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The American Library Association promotes the freedom to choose or the freedom to express one's opinions even if that opinion might be considered unorthodox or unpopular, and stresses the importance of ensuring the availability of those viewpoints to all who wish to read them. The following is a list of frequently asked questions on banned and challenged books:

What is the difference between a challenge or banning?

A challenge is an attempt to remove or restrict materials, based upon the objections of a person or group. A banning is the removal of those materials. Challenges do not simply involve a person expressing a point of view; rather, they are an attempt to remove material from the curriculum or library, thereby restricting the access of others. Due to the commitment of librarians, teachers, parents, students and other concerned citizens, most challenges are unsuccessful and most materials are retained in the school curriculum or library collection.

Why are books challenged?

Books usually are challenged with the best intentions-to protect others, frequently children, from difficult ideas and information.

Censorship can be subtle, almost imperceptible, as well as blatant and overt, but, nonetheless, harmful. As John Stuart Mill wrote in On Liberty: "If all mankind minus one, were of one opinion, and only one person were of the contrary opinion, mankind would be no more justified in silencing that one person, than he, if he had the power, would be justified in silencing mankind. Were an opinion a personal possession of no value except to the owner; if to be obstructed in the enjoyment of it were simply a private injury, it would make some difference whether the injury was inflicted only on a few persons or on many. But the peculiar evil of silencing the expression of an opinion is, that it is robbing the human race; posterity as well as the existing generation; those who dissent from the opinion, still more than those who hold it. If the opinion is right, they are deprived of the opportunity of exchanging error for truth: if wrong, they lose, what is almost as great a benefit, the clearer perception and livelier impression of truth, produced by its collision with error."

Often challenges are motivated by a desire to protect children from "inappropriate" sexual content or "offensive" language. The following were the top three reasons cited for challenging materials as reported to the Office of Intellectual Freedom:

1. the material was considered to be "sexually explicit"

2. the material contained "offensive language"

3. the materials was "unsuited to any age group"

Although this is a commendable motivation, Access to Library Resources and Services for Minors, an interpretation of the Library Bill of Rights (ALA's basic policy concerning access to information) states that, "Librarians and governing bodies should maintain that parents-and only parents-have the right and the responsibility to restrict the access of their children-and only their children-to library resources." Censorship by librarians of constitutionally protected speech, whether for protection or for any other reason, violates the First Amendment.

As Supreme Court Justice William J. Brennan, Jr., in Texas v. Johnson, said most eloquently: "If there is a bedrock principle underlying the First Amendment, it is that the government may not prohibit the expression of an idea simply because society finds the idea itself offensive or disagreeable."

If we are to continue to protect our First Amendment, we would do well to keep in mind these words of Noam Chomsky: "If we don't believe in freedom of expression for people we despise, we don't believe in it at all."

Or these words of Supreme Court Justice William O. Douglas, in The One Un-American Act: "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."

Who challenges books?

Throughout history, more and different kinds of people and groups of all persuasions than you might first suppose, who, for all sorts of reasons, have attempted-and continue to attempt-to suppress anything that conflicts with or anyone who disagrees with their own beliefs.

In his book Free Speech for Me-But Not for Thee: How the American Left and Right Relentlessly Censor Each Other, Nat Hentoff writes that "the lust to suppress can come from any direction." He quotes Phil Kerby, a former editor of the Los Angeles Times, as saying, "Censorship is the strongest drive in human nature; sex is a weak second."

According to our infographics, parents challenge materials more often than any other group.

Does ALA ban books?

No. The ALA's Office for Intellectual Freedom (OIF) receives reports from libraries, schools, and the media on attempts to ban books in communities across the country. We compile lists of challenged books in order to inform the public about censorship efforts that affect libraries and schools. The ALA condemns censorship and works to ensure free access to information. For more information on ALA's efforts to raise awareness of censorship and promote the freedom to read, please explore Banned Books Week.

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The American Library Association promotes the freedom to choose or the freedom to express one's opinions even if that opinion might be considered unorthodox or unpopular, and stresses the importance of ensuring the availability of those viewpoints to all who wish to read them.

