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We chose George by Alex Gino.  This book has been widely challenged due to the main character a 12 year old boy being transgender.  We feel this book should remain on the shelves at a public library because it can help other children who are questioning their identity know that they are not alone.  Also, it can help parents/caregivers/friends understand how people who question feel and think.

Regardless of our personal feelings/attitudes towards transgenderism, it is real to the families and people who are experiencing and dealing with it. If it's not talked about, it leads to ignorance, fear and discrimination. Although the book has also been challenged for encouraging kids to clear browser histories and take hormones for gender therapy, it is not the library's responsibility to act in place of parental oversight.

Rod Inman, Karen Allen, Resa Eastwood
Cass County Public Library

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Free E-Course on Basic Facilitation Skills

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This resource offers 6 models introducing the basics of leading conversation and provides links to past webinars on facilitation.

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This is the facilitation guide we are currently using to train new committee facilitators.

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ALA - Access to Resources & Services in the School Library: An Interpretation of the Library Bill of Rights

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ALA - Access to Resources & Services in the School Library: An Interpretation of the Library Bill of Rights

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Access to Resources and Services in the School Library: An Interpretation of the Library Bill of Rights

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The school library plays a unique role in promoting, protecting, and educating about intellectual freedom. It serves as a point of voluntary access to information and ideas and as a learning laboratory for students as they acquire critical thinking and problem-solving skills needed in a pluralistic…

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ACRL - Joint Statement on Faculty Status of College & University Librarians

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ACRL - Joint Statement on Faculty Status of College & University Librarians

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If I Ran the Zoo - Is this Intellectual Freedom or using our values to unintentionally prop-up systematic racism?

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If I Ran the Zoo - Is this Intellectual Freedom or using our values to unintentionally prop-up systematic racism?

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Title of Book: If I ran The Zoo by Dr. Seuss

This book was challenged because of its depiction of Asians as slanted eyed and Africans as thick lipped, pot- bellied and black painted skin toned people. This book has many stereotypes and caricatures that dehumanized Asians, and Africans. These illustrations were offensive to these cultures and it was felt that they have negative connotations on young impressionable minds.

Although this book is geared to the preschooler, studies have shown that, as a child gets older; their minds can recall these insensitive images, thus creating the possibility of promoting negative thoughts in the child about Asians and Africans.

Although I do not feel this book was written with malicious intent; the subliminal message is there.

To reserve space on the library's shelf to me is implication that our facility promotes such negativism in literature. We would be showing insensitivity to our readers of Asian and African descent.

Perhaps we should take the higher rode and take a stand for the rights of those unnecessarily maligned by insensitive writers. I don’t see this being a question of intellectual freedom.

NOTE: In 2021 Dr. Seuss Enterprises withdrew the book “If I Ran The Zoo” from publication.

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If I Ran the Zoo - Mid-Continent Public Library

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If I Ran the Zoo - Seuss, Dr - If Gerald McGrew ran the zoo, he'd let all the animals go and fill it with more unusual beasts--a ten-footed lion, an Elephant-Cat, a Mulligatawny, a Tufted Mazurka, and others.

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ACRL - The Role of the Community College Library in the Academy

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ACRL - The Role of the Community College Library in the Academy

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ACRL - Intellectual Freedom Principles for Academic Libraries: An Interpretation of the Library Bill of Rights

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ACRL - Intellectual Freedom Principles for Academic Libraries: An Interpretation of the Library Bill of Rights

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ALA - Addressing Challenges to Books by Problematic Authors, a Q&A

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ALA - Addressing Challenges to Books by Problematic Authors, a Q&A

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https://www.worldcat.org/title/hate-why-we-should-resist-it-with-free-speech-not-censorship/oclc/1119530803&referer=brief_results

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The annual event celebrating the freedom to read and the importance of the First Amendment, Banned Book Week is September 24th -- October 1st. Each year the list of frequently challenged books is highlighted and this year the American Library Association is encouraging people to participate in a Virtual Read-Out.

Despite the high visibility of the event, there are few stories for kids and young adults with censorship as the theme. To help celebrate Banned Book Week I have compiled a list of 10 books that deal with censorship in various areas.

Most of the books in the list date back to the 1980s & '90s with several of them out-of-print. Although there may be a dearth of books on the topic, I am happy to say that First Second Books has recently published Americus, a graphic novel, about taking a stand on censorship. The best is that is also available online at saveapathea.com just in time for Banned Book Week.

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Ten Books About Censorship For Kids & Teens

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The annual event celebrating the freedom to read and the importance of the First Amendment, Banned Book Week is September 24th -- October 1st. Each year the list of frequently challenged books is highlighted and this year the American Library Association is encouraging people to participate in a Virtual Read-Out.

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https://learn.webjunction.org/course/search.php?q=intellectual+freedom&areaids=core_course-course

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Three Ways Librarians Can Combat Censorship

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https://www.worldcat.org/title/critical-insights-censored-banned-literature/oclc/1122191334

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https://www.ala.org/advocacy/bbooks/frequentlychallengedbooks/classics

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Please visit:
http://molib.org/get-involved/committees/intellectual-freedom/
Join the MLA-IFC listserv, email the committee and find additional resources. All workshop materials and content are free to use and adapt as needed.

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https://www.ala.org/advocacy/patriot-act

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ALA Statement on Library Use of Filtering Software

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ALA Statement on Library Use of Filtering Software

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Federal Communication Commission, Consumer Guide to E-Rate

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Federal Communication Commission, Consumer Guide to E-Rate

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Children's Internet Protection Act (CIPA)

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Children's Internet Protection Act (CIPA)

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https://www.ala.org/advocacy/advleg/federallegislation/cipa

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https://www.ala.org/advocacy/intfreedom/corevalues

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MCPL-IFC PRESENTATION SLIDES-SET2 (Presentation (169)) (1)

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https://www.ala.org/advocacy/intfreedom/freedomviewstatement

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Meeting Rooms: An Interpretation of the Library Bill of Rights

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Meeting Rooms: An Interpretation of the Library Bill of Rights

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https://www.ala.org/advocacy/intfreedom/librarybill/interpretations/meetingrooms

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https://www.ala.org/advocacy/fight-censorship

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All people, regardless of origin, age, background, or views, possess a right to privacy and confidentiality in their library use. ALA’s core values and commitment to intellectual freedom and privacy guide the association’s work addressing personal privacy in the local, state, and federal legislative…

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https://www.ala.org/advocacy/bbooks/frequentlychallengedbooks/top10

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Fighting Book Bans: A Teach In for Students

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http://cbldf.org/webinars/

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Comics burned in Binghamton, New York, 1949

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http://cbldf.org/resources/history-of-comics-censorship/

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Comic Book Legal Defense Fund: How to Manage Challenges

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Comic Book Legal Defense Fund: How to Manage Challenges

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http://cbldf.org/managing-challenges/

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Banned Books Week is an annual event that highlights the value of free and open access to information.

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This website uses cookies to improve your experience while you navigate through the website. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. We also use third-party cookies that help us analyze and understand how you use this website.

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https://www.project-censored.org/shop/p/state-of-the-free-press-2022-the-news-that-didnt-make-the-newsand-why-pre-order

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Celebrating over 50 years of publication, the Index on Censorship reports on issues of free expression from around the world.

