# data[].attributes.headline
Common Sense Media - Digital Citizenship and SEL

# data[].attributes.subject
Common Sense Media - Digital Citizenship and SEL

# data[].attributes.attachment_link.title
Digital Citizenship Week Schedule - Elementary School

# data[].attributes.headline
News Segment on Privacy Settings and Location

# data[].attributes.subject
News Segment on Privacy Settings and Location

# data[].attributes.attachment_link.description
DOWNLOAD THE STORM SHIELD APP http://bit.ly/1qP4rx0 Pictures you've e-mailed or uploaded from your smartphone could leak information that can threaten your safety or that of your children. Visit http://tinyurl.com/smartphonerisks to read much more on this investigation.

# data[].attributes.attachment_link.description
News and media literacy classroom resources for educators. Access lesson plans, classroom activities, posters and infographics, quizzes, training materials and videos for educators teaching news literacy.

# data[].attributes.attachment_link.description
The Sift is a free weekly newsletter for educators delivered during the school year that offers a rundown of the latest topics in news literacy - including trends and issues in misinformation, social media, artificial intelligence, journalism and press freedom. It provides discussion prompts, teaching ideas, classroom guides and a monthly video series that features professional journalists.

# data[].attributes.attachment_link.title
Welcome! You are invited to join a webinar: Session 4: Understanding News Media Bias | January 19 at 2pm ET. After registering, you will receive a confirmation email about joining the webinar.

# data[].attributes.attachment_link.description
The first three sessions in this series were focused on misinformation: What it is, how to think about it in productive ways and how to debunk it when you see it online. This last session in the series tackles the adjacent subject of bias in news coverage which also has the potential to mislead and misinform the public.

# data[].attributes.attachment_link.description
The News Literacy Project works with educators and journalists to give students the skills they need to discern fact from fiction and to know what to trust.

# data[].attributes.headline
Information Overload: Giving Students the Tools They Need to Navigate the Digital World

# data[].attributes.subject
Information Overload: Giving Students the Tools They Need to Navigate the Digital World

# data[].attributes.attachment_link.readable_text
A few years ago, I wrote an article for students about the surprising amount of sugar that Americans eat. Toward the end of the article, after explaining how sugar is added to some foods you wouldn't expect (crackers! tomato sauce!) and describing how consuming too much sugar can impact your health, I mentioned that some scientists had suggested a tax on heavily sweetened foods.

After the article was published, I received letters from several students. One stood out to me. "Dear Ms. Zimbler," wrote a 12-year-old reader, "I saw what you wrote about how sugary foods should be taxed. I completely disagree with you."

The comment showed that the student had made an effort to read critically. But it also revealed that she was confused: She had mistaken a point of view described in the article for my opinion.

By middle school, many students can distinguish between a straight news story and an opinion piece. But what about all the nonfiction texts in between? Feature stories, like the one I wrote about sugar, often highlight different perspectives on a topic. Sometimes, articles are written in an objective voice but only tell one side of the story. Identifying an author's purpose can be a complicated task. It is also one that, in the age of social media and a 24-hour news cycle, has become critically important.

"We live at a time when students have more good credible information at their fingertips literally than at any other time in history," says Alan Miller, president and CEO of the News Literacy Project. "At the same time, they've got exponentially more information at their fingertips that is not aimed at informing them in a dispassionate and truthful way, but is meant to sell them things, to persuade them, to incite them, [or] to mislead them."

Miller's organization works with teachers to build students' critical thinking skills "so they know what to believe in a digital world." With the help of the program, Angel Gonzalez, a teacher at De La Salle Academy in New York City, has integrated news literacy lessons into his seventh- and eighth-grade social studies classes.

Gonzalez has his students complete news journals for the articles they read. Students are asked to consider questions about the author's purpose as well as the reliability and accuracy of the source. When students select an article for class, Gonzalez asks them, "Did you find something strong?"

The point of having students determine the author's purpose, says Gonzalez, is not to suggest that opinion articles are not valuable, but to show students that it is important to be conscious of when a writer is advocating a certain perspective. As a culminating project, Gonzalez has students write a news article as well as an opinion piece on an issue they are interested in.

Julie Coiro, a professor who specializes in digital literacy at the University of Rhode Island School of Education, recommends thinking aloud in class as you evaluate sources of information. Modeling deep thinking about the credibility of the content and quality of the author's claims, she says, is more effective than having students use a checklist of things to look for. "The checklist approach can lead to surface-level thinking," she says.