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In 2019, 19% of materials challenges reported to the Office for Intellectual Freedom took place in school libraries. Librarians working in schools need to be equipped to handle challenges when they arise. They also need pre-service preparation and ongoing professional development on a range of intellectual freedom topics, including privacy and emergent technologies.

April Dawkins

One scholar-practitioner working in this area is April Dawkins, Assistant Professor in the Library and Information Science Department in the School of Education at University of North Carolina Greensboro. Her areas of teaching include school librarianship, intellectual freedom, and young adult literature. She was a writer and news editor for the Intellectual Freedom Blog, and worked on the ALA's Selection and Reconsideration Policy Toolkit for Public, School, and Academic Libraries. She earned her MLS from NC Central University and her PhD in Library & Information Science from University of South Carolina.

I recently interviewed April Dawkins about the newly-released Intellectual Freedom Issues in School Libraries, which she edited for ABC-CLIO, and her work on intellectual freedom topics.
How did you become interested in intellectual freedom as your area of scholarship?
AD: I was concerned as a practicing high school librarian for 15 years. I remember I added the first LGBTQ books to the collection at my first school. I did a display of new acquisitions, including LGBTQ titles. A faculty member saw and asked, "What is this, and why did you buy it?" We had a frank discussion about intellectual freedom, and about the presence of LGBTQ titles. He didn't agree with me, but he said, "You are the expert here." The discussion was important.

We discuss this in our young adult materials class at UNC Greensboro. I felt fairly prepared to handle a materials challenge, but as I talk with other librarians, I see this is an area of great concern.
What helped you to feel prepared?
AD: I went to North Carolina Central University. Pauletta Brown Bracy [Professor of Library Science and Director of the Office of University Accreditation], was my young adult literature teacher and we discussed intellectual freedom. Because I had been a classroom teacher, there also was a certain level of maturity. Early career librarians might not have that level of comfort in their own skins as professionals. I also went to a women's college, Meredith College, that taught me to speak my mind and feel my power. That's why I chose materials selection and the role of self-censorship as my dissertation. Censorship is rooted in fear. There is a pressure to give in to the majority. The majority for a school librarian is the principal, who has the most power.

I got in touch with Helen Adams [senior lecturer for Antioch University-Seattle and author of Protecting Intellectual Freedom and Privacy in Your School Library]. We went to breakfast at a conference, and she became a mentor. We worked together on the selection toolkit committee.

I've seen that school librarians struggle with knowing their policies, and being willing to speak up for their students. We also have a real issue with school administrators not understanding the role of school librarians. They do not have a clear idea of what a school librarian does. I met with a group of school administrators last Spring to talk about the value of school librarians. Having access to administrators is challenging, but needed. There has been a push to have us [scholars of school librarianship] publish in venues that will reach that audience of administrators, no longer preaching to the choir but speaking to people with power.

It has been very clear during the pandemic that access to libraries is important. In North Carolina we have had ongoing programs to promote access, but it is very slow. It took Guilford County and the Greensboro Public Library about three years to work out an agreement. A lot of school libraries have had no funds for decades. Digital resources are not provided necessarily.
Can you describe the primary topics covered in the new book?
AD: This book is a compilation of articles from the archives of School Library Connection, School Library Monthly, and Library Media Connection. I selected the articles, organized them, and edited to bring them up to date in terms of statistics, citations, or statements from ALA. I tried for minimal overlap in the topics. The publishers first approached Helen Adams, who I acknowledge in the beginning.

There are seven sections. We start with an overview of what intellectual freedom is. It's about more than censorship. Freedom of speech, expression, privacy, accessibility and making sure the resources you are providing are available to everyone, technology and who has access and who doesn't. Policies and procedures. Policies give you a safety net. Librarians need something to stand on.

I would like to see the most expansion in terms of future work in the section on technology. Broadband is a big issue in this country. Access, equity, and privacy as it relates to technology. Most schools have not thought about the ramifications for student privacy. Like reading student overdue notices aloud: it's done from a place of convenience, and intending to promote responsibility, but it should not be done.
What audience(s) does your text aim to reach?
AD: These are short articles aiming to reach practicing school librarians to help them handle certain situations.
Through the process of making the book, did you find unexpected stories or new areas of interest?
AD: I'm offering a new elective on legal and ethical issues in school libraries. Knowledge Quest, the journal of the American Association of School Librarians in their September/October issue focused on intellectual freedom. In the issue, I have a piece I co-wrote with Angela P. Branyon from the University of West Georgia, "Why intellectual freedom and equitable access are even more important today." I talk about legal principles and intellectual freedom as an underpinning for school librarians.

