Until recently, my knowledge of the regional literature of Appalachia in the United States had been limited to a few blockbuster hits that, by and large, have been criticized for their portrayal of regional identity and socioeconomic issues. That was until the author Kate Pearsall unexpectedly fell into my lap with her current duet of novels, Bittersweet in the Hollow and Lies on the Serpent's Tongue.

I am currently sitting on my Independent School Districts’ (one of the largest in the state of Texas) Literature List Review Committee. Our charge, led by our Secondary Language Arts Administrator, is to review and recommend teacher submissions for YA titles to be placed on our “Whole-Class Approved Novels” lists for each grade level. Here is where I first learned of Pearsall’s works and fell in love with her portrayal of the Appalachian Region. 

Kate Pearsall’s storytelling weaves her experiences with her mother’s bedtime stories about growing up in West Virginia and the intersection of Scottish-Irish folklore and magic. These tales are truly magical transporters that plant the reader right into the heart of secluded Appalachia- where magic, moonshine, and the power of sisterhood abound. 

When I first picked up her debut book Bittersweet in the Hollow, I was not sure what to expect. The back cover copy (or blurb) promises the reader a magical folk-laced mystery, a genre-mixing tale of a group of female family members possessing unusual talents spanning three generations. All of this is set within an authentic portrayal of a small town in the Appalachian mountains. A town’s complexities that reach far beyond what reader’s know to be stereotypical; a place that transcends the common poverty-stricken, drug-laden, hillbilly-esque picture that many of us associate with the region due to the common texts we know. 

Bittersweet in the Hollow offers a rich narrative landscape for students to consider how identity, power, and voice function within a community. Enveloped within a seemingly who-dun-it mystery, this first novel in the duet follows the protagonist, Linden, as she not only struggles through a sequence of traumatic events, but also walks with her as she discovers the power within herself, the roots of her family, and uncovers power through sisterhood. When viewed through the lens of feminist criticism, Linden’s story becomes a powerful exploration of how women’s voices can often be marginalized and silenced—and how reclaiming those voices, and that power, becomes an act of resistance. Students can use the events in this story to explore deeper questions about individual equity, personal agency, and how traditional views of the patriarchal system further systemic expectations in our society today. 

​I love this debut novel for a buddy read or student book clubs in the classroom. This text naturally invites discussion and connection through its overarching themes and ideas as well as the intrigue built around the folklore of the Moth-Winged Man, naturopathy, and mysticism. Its atmospheric setting and slowly-unraveling mystery around a current murder and a cold case keep readers engaged, while its character-driven focus offers plenty of opportunities to pause, reflect, and explore motivations, choices, and relationships. All of which are perfect for open-ended conversations for students to lead independently with each other. 

In a classroom setting where student voice, choice, and engagement matter more than ever, Kate Pearsall’s works of Bittersweet in the Hollow and Lies on the Serpent's Tongue stand out as compelling texts that bridge traditional literary merit, high-interest texts, and student accessibility. Kate Pearsall’s works not only bring the often-overlooked and often-stereotyped Appalachian region into the spotlight with nuance, reverence, and respect, but it also offers students a chance to examine the multi-layered themes through a lens that is both magical and deeply human. Whether used for independent study, book clubs/literature circles, or buddy reads, this novel has the potential to spark rich, student-driven dialogue that builds empathy, critical thinking, and a broader understanding of inclusive storytelling.

Haley Smiley
Haley is a graduate student in James Madison University’s Master’s in Arts of Teaching program. She received her bachelor’s degree in December 2024, majoring in English with minors in Secondary Education and Teaching English to Speakers of Other Languages. After graduation, she plans to teach middle school English Language Arts in Virginia. Her work can be found in the Virginia English Journal and The Ohio Journal of Mathematics.

Mark A. Lewis
Mark is professor of literacy education at James Madison University. His research interests include examining and critiquing representations of adolescence and youth in young adult and adult literature, defining the multifaceted literary competence of secondary students, and identifying effective ways to support multilingual learners. Prior to coming to JMU, he taught middle school English and English as a second language in Arizona and high school English in
Colorado. Mark has over 35 publications, including multiple book chapters and in scholarly journals such as English Education, English Journal, The ALAN Review, Study & Scrutiny, Journal of Teacher Education, Middle Grades Research Journal, Journal of Literacy Research, and Reading Research Quarterly. He is also a co-author of Rethinking the "Adolescent" in Adolescent Literacy (2017, NCTE Press) and Reading the World through Sports and Young Adult Literature: Resources for the English Classroom (2024, NCTE Press).

