistance that happened online or nationally. Some of the states that were not represented are clustered, including the non‐continental states (Hawaii and Alaska), several in the upper Midwest (Wisconsin, North Dakota, and South Dakota), the Mountain West (Arizona, Nevada, Wyoming, and Montana), and New England (Connecticut, Rhode Island, and New Hampshire). We know, however, that acts of resistance worthy of mention are occurring in these places. For example, as a former Montana resident, Stephanie shared an instance of a long‐serving public librarian in Flathead publicly resigning to protest censorship (Drew [<reflink idref="bib21" id="ref106">21</reflink>]). Though our corpus included several similar public resignations or firings (Stalnecker [<reflink idref="bib66" id="ref107">66</reflink>]; Bloom [<reflink idref="bib11" id="ref108">11</reflink>]; Wake [<reflink idref="bib74" id="ref109">74</reflink>]; Mitchell [<reflink idref="bib52" id="ref110">52</reflink>]), it is intriguing how examples from some places come through an algorithmic feed while others do not. It is possible, for instance, that the places featured in our data corpus are reflective of places Jason has Googled or read about in other contexts, including travel, or perhaps the clusters that are not represented in our data reflect places that are not as frequently covered in national media or distribution of local stories. We acknowledge these potential algorithmic biases in our abductive research design and by labeling our corpus as "stumble data" (Brinkmann [<reflink idref="bib12" id="ref111">12</reflink>]).</p> <hd id="AN0188874262-18">Mapping Freedom to Read Laws and Bills</hd> <p>The first map is place‐based, showing states that have either enacted laws protecting librarians and restricting book bans or are actively considering anti‐book ban legislative bills, which we collect as "Freedom to Read" legislation (ALA, [<reflink idref="bib4" id="ref112">4</reflink>]). Since state laws prohibiting book bans are one of the most powerful acts of resistance, considering their scope and significance, we used our compiled list to create a map of the Freedom to Read laws already enacted, as well as the bills currently under consideration. Figure 4 shows that most existing Freedom to Read laws and current bills under consideration overlap with blue or swing states on recent electoral maps, but the Midwest trio of Arkansas, Missouri, and Kansas, which each have active anti‐book ban bills under consideration, provides a contrast as recent red states on the electoral map.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/NRNU/01oct25/rrq70056-fig-0004.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="rrq70056-fig-0004.jpg" title="4 United States map showing Freedom to Read Laws and Bills." /> </p> <p></p> <p>As Karnowski and Catalini ([<reflink idref="bib43" id="ref113">43</reflink>]) reported, Democratic‐led states, including Minnesota, Washington, and Maryland, are leading legislative pushback against book bans. While it is important to note that Freedom to Read bills are unlikely to pass in Republican‐led states, including the three shown on our map, there is value in demonstrating that resistance exists in legislative minorities. Proposed Freedom to Read bills can help signal to young people, educators, and advocates, especially in conservative bastions, that they are not alone in their work, and there might be more surreptitious ways to partner with allied lawmakers to preserve and foster the right to read. And, in the states where Freedom to Read bills are codified into law, young people's right to read is legally enshrined, giving them the powerful protection of the state government.</p> <hd id="AN0188874262-20">Mapping Advocacy Organizations</hd> <p>The second map reflects the prominence of national and local advocacy organizations across the dataset. These advocacy organizations include not only groups working against book bans but also those advocating for book banning. We created a chart naming and listing the specific organizations mentioned in the data. Aligning with Juzwik et al. ([<reflink idref="bib42" id="ref114">42</reflink>]) and Benjamin ([<reflink idref="bib7" id="ref115">7</reflink>]), we wanted to name the actors working to ban books, but we also wanted to make visible the many actors working to resist book bans and promote intellectual freedom. Figure 5 clearly shows that, in our algorithmic corpus, there are many more national and local advocacy organizations working against book bans than those that are working to ban books. It is significant that a relatively small number of well‐funded pro‐censorship organizations, particularly the Moms for Liberty (MFL) organization, have so much influence when so many organizations that support intellectual freedom are working against them.