The other issue is copyright and fair use. Not an intellectual freedom issue, a legal issue, but it has become an issue in the pandemic.
Do you have a favorite course that you teach?
AD: The young adult materials class is always fun. It is required of students in the program for school librarians, and many public librarians also take this class. We have really good discussions. We had a good discussion in class about LGBTQ content in youth materials. One student was saying, "I could not put any content in LGBTQ content in my elementary library." I asked, "Are you saying these books all have sexual content? I'm not saying include YA books in your Elementary library. Do you have any families in your school? If you don't have books that reflect the diversity of your families, you have a problem.

For an assignment, we had a list of titles in various categories that students could choose. Students would avoid content they were uncomfortable with, and they were uncomfortable with LGBTQ titles. We decided we had to require them to choose a book that had LGBTQ content.
What intellectual freedom topic will you pursue next in your work?
AD: I have an article under review that I co-wrote with my research assistant, Emily Eidson. We look at selection policies from school districts in all fifty states. We took the selection and reconsideration policy toolkit and applied it to the policies of randomly selected districts. This took a year of research and then six months of writing, amidst other responsibilities.

I am working with a neighboring school district on diversity audits. I led a six-part seminar on diversity issues for 25 participants. We started in May, so not all libraries have access to their collections right now [with closures due to the public health crisis]. We will be starting a new cohort with 25 librarians in January.

For another project, with Angela P. Branyon, we are looking at how school librarians are prepared to deal with intellectual freedom issues in their master's programs. We will use gap analysis with pilot surveys from three different universities to find areas we need improvement.

I want my research to have practical applications. I'm grounded in theory, but I want to see what I can do with this research to change or improve libraries and better equip librarians.

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School Librarians Can Protect Intellectual Freedom, an interview with April Dawkins

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I felt fairly prepared to handle a materials challenge, but as I talk with other librarians, I see this is an area of great concern.

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1- (1 Minute)  Divide your group article among group & choose one person to record and one to share out .

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1- (1 Minute)  Divide your group article among group & choose one person to record and one to share out .

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2- (5 minutes) to read your portion of the article.
3- (spend 8 minutes) discussing the article (about 2 minutes per person) and Determine take -a-ways to share
4- Determine one group take-a-way to share...

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For library professionals to make informed choices, selection policies for all types of libraries - public libraries, academic libraries, technical school libraries, and school libraries (public and private) - should include criteria to guide in the resource selection process. The criteria should be a blend of general, specific, and technical to enable library staff to select materials in all subject areas and formats. In addition to criteria such as appropriateness to the age and level of the user, librarians must also consider creating a collection that reflects diversity of ideas and authors as well as being reflective of the population the library serves.

Guidance on Selection Criteria

Selection policies should include specific criteria to guide professionals in purchasing items. The criteria should be relevant to the library's objectives: excellence (artistic, literary, visual, etc.), appropriateness to level of user, authoritative and varying perspectives on controversial issues, accessibility, and ability to stimulate further intellectual and social development. Librarians should consider authenticity, public demand, general interest, content, and circumstances of use. For libraries serving minors, librarians should consider age, social and emotional development, intellectual level, interest level, and reading level. Technical criteria should be included in the policy (for example, clarity of sound in audio materials, quality of cinematography in video, and quality of graphics in games).

Public Library Selection Criteria

By considering a range of criteria in selection, public libraries will be able to create a collection that serves the community and makes the best use of their resources. There are some general criteria for selection that apply, but each organization will need to determine the relative importance of these criteria for their community. General, content specific and/or special to particular collections, these considerations will serve as guiding factors when making decisions about how best to invest resources to maximize the impact of the library's collection.