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The first issue of Index on Censorship magazine appeared in 1972. Since then, some of the greatest names in literature and academia have written for the magazine, including Nadine Gordimer, Mario Vargas Llosa, Amartya Sen, Samuel Beckett, as well as Arthur Miller and Harold Pinter. The magazine continues to attract great writers, passionate arguments, and expose chilling stories of censorship and violence. Read more about the magazine's history.

As the Boston Globe said, Index has bylines that Vanity Fair would kill for: "Would that bylines were the only things about Index people were willing to kill for"

Every subscription helps Index's work around the world.

Each quarterly magazine is filled with reports, analysis, photography and creative writing from around the world. Index on Censorship magazine is published four times a year by Sage, and is available in print, online and mobile/tablets (iPhone/iPad, Android, Kindle Fire). The magazine is also on sale at bookshops around the UK including BFI, magCulture, Housmans and Serpentine Galleries in London, and at Red Lion Books, Colchester, News From Nowhere, Liverpool, and HOME, Manchester.

If you are experiencing any problems when subscribing to Index on Censorship magazine, please contact [email protected] .

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Subscribe to award-winning Index on Censorship magazine

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The first issue of Index on Censorship magazine appeared in 1972. Since then, some of the greatest names in literature and academia have written for the magazine, including Nadine Gordimer, Mario Vargas Llosa, Amartya Sen, Samuel Beckett, as well as Arthur Miller and Harold Pinter.

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Banned music list created by staff @ Johnson County Public Library; Weekend Playlist #5 - Listen to the Banned

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Banned music list created by staff @ Johnson County Public Library; Weekend Playlist #5 - Listen to the Banned

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Weekend Playlist #5 - Listen to the Banned - Mid-Continent Public Library

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Weekend Playlist #5 - Listen to the Banned by JCLS_MusicSelector_Eric - a staff-created list : September 23-29 is Banned Books Week, a yearly event highlighting the dangers of censorship and the importance of the freedom to read. For a little different take, here's a list of songs which have been banned from airplay or censored at one time or another.

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Read the Mexican-American Studies books banned by HB 2281. List created by staff @ Pima County Public Library

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Read the Mexican-American Studies books banned by HB 2281. List created by staff @ Pima County Public Library

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Read the Mexican-American Studies books banned by HB 2281 - Mid-Continent Public Library

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Read the Mexican-American Studies books banned by HB 2281 by PimaLib_LisaB - a staff-created list : Launched in September 2020, our new Frank De La Cruz Collection contains over 400 books about Mexican-American history and border issues, including as many of the books banned by the controversial (no…

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Banned book list from staff @ Pleasanton Public Library

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Banned book list from staff @ Pleasanton Public Library

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Banned Books Week 2021: Books Unite Us! - Mid-Continent Public Library

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Banned Books Week 2021: Books Unite Us! by Pleasanton_Julie - a staff-created list : From the American Library Association: "Banned Books Week (September 26-October 2, 2021) is an annual event celebrating the freedom to read. Typically held during the last week of September, it spotlights current and historical attempts to censor books in libraries and schools.

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List of banned children's books by staff @ Olathe Public Library

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List of banned children's books by staff @ Olathe Public Library

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Banned Books Week 2021 - Mid-Continent Public Library

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Banned Books Week 2021 by OPLKIDSBOOKLISTS - a staff-created list : "Books Unite Us. Censhorship Divides Us." Banned Books Week was created in 1982 by the American Library Association to celebrate the freedom to read. It is now celebrated annually.

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Banned Book List from the staff @ Muskegon Area District Library

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Banned Book List from the staff @ Muskegon Area District Library

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Banned Books - Mid-Continent Public Library

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Banned Books by MADL_NortonShores_Staff - a staff-created list : Banned Books Week is 9/26/21 - 10/02/21. We have created a list of popular books that appear on banned/challenged lists. This list includes newer titles along with classics.

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Holy Terror, Batman!    I'll be brave and take option #1!

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Holy Terror, Batman!    I'll be brave and take option #1!

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Weirdly enough I picked this book up a few weeks ago specifically to read it and hate it. I know that's a weird way to spend my free time, but I really (REALLY) love graphic novels as a format and will read just about anything. It worked out since it fit perfectly in with this month's discussion.

Why It Needs to Go

In the wake of 9/11/01, comics artist Frank Miller decided he needed an outlet to vent his anger and fear. Initially conceived as “piece of propaganda in which Batman kicks Al-Qaeda's ass.", Holy Terror Batman would eventually be published (10 Years Later!) as simply Holy Terror, featuring a brand new character of Miller's named The Fixer.

After a series of suicide bombings devastate Empire City, the Fixer goes on a revenge killing spree to stop the terrorist cell from carrying out their full plan of unleashing a biological weapon upon the New York City analogue. On the surface I don't think this description sounds too terrible. Frank Miller is a writer and an artist, and conveying his thoughts and feelings on such a traumatic event is only natural.

The only problem? Miller's only message seems to be fear and hate. Miller's terrorists are everyday Muslim-Americans who "answer the call" of the terrorist cell to bring death to Empire City. Miller repeatedly conflates radical terroristic Islamic beliefs with mainstream teachings, and then insists that the government and law enforcement are incapable of helping. Essentially, the message is to fear your Islamic neighbors and treat them as the enemy.

This is already getting pretty long, so I'll just run through a quick list of other grievances:

Not only is torture really fun, but it works 100% of the time in Miller's mind

All people practicing the Islamic faith are the enemy

The only solution is to kill them all

It's ok to carry out vigilante killings, so long as the enemy is evil enough by your standards

A lot of the art is almost incomprehensible (Ok, that's a taste thing...)

The book lacks any sort of overall message, good or bad. The Fixer goes on a killing spree, kills a lot of people, and calls it a job well done.

Usually when I talk about graphic novels I like to include panels as examples, but I think I can be forgiven for skipping out on this one. There aren't many panels that illustrate the problems I have with this book that would be also appropriate to share in a professional discussion.

Why It Stays Anyways
Even though I read this specifically for this discussion to talk about why it should be banned, I know before I even cracked it open that I wouldn't actually convince even myself it should go. The book is tasteless, crude, hateful, and racist, but I do believe, unfortunately, that it accurately reflects the attitude of a large portion of the American population directly following 9/11. Hopefully people view this book as a relic of a hateful past instead of a manual of conduct.

Despite all the negative things I've said about this book, I will also give Frank Miller credit for a single (Yes, ONE) panel that really stood out to me as an incredible piece of art. Unfortunately Teams doesn't let you embed images into a post, but I've attached it at the bottom, so be sure to check it out.

This panel occurs in the immediate aftermath of the bombings that kick the story off. Miller's frantic and messy style is on full display here, perfectly capturing that feeling of knowing what it is you're supposed to be looking at but not being able to make sense of the devastation. When you look at individual parts of the image you can begin to pick out familiar objects, but none of it makes sense as a complete piece. I imagine this piece captures the feeling of witnessing the wreckage at Ground Zero and seeing this as a full-page spread really moved me.

So, there it is. Historical value to show the mindset of angry Americans after 9/11 and one depressingly beautiful piece of art is enough to keep this terrible book on my shelf.

For what it's worth, Frank Miller responded to a question about Holy Terror in 2018 with the following:

"When I look at Holy Terror, which I really don’t do all that often, I can really feel the anger ripple out of the pages... I don’t want to wipe out chapters of my own biography. But I’m not capable of that book again."