When we launched TIME Edge, a new digital current events resource for middle schoolers, these issues were top of mind. We wanted to give readers the tools and information needed to form their own opinions on complex issues. Articles are paired with other texts that explore similar themes so students are exposed to more than one perspective. Close reading questions and prompts push students to read critically and to analyze the writer's strategy.

Michael Spikes works with middle and high school teachers at the Center for News Literacy at Stony Brook University. He emphasizes the importance of directing students to take the time to evaluate the information they come across. "When you get a piece of information, before you jump to share it, before you jump to make a decision, slow down," says Spikes. Giving students that awareness, he says, gets them started in the process of reading critically.

And that, says Miller, is a survival skill in the digital world.

Interested in integrating news literacy into your classroom? Check out these resources:

TIME Edge

You can sign up for 60 days of free access to TIME Edge. See this sample news article and the corresponding opinion piece.

checkology.org

Teachers and students can access the content from the News Literacy Project's new e-learning platform for free.

digitalresource.center

Find free lessons and resources from the News Literacy Center at Stony Brook University.

# data[].attributes.attachment_link.title
Information Overload: Giving Students the Tools They Need to Navigate the Digital World - AMLE

# data[].attributes.attachment_link.description
How can we help students identify credible sources? It includes encouraging them to take time to evaluate information they come across, using critical thinking to determine the value and intent of content. It also helps to have the right tools.

# data[].attributes.headline
School librarians speak out against recent upsurge in attempts to ban books (December 11, 2021)

# data[].attributes.subject
School librarians speak out against recent upsurge in attempts to ban books (December 11, 2021)

# data[].attributes.attachment_link.title
School librarians speak out against recent upsurge in attempts to ban books

# data[].attributes.attachment_link.description
Around the country, school librarians are reporting an increasing number of requests from parents and politicians to ban or censor books available to children. Nadra Nittle, a reporter for The 19th, a non-profit newsroom covering politics, gender and policy, documented these complaints – and how lib…

# data[].attributes.attachment_link.readable_text
You are using an outdated browser. Please upgrade your browser to improve your experience.

Statement Opposing Restrictions on Education Related to Racism and History

The Texas Library Association Executive Board approved the following statement related to efforts to restrict education related to racism and history on August 10. The Texas Library Association's (TLA) core values include diversity and inclusiveness, equity of access to information, ethical responsibility and integrity, intellectual freedom, literacy and lifelong learning, and social responsibility and the [...]

Between the Lines: August Member Spotlight

Lynda Infante Faculty Librarian and Assistant Professor Austin Community College What inspired you to become a librarian? I had an unusual journey to the library. I have biology and clinical laboratory science degrees and spent seven years as a clinical microbiologist before transitioning to the library. As I realized I didn't want to stay in [...]

Our website uses cookies to improve your experience. Please accept the use of cookies. Review our privacy policy if you have any questions. Accept Read More

# data[].attributes.attachment_link.title
Current List - Texas Library Association

# data[].attributes.attachment_link.description
Important Dates Nomination deadline: September 30th List release date: Early December Selection Requirements Eligibility: Books published in the year prior to and the year of the publication of the list. Books with published scholarly reviews or peer reviews are preferred; however, books for which there are no reviews available may be considered at the discretion [...]

# data[].attributes.attachment_link.readable_text
You are using an outdated browser. Please upgrade your browser to improve your experience.

Texas Library Association Launches First-Ever TLA Virtual Conference

TLA 2020 Virtual combines speakers, live chat and exhibitor info for successful online event TLA launched its inaugural virtual conference on April 21, 2020 with a stunning and heartfelt live presentation by renowned young adult (YA) author and National Ambassador for Young People's Literature, Jason Reynolds. More than 1,500 people from across Texas and the [...]

Between the Lines: April Member Spotlight

Dennis Quinn Director of Library Services Cozby Library and Community Commons (City of Coppell, TX) What inspired you to become a librarian? Seeing the library as a playground for the mind, and a hub of connection, and the great things that can come from both. I don't think I fully realized that until [...]