Example: Public Library Selection Criteria

Public libraries are diverse and represent a broad demographic. With a patron base that can include infants to the elderly, selection criteria should take into account the various interests and needs of the patrons the library serves. Criteria for selection of materials should also depend on the goals and mission of that particular library/system. In general, public libraries provide collections containing a wide variety of material formats, including print, audio-visual, and electronic. In selecting materials and developing collections for adults, as well as for children and teens, library staff includes materials that represent the broad range of human experience, reflecting the ethnic, religious, racial, and socio-economic diversity not only of the region it serves but also the larger global perspective. Library collections will provide a broad range of opinion on current issues.

Collections contain popular works, classic works that have withstood the test of time, and other materials of general interest. Works are not excluded or included in the collection based solely on subject matter or on political, religious, or ideological grounds. In building collections, library staff is guided by the principle of selection, rather than censorship. Furthermore, the selection of a given item for a library's collections should not be interpreted as an endorsement of a particular viewpoint.

To build a collection of merit, materials are evaluated according to one or more of the following standards. An item need not meet all of these criteria in order to be acceptable.

General Criteria:

Present and potential relevance to community needs

Suitability of physical form for library use

Suitability of subject and style for intended audience

Cost

Importance as a document of the times

Relation to the existing collection and to other materials on the subject

Attention by critics and reviewers

Potential user appeal

Requests by library patrons

Content Criteria:

Authority

Comprehensiveness and depth of treatment

Skill, competence, and purpose of the author

Reputation and significance of the author

Objectivity

Consideration of the work as a whole

Clarity

Currency

Technical quality

Representation of diverse points of view

Representation of important movements, genres, or trends

Vitality and originality

Artistic presentation and/or experimentation

Sustained interest

Relevance and use of the information

Effective characterization

Authenticity of history or social setting

Special Considerations for Electronic Information Sources:

Ease of use of the product

Availability of the information to multiple simultaneous users

Equipment needed to provide access to the information

Technical support and training

Availability of the physical space needed to house and store the information or equipment

Available in full text

Top Five Recommended Public Library Reviewing Sources:

Booklist

Goodreads

New York Times Book Review

Publishers Weekly

Shelf Awareness

Additional Review Resources
School Library Selection Criteria

School libraries vary and include libraries in public schools, charter schools, independent private schools, schools with religious affiliations, and international schools based in countries outside the United States. Criteria for selection of materials in these libraries are dependent on the goals and objectives of the educational institution of which the library is a part of; however, there are general criteria that will fit most, if not all, school libraries.

Example: School Library Selection Criteria

General Criteria:

Support and enrich the curriculum and/or students' personal interests and learning

Meet high standards in literary, artistic, and aesthetic quality; technical aspects; and physical format

Be appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social, emotional, and intellectual development of the students for whom the materials are selected

Incorporate accurate and authentic factual content from authoritative sources

Earn favorable reviews in standard reviewing sources and/or favorable recommendations based on preview and examination of materials by professional personnel

Exhibit a high degree of potential user appeal and interest

Represent differing viewpoints on controversial issues

Provide a global perspective and promote diversity by including materials by authors and illustrators of all cultures

Include a variety of resources in physical and virtual formats including print and non-print such as electronic and multimedia (including subscription databases and other online products, e-books, educational games, and other forms of emerging technologies)

Demonstrate physical format, appearance, and durability suitable to their intended use

Balance cost with need

Top Five Recommended School Library Reviewing Sources:

Association for Library Service to Children (ALSC) Notable Children's Books

Booklist

School Library Journal

We Need Diverse Books website

Young Adult Library Services Association (YALSA) Best Books for Young Adults

Additional Review Resources
Academic Library Selection Criteria

Academic libraries vary and include large university libraries, small special collection libraries, and academic libraries in colleges. Criteria for selection of materials in these libraries are dependent on the goals and objectives of the library and the academic institution and departments that the library serves. There are, however, some general criteria that will fit most university and college libraries.

Example: Academic Library Selection Criteria

The selection of materials for an academic library should be consistent with the mission of the college/university and support the institution's curriculum and research needs in collaboration with the administrators, faculty, and staff. According to the Association of College & Research Libraries' Standards for Libraries in Higher Education, "Libraries provide access to collections sufficient in quality depth, diversity, format and currency to support the research and teaching mission of the institution."