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Holy Terror - Mid-Continent Public Library

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Holy Terror - Miller, Frank, 1957- - There's a deadly menace somewhere in Empire City and 'The Fixer' only has until dawn to save his town ... and civilization as we know it.

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https://www.ala.org/advocacy/intfreedom/censorship

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https://www.ala.org/advocacy/intfreedom/librarybill

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ALSC - Intellectual Freedom Committee blog posts

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ALSC - Intellectual Freedom Committee blog posts

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https://www.alsc.ala.org/blog/category/bloggers/blogger-intellectual-freedom-committee/

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https://www.ala.org/alsc/

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https://www.worldcat.org/title/history-of-ala-policy-on-intellectual-freedom-a-supplement-to-the-intellectual-freedom-manual-tenth-edition/oclc/1255524827&referer=brief_results

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https://www.worldcat.org/title/books-under-fire-a-hit-list-of-banned-and-challenged-childrens-books/oclc/1238131084&referer=brief_results

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https://www.worldcat.org/title/intellectual-freedom-stories-from-a-shifting-landscape/oclc/1134461203&referer=brief_results

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https://www.worldcat.org/title/teaching-banned-books-32-guides-for-children-and-teens/oclc/1110657079&referer=brief_results

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https://www.worldcat.org/title/beyond-banned-books-defending-intellectual-freedom-throughout-your-library/oclc/1137795743&referer=brief_results

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https://www.worldcat.org/title/banned-book-club/oclc/1268957168&referer=brief_results

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https://journals.ala.org/index.php/jifp/index

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ALA - Preparing for & Responding to Challenges

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ALA - Preparing for & Responding to Challenges

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With the severe uptick in local and statewide book challenges, ALA offers this clearinghouse of resources to assist library workers and library advocates in responding to and supporting others facing those challenges. Remember to report challenges to the Office for Intellectual Freedom, and let ALA know if you need assistance.

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With the severe uptick in local and statewide book challenges, ALA offers this clearinghouse of resources to assist library workers and library advocates in responding to and supporting others facing those challenges. Remember to report challenges to the Office for Intellectual Freedom, and let ALA know if you need assistance.

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Intellectual Freedom Blog - The Office for Intellectual Freedom of the American Library Association

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The Office for Intellectual Freedom of the American Library Association

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2021 ALSC Graphic Novels Reading List - Grades 3-5

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2021 ALSC Graphic Novels Reading List - Grades 3-5

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2021 ALSC Graphic Novels Reading Lists | Association for Library Service to Children (ALSC) (ala.org)

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2021 ALSC Graphic Novels Reading List - Grades K-2

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2021 ALSC Graphic Novels Reading List - Grades K-2

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2021 ALSC Graphic Novels Reading Lists | Association for Library Service to Children (ALSC) (ala.org)

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https://ncac.org/resource/defend-lgbtq-stories-a-resource

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https://www.ala.org/rt/ifrt

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2021 ALSC Graphic Novels Reading List - Grades 6-8

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2021 ALSC Graphic Novels Reading List - Grades 6-8

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https://www.ala.org/alsc/publications-resources/book-lists/graphicnovels2021

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National Coalition Against Censorship - LGBTQ Right to Read Resource Guide

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National Coalition Against Censorship - LGBTQ Right to Read Resource Guide

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LGBTQ Right to Read Resource Guide

Book censorship has been around as long as there have been books. It's no surprise that the trend of banning LGBTQ-themed books is increasing as more books about LGBTQ issues are published, used in classrooms, and found on the shelves of our public libraries. This guide is intended to prepare you to talk about and respond to challenges aimed at materials by, for, or about lesbian, gay, bisexual, transgender, and queer/questioning youth.

In West Bend, Wisconsin, community members accused the Library Advisory Board of "promoting the overt indoctrination of the gay agenda" after it resisted pressure to remove challenged titles.

In Leesburg, Florida, two parents filed a petition to remove The Bermudez Triangle from the local public library because of its homosexual content.

In Litchfield, New Hampshire, after parental objections, the school board removeed four stories from an elective upperclassmen English course, including David Sedaris' "I Like Guys."

The 2009 challenges to books in West Bend, Leesburg, and Litchfield for their "homosexual themes" are not isolated incidents. In school libraries, public libraries, and curriculums across the country, books that address LGBTQ issues consistently face challenges, bans, and "explicit" labeling (see NCAC's "Homophobic Attacks on Schools and Libraries"). For instance, the children's book I Am Jazz, a true story of a transgender youth and her family, is at the top of the ALA's most-challenged books list.

The Context

The continuing challenges to LGBTQ-themed books in schools and public libraries reflect a conflict over the nature and definition of marriage, family, and gender roles.In the U.S. and in other countries, in general, heterosexuality has historically been assumed to be the "norm," a standard incorporated in laws defining marriage. Gay and transgender individuals come up against institutionalized " heteronormative " bias in their education, as well as many other aspects of their daily lives.

For example, abstinence-only education either ignores or denounces homosexuality, and the examples above indicate the resistance to including material in libraries and curricula that present same sex relationships as healthy or "normal." Nearly nine out of ten LGBTQ students regularly confront teasing, bullying, and sometimes violence, and a majority of students who are "out" have reportedly felt unsafe in school. Although LGBTQ Americans have recently won legal victories including the right to marry, the ability to serve openly in the miliary, and and the passage of the Matthew Shepard Hate Crimes Prevention Act, many still face hostility and discrimination from communities that are hostile to their identitites. There are also hundreds of books written for LGBTQ youth (for an ever-growing list with reviews, see "I'm Here, I'm Queer, What the Hell Do I Read?" by Lee Wind).

What is an "LGBTQ-themed" book?

Calling a book "gay-themed" or even "LGBTQ-themed" doesn't tell you much about it. In fact, it creates an artificial category, albeit a seemingly necessary one for a discussion about homophobic censorship attempts. Many of the banned books we here lump together under the label "LGBTQ-themed" are really just books about everyday life. While they may have gay characters or address homophobia, those themes are often not central to the plot. Nonetheless, any book that alludes to homosexuality is subject to attack for that reason. As Chris Crutcher, a frequently challenged author, explained in an interview with the Kids' Right to Read Project;

"My gay characters are usually in the story to get a reaction out of the main character; get him to look at his own bigotry. Roughly ten percent of the population is gay and I think that's probably true of my characters. Yet I put a gay character in a book and I'm accused of 'recruiting.' The censors automatically decide I'm gay and that I write from the 'gay agenda.'"

The April 2009 "Amazonfail" debacle underscores the danger of carving out a separate genre for LGBTQ content. To the outrage of many internet users, the website amazon.com suddenly blocked search access to a wide range of LGBTQ materials, including titles like Queer Theory: An Introduction, Full Frontal Feminism, and a biography of Ellen DeGeneres. (Other books remained available in searches, including certain LGBTQ books and some homophobic titles.) What tied all these books together? According to the company, a "cataloging error" mistakenly associated many LGBTQ books with sexually explicit material.

Readers should also keep in mind how problematic labels are especially when we here refer to "LGBTQ youth." Individuals who do not identify as straight are most affected by the attacks made on books that present their perspective; but all "LGBTQ kids" have essentially the same needs, rights, and aspirations as anyone else. In the end, we all have the same rights under the First Amendment to read about and explore the issues that interest us or are meaningful to us - regardless of whether we are straight or gay.

