With "triggered" as Googles most searched word of 2016, trigger warnings have become a prevalent yet controversial concept in American higher education and society. As the debate over the value and place of triggering material continues, Trigger Warnings: History, Theory, Context provides the historical context and theoretical analysis of the use of trigger and content warnings in academia. This important edited collection examines the history, theories, and ethics of trigger warnings and presents case studies from instructors and students describing instances when trigger warnings were and were not used. By exploring the issue through several scholarly lenses and providing examples of when trigger warnings may or may not be used effectively, Trigger Warnings provides rigorous analysis of the controversy

Emily J. M. Knox is assistant professor in the School of Information Sciences at the University of Illinois at Urbana-Champaign. Her research interests include information access, intellectual freedom and censorship, information ethics, information policy, and the intersection of print culture and reading practices. Knoxs book Book Banning in 21st-Century America (Rowman & Littlefield, 2015) is the first monograph in the Beta Phi Mu Scholars Series.

Introduction. On Trigger Warnings Emily J.M. Knox Part I: History and Theory Chapter 1. Like Trapdoors: A History of Post-Traumatic Stress Disorder and the Trigger Warning Sarah Colbert Chapter 2. Accessibility on Campus: Post-Traumatic Stress Disorder, Duty to Accommodate, and Trigger Warnings Holly Taylor Chapter 3. Contagious Speech: Mediating the Eating Disorder Panic Through Trigger Warnings Stephanie Grey Chapter 4. Gender Constructions and Trauma: Trigger Warnings as an Accommodation for Female Students in Higher Education Jordan Doll Chapter 5. Walking on the Shards of the Glass Ceiling Jane Gavin-Hebert Chapter 6. An "App" for That: The Case Against an Equal Access Bonnie Washick Chapter 7. Writing Policy About Trigger Warnings: The Experience of the American Association of University Professors and the American Library Association Barbara M. Jones Part II: Case Studies Chapter 8. Institution-Wide Trigger Warnings: A Case Study of a Universitys Common Reading Joe C. Martin & Brandi N. Frisby Chapter 9. On Privilege, Authority, and Abuses of Professional Power Jami McFarland Chapter 10. Trigger Warnings, Protectionism, and the Feminist Student Subject Pinky Hota Chapter 11. Beyond Trigger Warnings: Handling Traumatic Topics in Classroom Discussion Kari Storla Chapter 12. Adapting Trigger Warnings in the Introduction to Womens Studies Course: A Case Study Elizabeth Tolman Chapter 13. Trigger Warning Expectations: Potential Ripples and Ramifications Susan Stearns Chapter 14. Lived Experiences of Military Veterans in the College English Classroom: A Case Study Gretchen Oltman & Kristine Leibhart Chapter 15. Trigger Warnings to Protect Learning: A Case Study in Public Speaking Kristina Ruiz-Mesa, Julie Matos & Gregory Langner Chapter 16. Teaching Disruptive Literature in Precarious Times: A Case Study from Library and Information Science Davin Helkenberg

All the chapters are worth reading.... The book, as the editor hopes, is indeed fodder for discussion.
— New England Archivists Newsletter

Knox should be commended for compiling such a compelling collection of essays and case studies that really forces the reader to think critically about trigger warnings.
— Journal of Intellectual Freedom and Privacy

A timely and needed interdisciplinary compendium detailing the historical, legal, pedagogical, and practical context of trigger warnings. With arguments and case examples from a variety of vantage points, this edited collection provides a strong foundational basis to understand the promises and pitfalls of trigger warnings.
— Elana Newman, professor of psychology, University of Tulsa, and codirector, Tulsa Institute of Trauma, Adversity, and Injustice, University of Tulsa

Trigger Warnings is a nuanced look at the background and practice of the hot academic intellectual freedom topic of the day. The contributors dont always agree with each other, but they do provide a thoughtful introduction to the concerns, and the classroom reality, of a shift to a more student-centered and consciously inclusive educational style. Strongly recommended for all academic collections.
— James LaRue, director, American Library Association Office for Intellectual Freedom and the Freedom to Read Foundation