General Criteria:

Currency and timeliness of material

Accuracy, quality, and depth of material

Relevancy of subject or title to the institution's current and potential scholarly/curriculum needs including "standard or important works in a field"

Represents a variety of perspectives on controversial subjects

Scope and content (subject representation and diversity)

Cost

Resources in a variety of formats and accessible both virtually and physically

Coverage appropriate to the level of study of a subject (minimal/basic, instructional support, intermediate study, advanced study, research level)

Top Five Recommended Academic Library Reviewing Sources:

ACRLog

Choice: Current Reviews for Academic Libraries

Library Journal

Publishers Weekly

Resources for College Libraries

Additional Review Resources
Home | Introduction
Why Do I Need a Policy? | Politics and Timing of Policy Creation | Selection Policies for Non-Public Institutions

Basic Components of a Selection Policy
Library Mission | Support for Intellectual Freedom | Objectives | Responsibility for Selection | Selection Criteria | Acquisitions Procedures | Special Collections | Selecting Controversial Materials | Gifts and Donations | Collection Maintenance and Weeding | Policy Revision | Reconsideration

Reconsideration Procedure
Guiding Principles | Statement of Policy | Informal Complaints | Request for Formal Reconsideration | Sample Reconsideration Form | Sample Letter to Complainant | Reconsideration Committees

Appendix
Intellectual Freedom Core Documents | Challenge Support and Reporting Censorship | Bibliography of Additional Selection and Reconsideration Policy Resources

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Selection & Reconsideration Policy Toolkit for Public, School, & Academic Libraries For library professionals to make informed choices, selection policies for all types of libraries - public libraries, academic libraries, technical school libraries, and school libraries (public and private) - should include criteria to guide in the resource selection process.

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For library professionals to make informed choices, selection policies for all types of libraries - public libraries, academic libraries, technical school libraries, and school libraries (public and private) - should include criteria to guide in the resource selection process. The criteria should be a blend of general, specific, and technical to enable library staff to select materials in all subject areas and formats. In addition to criteria such as appropriateness to the age and level of the user, librarians must also consider creating a collection that reflects diversity of ideas and authors as well as being reflective of the population the library serves.

Guidance on Selection Criteria

Selection policies should include specific criteria to guide professionals in purchasing items. The criteria should be relevant to the library's objectives: excellence (artistic, literary, visual, etc.), appropriateness to level of user, authoritative and varying perspectives on controversial issues, accessibility, and ability to stimulate further intellectual and social development. Librarians should consider authenticity, public demand, general interest, content, and circumstances of use. For libraries serving minors, librarians should consider age, social and emotional development, intellectual level, interest level, and reading level. Technical criteria should be included in the policy (for example, clarity of sound in audio materials, quality of cinematography in video, and quality of graphics in games).

Public Library Selection Criteria

By considering a range of criteria in selection, public libraries will be able to create a collection that serves the community and makes the best use of their resources. There are some general criteria for selection that apply, but each organization will need to determine the relative importance of these criteria for their community. General, content specific and/or special to particular collections, these considerations will serve as guiding factors when making decisions about how best to invest resources to maximize the impact of the library's collection.

Example: Public Library Selection Criteria

Public libraries are diverse and represent a broad demographic. With a patron base that can include infants to the elderly, selection criteria should take into account the various interests and needs of the patrons the library serves. Criteria for selection of materials should also depend on the goals and mission of that particular library/system. In general, public libraries provide collections containing a wide variety of material formats, including print, audio-visual, and electronic. In selecting materials and developing collections for adults, as well as for children and teens, library staff includes materials that represent the broad range of human experience, reflecting the ethnic, religious, racial, and socio-economic diversity not only of the region it serves but also the larger global perspective. Library collections will provide a broad range of opinion on current issues.

Collections contain popular works, classic works that have withstood the test of time, and other materials of general interest. Works are not excluded or included in the collection based solely on subject matter or on political, religious, or ideological grounds. In building collections, library staff is guided by the principle of selection, rather than censorship. Furthermore, the selection of a given item for a library's collections should not be interpreted as an endorsement of a particular viewpoint.