​Archetypes, while originating from Jungian psychoanalysis (see Mikki, 2025, for an overview of Jung’s work), are more broadly understood as sociohistorical constructs that have evolved over time. They function as narrative tools, employed in storytelling to create shared meaning, shape identities, and foster a sense of community. By encouraging archetypal reflectivity, readers can connect their personal experiences with familiar fictional narratives and “typical” characters, thereby facilitating a deeper understanding of both themselves and the world around them.

​The hero archetype is widely recognized, but other archetypes, such as the sage, rebel, and trickster, are equally prevalent and significant (here are descriptions of the 12 Jungian Archetypes). Each archetype embodies specific qualities and fulfills distinct roles within a narrative, offering valuable insights into both personal and social dynamics. Fictional characters exemplify these archetypes, allowing readers to recognize and understand corresponding patterns in their own behaviors, relationships, and perspectives.

​The sage archetype, for instance, represents wisdom, knowledge, and guidance. Characters embodying this archetype often serve as mentors or advisors, offering valuable insights and helping others navigate challenges (see Renga & Lewis, 2018, for discussion on sage characters in YA literature). The rebel, on the other hand, symbolizes defiance, nonconformity, and the pursuit of change. Rebellious characters often challenge the status quo, inspiring others to question authority and fight for their beliefs (see this article for a list of novels that feature the rebel archetype). The trickster, who might also be rebellious but enacts their dissatisfaction disparately, embodies cunning, mischief, and the subversion of expectations. Trickster characters often disrupt norms, challenge assumptions, and provoke thought through their actions. Many cultures include trickster tales as part of their folklore.

​By recognizing and exploring these archetypes in literature and within themselves, readers can gain a deeper understanding of the human experience, fostering personal growth, empathy, and a sense of connectedness with others. To this aim, we offer three characters from highly-regarded young adult literature as examples of three additional archetypes–the innocent, the heroine, and the everyman–along with what readers of all ages can learn from these “typical characters” about their own ideals, thoughts, and actions.

​In Wolf Hollow by Lauren Wolk (2016), Annabelle McBride embodies “the innocent” archetype, representing morality, care for deep relationships, and an unwavering belief in justice. Throughout the novel, Annabelle is characterized by her strong sense of right and wrong, her enduring kindness, and her desire to see the good in others, even when confronted with cruelty.

​Readers can apply this to their own lives by embracing empathy, seeking justice, and refusing to judge others based on assumptions. Like Annabelle, readers can learn to stand firm in their beliefs and make choices that align with their values, even when it is difficult. In this way, Annabelle’s innocence serves as both an inspiration and a guide for navigating moral dilemmas in real life.

​In Firekeeper’s Daughter by Angeline Boulley (2021), Daunis Fontaine exemplifies “the heroine” archetype through her courage, resilience, and ability to not allow society to block her from accomplishing her goals (see the Kirkus review). Like canonical heroines, Daunis is thrust into a dangerous situation that challenges her beliefs and forces her to grow. She does not seek out heroism, but when confronted with corruption and crime, she bravely steps up to protect her community.

​Readers can apply this lesson by standing up for what is right, even in difficult situations. Daunis also teaches the importance of embracing one’s cultural heritage and personal identity, reinforcing that strength comes from knowing who you are. Through her heroic journey, Daunis inspires readers to find their own strength and purpose.

​In The Lost Year by Katherine Marsh (2023), Matthew embodies “the everyman” archetype, representing an ordinary individual who undergoes personal growth through life-altering experiences. Matthew is not like a traditional hero–he does not begin with extraordinary bravery or ambition. Instead, he starts as a thirteen-year-old, caught up in his own familial frustrations while also navigating the COVID-19 pandemic. His journey of self-discovery, particularly
regarding his family's past, transforms him from a self-absorbed boy into someone more aware, empathetic, and connected to his family’s history.