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/NRNU/01oct25/rrq70056-fig-0005.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="rrq70056-fig-0005.jpg" title="5 List of advocacy organizations mentioned in the data." /> </p> <p></p> <p>Proponents of intellectual freedom include literary organizations like PEN America, the ALA, and Authors Against Book Bans (AABB); legal organizations like the ACLU, Lambda Legal, and Democracy Forward; and community or parents' organizations like Red, Wine, and Blue, the National Association for Family, School and Community Engagement (NAFSCE), and the National Urban League among three dozen national and local groups. Those working to ban books include only nine: the frequently mentioned Moms for Liberty and just a single mention each of two conservative think tanks (the Heritage Foundation and the Claremont Institute) and a few local groups.</p> <p>Regarding students' right to read, this map demonstrates the many local and national organizations working to preserve that right, which sets the stage for building partnerships and coalitions. Indeed, some of the most powerful examples from our data involved individuals and locally formed advocacy organizations partnering with national organizations to preserve and foster young people's right to read. For example, Little Free Libraries (LFL) partnered with PEN America, Banned Books Week, and the ALA's Office of Intellectual Freedom to create an interactive map of all LFL locations across the country along with the number of book ban attempts made in each state (Latham [<reflink idref="bib46" id="ref116">46</reflink>]); authors such as John Green and Jodi Picoult partnered with publishers Penguin Random House and Simon &amp; Schuster to sue the state of Florida for violating First Amendment rights with a book‐banning law (Yousif [<reflink idref="bib76" id="ref117">76</reflink>]).</p> <hd id="AN0188874262-22">Mapping Acts of Resistance and Actors Resisting</hd> <p>Directly addressing our initial research question, the third map we constructed documented the acts of resistance identified through our analysis. Figure 6 lists nine core acts of resistance and 22 separate actors, including individuals and groups, who were engaged in this resistance. The five dominant core acts were: (<reflink idref="bib1" id="ref118">1</reflink>) building coalition, (<reflink idref="bib2" id="ref119">2</reflink>) raising awareness of banning attempts, (<reflink idref="bib3" id="ref120">3</reflink>) disseminating knowledge and sharing resources to help resist book bans, (<reflink idref="bib4" id="ref121">4</reflink>) providing access to banned books, and (<reflink idref="bib5" id="ref122">5</reflink>) litigating against censorship attempts. Less dominant core acts included demonstrating, testimonializing, fundraising, and legislating. We should note that the size of the action bubble in each chart corresponds with the number of actors engaged in it throughout the data rather than indicating the impact of the action. For example, legislating Freedom to Read Laws and Bills is arguably the most impactful action among the nine, but the actors here are limited to four: state and federal courts, legislators, and legislatures.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/NRNU/01oct25/rrq70056-fig-0006.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="rrq70056-fig-0006.jpg" title="6 Hub and spoke map showing acts of resistance and actors resisting." /> </p> <p></p> <p>The actors who engaged in the most acts of resistance included parents, teachers, students, community members, school librarians, and public librarians (four to eight acts of resistance each), while those engaged in the fewest acts of resistance included scholars, software developers, and media figures or celebrities (one act of resistance each). Notably, parents engaged in all core acts of resistance except legislating. Students' participation was also notable, engaging in a variety of resistance work that included demonstrating, providing access, sharing resources, and litigating. Figure 6 provides a meaningful anchor within our analysis because it shows a succinct visualization of many actors resisting book banning within our data, along with their corresponding acts of resistance. This map collates the key stakeholders acting to resist book banning and censorship efforts and charts their major actions to preserve students' right to read.