To build a collection of merit, materials are evaluated according to one or more of the following standards. An item need not meet all of these criteria in order to be acceptable.

General Criteria:

Present and potential relevance to community needs

Suitability of physical form for library use

Suitability of subject and style for intended audience

Cost

Importance as a document of the times

Relation to the existing collection and to other materials on the subject

Attention by critics and reviewers

Potential user appeal

Requests by library patrons

Content Criteria:

Authority

Comprehensiveness and depth of treatment

Skill, competence, and purpose of the author

Reputation and significance of the author

Objectivity

Consideration of the work as a whole

Clarity

Currency

Technical quality

Representation of diverse points of view

Representation of important movements, genres, or trends

Vitality and originality

Artistic presentation and/or experimentation

Sustained interest

Relevance and use of the information

Effective characterization

Authenticity of history or social setting

Special Considerations for Electronic Information Sources:

Ease of use of the product

Availability of the information to multiple simultaneous users

Equipment needed to provide access to the information

Technical support and training

Availability of the physical space needed to house and store the information or equipment

Available in full text

Top Five Recommended Public Library Reviewing Sources:

Booklist

Goodreads

New York Times Book Review

Publishers Weekly

Shelf Awareness

Additional Review Resources
School Library Selection Criteria

School libraries vary and include libraries in public schools, charter schools, independent private schools, schools with religious affiliations, and international schools based in countries outside the United States. Criteria for selection of materials in these libraries are dependent on the goals and objectives of the educational institution of which the library is a part of; however, there are general criteria that will fit most, if not all, school libraries.

Example: School Library Selection Criteria

General Criteria:

Support and enrich the curriculum and/or students' personal interests and learning

Meet high standards in literary, artistic, and aesthetic quality; technical aspects; and physical format

Be appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social, emotional, and intellectual development of the students for whom the materials are selected

Incorporate accurate and authentic factual content from authoritative sources

Earn favorable reviews in standard reviewing sources and/or favorable recommendations based on preview and examination of materials by professional personnel

Exhibit a high degree of potential user appeal and interest

Represent differing viewpoints on controversial issues

Provide a global perspective and promote diversity by including materials by authors and illustrators of all cultures

Include a variety of resources in physical and virtual formats including print and non-print such as electronic and multimedia (including subscription databases and other online products, e-books, educational games, and other forms of emerging technologies)

Demonstrate physical format, appearance, and durability suitable to their intended use

Balance cost with need

Top Five Recommended School Library Reviewing Sources:

Association for Library Service to Children (ALSC) Notable Children's Books

Booklist

School Library Journal

We Need Diverse Books website

Young Adult Library Services Association (YALSA) Best Books for Young Adults

Additional Review Resources
Academic Library Selection Criteria

Academic libraries vary and include large university libraries, small special collection libraries, and academic libraries in colleges. Criteria for selection of materials in these libraries are dependent on the goals and objectives of the library and the academic institution and departments that the library serves. There are, however, some general criteria that will fit most university and college libraries.

Example: Academic Library Selection Criteria

The selection of materials for an academic library should be consistent with the mission of the college/university and support the institution's curriculum and research needs in collaboration with the administrators, faculty, and staff. According to the Association of College & Research Libraries' Standards for Libraries in Higher Education, "Libraries provide access to collections sufficient in quality depth, diversity, format and currency to support the research and teaching mission of the institution."

General Criteria:

Currency and timeliness of material

Accuracy, quality, and depth of material

Relevancy of subject or title to the institution's current and potential scholarly/curriculum needs including "standard or important works in a field"

Represents a variety of perspectives on controversial subjects

Scope and content (subject representation and diversity)

Cost

Resources in a variety of formats and accessible both virtually and physically

Coverage appropriate to the level of study of a subject (minimal/basic, instructional support, intermediate study, advanced study, research level)

Top Five Recommended Academic Library Reviewing Sources:

ACRLog

Choice: Current Reviews for Academic Libraries

Library Journal

Publishers Weekly

Resources for College Libraries

Additional Review Resources
Home | Introduction
Why Do I Need a Policy? | Politics and Timing of Policy Creation | Selection Policies for Non-Public Institutions

