246p.
DOCUMENT RESUMECS 216 137ED 414 606AUTHORTITLEINSTITUTIONISBNPUB DATENOTEAVAILABLE FROMPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSPower, Brenda Miller, Ed.; Wilhelm, Jeffrey D., Ed.;Chandler, Kelly, Ed.Reading Stephen King: Issues of Censorship, Student Choice,and Popular Literature.National Council of Teachers of English, Urbana, IL.ISBN-0-8141-3905-11997-00-00246p.National Council of Teachers of English, 1111 W. KenyonRoad, Urbana, IL 61801-1096 (Stock No. 39051-0015: 14.95members, 19.95 nonmembers).Opinion Papers (120)Collected Works - General (020)MF01/PC10 Plus Postage.*Censorship; Critical Thinking; *Fiction; LiteratureAppreciation; *Popular Culture; Public Schools; ReaderResponse; *Reading Material Selection; Reading Programs;Recreational Reading; Secondary Education; *StudentParticipation*Contemporary Literature; Horror Fiction; *King (Stephen);Literary Canon; Response to Literature; Trade BooksABSTRACTThis collection of essays grew out of the "Reading StephenKing Conference" held at the University of Main in 1996. Stephen King'sbooks have become a lightning rod for the tensions around issues of including"mass market" popular literature in middle and 1.i.gh school English classesand of who chooses what students read. King's fi'tion is among the mostpopular of "pop" literature, and among the most controversial. These essaysspotlight the ways in which King's work intersects with the themes of theliterary canon and its construction and maintenance, censorship in publicschools, and the need for adolescent readers to be able to choose books inschool reading programs. The essays and their authors are: (1) "ReadingStephen King: An Ethnography of an Event" (Brenda Miller Power); (2) "I Wantto Be Typhoid Stevie" (Stephen King); (3) "King and Controversy inClassrooms: A Conversation between Teachers and Students" (Kelly Chandler andothers); (4) "Of Cornflakes, Hot Dogs, Cabbages, and King" (Jeffrey D.Wilhelm); (5) "The 'Wanna Read' Workshop: Reading for Love" (Kimberly HillCampbell); (6) "When 'IT' Comes to the Classroom" (Ruth Shagoury Hubbard);"If Students Own Their Learning, What Do Teachers Do?" (Curt(7)Dudley-Marling); (8) "Disrupting Stephen King: Engaging in AlternativeReading Practices" (James Albright and Roberta F. Hammett); (9) "BecauseStories Matter: Authorial Reading and the Threat of Censorship" (Michael W.Smith); (10) "Canon Construction Ahead" (Kelly Chandler); (11) "King in theClassroom" (Michael R. Collings); (12) "King's Works and the At-Risk Student:The Broad-Based Appeal of a Canon Basher" (John Skretta); (13) "Reading theCool Stuff: Students Respond to 'Pet Sematary'" (Mark A Fabrizi); (14) "WhenReading Horror Subliterature Isn't So Horrible" (Janice V. Kristo andRosemary A. Bamford); (15) "One Book Can Hurt You.But a Thousand NeverWill" (Janet S. Allen); (16) "In the Case of King: What May Follow" (Anne E.Pooler and Constance M. Perry); and (17) "Be Prepared: Developing aCensorship Policy for the Electronic Age" (Abigail C. Garthwait). Appendedare a joint manifesto by National Council of Teachers of English (NCTE). and
ED414606 Has Multi-page SFR--- Level l International Reading Association (IRA) concerning intellectual freedom; anexcerpt from a teacher's guide to selected horror short stories of StephenKing; and the conference program. Contains a 152-item reference list ofliterary ctions supplied by EDRS are the best that can be made**from the original ***************************************
VZ1gt1-4**5 em-henKiMR/1111k"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY/1111INU.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)This document has been reproduced asreceived from the person or organizationoriginating itMinor changes have been made toimprove reproduction qualityPoints of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policyEdited byBrenda Miller Power, Jeffrey D.Wilhelm,and Kelly ChandlerBEST COPY AVAILABLE2
Reading Stephen King3
Editorial Board: Pat Cordeiro, Bobbi Fisher, Xin Liu Gale, SarahHudelson, Bill McBride, Al leen Pace Nilsen, Helen Poole, Jerrie CobbScott, Karen Smith, Chair, ex officio, Michael Greer, ex officio4
Issues of Censorship, Student Choicetand Popular LiteratureEdited byBrenda Miller PowerJeffrey D. WilhelmKelly ChandlerUrdversity of MaineNab,oaail Council of Teacheis of EnglishW. Kemiort Road, Tirballa, Illinois 61801-1096J3 '3 11' CIITY AVAll11.43112
