Censorship Paper

Freedom to Read: Examining Censorship in Schools
Jodi Wortsman

LIS 701 Fall 2010 Page 1

By Jodi Wortsman
All Americans are guaranteed personal freedoms as outlined in the First Amendment of the U.S.
Constitution.
Congress shall make no law respecting an establishment of religion, or prohibiting the free
exercise thereof; or abridging the freedom of speech, or of the press, or the right of the people
peaceably to assemble, and to petition the government for a redress of grievances.
- First Amendment of the United States Constitution ratified December 15, 1791.
This paper focuses on the freedom of speech, which is more than just the right to openly
express ones thoughts and beliefs. It also incorporates the ability to freely seek and read information.
Intellectual freedom is a term used to describe these rights. According to Rubin (2010), intellectual
freedom is freedom to think or believe what one will, freedom to express ones thoughts and beliefs
in unrestricted manners and means, and freedom to access information and ideas regardless of the
content or viewpoints of the author(s) or the age, background, or beliefs of the receiver (p. 375).
It is hard to dispute the value of intellectual freedom. It is an important part of what makes
America unique. It encourages the development of original thoughts and creative ideas. Any attempts
to block these rights are vehemently opposed by advocate groups, including the ALAs Office of
Intellectual Freedom and the National Coalition Against Censorship (NCAC). People or groups who
attempt to censor materials are often portrayed as fanatical zealots, but they are often concerned
parents or citizens trying to protect the innocence and safety of a child. The goal of this paper is to
research literature on intellectual freedom, particularly in public schools, and to examine the merit or
damage of censorship.
Jodi Wortsman


Freedom to read
The freedoms outlined in the First Amendment apply to all Americans, including minors. The
American Library Association is very clear in its position on providing access to materials for minors:
The ALA opposes libraries restricting access to library materials and services for minors and hold
that it is the parents and only the parents who might restrict their children and only their
children from access to library materials and services. (Rubin, 2010, p. 393)
Libraries play a large part in providing children with free access to information. Article V of the
Library Bill of Rights offers protection to minors using libraries: A persons right to use a library should
not be denied or abridged because of origin, age, background or views (American Association of
School Librarians). School libraries have the unique role of introducing students to the world of
information, including books, magazines, newspapers, and the Internet. Students have the right to a
relevant, balanced, and diverse school library that represents all points of view. (AASL)
What is censorship?
According to the Websters Dictionary, to censor means: to examine in order to suppress or
delete anything considered objectionable (e.g. censor the news); also: to suppress or delete as
objectionable (e.g. censor out indecent passages). (Merriam-Webster) Rubin asserts that censorship is
an attempt by government, groups, or individuals (including librarians) to restrict the flow of
information or ideas, usually because the content is considered offensive for moral, religious or
political reasons (Rubin, 2010, p. 375).
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This issue of censorship is an issue that has ignited the passions of people from all walks of life.
Here are some quotes related to censorship that are found on the American Library Association web
site:
Restriction of free thought and free speech is the most dangerous of all subversions. It is the
one un-American act that could most easily defeat us.Supreme Court Justice William O.
Douglas
Indeed, perhaps we do the minors of this country harm if First Amendment protections, which
they will with age inherit fully, are chipped away in the name of their protection.Judge
Lowell A. Reed, Jr., American Civil Liberties Union, et al. v. Janet Reno (No. 98-5591)
*I+ts not just the books under fire now that worry me. It is the books that will never be
written. The books that will never be read. And all due to the fear of censorship. As always,
young readers will be the real losers. Judy Blume
Judy Blume, a prolific, and often censored author of children and young adult books, is very
vocal on her views of censorship, as noted above. I believe that censorship grows out of fear, and
because fear is contagious, some parents are easily swayed. Book banning satisfies their need to feel in
control of their children's lives. This fear is often disguised as moral outrage. They want to believe that
if their children don't read about it, their children won't know about it. And if they don't know about it,
it won't happen.(Blume)
Another frequently censored author, Lauren Myracle, spoke about censorship at the Young
Adult Library Services Association (YALSA) 2010 YA Lit Symposium and agreed with Judy Blume that
fear is often a motivating factor in seeking censorship. She said that people who want to censor
literature for young people have usually lost touch with how it really felt to be a teen, and that theyre
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operating from positions of fear. Myracle strives, however, to see censors as people giving us the
opportunity for dialogue. (Kolderup)
Censorship has been an issue historically and is an important tenet in the U.S. Constitution.
Thomas Jefferson believed that all censorship was unwise. False theories, he felt, would wither and die
if exposed to the light of day, and the only real effect of censorship was to make attractive books that
otherwise would be ignored or soon forgotten. (Britannica) Benjamin Franklin wisely noted, if all
printers were determined not to print anything till they were sure it would offend nobody, there would
be very little printed. (Franklin)
Libraries play an important role in upholding the First Amendment. In fact, the ALA Library Bill
of Rights states: Libraries should challenge censorship in the fulfillment of their responsibility to
provide information and enlightenment. Richard Rubin offered this advice to address censorship: The
best way to combat a bad idea is not to suppress it, but to produce a better idea, and that the only
alternative to censorship is free expression. (Rubin, 2010)
Ironically, the First Amendment guarantees the right to challenge materials. As noted earlier,
citizens have the right to "petition the government for a redress of grievances." In education, the
"government" is represented by public schools, and the "grievance" is a concern about a resource in
the school library collection or used in classrooms. Although school librarians may not agree with a
request to remove materials from the library, the opinions of those expressing concern deserve
respect and should be received courteously (Adams, 2008).