Basic Components of a Selection Policy
Library Mission | Support for Intellectual Freedom | Objectives | Responsibility for Selection | Selection Criteria | Acquisitions Procedures | Special Collections | Selecting Controversial Materials | Gifts and Donations | Collection Maintenance and Weeding | Policy Revision | Reconsideration

Reconsideration Procedure
Guiding Principles | Statement of Policy | Informal Complaints | Request for Formal Reconsideration | Sample Reconsideration Form | Sample Letter to Complainant | Reconsideration Committees

Appendix
Intellectual Freedom Core Documents | Challenge Support and Reporting Censorship | Bibliography of Additional Selection and Reconsideration Policy Resources

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Selection & Reconsideration Policy Toolkit for Public, School, & Academic Libraries For library professionals to make informed choices, selection policies for all types of libraries - public libraries, academic libraries, technical school libraries, and school libraries (public and private) - should include criteria to guide in the resource selection process.

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“In building collections, library staff is guided by the principle of selection, rather than censorship. Furthermore, the selection of a given item for a library’s collections should not be interpreted as an endorsement of a particular viewpoint.”

Take away is that no matter what type of library you work in you should have a comprehensive written policy guide to cover yourself legally.

Mentions patron appeal and patron requests

There are considerations for electronic sources, including storage and ease of use

This article provides top 5 recommended reviewing sources (Booklist, Goodreads, New York Times Book Review, Publishers Weekly, Shelf Awareness)

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Protecting the library bill of rights

Fight against censorship

Protect privacy and confidentiality in library use

Promote free access to information

to defend the constitutional rights of all to use the materials, services, and resources of the library.

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Intellectual Freedom in International School Libraries

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Intellectual Freedom in International School Libraries

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-International Federation of Library Associations and Institutions

(IFLA) developed principles that incorporate the intellectual freedom that is a core value of librarianship.

promote Diversity: includes race, ethnicity, gender, sexual orientation, language, culture, religion, mental and physical ability, class, and immigration status

Provide access to information, ideas, and works of imagination.

Support lifelong learning, independent decision-making, and cultural development.

Promote intellectual freedom and protect democratic values and civil rights.

Collect, preserve, and provide access to diverse materials that reflect many perspectives.

Make collection decisions based on professional standards, not political, moral, or religious beliefs.

Oppose censorship and ensure the free flow of information.

Provide equal access to library resources and services for all users without discrimination.

Protect users' privacy and confidentiality.

Uphold the principles of intellectual freedom in publicly funded libraries.

Prioritize the needs and rights of library users when professional responsibilities conflict.

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"The freedom to read is essential to our democracy"

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Group 1 - Jessica, Julianne, Maria, Tamika, Meagan

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Group 1 - Jessica, Julianne, Maria, Tamika, Meagan

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"Every silencing of a heresy, every enforcement of an orthodoxy, diminishes the toughness and resilience of our society and leaves it the less able to deal with controversy and difference."

Seven Propositions (summarized):

1. It is in the public interest for publishers and librarians to make available the widest diversity of views and expressions

2. Publishers, librarians, and booksellers do not need to endorse every idea or presentation they make available.

3. It is contrary to the public interest for publishers or librarians to bar access to writings on the basis of the personal history or political affiliations of the author.

4. There is no place in our society for efforts to coerce the taste of others.

5. It is not in the public interest to force a reader to accept the prejudgment of a label.

6. It is the responsibility of publishers and librarians to be guardians of the people's freedom to read.

7. It is the responsibility of publishers and librarians to give full meaning to the freedom to read by providing books that enrich the quality and diversity of thought and expression.

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Importance of libraries in intellectual freedom and equity of access -> support democracy

Right to access is enshrined by the U.S. Supreme Court as the “right to receive” Constitutional rights to freedom of speech/expression extend to minors and do not get abandoned at the school gates

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Providing Access and Collection Policies 

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Providing Access and Collection Policies 

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The Providing Access and Collection Policies sections emphasize that school librarians must ensure all students have equitable access to diverse information and viewpoints. Libraries should maintain balanced, inclusive collections and follow clear policies for selecting materials and responding fairly to book challenges, rather than removing resources because of personal beliefs or community pressure.