The Rationales Behind Censorship of LGBTQ-themed Books

Many of the recent challenges to LGBTQ-themed books are based on religious values, most notably those of conservative Christian parents and organizations such as Focus on the Family, American Values, and the Concerned Women for America, to name three of the most active organizations promoting "traditional family values." Some of the loudest voices for censorship have decried a perceived "homosexual agenda" that is maliciously "anti-family" and "anti-Christian."In some cases, challengers argue that the LGBTQ-themed books themselves promote a "religious viewpoint." To our knowledge, no one has ever tried to ban a story presenting a heteronormative relationship on the grounds that it advocates a certain religion or agenda.

Another type of challenge to LGBTQ-themed childrens' books conflates homosexuality and sex. As Justin Richardson, one of the authors of And Tango Makes Three, a true story about a pair of male penguins that raised an egg in the Central Park Zoo. observes;

"Many [people] feel it's inappropriate to talk about homosexuality because they think they're talking about sex...A 4-year-old doesn't have the same associations between homosexuality and sex. They take things very literally. You can just tell them sometimes a man falls in love with another man and they start a family. That's all you need to say."

Would-be censors often complain that particular words or phrases are "inappropriate." Some believe that the statement in Tango "They slept there together" is inappropriate despite the fact that to a child it has no special meaning. Adults who sexualize narratives intended for children are projecting their own preoccupations onto the content. When book bans result, youth lose access to books that teach not about sex, but about acceptance.

LGBTQ Youth

According to a 2000 study, the average age at which young people "come out" as gay, lesbian, or bisexual ranges from 15 to 17 years old. Awareness of attraction to members of the same sex may begin in children as young as eight.

Censorship of LGBTQ-themed books is especially harmful and unfair to these youth. When challengers claim that a book is "inappropriate" for children because it depicts homosexuality, they deny some kids' own gay identity. LGBTQ young people who can't read these books lose rare representations of their own realities.

"Gay characters can't be relegated to some dark corner of the shelf that you need a map to find and an ID to check out. To do so is basically saying to the gay kids, 'There's something dirty about you.' Anyone who would say that is the true filthmonger."
- Bermudez Triangle author Maureen Johnson, in an interview with the Kids' Right to Read Project

Conclusion

The censorship of LGBTQ-themed texts affects everyone. Young people who are questioning their sexuality, kids with gay or lesbian parents, adults who visit public libraries, and anyone who has met or is likely to meet an LGBTQ person also have the right to read stories that don't come from a "straight" standpoint.

But it is easy for people who identify as straight to forget that they have many privileges over those who do not. One of the most sweeping of these " straight privileges" is this notion: "I can remain oblivious of the language and culture of LGBTQ folk without feeling in my culture any penalty for such oblivion." When censors succeed in banning LGBTQ-themed books, students can graduate from high school without ever having seen a play with a gay character, or read a book by a lesbian author.

What is increasingly becoming clear to educators and parents is that an education without LGBTQ perspectives is like an education without women's perspectives and multicultural considerations. That is to say, it's not much of an education at all.

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Book censorship has been around as long as there have been books. It's no surprise that the trend of banning LGBTQ-themed books is increasing as more books about LGBTQ issues are published, used in classrooms, and found on the shelves of our public libraries. This

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National Coalition Against Censorship - Resources for Librarians

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National Coalition Against Censorship - Resources for Librarians

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https://ncac.org/resource/book-censorship-toolkit

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Graphic Guide for Student Protesters - NCAC

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Graphic Guide for Student Protesters - NCAC

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https://ncac.org/resource/be-heard

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National Coalition Against Censorship - A Guide to the 1st Amendment in Schools

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National Coalition Against Censorship - A Guide to the 1st Amendment in Schools

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The First Amendment protects both students and teachers in schools.
NCAC presents the following collection of materials on the topic of censorship in schools for the use of students, educators, and parents everywhere. This information is not intended as legal advice. If you face a censorship controversy, the resources below can offer guidance. If you need additional assistance, please NOTE: Guide for Student Protesters available here . We will keep your information confidential until given permission to do otherwise. Introduction: Free Speech, Public Education, and Democracy
Table of Contents

The First Amendment and Public Schools
A. The First Amendment
B. The Public Schools
1. School Publications: Student Newspapers and Yearbooks
2. Off-Campus Publications
3. Hair, Dress, and Appearance
4. Gang Symbols and Insignia
5. Off-Campus Speech

Censorship
A. Understanding Censorship
B. Distinguishing Censorship from Selection
C. Consequences of Censorship

How Big a Problem Is Censorship?
A. The Numbers
B. What Kind of Material Is Attacked?
C. What Does "Age Appropriate" Mean?
D. Who Gets Censored?

Roles and Responsibilities
A. School Officials, Boards and State Mandates
B. Principles Governing Selection and Retention of Materials in Schools
C. Complaint Procedures

Censorship Policies
National Education Association (NEA)
The National Council of Teachers of English and the International Reading Association (NCTE/IRA)
Association for Supervision and Curriculum Development (ASCD)
American Library Association (ALA)
National Association of Elementary School Principals (NAESP)
National Coalition Against Censorship (NCAC)

Introduction: Free Speech, Public Education, and Democracy

Purpose of the Resource Guide: The First Amendment safeguards the rights of every American to speak and think freely. Those rights are central to the educational process and are equally important to educators and students.

For teachers and administrators: The First Amendment protects teachers when they exercise their judgment in accordance with professional standards, making it possible for them to create learning environments that effectively help young people acquire the knowledge and skills needed to become productive, self-sufficient, and contributing members of society.

For students: The First Amendment protects students' ability to think critically and learn how to investigate a wide range of ideas. Students have the right to express their beliefs, just like any other citizen. Protecting students' rights to read, inquire and express themselves is critical to educating informed, engaged citizens.

This guide describes in practical terms what the right to freedom of expression means for students, teachers and administrators in public schools.

Free Speech, Public Education, and Democracy: Our founders considered public schools to be one of the vital institutions of American democracy. But they also knew that education involves more than reading, writing, and arithmetic. Education in a democratic society requires developing citizens who can adapt to changing times, decide important social issues, and effectively judge the performance of public officials. In fulfilling their responsibilities, public schools must educate students on core American values such as fairness, equality, justice, respect for others, and the right to dissent.

Rapid social, political, and technological changes have escalated controversy over what and how schools should teach. References to sexuality, profane language, descriptions of violence and other potentially controversial material have raised questions for generations of parents and educators. Addressing those questions is even more complicated now, when most school communities are made up of individuals with differing backgrounds, cultural traditions, religions, and often languages. With students and parents bringing a range of expectations and needs to the classroom, educators are challenged to balance the educational needs of an entire student body while maintaining respect for the individual rights of each member of the school community.

The First Amendment can help resolve this tension. It defines certain critical rights and responsibilities of participants in the educational process. It both protects the freedom of speech, thought, and inquiry, and requires respect for the right of others to do the same. It requires schools to resort to " more speech not enforced silence " in seeking to resolve our differences.