Readers can apply this lesson by listening to and seeking out family histories, questioning the narratives they are given, and recognizing the impact of past events on the present. They can also use newfound historical awareness to develop a more informed worldview. Matthew’s journey shows that anyone–no matter how "ordinary"– can grow into a more thoughtful, compassionate individual simply by being open to learning and understanding.

Archetypal reflectivity informed by fiction can be useful for readers by highlighting possibilities for their lived lives. The archetypal innocent can lead to exploring more just ways of seeing the world; the archetypal heroine can bolster personal beliefs in their own capabilities; the archetypal everyman can encourage personal growth and confidence in one’s place in society. This might sound overly idealistic, but the struggle to achieve our ideals should not lead us to reject them entirely. To this end, fictional archetypes can provide inspiration, reaffirm ideals, and reinvigorate our imagination of what it means to be human.

​Julianna Lopez Kershen is an Assistant Professor at the Jeannine Rainbolt College of Education at the University of Oklahoma in the Instructional Leadership and Academic Curriculum department. She teaches undergraduate and graduate courses on the topics of English language arts and literacy education, instructional improvement, and curriculum studies.
​
Dr. Kershen earned her Ed.D. in Education Policy, Leadership, and Instructional Practice from Harvard University. As editor of the Oklahoma English Journal, Julianna was awarded the journal affiliate editorial award as a National Council of Teachers of English Journal of Excellence. Previously, Julianna has worked as a researcher, university lecturer, high school English language arts teacher and district-level administrator in Oklahoma and Massachusetts. Julianna is a National Board Certified teacher in Adolescence/Young adult English language arts and received a Fulbright Teacher Scholar Fellowship for study in Tanzania and Kenya
​

​In their book, In Search of Deeper Learning: The Quest to Remake the American High School, Jal Mehta & Sarah Fine (2019) explore how innovative public schools in the United States are attempting to engage students in sustained, deep, and meaningful learning. Mehta and Fine compare their findings to the typical learning interactions experienced by high school students around the country: test-driven coursework and assignments, discreet and siloed content learning, and a lack of connection between learning in school and learning within local communities. Their research drew inspiration from and expanded the American Institutes for Research Study of Deeper Learning (SDL) investigation, began in 2012 and funded by the Hewlett Foundation, to compare student and teacher experiences between schools identified as “deeper learning” schools and a set of “traditional” control schools. The Study of Deeper Learning collected data between 2012-2020 with teams of researchers producing a series of studies, reports, and policy papers, and later partnering with the American Educational Research Association in support of research fellowships for early career education scholars. 

Similarly, Mehta and Fine interviewed teachers and administrators, shadowed students, and spent over 750 hours inside 30 different high schools, collecting data to inform their work. Ultimately, their book focused on four different schools (all identified through pseudonyms): No Excuses High, Dewey High, IB High, and Attainment High School. Of the many standout findings from both studies, our team notes this one: researchers have yet to discover a high school that is a perfect example of deeper learning. However, within many schools there are pockets of learning opportunities, crafted by teachers and community partnerships, in which students experience the three identifying characteristics reflective of deeper learning: (1) mastery driven, interdisciplinary and content-rich inquiry; (2) student-centered, collaborative study that supports students’ identities as capable scholars; and (3) authentic, critical- and creativity-based projects. 

​Taken together, the many investigations into the Study of Deeper Learning data set and the work of Mehta and Fine advocate for policy and practice shifts that would expand deeper learning opportunities. Our own work has focused on extensive reading of published literature investigating the three aspects of deeper learning (i.e., mastery, identity, and creativity), in particular, studying project-based learning and the ways in which pre-service teachers can learn how to engage future students in project- and problem-based inquiry. To achieve more deeper learning opportunities for all students, schools must move away from traditional rote learning and explicitly adopt inquiry-driven models of learning. School schedules must shift to accommodate more flexible learning opportunities, create and support interdisciplinary teams, revise grading practices, and create more than cursory partnerships with community partners. These kinds of institutional and instructional changes are challenging. Indeed, state and district responses to recent NAEP scores wherein declines in reading and math were steep (National Assessment Governing Board; National Assessment of Educational Progress) serve as data for policy decisions to double down on testing preparation and “personalized” learning. 

