Intellectual Freedom, Censorship and other fun topics

Discuss the issues surrounding intellectual freedom, censorship, selection, and in loco parentis in school libraries.  Do not restrict your comments to print format only, and consider how long standing programs (such as AR, or highly restrictive filtering) may play a role in intellectual freedom issues.  How will you deal with these issues?

Intellectual freedom, censorship, selection, in loco parentis, AR (Accelerated Reader), and restrictive filtering are important issues in school libraries.  My experience, as a Mom, school volunteer, graduate library student, and now as a librarian at a middle school, is that most people’s first reaction is very strong, either for or against, all the above issues.  I’ll use myself as an example, since I used to think differently about all of these subjects.  I do find it much easier to talk about these issues with people who feel differently than I do since I also used to think that way.  

Before being in library school, I was a parent who wasn’t educated about intellectual freedom, censorship, and selection.  I wish every parent could learn what I  have learned.  If they did, I think there would be less issues with intellectual freedom and censorship. In my library classes, I have read and discussed many different reasons why it’s so important to have Intellectual Freedom and to try to stop censorship.  For starters, it’s our right to have Intellectual Freedom.  

A parent is generally the person who challenges a library resource.  It  is usually done to protect the child or because the parent truly wants what’s best for their child.   The heart’s in the right place, but the level of knowledge about the issues is not sufficient to make an educated decision.  What is really amazing to me is that the very subject that the parent is trying to protect their child from is still going to find its way to their child.  As a parent, do you want your child to get the information from a friend (who may not have the correct information), or would you want your child to find the factual information in a trusted library resource, followed by an open and bonding conversation between you and your child?

If you’re a librarian, it’s so important to make sure that the library you work for has a collection policy.  The school library and district I work at has a collection policy.  All the resources in the library have been approved by the district.  If a parent were to challenge a material in my library, I would first let them “vent”.  I would then ask them if they have read the entire resource.  If the answer is no, then I would ask them to please read it before challenging it.  If they decide to still challenge it, then they can do that.  I will give them the triplicate “Reconsideration” form.  I know that I have the backing of the district, so I am completely relaxed about any potential challenges.  It’s also important for the librarian to remember that it’s not a personal attack, and that the person probably is really trying to protect their child.  

I have learned that just because I don’t like a book or internet resource, or don’t want my child reading a book or looking at a certain website, doesn’t mean I should stop other children from reading that book or looking at that website.  That decision should be left up to the parents of that child and ideally the child has some input as well.  It’s so important to remind people (and ourselves) that a librarian or other parent is not in loco parentis (acting as the parent).  Only a parent should act as a parent of their own child. 

Organizing two different Banned Books Week events, for two very different audiences, has also helped me further my appreciation for honoring Intellectual Freedom and trying to stop censorship.  I have been the chairperson of two Elluminate (web conferencing software) Banned Books Week events at SJSU SLIS (School of Library and Information Science). Seeing how passionate people were about reading from their favorite challenged or banned book was really enlightening.  

The other event I organized was a week-long celebration of Banned Books Week at the middle school library where I work.  I pulled all the challenged and banned books that our library had on the shelves and put them on a couple of carts with caution tape around the cart.  One of the volunteers put signs on the shelves such as “Where did all the Twilight books go?  Come ask Mrs. Renton about Banned Books Week.”  That week was so awesome!  So many kids told me they really loved Banned Books week and they were shocked to see so many of their favorite books on the Banned Books week carts.  A lot of the students initially thought they couldn’t check out the books on the cart.  When I explained that they definitely could check them out, and that we were celebrating their freedom to be able to do so, they still didn’t seem to really grasp the concept.  I tried to think of ways to explain it to them, and came up with two items that seemed to help them understand.  The first thing I did was ask them what their favorite book was on the Banned Books Week cart.  I then asked them what they would think if they asked to check out that book, and I said “No, you can’t check that out because it’s been banned.”  They all thought that was either “stupid”, or “crazy”, or “not right”.  I told them they were exactly right and fortunately they can check out those books.  I also explained to them that just because they may not like a book, or I may not like a book, doesn’t give them or me the right to stop other people from reading it.  Between those two ways of explaining Intellectual Freedom and Censorship, they were able to understand the concept much better.  (I know we are meant to be discussing books and other resources, but for Banned Books Week, I did only discuss books-I’ll change that next year to incorporate other resources).  Because of my classes at SJSU, and my involvement in different Banned Books Week events, I have come to really respect individual’s right to read what they want. 