The First Amendment and Public Schools
A. The First Amendment
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

The first provision of the Bill of Rights establishes the rights essential to a democratic society and most cherished by Americans: the right to speak and worship freely, the right to assemble and to petition the government, and the right to a free press. Although most countries purport to guarantee freedom of expression, few provide the level of protection for free speech that the First Amendment guarantees.
B. The Public Schools
The potential for tyranny by the state and abuse of government authority particularly worried framers of the Bill of Rights. Thus, the language of the First Amendment begins by prohibiting certain government conduct -i.e., "Congress shall make no law respecting...." Like most of the Constitution, these limitations control only what the government may do, and have no effect on private individuals or businesses. Although the Bill of Rights originally limited only the power of the federal government, the Fourteenth Amendment extended the limits imposed by most of the Bill of Rights to state and local governments as well. Since public schools and public libraries are part of state and local government, they must follow the First Amendment as well as many other provisions of the Constitution. However, as this manual will make clear, the First Amendment applies somewhat differently to schools than it does to many other public institutions.

Public schools are institutions which in some respects most embody the goals of the First Amendment: to create informed citizenry capable of self-governance. As many commentators have observed, a democracy relies on an informed and critical electorate to prosper. As Noah Webster observed in 1785: "It is scarcely possible to reduce an enlightened people to civil or ecclesiastical tyranny." And on the eve of the Constitutional Convention in 1787, Benjamin Rush stated that "to conform the principles, morals, and manners of our citizens to our republican form of government, it is absolutely necessary that knowledge of every kind should be disseminated through every part of the United States." Not surprisingly, universal access to free public education has long been viewed as essential to democratic ideals.

America's public schools are the nurseries of democracy. Our representative democracy only works if we protect the "marketplace of ideas." This free exchange facilitates an informed public opinion, which, when transmitted to lawmakers, helps produce laws that reflect the People's will. Schools, however, can sometimes limit students' right to free speech and expression when necessary to achieve legitimate educational goals. As the Supreme Court put it in Mahanoy Area School District v. B. L. (2021):

Schools have many responsibilities: They must teach basic and advanced skills and information; they must do so for students of different backgrounds and abilities; they must teach students to work independently and in groups; and they must provide a safe environment that promotes learning.

Given these multiple responsibilities, school officials have wider discretion than other state actors in regulating certain types of speech. For example, they can forbid profane speech on campus (according to Bethel School District v. Fraser (1986 )) and can punish students for advocating illegal drug use (as in Morse v. Frederick (2007)). They can also censor student speech in school publications, such as school newspapers and yearbooks, see Hazelwood School District v. Kuhlmeier (1988). More importantly, schools can censor student speech which is likely to substantially disrupt school operations ( Tinker v. Des Moines Independent Community School District (1969)). Therefore, speech is not quite as free inside schools as it is outside.
1. School Publications: School Newspapers and Yearbooks
However, the limits on student speech are quite narrow, and in general, students and teachers do not "shed their constitutional rights to freedom of speech or expression at the schoolhouse gate." (Tinker v. Des Moines ) See below for examples of how the First Amendment applies to schools in specific ways .

The Supreme Court has ruled that student journalists have very limited rights when they write for school-sponsored publications such as school newspapers and yearbooks. The school can censor articles for many reasons, including because school officials think that the subject is inappropriate. Some courts have even said that schools can censor editorials because school officials disagree with the views expressed in them.
2. Off-campus Publications: "Underground' Newspapers, Websites, Etc.
However, several states have laws which give greater protection to student journalists. A list of those states and links to descriptions of their legislation can be found .

Concerns about censorship in "official" school papers may prompt students to publish material produced outside of school, or on websites maintained privately without use of school facilities. Some schools have attempted to censor these publications and suppress off-campus speech they find offensive, disturbing, or unflattering. However, courts have been willing to uphold school censorship of off-campus speech only in unusual circumstances in which the speech has a very high likelihood of substantially disrupting school (such as by publishing answers to tests) or harming particular persons (such as by harassing or threatening them).

Unlike student speech in school, student speech off campus cannot be punished just because it includes profanity, or advocates illegal drug use, or for any reason other than it is very likely to substantially disrupt school. In particular, schools have limited ability to punish or censor off-campus speech about politics or religion. If an independent student publication is distributed on campus, school officials have a bit more power to confiscate or ban it, but only if there is a risk that it will cause substantial disruption of the school.

Student rights can often be limited if students use school resources (such as school computers or the school's internet service) to create or distribute publications. Students can help avoid conflict with school officials by ensuring their unofficial publications are produced and maintained separately from any school course and without school materials or teacher assistance.

Also, it is important for students who use their school's technology to know their school's "Acceptable Use Policy" (AUP). An AUP, which is often found in district guidelines or in a student handbook, sets out the rules and regulations governing student use of school computer networks. Some sample acceptable use policies can be found , but your school's policy might be different in some ways.

Since the Tinker case in 1969, students, school administrators, and courts have struggled with the boundaries and limits of student dress and grooming requirements. Beginning in the early 1970s, the courts were inundated with cases that confronted the issue, and have found few clear answers. The circuit courts remain split over the control school administrators can exercise with respect to student dress and grooming. The issue often is complicated by gender and guidelines that reinforce rigid binaries. In one case, a school disciplined a boy for wearing an earring, although earrings are permitted under the dress code for girls. Other examples are hair length restrictions for boys but not girls, or dress requirements designed to enforce notions of modesty for girls but not boys. Some public schools have required uniforms, but this has hardly solved the problem, as strict dress codes of this sort are often challenged. In contrast, gender-neutral guidelines about appropriate dress rarely result in challenges.

Since gang members often identify themselves through clothes and insignia, principals have often turned to dress codes in an effort to discourage gang membership and activities. Courts have generally held that these codes are valid.

In recent years, there s been an increasing number of cases involving off-campus student speech which has effects on-campus. Often, that speech takes place on social media. Schools cannot punish students for profane speech that takes place off-campus (except during a field trip, which courts consider part of the school). Nor can they punish students for off-campus speech which advocates illegal drug use. However, schools can sometimes punish students for off-campus speech which has a strong chance of coming on campus and disrupting school, such as racist speech when the school has a history of racial conflict. And, schools can of course punish students for off-campus speech that harasses students or school employees, or which threatens violence against the school.

A. Understanding Censorship
Censorship

Censorship is the suppression of speech or other expression that the censor (a person or institution with the power to suppress speech) does not like.

Parents and community groups often try to remove school materials that discuss sexuality, religion, race, or ethnicity-whether directly or indirectly. For example, some people object to the teaching of Darwin's theory of evolution in science classes because it conflicts with their own religious views. Others think schools should not allow discussion about sexual orientation or gender identities, and other people call for eliminating The Adventures of Huckleberry Finn from the English curriculum because they think it is racist.

As these examples show, demands for censorship originate across the entire spectrum of religious, ideological, and political opinion.

When people ask schools to censor materials, schools must balance their First Amendment duties against other concerns, such as maintaining the integrity of the educational program, meeting state education requirements, respecting the judgments of professional staff, and addressing deeply held beliefs in students and members of the community. In dealing with challenges to materials, educators are on the strongest ground if they are mindful of two fundamental principles that the Supreme Court has repeatedly recognized: 1) schools have broad power to decide what and how to teach, as long as their decisions are based on sound educational principles and are aimed at improving student learning; and 2) the decisions that are most vulnerable to legal challenge are those that are motivated by hostility to an unpopular or controversial idea, or by the desire to force acceptance of a particular viewpoint.