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How and why are materials challenged?
Questions about the appropriateness of materials can vary in degrees of severity. It can simply
be an expression of concern or an oral complaint. If the individual feels strongly, they can submit a
challenge. A challenge is a formal, written complaint requesting a book be removed from library
shelves or school curriculum (American Library Association). Censorship occurs when the challenged
item is removed from the school. (Adams, 2008)
In order to challenge a library or classroom resource, an individual must submit the complaint
to the school through the "reconsideration" process. School districts need to have selection policies in
place in order to explain and defend items deemed objectionable. (American Library Association)
The American Library Association provides guidelines for creating this policy. Some of the
recommended criteria for selecting materials are: educational significance; contribution to the
curriculum and to the interests of the students; favorable reviews; reputation and significance of the
author; validity, currency, and appropriateness of material.
According to Barbara Jones, director of the Office of Intellectual Freedom, another important
way to address challenges and reduce censorship is through outreach efforts in the community. In an
interview with Bob Edwards, Jones referred to a colleague who worked in a middle school library in the
southeast United States and never had a book removed from her library. She prevented challenges by
hosting reading groups for parents to discuss young adult literature, particularly those that were
controversial. She also went to local churches to describe and discuss challenged books. This librarian
took a proactive approach, keeping parents informed and involved in the reading materials that their
youngsters were reading (Edwards, 2010).
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Libraries also have access to legal support from the Freedom to Read Foundation (FTRF), the
legal arm of the American Library Association. The FTRF was created because defending the First
Amendment is critical to the essence and mission of libraries. The FTRF has defended countless books
and has challenged numerous acts, including the Childrens Internet Projection Act and the USA Patriot
Act. The foundation recognizes that any chipping away of the First Amendment weakens it. (Teepen,
2004)
What is the best way to ensure that students read appropriate material?
The ALA firmly states that parents are responsible for approving or restricting their childrens
reading choices. What happens, then, when a child visits his or her school library and checks out a
book? The parent is not there to monitor the child. School librarians are, like all teachers, considered to
be "in loco parentis" (in the place of the parent) and are therefore responsible for the safety of the
children in their care. Sharon Coatney, an elementary school librarian, struggles to keep a balance of
viewpoints, remembering that the education and safety of all of the students is her top priority. She
states that the exercise of the right to know must be tempered by a child's need for physical and
emotional well-being (Coatney, 2000).
Pat Scales, a spokesperson for First Amendment issues and a former member of the American
Library Association's Intellectual Freedom Committee, offers advice to school librarians regarding
materials selected by students. She advises against labeling books as mature, as that will attract
curious eyes who may read them out of context. She also does not favor segregating students by grade
level. All students should be allowed access to all materials. The key is to talk to the students about
what they are reading and lead them to titles they might like. It is important to discuss the mature
content of the books, such as profanity, violence or sexual activity, and talk about why the characters
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behave the way they do. This will help students learn how to analyze a book and decide for themselves
if it is right for them. Students need to know that they can reject a book that they do not feel is
appropriate. This is modeling the concept of intellectual freedom (Scales, 2010). Sharon Coatney
concurs with this approach. She says that the way to combat censorship is to educate our students to
make good choices, to know what is worthwhile and to be able to think logically and weigh all ideas.
Educating discriminating readers today is the way to reduce the inappropriate censorship of tomorrow
(Coatney, 2000).
I personally struggle with this issue. As a parent and an assistant librarian in a middle school, I
often feel conflicted as to what are appropriate materials for young adults. As a parent, I would like to
know that my children are reading books that are consistent with our familys moral values. As a
librarian, I know I have an obligation to ensure access to information. At my library, we put teen
stickers on books that have mature content. When a student wants to check out a teen book, we point
out the teen sticker and tell them what that means. Then we check the book out to them. They can
read it or return it at their discretion. Some books are deemed even more mature and are locked in a
glass case. Sixth and seventh grade students need a permission slip signed by a parent and eighth
graders must ask a librarian for access. Pat Scales asserts that requiring parental permission is a form
of censorship. In fact, in the case Counts v. Cedarville School District, a U.S. District Court has already
ruled that a library can't require parental permission to check out a book (Scales, 2010).
Banned Book Week
Educating the public about intellectual freedom and the freedom to read is critical to the
reduction of censorship. Once a year, during the last week of September, challenged and censored
books are brought to the forefront and celebrated during Banned Book Week. It is another way to
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bring attention to and combat the barrage of challenges. Barbara Jones stated that the Office of
Intellectual Freedom receives an average of one call each day seeking advice to respond to a challenge
(Edwards, 2010).
Banned Book Week began in 1982. Since 1990, the American Library Association's (ALA) Office
for Intellectual Freedom (OIF) has recorded more than 10,000 book challenges. About three out of four
of all challenges are to material in schools or school libraries, and one in four are to material in public
libraries. The OIF estimates that less than one-quarter of challenges are reported and recorded. Some