</p> <p>Furthermore, though our map doesn't visually portray outcomes of these key acts of resistance, examples from our data highlight how some acts of resistance incurred professional and personal consequences. For instance, PA school librarian Matthew Good publicly quit rather than enforce book bans, and he immediately went to work as a university librarian (Stalnecker [<reflink idref="bib66" id="ref123">66</reflink>]). Veteran Oklahoma English teacher Summer Boisemer had her teaching license revoked for covering her classroom library with red tape and providing QR codes to banned titles via digital libraries, but she had already left to work at the Brooklyn Public Library. However, 30‐year veteran Ohio teacher Karen Cahall was suspended for intentionally putting LGBTQ+‐themed books in her classroom in defiance of a restriction. She sued the superintendent, but there was no report of a backup job (Mitchell [<reflink idref="bib52" id="ref124">52</reflink>]). Acts of resistance are not risk‐free.</p> <hd id="AN0188874262-24">Mapping Coalition Building</hd> <p>Early in the process of conceptualizing and planning this study, we recognized it would be valuable to look at partnerships, collaborations, and instances of people working together to resist book banning and censorship. Throughout our data, we noticed many instances of individuals working together (like students with other students, or students with parents and authors, etc.) and with local or national advocacy organizations (librarians working with legal nonprofits, teachers working with advocacy groups, etc.), and we labeled these instances of individuals and groups as "building coalition." Notably, building coalition is the most frequently demonstrated act of resistance throughout our data and is also the act of resistance with which most actors are engaged. Figure 7 shows who has been working with whom. Students, parents, teachers, authors, school and public librarians, and community members are each seen in coalition with each other as well as with national and local advocacy organizations, bookstores and local businesses, and publishers. This map demonstrates that resisting book banning and censorship efforts and preserving and fostering students' right to read does not happen in isolation. Coalition and partnership are central to amplifying individual acts of principled resistance.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/NRNU/01oct25/rrq70056-fig-0007.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="rrq70056-fig-0007.jpg" title="7 Chart showcasing the various permutations of coalition in the data." /> </p> <p></p> <p>However, in addition to mapping many existing coalitions, the Building Coalition Map also reveals the actors mentioned in the data who are shown to be in coalition with few or none. For example, scholars, journalists, legislators, and school boards are all mentioned as actors but are not shown to be in coalition with anyone else. In contrast, teachers' unions, software developers, and media figures or celebrities are each only shown to be in coalition with one other actor. This map highlights not only the types of coalitions that have already been built but also the gaps that exist. These gaps might index the possibilities for future, yet unseen coalitions.</p> <p>One intriguing example from our data of the power of building coalition was when the local literary advocacy nonprofit Florida Freedom to Read Project alerted the national literary advocacy nonprofit Authors Against Book Bans (AABB) to the attempted ban of six books by the St. John's County School Board in Florida. The AABB mobilized member lists across the country and organized a successful letter‐writing campaign, resulting in the board receiving hundreds of letters in support of keeping the six challenged books available to students (Folta [<reflink idref="bib24" id="ref125">24</reflink>]). As this example demonstrates, building coalition is often a powerful initial step, but it is also the step that creates the conditions for more impactful action (in this case, the letter‐writing campaign). Building coalition alone is unlikely to influence significant change without follow‐up actions fostered by the combined resources, awareness, and skillset of the coalesced actors and groups.</p> <hd id="AN0188874262-26">Mapping Access to Banned Books</hd> <p>Considering that book banning and censorship efforts seek to deny readers access to a full range of stories and identities in literature, perhaps the most straightforward act of resistance is providing access to banned and censored materials. Figure 8 shows the nine separate actors we found to be providing access to banned books, and there were also many instances of coalition and innovative collaboration here. For example, a Girl Scout partnered with two local businesses to create community‐based pop‐up libraries filled with banned books for her Gold Award project (Jensen [<reflink idref="bib39" id="ref126">39</reflink>]), and a clandestine teacher partnered with students and community members to create and stock a hidden shelf of banned books to lend out to students in a Texas school district (Ulaby [<reflink idref="bib70" id="ref127">70</reflink>]). Public libraries provided the most means of access through online library cards and digital library access (which provided access to readers in restrictive states and school districts) as well as banned book finder apps and book sanctuary spaces (safe and comfortable places to read banned books) (Mulroy [<reflink idref="bib54" id="ref128">54</reflink>]; Jensen [<reflink idref="bib38" id="ref129">38</reflink>]).