​Those decisions often translate into more rote learning and individual, and increasingly screen-based interactions, in which students are less likely to collaborate on weeks-long projects driven by their own research questions and immersed in reading, writing, creating, making, and solving. Under the Common Core, students are more likely to be engaged in reading short-form text excerpts (Sacks, 2019), answering discreet-answer questions, and focused on practices aimed at “skill-building,” but divorced from in-depth collaborative learning involving creative making and critical thinking. In addition, in many states, recent legislation and censorship efforts highlight the precarity educators face when provisioning instruction and learning opportunities that forward students’ identity development. We know from decades of research (e.g., Bondy & Ross, 2008; Esteban-Guitart & Moll, 2014; Mohammad, 2020; Ware, 2006) that students are more likely to succeed academically when they feel their identities are valued as assets in the classroom, and when their funds of familial, linguistic, cultural, and community knowledge are leveraged as strengths. As educators, we should not retreat from the progress we have made towards accessible, culturally relevant and responsive education (Ladson-Billings, 1995; Saucedo & Jimenez, 2021) that partners with learners, parents, and guardians. We should continue to change as teachers to shift from information providers to mentors and facilitators of learning.

​If you’ve read this far, then you may be asking, why are we writing about deeper learning and our belief that educators must continue to push for transformative change in American high schools for Dr. Bickmore’s young adult literature blog?

​Really, it’s simple. As English language arts teachers we are positioned with the enormous power and responsibility to be the brokers of literature and philosophy, of creative writing and rhetorical study. It is in our classrooms that we can place poems that inspire in the hands of youth. We can challenge students to identify the issues that matter to them, teach them how to research ethically and carefully, and to write arguments that are sent to elected officials, community newspapers, and blogposts. And, importantly: we are equipped to push back against the war for attention being waged by our digital lives and screen-based technologies. In our classrooms we can invite students to rebuild their attention through face-to-face engagement and the reading of novels, collections of poetry and short stories, important speeches, plays, and nonfiction of all forms. 

Mehta and Fine (2019) emphasize that meaningful learning is both cognitive and emotional, and that it requires both short- and long-term engagement. Deeper learning is the result of meaningful, interactive learning that thrives in both individual and social contexts. Mehta and Fine assert that deeper learning flourishes in environments where students are encouraged to take ownership of their education and apply their knowledge in meaningful ways. They also acknowledge that to be successful in the 21st century world it requires a lot more than basic academic knowledge and skills. Since the release of generative artificial intelligence platforms in November 2022 this acknowledgment is even more true. We argue that to “AI-proof” ELA assignments, teachers need to design and implement more project-based learning with authentic performances and assessments. This won’t be easy, and we can’t do it alone. But by embracing these principles, schools can create richer, more engaging educational experiences that prepare students not just for tests, but for life.

Metha and Fine challenge us to build humanities classrooms that move beyond passive knowledge acquisition. Teachers must develop student’s knowledge and skill in a content domain (mastery), become deeply and personally invested in that domain (identity), and actively construct and create something new in that domain instead of receiving knowledge passively (creativity) (Metha & Fine, 2019, p. 366). How might we go about doing this? As mentioned earlier our team is studying how preservice teachers develop the skills, confidence, and dispositions to engage in ambitious teaching. In addition to this work, our peers have been using project-based learning and inquiry-based learning approaches to frame text selection and lesson planning. 

Listed below are popular, commonly known YA novels, along with essential questions that can be utilized to guide planning as well as classroom discussion, and ideas for companion projects.

​Ninth Ward by Jewell Parker Rhodes and Drowned City: Hurricane Katrina and New Orleans by Don Brown  (identity, creativity, mastery)
How can individuals and communities transform adversity into strength and empowerment?
Project ideas: Studying urban development and environmental justice, history of redlining and neighborhood segregation (Kershen, 2024)

Bondy, E., & Ross, D. D. (2008). The teacher as warm demander. Educational Leadership, 66(1), 54-58.
Esteban-Guitart, M., & Moll, L. C. (2014). Funds of identity: A new concept based on the funds of knowledge approach. Culture & psychology, 20(1), 31-48.
Kershen, J. L. (2024) Exploring the Complexities of Environmental Disaster, Justice, and Racism in Ninth Ward. In K. M. Hinton & K. Chandler (Eds.). Teaching Black Speculative Fiction (pp. 1-15). Routledge.
Ladson-Billings, G. (1995). Toward a Theory of Culturally Relevant Pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.2307/1163320
Mehta, J., & Fine, S. (2019). In search of deeper learning: The quest to remake the American high school. Harvard University Press.
Muhammad, G. (2020). Cultivating Genius. Scholastic Incorporated.
National Assessment of Education Progress.
National Assessment Governing Board.
Ware, F. (2006). Warm demander pedagogy: Culturally responsive teaching that supports a culture of achievement for African American students. Urban education, 41(4), 427-456.
 