When selecting books, websites, or other resources for a collection, the librarian needs to be mindful that he or she is not censoring material.  Every librarian has their own religious, political, and social customs and opinions, but those particular customs and opinions need to be ignored when selecting material for a library.    

Restrictive filtering is a very difficult area for schools.  Schools have a responsibility to keep their students safe.  The intention of the filters is to keep inappropriate content away from students.  Unfortunately, some of the filters also block things that are appropriate, but may have an inappropriate word.  A common word that is often blocked in the filter software is “breast”.  Blocking the word “breast” also blocks recipes that call for chicken breasts and information about knight’s armor  (Woolls, 2008). 

A very sensitive subject for me is Accelerated Reader (AR). I was never against this program until I began working in a middle school library.  As a parent, I always thought “Oh, great, there’s a program that gives my child feedback about how well they’re comprehending what they’re reading.”  As a middle school librarian, it’s heart-breaking to hear a child say “Well, I was really enjoying that book, but my teacher said I can’t read it because it’s AR level is too low (or too high), or it isn’t worth enough points.   I keep on hearing students say “I need to pick an AR book.”  There is too much emphasis on all the wrong aspects of reading.  I think AR is a “buzz-kill”.  Let’s tell our children they have to read only “approved” AR books, make them read it, and then test them on it.  Yay, what fun for the student!  NOT!  But amazingly, everyone goes along with it.  I tell the students, “you can still read that book, and I hope you do because you’re enjoying it.  For this assignment, you will have to pick a book that matches the criteria your teacher has set.  But, please, don’t think that the book you are enjoying is not a worthwhile book.  If you’re enjoying it, it’s worthwhile.”  The basic problem with AR is that students are so focused on picking an “AR book” that they are missing the whole point of recreational reading and they are also being told what to read and more importantly, what not to read.  How sad.

Bibliography

Woolls, B. (2008). The School Library Media Manager. Westport: Libraries Unlimited.

The Conservatives Among Us | American Libraries Magazine

Very good food for thought. It would be nice if everyone had this open of a mind and focused less on alienating and more on bonding. Pretty corny thought, I know...
The Conservatives Among Us | American Libraries Magazine

Reflection on my current understanding of the role and mission of school libraries (originally answered 9/4/10)

Describe your current understanding of the role and mission of school libraries.  What are/have been your experiences with school libraries and how has this colored your understandings of what a school library is an should be?

My current understanding of the role of the school library is to be the heart of the school.  To achieve this role, the school library must be a dynamic and vibrant asset that the students, teachers, and administrators need to help fulfill the mission of the school.  Equally, the school librarian must be a dynamic individual that stays at the forefront of current technology trends and resources to enable the library to remain relevant.

My current understanding of the mission of school libraries is what the American Association of School Libraries (AASL) set forth as the school library mission in 1998:  “The mission of the library media program is to ensure that students and staff are effective users of ideas and information.”  I think that I have known of the AASL mission for so long that it has become an automatic response when someone asks what the mission of school libraries are.  I do believe, at this time, that the mission reflects what I believe to be important about school libraries. 

My experience with school libraries was, unfortunately, non-existent until I had children of my own.  I don’t remember ever stepping foot in a school library (L) when I was a K-12 student.  I remember going to the public library, but not the school library.  As a parent of three children however, the school library became a very important part of my life (hence the library degree!).  

The moment I stepped foot in my children’s elementary school library, I thought “Wow, this place is amazing.”  I realized how special the library could and should be.  Because of all the budget cuts, there was no money to buy new books.  I began fundraising efforts that enabled the library to purchase over 300 books.  To make a long story short, the librarian and I didn’t connect.  Eventually, I realized there was not much more I could do for that particular library.  It was time for me to move on.