</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/NRNU/01oct25/rrq70056-fig-0008.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="rrq70056-fig-0008.jpg" title="8 Hub and spoke map showing who provided access and how they provided access to banned books." /> </p> <p></p> <p>Especially for actors who might not be capable of grand acts like litigation or public demonstrations, our data offered possibilities for providing access to banned books, from stocking Little Free Libraries with banned titles to donating to local bookstores that offer copies of banned books to young readers for free, and many of these took place in localized contexts, making this an easily replicated action. We wish to note, however, the complexity and risk of resistance actions focused on providing access to banned books. There may, for example, be significant repercussions for teachers providing their students with unsanctioned access to banned books in a public education setting. Nevertheless, providing unfettered access to banned and censored books is one of the most straightforward ways of preserving and fostering students' right to read.</p> <hd id="AN0188874262-28">Mapping Testimonializing</hd> <p>The last act of resistance that we felt would benefit from being made visible through mapping is the number of actors within the data who shared their personal stories about the effects and impact of book‐banning on themselves and within their local contexts. These personal stories and testimonials, which we labeled as "testimonializing" in our visualizations, often directly contradict the premises of book bans as protective and give voice to the specific harms that censorship causes. Personal and explicit testimonials are powerful in justifying the need to preserve and foster students' right to read, since they often function as counter‐stories to unjustified claims of harm by book banners and instead detail the direct benefits readers experienced from reading challenged texts as well as the harm they faced when such titles were restricted.</p> <p>Figure 9 links the eight actors who testimonialized within our data corpus, and this map includes those most affected by book banning: students who are restricted from reading certain titles; authors whose titles are banned; teachers, school librarians, and public librarians who are restricted from teaching or distributing certain titles; and parents who share their thoughts on what materials their children should have access to.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/NRNU/01oct25/rrq70056-fig-0009.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="rrq70056-fig-0009.jpg" title="9 Hub and spoke map showing actors who have testimonialized." /> </p> <p></p> <p>Some of the most potent examples of testimonializing were students speaking out. In one article, youth representing the Diversity Awareness Youth Literacy Organization (DAYLO) visited South Carolina's statehouse to share anecdotes about the personal value of stories represented in banned books, as well as advocating for students to decide what to read for themselves (Morgan [<reflink idref="bib53" id="ref130">53</reflink>]). In another account, an 18‐year‐old high school senior said that two books, which are now banned in his hometown, were recommended to him by a school librarian and helped him to come to terms with his sexuality and resist suicidal ideations (Smith [<reflink idref="bib65" id="ref131">65</reflink>]).</p> <p>In addition to listing the general actors who offered testimonials, we further linked notable names of authors, celebrities, and scholars, as well as the librarians whose testimonials appeared in more than one data source. We found two categories of actors to be outliers in terms of their included testimonials since they are not as directly related to the consequences of book bans as the other six. These were the media figures/celebrities Sarah Jessica Parker (Sharif [<reflink idref="bib64" id="ref132">64</reflink>]) and Jenna Bush Hager (Tagen‐Dye [<reflink idref="bib67" id="ref133">67</reflink>]) and the scholar Dr. Debbie Reese (Dillard and Keels [<reflink idref="bib20" id="ref134">20</reflink>]); these inclusions make us wonder about the possibilities for additional advocacy by scholars and celebrities.