Pursuant to these principles, when someone claims in a lawsuit that a school's actions violate the First Amendment, courts generally defer to the professional judgments of educators. That means that courts will often uphold a decision to remove a book or to discipline a teacher, if the decision serves legitimate educational objectives, including administrative efficiency. However, it is equally true that schools which demands for censorship are on equally strong or stronger grounds. As the Supreme Court stated in its 2021 decision, schools have a strong interest in protecting unpopular expression, in exposing students to a wide range of views, and in giving students the opportunity to discuss those views.
B. Distinguishing Censorship from Selection
Therefore, it is extremely unlikely that a school official who relied on these principles and refused to accede to pressures to censor something with educational value would ever be ordered by a court of law to do so.

Schools make decisions all the time about which books and materials to include in or exclude from the curriculum. Hence, they are not violating the First Amendment every time they cross a book off a reading list. However, they could be acting unconstitutionally if they decide to remove a book solely because of hostility to the ideas it contains.

For example, administrators and faculty might agree to take discussion of evolution out of the second grade curriculum because the students lack sufficient background to understand it, and decide to introduce it in the fourth grade instead. As long as they are not motivated by hostility to the idea of teaching about evolution, this would not ordinarily be problematic. The choice to include the material in the fourth grade curriculum tends to demonstrate this was a pedagogical judgment, not an act of censorship.

However, not every situation is that simple. For example, objections to material dealing with sexuality or sexual orientation commonly surface in elementary schools and middle schools when critics claim that such material is not "age appropriate" for those students. Often, it becomes clear that their concern is not that students will not understand the material, but that they simply do not want the students to have access to that type of information. If professional educators can show a legitimate pedagogical rationale for maintaining such material in the curriculum, it is unlikely that an effort to remove it will be successful.
C. Consequences of Censorship
Moreover, while individual parents have considerable control over their own child's education and can request their child be given a different book, they have no right to impose their preferences on other students and their families.

Censorship based on individual sensitivities and concerns restricts the world of knowledge available to students. Based on personal views, some parents wish to eliminate material depicting violence, others object to references to sexuality, others to speech about racial issues or images that offend them. Some parents oppose having their children exposed to fiction that doesn't have a happy ending, teach a moral lesson, or provide positive role models. If these and other individual preferences were legitimate criteria for censoring materials used in school, the curriculum would narrow to including only the least controversial and probably least relevant and interesting material. It would hardly address students' real concerns, satisfy their curiosity, or prepare them for life.

Censorship also harms teachers. By limiting resources and flexibility, censorship hampers a teacher's ability to explore all possible avenues to motivate and "reach" students. By curtailing ideas that can be discussed in class, censorship takes creativity and vitality out of the art of teaching. Instruction is reduced to bland, formulaic, pre-approved exercises carried out in an environment that discourages the give-and-take that can spark a student's enthusiasm for learning. To maintain spontaneity in the classroom setting, teachers need latitude to respond to unanticipated questions and discussion, and the freedom to draw on their professional judgment and expertise, without fear of consequences if someone objects, disagrees, or takes offense.

School censorship is particularly harmful because it prevents young people with inquiring minds from exploring the world, seeking truth and reason, stretching their intellectual capacities, and becoming critical thinkers. When the classroom environment is not open and inviting, honest exchange of views is replaced by guarded discourse, and teachers lose the ability to reach and guide their students effectively.

A. The Numbers
How Big a Problem Is Censorship?
B. What Kind of Material Is Attacked?
The American Library Association (ALA), which tracks and reports censorship incidents, reports that there are hundreds of challenges in schools and public libraries every year. ALA estimates that roughly four or five times as many go unreported.

ALA offers an instructive analysis of the motivation behind most censorship incidents:

The term censor often evokes the mental picture of an irrational, belligerent individual. Such a picture, however, is misleading. In most cases, the one to bring a complaint to the library is a concerned parent or a citizen sincerely interested in the future well-being of the community. Although complainants may not have a broad knowledge of literature or of the principles of freedom of expression, their motives in questioning a book or other library material are seldom unusual. Any number of reasons are given for recommending that certain material be removed from the library. Complainants may believe that the materials will corrupt children and adolescents, offend the sensitive or unwary reader, or undermine basic values and beliefs. Sometimes, because of these reasons, they may argue that the materials are of no interest or value to the community.

C. What Does "Age Appropriate" Mean?
While demands for censorship can come from almost anyone and involve any topic or form of expression, most incidents involve concerns about sexual content-specifically LGBTQ+ content-religion, profanity, or racial slurs. Many incidents involve only one complaint, but nonetheless trigger a review process that can become contentious. Parents who support free expression do not step forward to participate in public discussions as frequently as those seeking to remove materials, leaving school officials and teachers relatively isolated. It is then their task to assess the pedagogical value of the materials carefully. If they give in to viewpoint-based demands, they can undermine educational objectives, as well as encourage more challenges.

One of the most common demands for censorship involves the claim that certain school materials are not "age appropriate."

Educators generally use the term "age appropriate" when they mean the point at which children have sufficient life experience and cognitive skills to comprehend certain material. For example, educators may decide that detailed scientific information about human reproduction may not be age-appropriate for six-year-olds but would be understood by 12-year-olds who have been introduced to basic biology.

However, when censors complain that a book is not "appropriate," they often mean that students shouldn't be exposed to the material for reasons of personal ideology or belief. The objection usually occurs when the material concerns sexuality and often reflects a fear that exposure to it will undermine moral or religious values. Acceding to the pressure to censor in this situation can be tantamount to endorsing one moral or religious view over another.
D. Who Gets Censored?
Responding to questions about age appropriateness, the National Council of Teachers of English noted that "materials should be suited to maturity level of the students," and that it is important to "weigh the value of the material as a whole, particularly its relevance to educational objectives, against the likelihood of a negative impact on the students... That likelihood is lessened by the exposure the typical student has had to the controversial subject."

The books targeted by censors include both popular and classic titles, affecting choices made by almost every age group. The of most challenged books in 2020 includes:
E. The Chilling Effect
Some of these titles appear on the ALA's list of most challenged works year after year. For example, The Absolutely True Diary of a Part-Time Indian has made the list eight times since 2010; has been on the list every year since 2016, and has been the most challenged book each of the last three years. To Kill a Mockingbird , Of Mice and Men, and The Bluest Eye have appeared periodically on the list for two decades or more.

Censorship often leads directly to self-censorship. It occurs every day. Sometimes it's obvious even if no one uses the "c" word. Sometimes it is more insidious (and less justified)-for example, when a teacher decides not to use a particular story or book or a librarian doesn't order a particular magazine because of fears about possible complaints. It is impossible to quantify the damage that self-censorship does to education. But it is common enough to have its own name: "the chilling effect." This is the idea that restricting access to information based on particular viewpoints will discourage the use of potentially controversial (or even complicated) material in the future, that teachers, for example, will avoid teaching a book just because they don't want to risk the disruption a formal complaint would cause, even if they truly believe that book would be an excellent educational choice.

