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Representations of Disability in Youth Literature: A Discourse Analysis of Award Winning Books

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dc.contributor.author Kaney, Peggy
dc.date.accessioned 2013-07-11T19:38:56Z
dc.date.available 2013-07-11T19:38:56Z
dc.date.created April 22, 2013 en_US
dc.date.issued 2013-07-11
dc.identifier.uri http://hdl.handle.net/123456789/3264
dc.description.abstract This study investigated how language used in youth literature communicates theoretical models of disability, and how language used in book reviews and library cataloging compares to the disability language in the books. Using social constructionism and moral, medical, and social models of disability as a theoretical framework, the researcher used discourse analysis to examine 22 award-winning books from the Dolly Gray Award for Children’s Literature in Developmental Disabilities and the Schneider Family Book Award, along with library cataloging and book reviews that describe the books. The disability language in all of the texts reflected three major themes: descriptions, feelings, and responses to disability. The books demonstrated a shift from moral or medical theoretical models of disability to a social model of disability. The study has implications for libraries in that librarians have a responsibility to create and maintain library collections that provide accurate and authentic portrayals of disability. Further, the study suggests that librarians should seek input from people living with disabilities in understanding disability language preferences and information needs. en_US
dc.language.iso en_US en_US
dc.subject Disability en_US
dc.subject Youth Literature en_US
dc.subject Award Winning Books en_US
dc.title Representations of Disability in Youth Literature: A Discourse Analysis of Award Winning Books en_US
dc.type Thesis en_US
dc.college slim en_US
dc.advisor Mirah Dow en_US
dc.department school of library and information management en_US

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