</p> <hd id="AN0188874262-30">Discussion and Implications</hd> <p>In addition to the acts of resistance described in the articles, we also recognize the mediums of delivery within digital journalism as ancillary acts of resistance. Reporting on book banning resistance through articles, podcasts, documentary films, and interviews in a variety of formats are also acts of resistance since they raise awareness and publicize resistance, disseminate knowledge and share resources, and sometimes call for action. These layers of resistance are significant to mention because of the accessibility that multimodal gateways provide; access to the internet makes it easier to see, listen to, read about, and discuss acts of resistance and find models and examples of principled resistance and critical action. However, we also wonder about offline or underground resistance that may not be captured in the kinds of articles we reviewed. What acts of resistance are happening beyond an algorithm that are not being reported in digital journalism?</p> <p>While it should be noted that adult perspectives pervade our data and findings exponentially more than youth voices, when young people spoke in our data, they did so with a powerful and unified voice (e.g., Morgan [<reflink idref="bib53" id="ref135">53</reflink>]). All the children and youth featured in our corpus were in favor of access and intellectual freedom and against book bans. Our data does not include any examples of students sharing narratives of harm from having to read uncomfortable or banned books. More significantly, their testimonials repeatedly demonstrated mirror and window (Bishop [<reflink idref="bib9" id="ref136">9</reflink>]) connections to challenged literature. Ultimately, adults need to make more room for student perspectives, generally. Teachers, librarians, and adult advocates must recognize the student‐reported value in challenged books, hold space for student stories, and fight for students' access to challenged titles. As Mirra and Garcia ([<reflink idref="bib51" id="ref137">51</reflink>]) argued, youth contribute in meaningful ways to world‐growing and social transformation (Benjamin [<reflink idref="bib7" id="ref138">7</reflink>]), and powerbrokers should ensure they have space and opportunity to contribute.</p> <p>From our Advocacy Organizations mapping work (see Figure 5), it is evident that the pervasiveness of book banning and censorship attempts is the result of a highly effective campaign by a significant minority of the American population. The number of organizations working against book bans and promoting intellectual freedom dwarf the number of organizations working to ban books, with the Moms for Liberty (MFL) as the most frequently cited adversary. Regarding MFL, Hixenbaugh ([<reflink idref="bib36" id="ref139">36</reflink>]) detailed in <emph>They Came for the Schools</emph> how conservative activists spread "The Florida Blueprint" (p. 185) nationally. The local success MFL had in banning books in some school districts was then amplified statewide by pro‐censorship Governor Ron DeSantis and later packaged for national distribution by the Conservative Political Action Committee (CPAC), which encouraged and supported similar efforts in other states.</p> <p>In addition to showing the discrepancy between anti‐ versus pro‐book ban advocacy groups, our data analysis revealed many additional examples of public support being lopsided towards intellectual freedom and against censorship. Becky Calzada, president of the American Association of School Librarians, said that "[l]ibraries are places of voluntary inquiry" (Trethan [<reflink idref="bib69" id="ref140">69</reflink>], para. 19), to illustrate how people can self‐censor by choosing not to visit libraries or to check out certain books. Studies by EveryLibrary and Book Riot (Community [<reflink idref="bib15" id="ref141">15</reflink>]) and the ALA ([<reflink idref="bib2" id="ref142">2</reflink>]) demonstrated that large majorities of parents and even voters, generally, opposed book bans. Furthermore, Natanson ([<reflink idref="bib56" id="ref143">56</reflink>]) reported that "[t]he majority of 1000‐plus book challenges analyzed by the [Washington] Post were filed by just 11 people" (para. 34). If public opinion and advocacy work are so slanted against censorship and towards intellectual freedom, it raises questions about how to boost the efficacy of acts of resistance in what should not even be a debate. Since resistance is always reactionary, it makes it harder to make sincere gains if one side is always playing defense. So, while it might be tempting to call for a better resistance playbook, it would be more effective to consider ways to go on the offensive.</p> <p>Expanded and novel coalitions are one possibility. In our data corpus, school boards, legislators, legislatures, teachers' unions, and journalists are rarely shown to be in coalition with others; herein exists major possibilities for the anti‐censorship majority to come together and squash censorship that is harmful to young readers and that few actually want. Scholars, too, need to step up, as the only one who appeared in our data was Dr. Debbie Reese (Dillard and Keels [<reflink idref="bib20" id="ref144">20</reflink>]). If we purport to support intellectual freedom, we must step out of the ivory towers of the academy and join with others to preserve it.