of the most common reasons for challenges are offensive language, sexual explicitness, homosexuality,
violence, religious or political points of view, anti-family perspective, and being unsuited to the age of
potential readers (ALA and Adams, 2008)
Recent statistics show that in 2009, 460 books were challenged, mainly for reasons stated above.
The ten most frequently challenged books for 2009 year were:
1. ttyl; ttfn; l8r, g8r (series), by Lauren Myracle
Reasons: drugs, nudity, offensive language, sexually explicit, unsuited to age group
2. And Tango Makes Three, by Peter Parnell and Justin Richardson
Reasons: homosexuality
3. The Perks of Being a Wallflower, by Stephen Chbosky
Reasons: anti-family, drugs, homosexuality, offensive language, religious viewpoint,
sexually explicit, suicide, unsuited to age group
4. To Kill a Mockingbird, by Harper Lee
Reasons: offensive language, racism, unsuited to age group
5. Twilight (series) by Stephenie Meyer
Reasons: religious viewpoint, sexually explicit, unsuited to age group
6. Catcher in the Rye, by J.D. Salinger
Reasons: offensive language, sexually explicit, unsuited to age group
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7. My Sisters Keeper, by Jodi Picoult
Reasons: homosexuality, offensive language, religious viewpoint, sexism, sexually
explicit, unsuited to age group, violence
8. The Earth, My Butt, and Other Big, Round Things, by Carolyn Mackler
9. The Color Purple, by Alice Walker
10. The Chocolate War, by Robert Cormier
Reasons: nudity, offensive language, sexually explicit, unsuited to age group
These titles range from classics to picture books. The controversial topics in these books can
provide excellent opportunities for discussion with students. Conversations about the choices of
characters in the books, as well as their own choices, will lead to provocative thinking.
Are librarians guilty of self-censorship?
The short answer is yes. One question an LIS professional must consider is am I choosing
materials for my school library as part of a selection process or am I self-censoring? Historically,
librarians were entrusted to provide wholesome materials for their patrons. In fact, Melvil Dewey
believed that only the best books on the best subjects were to be collected (Rubin, 2010, p. 379). It is
easy for a librarian to allow personal values and fear of controversy to affect acquisitions.
According to the National Council of Teachers of English (NCTE) and International Reading
Association, the difference between professional selection and censorship is: Whereas the goal of
censorship is to remove, eliminate or bar particular materials and methods, the goal of professional
guidelines is to provide criteria for selection of materials and methods. (NCTE website)
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Ken P. Coley performed a study on the subject entitled, Moving toward a method to test for
self-censorship by school library media specialists. The purpose of this study was to determine the
potential for self-censorship of young adult book in school library collections. A number of recent,
potentially controversial young adult books that had also received supporting reviews, awards, or
recommendations for inclusion on reading lists, were selected for the study. Then an analysis of the
ownership of these titles was conducted through an examination of the school's OPAC. A small,
random sample of high schools in Texas was chosen. Coley concluded that over 80 percent of the
schools in the study show signs that self-censorship. A school was considered self-censored if it did not
own at least 50 percent of the controversial titles tested. (Coley, 2002)
Internet safety
While this paper has focused on books, I would be remiss if I were to exclude a discussion of
childrens on-line safety. On April 20, 2001, the Childrens Internet Protection Act (CIPA) was enacted.
Schools and libraries subject to CIPA may not receive the discounts offered by the E-rate program
unless they certify that they have an Internet safety policy that includes technology protection
measures. The protection measures must block or filter Internet access to pictures that are: (a)
obscene, (b) child pornography, or (c) harmful to minors (for computers that are accessed by minors).
Before adopting this Internet safety policy, schools and libraries must provide reasonable notice and
hold at least one public hearing or meeting to address the proposal (FCC).
This Act is intended to project minors from accessing inappropriate or harmful information on
the internet. The American Library Association, however, opposes CIPA (it was challenged by the
Freedom to Read Foundation) because it is a form of censorship. The filters of some sites can be
disabled by an authorized person to enable access for research. The fact that the user needs to request
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that the filter be removed is of concern. It may cause a chilling effect the use of the Internet. Filtering is
also problematic due to over-blocking (violating a students right to constitutionally protected
material), and under-blocking (allowing access to inappropriate information). Filtering also creates a
false sense of security. The best way to protect children is to educate them to be smart and safe (AASL,
n.d.)
Conclusion
When I originally chose the topic of this paper, I was ambivalent on the subject. I understood
the importance of intellectual freedom, but had some misgivings about exposing children to
information that was not age-appropriate. Particularly in the schools, I felt teachers and librarians had
an obligation to parents. In my review of literature on the subject, I found no opinion in favor of
censorship. After reading many studies and anecdotes, I understand more fully the need for free
access. As a parent, my job is to monitor my childrens reading material in order to protect them. As a
librarian, my job is to provide access to information. It is not my job to determine what students do or
do not read, but to give them guidance and discuss their options. These issues offer opportunities to
educate and provide students access to different points of view. This will help them become analytical
and discriminating readers. We also need to reach out to parents and community members to discuss
controversial books and have an open dialogue.
Young adult author Cynthia Grant sums it up quite nicely. She suggests that the best collection
is one that always makes you feel slightly uneasy. In other words, if you're doing your job, somebody
won't be happy." (Coley, 2002) But everyone will have the freedom to read. That is an American right.