Staff Editor: Zarina M. HockInterior Design: Doug BurnettCover Design: Doug BurnettNCTE Stock Number: 39051-3050 1997 by the National Council of Teachers of English. All rightsreserved. Printed in the United States of America.It is the policy of NCTE in its journals and other publications to provide aforum for the open discussion of ideas concerning the content and theteaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the ExecutiveCommittee, the Board of Directors, or the membership at large, except inannouncements of policy, where such endorsement is clearly specified.Library of Congress Cataloging-in-Publication DataReading Stephen King: issues of censorship, student choice, and popularliterature / edited by Brenda Miller Power, Jeffrey D. Wilhelm, KellyChandler.p. cm.Includes bibliographical references.ISBN 0-8141-3905-1 (paperback)1. King, Stephen, 1947 Study and teaching (Secondary). 2. Horrortales, AmericanStudy and teaching (Secondary). 3. High schoolstudentsUnited StatesBooks and reading. 4. CensorshipUnitedStates. 5. Canon (Literature). I. Power, Brenda Miller. II. Wilhelm,Jeffrey D., 1959 . III. Chandler, Kelly, 1970 .PS3561.I483Z8 1997813'.54dc2197-34367CIPAC6
For Ed Brazee, who learns from and advocates foradolescents
ContentsAcknowledgmentsList of IllustrationsixIntroductionReading Stephen King: An Ethnography of an EventBrenda Miller Power2. I Want To Be Typhoid StevieStephen King3. King and Controversy in Classrooms: A Conversationbetween Teachers and StudentsKelly Chandler, John D'Anieri, Matt King,Sierra Knight, Jeff Poulin, Brenda M. Power, andJeffrey D. Wilhelm1.31323ChoiceOf Cornflakes, Hot Dogs, Cabbages, and KingJeffrey D. Wilhelm5. The "Wanna Read" Workshop: Reading for LoveKimberly Hill Campbell6. When IT Comes to the ClassroomRuth Shagoury Hubbard7. If Students Own Their Learning, What Do Teachers Do?Curt Dudley-Marling8. Disrupting Stephen King: Engaging in AlternativeReading PracticesJames Albright and Roberta F Hammett9. Because Stories Matter: Authorial Reading and theThreat of CensorshipMichael W. Smith4.375161738395Popular Literature10. Canon Construction AheadKelly Chandler1058vii
VIII11. King in the ClassroomMichael R. Collings12. King's Works and the At-Risk Student: The Broad-BasedAppeal of a Canon BasherJohn Skretta13. Reading the Cool Stuff: Students Respond toPet SemataiyMark A. Fabrizi14. When Reading Horror Sub literature Isn't So HorribleJanice V Kristo and Rosemary A. Bamford117127139149Censorship15. One Book Can Hurt You . . . But a Thousand Never WillJanet S. Allen16. In the Case of King: What May FollowAnne E. Pooler and Constance M. Perry17. Be Prepared: Developing a Censorship Policy for theElectronic AgeAbigail C. Garth wait163Reference List of Literary Works199Appendixes207A. Common GroundPrepared by the Joint Task Force on IntellectualFreedom of the National Council of Teachers ofEnglish and the International Reading AssociationB. Excerpt from A Teacher's Guide to Selected HorrorShort Stories of Stephen KingC. Program of Events for the Reading Stephen 21233
AcknowledgmentsIn Bird by Bird, Anne Lamott writes, "We are not here to see through oneanother, but to see one another through." It would be impossible to thankall the people who have seen us through this project, but a few deservespecial thanks.The steering committee for the Reading Stephen King ConferenceRosemary Bamford, Ed Brazee, Phyl Brazee, Robert Cobb, Ethel Hill,Virginia Nees-Hatlen, Jan Kristo, Paula Moore, and Tom Perryworkedfor eighteen months to develop an inspiring event that led to this book. Aspecial thanks goes to Kay Hyatt, who coordinated media relations, andSusan Russell, who took care of myriad daily details. This book wouldnot have been possible without the care and commitment of these peoplein planning the original conference.Stephen King's participation challenged us to do more than celebrate his work. His provocative views and humor encouraged us to lightenup about issues of choice and censorship and bear down at the same timeto get new perspectives on old concerns.The contributors to this volume made one impossible deadline afteranother in drafting and revising their chapters. Their commitment, drive,and good sense illuminate many pages in this volume.Michael Greer and Karen Smith at NCTE provided the enthusiasmand confidence that sustained us over the past year. We are grateful fortheir willingness to publish work that will move debates in English edu-cation in new directions and for their savvy in balancing political andpractical agendas.Finally, we thank the many teachers who will read this book withopen minds and make changes in their thinking and instruction. We knowhow tough it is to navigate the fault lines between popular literature andpopular culture in adolescent reading programs, and we're grateful that somany are willing to try.10IX
