Promising approaches to transforming English language arts classrooms into dialogic, democratic, and critical spaces for literature discussions involve the selection of compelling young adult literature (YAL) and the use of student-centered discussion strategies (e.g., literature circles). Scholars have demonstrated, however, the shortcomings of YAL and literature circles for interrogating sociopolitical content in literary texts and society. Drawing on a framework for critical literature circle roles, the authors examined how 23 undergraduate readers leveraged these roles to engage in critical conversations as they discussed John Green’s YA novel, Looking for Alaska. A qualitative, inductive analysis of discussion transcripts revealed how participants interrogated the text and society, especially in relation to gender stereotypes, and identified but also enacted stereotypes about culture and youth. Implications call for explicit support for readers in trying on critical literature circle roles and engaging in dialogic interactions that promote critical consciousness with YAL.

中文翻译：

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考察读者批判文学圈关于寻找阿拉斯加的讨论

将英语语言艺术课堂转变为文学讨论的对话、民主和批判空间的有希望的方法涉及选择引人注目的青年文学 (YAL) 和使用以学生为中心的讨论策略（例如，文学圈）。然而，学者们已经证明了 YAL 和文学界在质疑文学文本和社会中的社会政治内容方面的缺陷。借鉴批判文学圈角色的框架，作者研究了 23 名本科读者在讨论约翰·格林的 YA 小说《寻找阿拉斯加》时如何利用这些角色进行批判性对话. 对讨论记录的定性归纳分析揭示了参与者如何审问文本和社会，尤其是与性别刻板印象相关的问题，以及如何识别并制定关于文化和青年的刻板印象。暗示要求明确支持读者尝试扮演批判性文学圈角色并参与对话互动，以促进与 YAL 的批判意识。