A few years ago I started trying to do interviews with authors in order to promote a conference or a summit. 

It was a lot of fun and whether or not I was able to promote more attendance at the confernce became less important than the fun I was having talking to authors. Some of those are embedded deep in the blog and a bit difficult to locate. Most of them are still available at Dr. Bickmore's YA Wednesday YouTube page and are easy to find.

Some of those interviews include interviews with Varian Johnson, Brendan Kiely, Alda P. Dobbs, Karen M McManus, and Carly Heath. 

Since my retirement, I have had a bit more time. Since Januaray of 2024, I have posted nearly 40 posts with several more in the can and ready to go. I am trying to post one every other week. However, sometimes the best laid plans of retired folks get pushed to the side for grandkids or golf.

The Conversations can be found by selecting the CON. title in the header of the blog page. The CON. is short for Conversations so more things fit on the header to avoid using the drop down menu.

Below is a a running list (the most recent first) of the authors and academics I have featured.  I have not listed their names here hoping that you will spend some time scrolling down through the list. I have placed their picture and following their name is a direct link to the conversation. 

In most cases we discuss thier writing habits, how they approach revision, the origins of some of their works, and whatever else seemed interesting at the time.

​Enjoy!

​Steve Bickmore

March 31, 2025
In Conversation with Sarah Ryan: http://www.drbickmoresyawednesday.com/con/in-conversation-with-sara-ryan

March 17, 2025
In Conversation with Jen Calonita: http://www.drbickmoresyawednesday.com/con/in-conversation-with-jen-calonita

February 17, 2025
In Conversation with Kate Messner: http://www.drbickmoresyawednesday.com/con/in-conversation-with-kate-messner

February 2, 2025
In Conversation with Brent Hartinger: http://www.drbickmoresyawednesday.com/con/in-conversation-with-brent-hartinger

January 14, 2025
n Conversation with Gary D. Schmidt: http://www.drbickmoresyawednesday.com/con/in-conversation-with-brent-hartinge

December 27, 2024
In Conversation with Sharon Draper: http://www.drbickmoresyawednesday.com/con/in-conversation-with-sharon-draper

November 11, 2024
In Conversation with Bill Koningsberg: http://www.drbickmoresyawednesday.com/con/in-conversation-with-bill-konigsberg

November 7, 2024
In Conversation with Paul Greci: http://www.drbickmoresyawednesday.com/con/in-conversation-with-paul-greci

October 17, 2024
In Conversation with Padma Venkatraman: http://www.drbickmoresyawednesday.com/con/in-conversation-with-padma-venkatraman

October 3, 2024
In Conversation with Randy Ribay: http://www.drbickmoresyawednesday.com/con/in-conversation-with-randy-ribay

September 5, 2024
In Conversation with Jeff Zentner and Brittany Cavallaro: http://www.drbickmoresyawednesday.com/con/in-conversation-with-jeff-zentner-brittany-cavallaro

August 29, 2024
In Conversation with Leila Sales: http://www.drbickmoresyawednesday.com/con/in-conversation-with-leila-sales

August 22, 2024
In Conversation with Mary Cronk Farrell: http://www.drbickmoresyawednesday.com/con/in-conversation-with-mary-cronk-farell

August 1, 2024
In Conversation with Fred Bowen: http://www.drbickmoresyawednesday.com/con/in-conversation-with-fred-bowen

July 25, 2024
In Conversation with Tracey Baptiste: http://www.drbickmoresyawednesday.com/con/in-conversation-with-tracey-baptiste

July 17, 2024
In Conversation with Josh Allen: http://www.drbickmoresyawednesday.com/con/in-conversation-with-josh-allen