</p> <p>With regards to teachers in schools, the digital articles in our data corpus highlight the very real consequences of educators and librarians sacrificing their jobs or even facing calls for criminal charges and jail time for providing access to banned books (e.g., Stalnecker [<reflink idref="bib66" id="ref145">66</reflink>]); it is understandable that fear of these consequences may be one reason why many educators in our data corpus stick to small, localized acts of "principled resistance" (Achinstein and Ogawa [<reflink idref="bib1" id="ref146">1</reflink>]), but as Benjamin ([<reflink idref="bib7" id="ref147">7</reflink>]) noted, small and localized micro acts add up to macro change, and educators must individually identify the acts of resistance that will be most supportive for their students within their local contexts. Additionally, the Providing Access to Banned Books Map (see Figure 8) showed how pedagogy can also be public. Other investors in young people's freedom to read must also step in, ensuring that public institutions do not represent students' sole means for access to the books they need in their lives.</p> <hd id="AN0188874262-31">Conclusion</hd> <p>Freire's ([<reflink idref="bib28" id="ref148">28</reflink>]) notion of praxis emphasizes the interconnectedness of reflection and action as a means to achieve social transformation; he reminded us that praxis is not just conceptual but rather a dynamic process that involves critical reflection on one's experiences and the subsequent actions taken to effect change in the world. Our visual mappings of a corpus of recent digital journalism detailing acts of resistance against book banning and censorship attempts help to identify means, both individual and collective, of a praxis of literary advocacy.</p> <p>However, we recognize that our data and our findings now speak to a historical moment more than the present one. As we were completing this study, the Trump administration began its second presidential term and immediately issued a slew of executive orders including one titled "Ending Racial Indoctrination in K‐12 Schooling" (Exec. Order No. 14190; Federal Register [<reflink idref="bib23" id="ref149">23</reflink>]); a "Dear Colleague" letter to K‐12 schools reverting to 2020 Title IX protections based on biological sex, which raises questions about implications for materials related to transgender characters, authors, and themes (USDE [<reflink idref="bib72" id="ref150">72</reflink>]); and the Office for Civil Rights dismissed 11 federal complaints related to book bans while calling the claims meritless and labeling them a "Biden‐era hoax" (USDE [<reflink idref="bib71" id="ref151">71</reflink>]).</p> <p>Such an unprecedented time in which federal lawsuits will not be as reliably effective in protecting students' right to read will call for equally unprecedented acts and patterns of resistance. Building coalitions, litigating, and legislating at the state level, and engaging in more surreptitious means of providing access to banned books for students in deeply conservative areas will be more imperative than ever in preserving access to essential stories that often serve as lifesaving mirrors and windows for young readers.</p> <p>After critical reflection and critical motivation, the third stage of fostering a critical consciousness (Freire [<reflink idref="bib27" id="ref152">27</reflink>], [<reflink idref="bib28" id="ref153">28</reflink>]) is critical action, or committing to taking action against oppressive conditions. While we hope our maps and corresponding findings contribute to the first two stages, we hope engaging with our work inspires educators and literary advocates to act. When the stories and perspectives of our students are censored and their identities are erased, a collective praxis of social change calls on educators to engage in critical action.</p> <hd id="AN0188874262-32">Acknowledgments</hd> <p>The authors wish to thank and recognize our graphic design partner Kelly A. Griffith for her work designing the visual maps that are central to this article as well as our graphical abstract.</p> <hd id="AN0188874262-33">Ethics Statement</hd> <p>Our research utilized only publicly available digital journalism data from internet sources and therefore did not require IRB approval.</p> <hd id="AN0188874262-34">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <hd id="AN0188874262-35">Data Availability Statement</hd> <p>The data that support the findings of this study are available from the corresponding author upon reasonable request.