A. School Officials, Boards, and State Mandates
Roles and Responsibilities: Promoting First Amendment Values at School

The school board's role is to define an educational philosophy that serves the needs of all its students and reflects community goals. In this process, most districts see a role for parents and other community members. Educational advisory boards can also assist educators in discerning the needs and perspectives of the community. Open school board meetings can keep the public informed about the school district's educational philosophy and goals, encourage comments, questions and participation, and increase community support for the schools. Although public debate about the educational system provides opportunities for community input and can assist educators in developing materials to meet students' needs and concerns, actual curriculum development and selection are tasks uniquely suited to the skills and training of professional educators. Hence, school boards should defer to the judgment of review committees composed of educators when making decisions about curricular materials.
B. Principles Governing Selection and Retention of Materials in Schools
While curriculum development relies heavily on the professional expertise of trained educators, it is also controlled by state education law and policy. Educators' choices are influenced by factors such as competency standards, graduation requirements, standardized testing, and other educational decisions made at the state level.

School officials have the constitutional duty to ensure that curriculum development and selection decisions are made without attempting to advance any particular political or religious viewpoint. School districts otherwise have broad discretion when selecting classroom instructional materials.

In contrast, policies governing school libraries and classroom resource materials place a priority on including a wider range of materials. The ALA Library Bill of Rights (1948) recognizes the library's essential role in providing resources to serve the "interest, information, and enlightenment of all people of the community." With minor modifications, these principles also apply in the school setting.

The considerations specifically relevant to school libraries are identified by National School Board Association guidelines:

To provide materials that will enrich and support the school's curricula;

To provide materials that will stimulate knowledge, growth, literary appreciation, aesthetic values, ethical standards, and leisure-time reading;

To provide information to help students make intelligent judgments;

To provide information on opposing sides of controversial issues so that students may develop the practice of critical reading and thinking; and

To provide materials representative of the many religious, ethnic, and cultural groups that have contributed to the American heritage.

C. Complaint Procedures
The ALA believes that library materials "should not be proscribed or removed because of partisan or doctrinal disapproval."

All school districts should adopt formal policies and procedures for responding to complaints about materials. Formal policies clarify how the complaint process works; help faculty, staff, and administration fulfill their legal obligations; let parents and students know what criteria are used for removing materials and how they are applied; ensure that all voices are heard and considered; and protect the academic freedom of teachers.

When materials are challenged, schools with a well-articulated process for handling complaints are more likely to resist viewpoint-based censorship pressures than districts without one. Having a policy in place, and following it scrupulously, ensures that complainants will receive due process, and that challenged materials will be judged on their educational merits rather than personal opinions. It is important for teachers and administrators to be familiar with these policies and understand their importance. Armed with this knowledge, school officials are less likely to submit to pressure or react with unilateral decisions to remove books.

The most effective complaint procedures provide that:

Complaints must be made in writing.

Complainants should identify themselves both by name/address and by their interest in the material (i.e. as a parent, student, religious leader, etc.).

Complainants must have read/seen the entire work objected to.

The complaint must be specific about the reasons for the objection.

Complaints should request a specific remedy (i.e., an alternative assignment for a student, or removal/exclusion affecting the entire school community).

Complaints, standing alone, will not be considered grounds for disciplining teachers or librarians.

Complaints are adjudicated by a diverse committee of stakeholders, including teachers, administrators, parents, and students.

Challenged materials remain in the curriculum/library until the challenge is adjudicated and all appeals are completed.

A list of model policies is available here.

It is advisable for policies to contain a statement supporting intellectual and academic freedom, and an explanation of the importance of giving students access to a wide variety of material and information, some of which may be considered controversial. The policy should also specify that viewpoint-based concerns - disagreement with a specific idea or message, and personal objections to materials on religious, political, or social grounds - do not justify removal of a book or other material. Such concerns may, however, justify a parent's request that his or her child be assigned alternate material. These principles, if uniformly and consistently implemented, protect students' right to learn. They also make it possible for educators to exercise their professional judgment, and help insulate them and the school district from legal challenge and community pressure.

In order to prepare for challenges, educators should do all of the following:

School administrators and teachers should work together to develop an understanding about how they will respond if material is challenged, recognizing that it is impossible to predict what may be challenged.

Educators should have a rationale for the materials they use, especially when they think some of it is potentially controversial.

In approaching material that may be controversial, keep parents advised about what material students are using and why it has been selected.

Encourage parents with questions about curricular materials to address them to their child's teacher, and encourage teachers to be willing and available to discuss concerns with parents.

Schedule regular meetings for parents. In one innovative program in South Carolina, librarian Pat Scales invited parents to the library once a month, without students, to discuss contemporary young adult books that their children might be reading, to understand how the books helped their children grow intellectually and emotionally, and to encourage parents to use the discussion of books to spark conversation with their children. As a result, she never had a censorship problem, and she became a resource for parents seeking books to help their children address troublesome issues. (Pat Scales' book, Teaching Banned Books (ALA, 2001) describes this program in detail.)

Involve members of the community in any debate over challenged materials. Broadening the discussion usually reveals that only a small number of people object to the same book at the same time.

Support the value of intellectual and academic freedom. Conscientious teachers who are caught in a censorship dispute deserve support from their colleagues and the community. Otherwise, teachers will stick to the tried and true or the bland and unobjectionable.

For more advice on how teachers can safeguard their selection of instructional materials from successful challenges, see NCAC resources for teachers and administrators .

​
Major Educational Organizations Take a Stand for the First Amendment
Censorship Policies

Many national and international organizations concerned with elementary and secondary education have established guidelines on censorship issues. While each organization addresses censorship a little differently, each is committed to free speech and recognizes the dangers and hardships imposed by censorship. The organizations couple their concern for free speech with a concern for balancing the rights of students, teachers, and parents. Many place heavy emphasis on the importance of establishing policies for selecting classroom materials and procedures for addressing complaints. The following summarizes the censorship and material selection policies adopted by leading educational organizations.

National Education Association (NEA)

The NEA is America's oldest and largest organization committed to advancing the cause of public education. Its 2.5 million members work at every level of education. Elected representatives from across the country are responsible for setting policy, which includes resolutions on selecting and developing education materials and teaching techniques. The resolutions embody NEA's belief that democratic values are best transmitted free from censorship and deplore "pre-publishing censorship, book burning crusades, and attempts to ban books from the ... curriculum." The NEA encourages its members to be involved in developing textbooks and materials and to seek the removal of laws and regulations that restrict selection of diverse materials.

The National Council of Teachers of English and the International Reading Association (NCTE/IRA)

An 80,000-member organization devoted to improving the teaching and learning of English and the language arts, the NCTE offers support, advice, and resources to teachers and schools faced with challenges to teaching materials or methods. The NCTE has developed a Statement on Censorship and Professional Guidelines recognizing that English and language arts teachers face daily decisions about teaching materials and methods.

The IRA has 90,000 members worldwide, working in a variety of educational capacities. Its goal is to promote high levels of literacy by improving the quality of reading instruction and encouraging reading as a lifetime habit. The IRA supports "freedom of speech, thought, and inquiry as guaranteed by the First Amendment."

The NCTE and IRA have issued a joint statement on intellectual freedom:

all students in public school classrooms have the right to materials and educational experiences that promote open inquiry, critical thinking, diversity in thought and expression, and respect for others.

Their mutual policy sets out four principles aimed at translating the ideals of the First Amendment into classroom reality: (1) to actively support intellectual freedom; (2) to foster democratic values, critical thinking, and open inquiry; (3) to prepare for challenges with clearly defined procedures; and (4) to ensure educational communities are free to select and review classroom curricula to meet student needs.