List of IllustrationsChapter 1.Headlines from press coverage of the Reading Stephen KingConference.Chapter 2.Stephen King delivers keynote address at the ReadingStephen King Conference. Photograph by Monty Rand,Monty Rand Photography. Reprinted with permission.Chapter 3.Noble High School students participate in role-play at theSaturday morning plenary session. Photograph by MontyRand, Monty Rand Photography. Reprinted with permission.Chapter 4.Panelists at the Saturday morning plenary session: EdBrazee, University of Maine; Carol Avery, NCTE PresidentElect; and Gail Gibson, Mapleton Elementary School, Maine.Photograph by Monty Rand, Monty Rand Photography.Reprinted with permission.Chapter 5.Menu/Quiz from Friday banquet.Chapter 7.Anne Dudley-Marling at conference session. Photograph byJanice Parks, Monty Rand Photography. Reprinted withpermission.Chapter 12. Karen Johnson, University of Maine graduate student, eatscotton candy at the baseball-themed conference lunch. Bangor (ME) Daily NEWS. Reprinted with permission.Chapter 13. An undergraduate student worker at the conference.Photograph by Monty Rand, Monty Rand Photography.Reprinted with permission.Chapter 14. Robert Cobb, dean of the University of Maine College ofEducation, presents gifts to Stephen King following King'skeynote address. Photograph by Monty Rand, Monty RandPhotography. Reprinted with permission.11X
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4VMily first and only experience with reading a horror novelremains vivid. I am fourteen, and baby-sitting the nextdoor neighbor's children. I reach the last chapter of thebook at 2 a.m.the parents are at a party miles away, the kids arelong asleep, the house is dark save for my reading light, and quiet butfor the tick of a grandfather clock. Suddenly, a few pages from theend of the book, I have an overwhelming need to crawl on my handsand knees, below the view of windows and doors, making sure yetagain that everything is locked up tight and that all the curtains areclosed. I am shaking with fear as I read of butcher knives and wallssprayed with blood, but I finish the book. And I vow never to readhorror again.I was not the most likely candidate to direct the Reading StephenKing Conference. But I did serve as the director of that conference inOctober 1996. Those of us who organized the event hoped it couldprovoke some unusual learning and insights for participants becauseof the unique qualities of King's writing and its appeal to teenagereaders. This book is an outgrowth of the learning from those conference events.Inspiration comes from the most unlikely places sometimes. In1992, the University of Iowa hosted the Reading Nancy Drew Confer-ence. This conference was designed as a tribute to the "original"Carolyn Keene, a woman who is eighty-seven and lives in Iowa City.What began as a small, quiet honor for one person evolved into anintense celebration of a particular childhood reading obsession thatmany white, middle-class women share. "Reading Nancy Drew" attracted an amazing amount of media attention. National news showscovered the event, and over 500 stories about it appeared in newspapers and magazines. Some of the conference organizers presentedtheir findings about reading gleaned from participants at the nextyear's National Reading Conference, which I attended. The energy ofthis event and what it taught everyone about literacy stayed with me.Maine is a long way from Iowa, and I'm not just talking aboutgeography. I live in the real landscape that inspires much of StephenKing's imaginary terrain. Everyone who resides near Bangor, Maine,knows the same landmarks. On my way to work, I drive by Route 15,the pastoral country road heavily traveled by logging trucks that wasthe model for the highway in Pet Sematary. Our family can't attend asporting event at the Civic Center without driving by the huge, hideous statue of a hatchet-wielding Paul Bunyan that appears in It. And14
AN ETHNOGRAPHY OF AN EVENT5on Halloween night, my young daughter treks past the wrought-ironfence topped with gargoyles, up the steps to the blood-red mansion,to wait in line patiently to get her piece of candy from the Man Himself.I kept images of "Reading Nancy Drew" in the back of my headas I continued to teach at the University of Maine, where King hadbeen a student leader years before. And then one day it came to me"Reading Stephen King." Why not? King has been reading the localcommunity for decades, turning ordinary events of rural life into epicfantasies of good and evil. His books have special appeal for teens, anaudience of readers increasingly challenging for literacy educatorsin a post-literate age. I worked with others to form a planning committee, and we called Stephen King to ask if he would participate.We weren't surprised at his enthusiastic response, since he speakswith pride and concern about his past experiences as a high schoolEnglish teacher. The event "Reading Stephen King: Issues of StudentChoice, Censorship, and the Place of Popular Literature in the Canon"was born, with its subtitle defining how we would use King's work tolook at adolescent reading programs.Our goals for the conference were rooted in the local culture.The University of Maine is close to Bar Harbor and other enclaves ofsummer folk who have vacationed in Maine for generations. There isa real distrust locally of anyone who "puts on airs." Lobster is a richperson's treat, but it's the meat and potatoes of local economies thatrise and fall