My experiences with my children’s school library only made me more passionate about wanting to become a school librarian.  I began to read everything I could about school libraries.  I bought professional books, joined list serves, became a member of the AASL and the California School Librarians Association (CSLA), and went to the CSLA conference in 2008.  The more I learned, the more I wanted to be a school librarian. I believe firmly that the school library should be the heart of the school.  I want the library to be the exciting place to be, the place where all school community members feel like they belong and are making a difference in.  I want to make learning about “becoming effective users of ideas and information” interesting and fun and cool.  I want the school community members to have “aha” and “wow” moments when they are in the library. 

 

I recently was hired to be the library assistant at one of the three middle schools in my town.  It’s a  paraprofessional job, which I am fine with for now since I have never actually worked in a library and my degree isn’t complete yet.  I definitely feel as if I am being treated professionally and respected.  I am so excited to be able to take all of the ideas I have had over the years and actually implement them in a real, live school library!

Reflection on the name "teacher librarian" vs. "school librarian"

Reflection Journal #4

What is in a name?  Over the last 25 years (probably longer) the title of school librarian has morphed from school librarian to media specialist to teacher librarian.  In Canada and California, and maybe other places we are officially teacher librarians.  According to AASL we are school librarians.  You would be amazed (or at least I am) at the debate and passion this issue incurs.  A recent webinar explored the issue, right after AASL’s announcement-yes, we are school librarians.  What is your take? Does the name matter?  Why?  Which would you choose?  Why?

My take on this discussion is that there are valid arguments on both sides of the debate-and yes, it is a debate!  I haven’t found any arguments in favor of keeping the title media specialist that was previously supported by AASL.  According to the AASL Board Discussion, the disadvantages with the term school library media specialist were:  considered outdated, confusing, too long, the external stakeholders did not understand title, too many versions, disconnect with association name, were too many variations on that title and the word “media” is considered outdated (Pentlin, 2010).  I loved Ms. Yingling’s comment on the AASL blog.  She asked “If “media” isn’t in the title, does that mean I don’t have to fix VCRs or overheads?” (Pentlin). It sure was nice to see some humor in an otherwise obviously touchy area.  I agree that school library media specialist needed to be dropped as an official title.  Below is the screenshot of the advantages and disadvantages of the term school library media specialist (American Association of School Librarians, 2010).

I do think that a name or title matters.  As an example, as a para-professional, I currently tell people I am a middle school librarian because if I told people what my title really was (Library Assistant), they would be confused.  Who am I an assistant for?  When I first got the job, I did use the term Library Assistant and people almost consistently asked or commented that they didn’t know there was  a librarian at the school.  So, based on my title, people assumed I was assisting a librarian.  I’m not assisting a librarian.  It’s just me, myself, and I at the library.  And since I’m getting my Master’s in Library and Information Science, I decided it was ok to call myself a middle school librarian.  Unfortunately, no one knows the difference anyway! 

Teacher librarian is a more fitting title than school librarian because school librarian doesn’t indicate any sort of credential and also seems like an antiquated term that does not describe what a teacher librarian really does.  Fortunately, in California, teacher librarian is the “official” name that is used.  The AASL, in their “mega issue discussion” (that’s actually what it was called!) on January 15, 2010, acknowledged that the term school librarian, which they ultimately voted on to use has the disadvantage “The perception that this title is more traditional and not forward-thinking” (American Association of School Librarians, 2010).  Below is the screenshot of what the advantages and disadvantages are to the term school librarian (American Association of School Librarians, 2010).

In their discussion about using the term “teacher librarian”, below is a screenshot of what the advantages and disadvantages are to the term teacher librarian (American Association of School Librarians, 2010). 

In the end, for the AASL name-game decision, based on the blog posts I have read, and reflecting on everything I have read, my opinion is that it came down to money and taking the easy way out.  The ALA has seen a drop in membership, and so they too have had to make budget costs.  In addition, if the AASL adopted the official name of teacher librarian, they would probably want to change the name of the association to the American Association of Teacher Librarians, which would require a monumental marketing campaign, which consequently would take a significant amount of financial and human resources.  Additionally, and very importantly, that sort of change might even confuse stakeholders even more.  Although a good marketing campaign surely could have overcome that. 