July 11, 2024
In Conversation with Kimberly Willis Holt: http://www.drbickmoresyawednesday.com/con/in-conversation-with-kimberly-willis-holt

June 27, 2024
In Conversation with Lamar Giles: http://www.drbickmoresyawednesday.com/con/in-conversation-with-lamar-giles

June 20, 2024
In Conversation with Lauren Yero: http://www.drbickmoresyawednesday.com/con/in-conversation-with-lauren-yero

June 13, 2024
In Conversation with Federico Erebia: http://www.drbickmoresyawednesday.com/con/in-conversation-with-federico-erebia

May 30, 2024
In Conversation with Rich Wallace: http://www.drbickmoresyawednesday.com/con/in-conversation-with-rich-wallace

May 23, 2024
In Conversation with Jamie Jo Hoang: http://www.drbickmoresyawednesday.com/con/in-conversation-with-jamie-jo-hoang

May 16, 2024
In Conversation with A. S. King: http://www.drbickmoresyawednesday.com/con/in-conversation-with-a-s-king

May 3, 2024
In Conversation with Robert Lipsyte: http://www.drbickmoresyawednesday.com/con/in-conversation-with-robert-lipsyte

May 2, 2024
In Conversation with Jordan Sonneblick: http://www.drbickmoresyawednesday.com/con/in-conversation-with-jordan-sonnenblick

April 24, 2024
In Conversation with Cyndy Etler: http://www.drbickmoresyawednesday.com/con/in-conversation-with-cyndy-etler

April 18, 2024
In Conversation with Candance Fleming: http://www.drbickmoresyawednesday.com/con/in-conversation-with-candice-fleming

April 11, 2024
In Conversation with Barbara Krasner: http://www.drbickmoresyawednesday.com/con/in-conversation-with-barbara-krasner

March 21, 2024
In Conversation with Jo Schaffer Layton: http://www.drbickmoresyawednesday.com/con/in-conversation-with-jo-schaffer-layton

March 7, 2024
In Conversation with Kelly Milner Halls: http://www.drbickmoresyawednesday.com/con/in-conversation-with-kelly-milner-halls

February 22, 2024
In Conversation with Nora Shalaway Carpenter and Chea Parton: http://www.drbickmoresyawednesday.com/con/in-conversation-with-nora-shalaway-carpenter-and-chea-parton

February 15, 2024
In Conversation with Suzanne Morgan Williams: http://www.drbickmoresyawednesday.com/con/in-conversation-with-suzanne-morgan-williams

February 1, 2024
In Conversation with Chris Crutcher: http://www.drbickmoresyawednesday.com/con/in-conversation-with-chris-crowe7318019

February 1, 2024
In Conversation with Keith Henry Brown and Kathryn Erskine: http://www.drbickmoresyawednesday.com/con/in-conversation-with-keith-henry-brown-and-kathryn-erskine

January 27, 2024
In Conversation with Kathryn Erskine: http://www.drbickmoresyawednesday.com/con/in-conversation-with-kathryn-erskine

January 11, 2024
In Conversation with Jennifer Anne Moses: http://www.drbickmoresyawednesday.com/con/in-conversation-with-jennifer-anne-moses

Jan 4, 2024
In Conversation with Chris Crowe: http://www.drbickmoresyawednesday.com/con/in-conversation-with-chris-crowe

“I am thawing,” high school senior Lia Overbrook utters at the end of Laurie Halse Anderson’s 2009 novel Wintergirls--considered a landmark novel due to the startling accuracy of its portrayal of eating disorders in teens (278). It’s a hopeful note after a dark, intimate journey through Lia’s eating disorder. When I first came across Wintergirls, I was scrolling through Twitter and found a tweet that read: “triggering quotes from wintergirls... a motivation thread for edtwt” (@laylanoeat). Quote after quote from the novel follows in the 20-tweet thread, after which the author of the post claims: “There’s SO many more [quotes] but we’ll see how you like these” (@laylanoeat). Responses like “I’ve never been triggered like this before omg THANK YOU” and “guess my bmi!! reading wintergirls and need to be triggered” (@ghxstgxrl12) were my official introduction into the “pro-anorexic” content of Twitter subculture, eating disorder Twitter—or “edtwt.”