with the market price. People are reserved in acceptingpeople "from away"you have to live here years before you trulyfeel embraced. Local folks want to know you're going to stick aroundand accept the hardships of long winters and constant economic strifebefore they let you into their lives. Even then, there will always be abit of distance between you and the natives. My husband, who wasborn in Maine, is still not considered a native by locals, because hismother was born in Massachusetts. A native friend explained it to uswell in the local lingo, "If your cat crawled into the oven and hadkittens, you wouldn't call them biscuits!"In this environment, Stephen King is a native. He and his wifeTabitha were born and raised in rural Maine, and met as studentswho eked out an education at the University of Maine through grants,scholarships, and lots of menial labor. In their first years of marriedlife, they lived in a trailer, with King writing his novels in the boilerroom late at night before leaving early the next morning to teach at ahigh school.King not only hasn't forgotten his roots, he continues to champion the rights and needs of those who struggle around him. He and15
READING STEPHEN KING6his wife are blunt and strong advocates for youth programs, for political candidates who help citizens help themselves, and for libraryand hospital improvements that can feed minds and heal bodies.And so we planned an event which would celebrate the imaginative landscapes of King's books and the social culture of rural Maine,a place which pretty naturally can foster and promote an equalityamong readers and their opinions of books. We wanted to develop aconference plan that would bring together readers of all ages andbackgrounds who enjoyed King's work, in an atmosphere that couldmake them comfortable with sharing their thoughts on King specifically and reading generally.During our eighteen-month conference planning period, oursteering committee of teachers, faculty members, and administratorsat the University of Maine made diversity of participation our primary aim. We solicited presenters, advertised widely, and developeda structure for the event. But we struggled to understand who wouldcome and what the shape of the discussions would be.The quality of King's work, like the characteristics of his fans,is not easy to define. Both the sheer volume of King's writing and thelarge number of fans defy pigeonholing. Yet it seems that every English teacher has an opinion about King's writing, whether she or hehas read it or not. When opinions are formed with little knowledge ofthe writing, it's no wonder stereotypes are formed about the readers.What we did at the Reading Stephen King Conference was try to figure out what King's books meant for readers of all ages. The commonground for participants, along with a devotion to King's work, wasconcern about adolescent reading programs in schools.We didn't want a conference that was a fan-gathering of folkswho view King as a pop culture icon. Neither did we want a conference that was wholly given over to esoteric discussions of postmodernfeminist deconstruction of characters in Rose Madder. We wantedfans to attend, and we welcomed literary scholars. But the focus ofthe conference was to use King's writing as a springboard into literacy education issues. The problem with most discussions of censorship and choice is that they are dominated by people who thinkthe answers are simple. Both groupsthose crusading against censorship and those promoting book banningare often shrill, dogmatic,and uninspiring. We wanted to get at some of the complexities ofdealing with these issues, using King's work as a lens to focus ourattention. We couldn't know when we began planning the conference in 1994 that Stephen King would be at the peak of his popularity in October 1996 when the conference was scheduled to begin.The conference was held two weeks after the concurrent launch ofThe Regulators and Desperation, and just after the final summer in-6
AN ETHNOGRAPHY OF AN EVENTstallments of The Green Mile. King's phenomenal success in 1996sparked a media frenzy that spilled over to the conference. Therewere over 700 newspaper articles before, during, and after the conference; C-SPAN ran Stephen King's keynote address repeatedly onits "Booknotes" program, and radio and television reporters descendedon campus.But garnering attention doesn't mean you've succeeded in yourgoals. If anything, the attention was a distraction from what the con-ference organizers wanted
Reading Stephen King: An Ethnography of an Event. 3. Brenda Miller Power. 2. I Want To Be Typhoid Stevie Stephen King. 3. King and Controversy in Classrooms: A Conversation. between Teachers and Students. Kelly Chandler, John D'Anieri, Matt King, Sierra Knight, Jeff Poulin, Brenda M. Power, and Jeffrey D. Wilhelm. Choice. 13 23. 4.
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