Our website uses cookies to improve your experience. Please accept the use of cookies. Review our privacy policy if you have any questions. Accept Read More

# data[].attributes.attachment_link.title
Current List - Texas Library Association

# data[].attributes.attachment_link.description
2021 Nomination Form 2021 Nominations Apply for YARI Award 2020 Maverick Final List Resources 2020 Texas Maverick Graphic Novel Reading List Highlighted titles are STARRED books. * Indicates that the entire series is nominated Grades 6-8 Creator(s) Title Cavallaro, Mike Nico Bravo and the Hound of Hades Craft, Jerry New Kid Hale, Shannon & ...

# data[].attributes.headline
ILA President's remarks to school board re: pending book challenge - so on point!

# data[].attributes.subject
ILA President's remarks to school board re: pending book challenge - so on point!

# data[].attributes.attachment_link.title
Carlisle School challenge Stacy Goodhues words

# data[].attributes.headline
School Libraries and Controversial Books: Tips From the Front Lines

# data[].attributes.subject
School Libraries and Controversial Books: Tips From the Front Lines

# data[].attributes.attachment_link.readable_text
Around the country, school librarians have found themselves on the front lines of the culture wars. As states pass laws that restrict teaching of"controversial" or "divisive" subjects, school libraries have seen calls to remove books about issues like race, gender, and sexuality from their shelves.

Texas Gov. Greg Abbott, for example, wrote to his state's school boards association this month, saying districts should remove "pornographic or obscene material" from school library shelves. That letter came after a state senator launched an inquiry into whether schools shelve a list 850 books titles about issues like transgender identity, AIDS, the history of the abortion debate, and racial justice.

In Utah, one district immediately removed nine books- including The Bluest Eye by Toni Morrison- from school libraries after a parent said she grew concerned about them after watching videos on social media.

But school librarians have a responsibility to assemble collections that represent all students, helping them to learn about themselves and the world around them, said Jennisen Lucas, the president of the American Association of School Librarians.

In a tense political climate, school and district administrators should prepare for challenges to books before they happen, said Lucas, who is also the library director for Park County School District 6 in Cody, Wyo.
This interview has been edited for length and clarity. What is it like to be a school librarian in this moment?
In a word, it's a little scary.

It can be seen as an opportunity for us to really talk about what it is that we do. But, because the discussion is being led by an opposition of sorts, that makes it a little bit more difficult to really put the positive spin on what it means to actually have materials available for all people in our society. It's not just whoever happens to speak the loudest or who has the majority of community members as part of their group.

It feels it's a lot like it's essential to our democracy to make sure that we have understandings of multiple viewpoints from multiple people. We believe that in our hearts, but the controversy ends up being a little bit difficult in practice, especially when you think about the fact that the people who are speaking out have children's best interests in their hearts as well.
Tell me more about what you mean by that.
A lot of people who are a lot of the parents who are speaking out- they're trying to protect their children, and that is a good and noble thing. We should always be protecting our children.

It's great if you're protecting your own child; it becomes a censorship issue when you are trying to decide for everyone else what is and is not appropriate for them.
We've seen controversies over library books from authors like Judy Blume and Toni Morrison for years. Does this moment feel different from the discussions about library content in the past?
It does feel different ... it is a lot more national in scope. It's not individual schools that are facing this. We know that there are some some groups providing information on a national scale about some of these materials that go against certain viewpoints and certain beliefs.

In the past [the conversation] has been: "We object to this book. We would like to have it reviewed. We would like to have it removed from the library." But now it seems to be escalating ... it's not just about the [individual] books anymore. It's about access to information. And there are [school librarians] who are receiving threatening messages on social media. That crosses a line. We would rather have a civil discourse.
What are some ways that school districts can anticipate these discussions before they arise in a letter from a parent or a tense school board meeting?
Double-check your policies and make sure that you know them.

We ran into this in my district a few years ago ... We ended up with a policy for how to select learning materials that did not address how to select library books. And so when we did have a book challenge, the committee that was looking at the books was confused about that difference between instructional materials-those that are assigned to students-and library books, which are available to students, but nobody's forcing you to read them. That was an eye-opener to us that it was time to go back and look at our policies in this climate.

So make sure there is a policy [for selecting books], double-check that you are following that policy, and make sure everybody knows about it. And make sure that there is a policy for reconsideration [of a book's inclusion in a school library], because part of the conflict is going to be when a parent who is trying to voice their opinions doesn't have a process by which they can be heard. Having that policy in place helps parents navigate this as well.