Jodi Wortsman


References
AASL Intellectual Freedom Committee. (n.d.). Bill of rights: Access denied [Brochure].
Adams, H. R. (2009, November). The freedom to question: Challenges in school libraries. School Library
Monthly, 26(3), 48-49.
American Library Association. (n.d.). Office for Intellectual Freedom. Retrieved from http://www.ala.org
Blume, J. (n.d.). Judy Blume talks about censorship [Personal home page]. Retrieved November 16,
2010, from http://www.judyblume.com
censor. (n.d.). In Merriam-Webster. Retrieved from http://www.merriam-webster.com
Childrens Internet Projection Act. (n.d.). Retrieved from Federal Communications Commission website:
http://www.fcc.gov
Coatney, S. (2000, September 22). Banned books: A school librarians perspective. Time Magazine.com.
Coley, K. P. (2002). Moving toward a method to test for self-censorship by school library media
specialists. School Library Media Research, 5.
Edwards, B. (Director). (2010). Barbara Jones [Radio series episode]. In Bob Edwards weekend. York,
PA: Sirius XM radio. Retrieved from http://www.bobedwards.info/ftopic1083.html
Franklin, B. (2008). Freedom of speech and press. In B. F. Melton Jr. (Ed.), The quotable founding
fathers: A treasury of 2,500 wise and witty quotations from the men and women who created
America (2nd ed., p. 120). New York, NY: Fall Rivers Press. (Original work published 2004)
Kolderup, G. (2010, November 9). Lauren Myracle and Ellen Hopkins on censorship: The closing session
at YALSAs 2010 YA lit symposium *Web log post]. Retrieved from http://www.librarified.net
National Coalition Against Censorship. (n.d.). The first amendment in schools: An overview. Retrieved
from http://www.ncac.org
Rubin, R. E. (2010). Foundations of Library and Information Science (3rd ed.). New York: Neal-Schuman.
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Scales, P. (2010, May 18). Mature content. School Library Journal, 56(5).
Statement on censorship and professional guidelines. (n.d.). Retrieved November 17, 2010, from
National Council of Teachers of English website: http://www.ncte.org/positions/statements/
censorshipprofguide
Teepen, T. (2004, December). In defense of Americas freedoms: An offshoot of ALA celebrates 35
years of societal good. American Libraries, 54-56.
Thomas Jefferson: On the censorship of religious books. (n.d.). Retrieved November 6, 2010, from
Encyclopedia Britannica website: http://www.britannica.com

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