In her Goodreads Q&A from nine years ago, Laurie Halse Anderson explained that she wrote Wintergirls because: 

"Hearing from readers who were struggling with eating disorders made me want to write about their battle. Eating disorders have the highest fatality rate of any mental illness. I wanted to tell a story that would show people how devastating they are.” (Anderson) 

Essentially Anderson wrote this novel to demonstrate the heartbreaking impact of eating disorders and mental illness. However, these edwt posts demonstrate that these readers don’t echo Lia’s startling hope; they twist her story into a rallying cry against recovery. 

This disconnect sparked my interest and downward spiral into the intersection of pro-ana communities and pieces of literature like Wintergirls. And, this exploration ultimately raised the question: how do authors write for young adult audiences without actively harming the demographic they seek to represent? Though I still struggle with finding a clear answer, examining the authenticity in Wintergirls through the lens of the edwt subculture illustrates the complicated relationship between authorial intent and reader response as the text’s authentic portrayal of anorexia offers hope, as well as triggers among online communities struggling with or on the verge of an eating disorder.

First, let me share some background: While many factors contribute to the development and recovery of eating disorders, it’s undeniable that media influences cultural norms surrounding “bodily ideals” (Troscianko 4). Though media impacts body image in nuanced ways, gender undeniably plays a role. Girls’ identities, as they enter society, are disproportionately dictated by societal expectations and pressures (Hsu et al. 988-89). The resulting perfectionism from these expectations often leaves girls highly susceptible to image-based disorders (Haidt 156). While media can inspire hope and redirect these negative patterns of behavior, it can also reinforce and “enhance outbreaks” of mental illness (Boss 162).

In a study examining the impact of literature about individuals with eating disorders, it was found that “readers with a personal history of [the disorder] were more susceptible than others to the negative effects of eating-disorder fiction specifically on the dimensions of feelings about their body, diet, and exercise habits” (Troscianko 11). Instead of acting as a mirror to encourage recovery, eating disorder literature acts as a trigger for girls combating the effects of their disorder. Rather than uplifting emotionality, it creates a deficit—a surge of negative emotionality. Troscianko argues that the only true way to overcome an eating disorder is an active desire to “change” (5). While media, specifically literature, can provide hope for individuals struggling with their mental health, it’s often not the literature explicitly discussing the disorder that fosters that kind of hope (Troscianko 5).

​This creates a complicated relationship between authenticity and response. A Tumblr user once posed a question like this to Anderson, asking “Do you ever feel guilty that you wrote the pro-ana bible…full of 99% tips and tricks on how to deceitfully starve yourself?” (lovingwmnisrad-frommisstodr-main). Anderson disagreed with this statement but acknowledged the perspective, insisting mental health realities must be fully explored to inspire hope and that her novel has helped girls recover (Anderson). 

While I don’t doubt that some teens who have read Wintergirls have been inspired to recover, Lia’s thoughts largely echo the tweets found in communities like “edtwt.” This can be seen in one of Lia’s many obsessive thoughts surrounding every food she consumes: “diet soda (0) + lettuce (15) + 8 tablespoons salsa (40) + Hardboiled Egg White (16) = Lunch (71)” (Anderson 76). These align with edtwt posts like “constantly rechecking the nutrition facts” (@August_8_th) and “how much time I spend looking at foods I want to eat” (@bokucinana). Anderson’s portrayal rings authentic as Lia’s experience mirrors the thoughts of girls who have struggled with eating disorders, an authenticity both celebrated and weaponized by online pro-ana communities (see Figure 1.).

Wintergirls is a landmark YA novel for its accurate depiction of a girl who does not want to recover for most of the novel. But when communities like “edtwt” celebrate it as an inspiration for anti-recovery, it complicates the notion of authenticity and the role of the author. Authenticity is vital in literature, and what it’s left me thinking is that the intention of the reader is more critical than I ever realized. Anderson’s book isn’t for every reader, and that’s okay. Anderson wanted Lia to thaw, to heal. While her intention is clear, some readers’ intentions may be to stay frozen rather than thaw alongside her. It’s a tough spot for YA authors and readers alike: how do we interact with an authentic narrative without letting it become a trap for the vulnerable? I don’t have the answer, but Wintergirls shows that the tension between authentic depictions of mental illness and readers are high and that the answers aren’t easy.