I believe it’s also important to discuss the fact that there is much confusion about what teacher librarians do.  While I do think teacher librarian is more descriptive than school librarian,  I think the confusion can be clarified even more by advocacy and education-and a lot of it-than only a name change. 

The bottom line is that I’m sure we haven’t seen the end of this discussion.  My gut is that we will see this again, and hopefully at that time the AASL will make a decision that will reflect forward-thinking.  It takes money to make money.

Bibliography

American Association of School Librarians. (2010, January 15). Board of Directors Mega Issue Discussion: What name should we use to help us achieve universal recognition and be considered indispensable? Retrieved from American Association of School Librarians: http://www.ala.org/ala/mgrps/divs/aasl/aboutaasl/aaslgovernance/leadership/2010/midwinter/mega_issue_notes.pdf

Nelson, C. (2010, January 21). School Librarian: Is the name change a step backwards? Retrieved October 16, 2010, from Techno Tuesday: Cathy Nelson's Professional Thoughts: http://blog.cathyjonelson.com/?p=1124

Pentlin, F. (2010, January 17). Who're You Gonna Call? The "school librarian". Retrieved from American Association of School Librarians Blog: http://www.aasl.ala.org/aaslblog/?p=913

School Library mission statements

Reflection Journal #3

What is the mission of the modern school library and how do the mission's relate to the common beliefs?  After class discussion, and your thoughts last week how have your reactions to the common beliefs changed (maybe they haven't).  If you had to write a mission statement what do you think would be important to include?

The purpose of the mission of the modern school library is to establish a baseline for assessment of how the library is doing.  The mission statement helps provide accountability.  If the staff of the school library has not put in writing what “it’s purpose of the organization, its reason for existence, and what it hopes to accomplish” (Woolls, 2008), then it is almost impossible to accomplish anything meaningful.

Missions relate to the common beliefs because the beliefs should be incorporated into the library mission statement.  The common beliefs are central to the success of a school library, and the mission statement should be the expression of how that success will be achieved.

My thoughts on the common beliefs have become more clear since the last class discussion and also the feedback that was provided on my last reflection journal entry.  

If I had to write a mission statement, (and I really do), it would be important to:

1.      Keep it short!  Too many mission statements are too long.  I believe a mission statement should be able to be memorized easily.  Short, sweet, and to the point, please!

2.      Mention all community members

3.      Make sure the mission statement provides accountability without getting too detailed (remember keep it short!)

4.      Include words that reflect we need to teach students how to have the 21^st century skills necessary to be well-balanced adults who are able to communicate effectively in a world that is much larger than the United States.

A rough draft of a mission statement for the middle school I work at is:

The mission of the Harvest Park Middle School Library is to create a community of life-long learners.

Hmmm…I kind of like it just like that.  I have added and deleted sentences, but keep coming back to just this one, strong, powerful statement.  This one statement allows for differentiated instruction, individual differences and individual creativity.  The mission statement allows me flexibility in using various technologies, materials, and teaching methods.  I like that the question I would keep coming back to if I was asking myself if the library was following its mission statement is “Am I encouraging and helping this student (or students) be a life-long learner?” 

            I would like to somehow incorporate that I would like to encourage each child to take responsibility for his/her own learning.  If each child is taking responsibility for his/her own learning, then they own that aspect of their life.  If they own that aspect of their life, no one can “take it away” and it  becomes part of their “arsenal” to help them get through life.  If they can see the positive aspects of this, then they will more likely become “life-long learners.”

            A possible mission statement could be:

The mission of the Harvest Park Middle School Library is to create a community of life-long learners where individual differences and creativity are encouraged in meeting academic and social needs, and each student is encouraged to take responsibility for his or her own learning.

Thoughts?

Woolls, B. (2008). The School Library Media Manager.  Westport, Connecticut:  Libraries Unlimited.