</p> <ref id="AN0188874262-36"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Funding: The authors received no specific funding for this work.</bibtext> </blist> </ref> <ref id="AN0188874262-37"> <title> References </title> <blist> <bibtext> Achinstein, B., and R. T. Ogawa. 2006. 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| Items | – Name: Title Label: Title Group: Ti Data: Mapping Book Banning Resistance: Visualizing Acts of Activism to Preserve Students' Right to Read – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Jason+J%2E+Griffith%22">Jason J. Griffith</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5165-5598">0000-0002-5165-5598</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stephanie+F%2E+Reid%22">Stephanie F. Reid</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8477-2371">0000-0001-8477-2371</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Reading+Research+Quarterly%22"><i>Reading Research Quarterly</i></searchLink>. 2025 60(4). – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research<br />Information Analyses – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Books%22">Books</searchLink><br /><searchLink fieldCode="DE" term="%22Censorship%22">Censorship</searchLink><br /><searchLink fieldCode="DE" term="%22Activism%22">Activism</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Publishing%22">Electronic Publishing</searchLink><br /><searchLink fieldCode="DE" term="%22Resistance+%28Psychology%29%22">Resistance (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Rights%22">Childrens Rights</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Advocacy%22">Advocacy</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Librarians%22">Librarians</searchLink><br /><searchLink fieldCode="DE" term="%22Role%22">Role</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1002/rrq.70056 – Name: ISSN Label: ISSN Group: ISSN Data: 0034-0553<br />1936-2722 – Name: Abstract Label: Abstract Group: Ab Data: As censorship efforts intensify across the United States, educators, librarians, and literary advocates are increasingly engaging in acts of resistance to protect students' right to read. This qualitative study examined acts of resistance reported in digital journalism. We asked: (1) What acts of resistance against book banning are reported in digital journalism, and who is enacting those acts of resistance? (2) How might these acts of resistance be visually mapped and linked? and (3) What does a consideration of these mapped and linked acts of resistance mean for educators and advocates dedicated to preserving and fostering young people's right to read? Using an abductive method based on Brinkmann's notion of stumble data, we analyzed 68 articles detailing 115 resistance acts. Drawing from critical pedagogy, viral justice, and visual theories, we created six graphic maps highlighting nine core acts of resistance and 22 engaged actors. Our key findings include an overwhelming number of anti-censorship advocacy groups as well as universally aligned youth voices in favor of access to books and young people's right to read when compared to organizations working to ban books. Our maps also present a visual summary of the many ways that educators and literary advocates resist censorship and book-banning attempts. We argue that mapping resistance offers not only a powerful research method but also a pedagogical practice: one that can be used to help teacher candidates and literacy scholars critically examine contemporary censorship, develop tools for principled resistance, and inspire critical action. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1487002 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1487002 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/rrq.70056 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 Subjects: – SubjectFull: Books Type: general – SubjectFull: Censorship Type: general – SubjectFull: Activism Type: general – SubjectFull: Electronic Publishing Type: general – SubjectFull: Resistance (Psychology) Type: general – SubjectFull: Childrens Rights Type: general – SubjectFull: Visual Aids Type: general – SubjectFull: Advocacy Type: general – SubjectFull: Teacher Role Type: general – SubjectFull: Librarians Type: general – SubjectFull: Role Type: general Titles: – TitleFull: Mapping Book Banning Resistance: Visualizing Acts of Activism to Preserve Students' Right to Read Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Jason J. Griffith – PersonEntity: Name: NameFull: Stephanie F. Reid IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0034-0553 – Type: issn-electronic Value: 1936-2722 Numbering: – Type: volume Value: 60 – Type: issue Value: 4 Titles: – TitleFull: Reading Research Quarterly Type: main |
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