Association for Supervision and Curriculum Development (ASCD)

The ASCD is an international organization of professional educators committed to excellence in education. Its mission is to "forge covenants in teaching and learning for the success of all learners." The ASCD recognizes the importance of balancing the rights and needs of students, teachers, and parents with freedom of expression:

When challenges arise, school officials should bear in mind that education is governed by the public . . . [Educators] should recognize the value of citizen participation and respect the right of parents to shape their children's schooling. At the same time, educators should insist that, as in other fields, professional judgment must not be completely subservient to the popular will. Educators' primary allegiance must be to the integrity of knowledge and the welfare of students.

The ASCD stresses the importance of establishing complaint procedures and affirms that materials are never to be restricted for the purpose of suppressing ideas.

American Library Association (ALA)

The ALA, "the voice of America's libraries," is dedicated to providing leadership for the "development, promotion and improvement of library and information services...in order to enhance learning and access to information for all." The ALA has a widely emulated Bill of Rights affirming all libraries as forums for information and ideas. The ALA's policies stipulate that libraries should provide materials from all points of view; challenge censorship; cooperate with free speech groups; grant access to all regardless of origin, age, background, or views; and provide exhibit space on an equitable basis. Drawing on the United Nation's Declaration of Human Rights, the ALA emphasizes the importance of free speech: "We know that censorship, ignorance, and limitations on the free flow of information are the tools of tyranny and oppression. We believe that ideas and information topple the walls of hate and fear and build bridges of cooperation and understanding far more effectively than weapons and armies."

National Association of Elementary School Principals (NAESP)

Dedicated to supporting elementary and middle-level principals and other education leaders in their commitment for all children, NAESP sets policy on curriculum and instruction. In its statement on censorship and academic freedom, "NAESP affirms the right of the student and teacher to use a wide variety of curriculum and literary materials and to explore divergent points of view." NAESP also emphasizes the importance of establishing procedures to address selection of materials and challenges to selections. These procedures are to be carried out "professionally and equitably," according to established professional criteria and the values and needs of the community.

National Coalition Against Censorship (NCAC)

Founded in 1974, NCAC is an alliance of over 50 national non-profit organizations-including literary, artistic, religious, educational, professional, labor, and civil liberties group-united in their support of freedom of thought, inquiry, and expression. NCAC works with teachers, educators, writers, artists, and others around the country dealing with censorship debates in their own communities; it educates its members and the public at large about the dangers of censorship and how to oppose them; and it advances policies that promote and protect freedom of expression and democratic values. For specific advice on strengthening your book selection procedures and resisting censorship, submit a Censorship Report to NCAC at ncac.org/report-censorship.

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The First Amendment protects both students and teachers in schools. NCAC presents the following collection of materials on the topic of censorship in schools for the use of students, educators, and parents everywhere. This information is not intended as legal advice. If you face

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Youth Censorship Database

NCAC's Youth Free Expression Program and Kids' Right to Read Project database of K-12 student censorship incidents includes book challenges in schools and libraries, as well as censorship of student art, journalism, and other types of student expression in schools.

Using the Map: The map can be filtered by Reason (the reason given for attempting to challenge the expression), Type (what sort of expression was challenged), Year (since 2018), Institution (the type of school or library), Challenger (who initiated the challenge), and State (location of challenge). Each datapoint includes additional information and links to incident reports. Data will be updated regularly. Report a censorship incident here.

Disclaimer: Please note that this data is not comprehensive. The data is drawn from reports to NCAC and its partner organizations, as well as from media coverage. Many, if not most, incidents of censorship go unreported. Our tracking has grown more robust over time, but records from earlier years are less complete. The American Library Association has averaged reports of 395 cases per year since 2001 and suggests that over 80% of cases cannot be tracked.

If you have further questions about the data or methodology, send us a note at [email protected] .

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NCAC's Youth Free Expression Program and Kids' Right to Read Project database of K-12 student censorship incidents includes book challenges in schools and libraries, as well as censorship of student art, journalism, and other types of student expression in schools.

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National Coalition Against Censorship - Report Censorship

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National Coalition Against Censorship - Report Censorship

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One of the best ways to fight censorship is to call it out as it happens.

To report an incident, please fill out the form below. NCAC staff will be in contact if we are able to provide assistance or support. Please provide details of your situation and its context. Try to be as clear and factual as possible, as this will help us review your case quickly.
Your communication is private and confidential. We will not share your information with anyone or take any actions without your permission.

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Have you experienced censorship? Has your right to freedom of speech and expression been threatened? One of the best ways to fight censorship is to call it out as it happens. To report an incident, please fill out the form below. NCAC staff will be in contact if we are able to provide assistance or support.

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NCAC Leads Coalition Statement on the Attack on Books in Schools - National Coalition Against Censorship

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An organized political attack on books in schools threatens the education of America’s children. Over 600 co-signers are deeply concerned about this sudden rise in censorship.

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https://www.worldcat.org/title/you-cant-read-this-why-books-get-banned/oclc/1154895627&referer=brief_results

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We really enjoyed talking with all of you about intellectual freedom during our February session. This workshop is intended as a three part workshop: the February session you have already attended provided a brief overview of intellectual freedom, how it is outline in ALA guiding documents and how we as librarians and libraries practically apply the value to library services. During the March session we will present information about challenges to library resource and provide a 5 Step guide to help you have positive and productive advocacy conversations with library users and community members about intellectual freedom.

Between the February and March session we would like to facilitate this discussion board as a way to engage you further with the resources and to get everyone thinking for the March session. Please see the descriptions for Option #1 and Option #2, choose one or both and create your own tile as a post other workshop attendees can respond to. Members of the MCPL IFC will be responding to your posts as well.

Please do not ADD COMMENT to Option #1 or Option #2, we would like for everyone to add their own tile for posting. If you have questions please email us at IFCommittee@mymcpl.org

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Please remember that this is a public forum of your peers.

Please keep in mind to not be hurtful, disrespectful or otherwise discriminatory in your explanation, if in doubt please ask someone before posting or responding.

This is a provocative subject, it's meant to be, but we can be tactful and have authentic conversation at the same time, we're librarians.

We reserve the right to delete posts and comments that violate professional code of conduct.

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2nd Option: Banned Book List Research

Choose a book that has been banned or challenged already. You can see the ALA's Office of Intellectual Freedom webpage for the Top 10 Most Challenged Books Lists. This webpage lists years of challenged books for you to peruse. We've added some tiles that will lead you to banned book resources you can access too. Any other resource you find for banned and challenged booklists is also fine to use. Choose one and then please
provide at least the following three elements the in your post:

TITLE and AUTHOR of the book, DVD, etc.

Tell us why this item was challenged

Tell us why the item still deserves space on our shelves regardless of why it was challenged

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Think of a book you have read that you disagreed with or found so repugnant that you would ask that it be removed from the library, if you were not a librarian and you didn't believe in intellectual freedom. Please provide at least the following three elements your in the post:

TITLE and AUTHOR of the book, DVD, etc.

Tell us why you would challenge this item

Tell us why the item still deserves space on our shelves regardless of why you would challenge it

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Introduction to Intellectual Freedom Workshop 

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Introduction to Intellectual Freedom Workshop 

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At this moment public libraries and schools and their libraries are facing multiple challenges to books. These challenges are coming from concerned parents, elected officials, misguided board members and even school officials. We will talk more about how to handle challenges and reconsiderations to library resources in our March session, Access Challenged. For now we would like everyone to engage in this discussion board conversation about banning books.