I've been keeping my administration abreast of what's going on nationally. We don't always pay attention to small things that are happening in other districts, but this has become really big. This very well might come our way, so we have to know are we going to address this and talk about it in a way that is respectful and positive and non-adversarial.
How do you think about what to include in a school library collection, and what should parents understand about that?
We think a lot about the age-appropriateness and what we know about child development, because school librarians are also trained teachers. And so we have kind of gone through that process of thinking, "OK ... this book might have a difficult topic, but it's designed for children this age." And then we look at our communities as well and say, "Is this book going to be appropriate to my community?"

And we also then look to make sure that it is connected, in that we can connect it to curriculum. So if there are topics that are being taught in our school, we want to make sure that we have the materials that are needed for kids to explore beyond what they talk about in their class.

Some of the murkiness might come from when we're providing materials for fun reading. For example, our 2nd grade boys are very, very into dirt bikes. That's not taught in our curriculum, but we want to make sure we have that interest material because that's how they're actually going to learn how to read. Dirt bikes are not controversial, but it turns out that in my area, zombies are.
So many of these issues in education right now feel like they're exacerbated by distrust of schools or institutions in general. Is there anything school libraries can do to build trust with parents?
In our district, we have specifically written it in the beginning of our [policy for challenging a library book] that [a parent] should come to talk to me... Sometimes they have a concern for their child, and that we can address. We will always back up a parent about their own child.

We can put a note in the child's record in our circulation system that says that per parent request they're not allowed to check out certain books. For instance, that [the child] is not allowed to read about zombies, witches, and ghosts. And that can be for a variety of reasons. It could be because of parental concerns based on religion, or just the fact that their child gets nightmares.

# data[].attributes.attachment_link.title
School Libraries and Controversial Books: Tips From the Front Lines

# data[].attributes.attachment_link.description
A top school librarian explains how districts can prepare for possible challenges to student reading materials and build trust with parents.

# data[].attributes.headline
Jennifer LaGarde - A Proactive Approach to Book Challenges

# data[].attributes.subject
Jennifer LaGarde - A Proactive Approach to Book Challenges

# data[].attributes.attachment_link.description
Book challenges are on the rise. ALA's Office of Intellectual Freedom, which tracks requests to remove materials from library shelves, reported in September that there had been a 60% increase in book challenges over the preceding 12 months.

# data[].attributes.headline
Lincoln Public Schools awesome MOSAIC project vetting diverse books

# data[].attributes.subject
Lincoln Public Schools awesome MOSAIC project vetting diverse books

# data[].attributes.body
Link to these books and filter for what you want to look at.

# data[].attributes.attachment_link.readable_text
Every student at Lincoln Public Schools should be able to see themselves reflected in the media choices provided to them through LPS Library Media Services.

"We know that it is critical for kids to find themselves reflected in books," said Chris Haeffner, director of Library Media Services for LPS. "Not only can these books help them relate to things they are feeling and doing, it can open their minds to our global society and also take them to places a world away to learn about new cultures."

Over 25 years ago, a new rule from the Nebraska Department of Education required that schools include in their libraries current and unbiased information about different cultures. LPS stepped up to the challenge by creating a Multicultural Committee to review materials and make recommendations to schools about appropriate content. They also put together a digital display called MOSAIC each year.

This year, the display is viewable at LPS District Office, 5905 O St., until Sept. 27, and is open and free to the public during regular office hours.

"Our media specialists are doing an amazing job opening the world to students through books," added Haeffner. "With all the time they spend in the classroom working with students, they don't always have the time required to research and review all the new multicultural titles that fit within the Nebraska Department of Education's Rule 16. The MOSAIC display serves to inform all of our librarians, teachers, and curriculum specialists about the rich multicultural resources we have available to us."

The committee consists of current and retired media specialists and volunteers. Each member reviews between 10 to 20 books each year, depending on the reading levels. Even though this year's books have just been announced, these reviewers have already begun selecting and reviewing titles for the 2019-20 school year.

Each year the MOSAIC committee works on modernizing the display with more hands-on and interactive displays to help create more connections with the books.

Over 190 titles will be part of the digital displays, which will include:

Book trailers and highlights videos

Professionally written reviews

Teaching resources to compliment most titles

Full text ebooks and audiobooks on demand

Haeffner said, "It took a lot of hours for our staff to research the multimedia support for each title and then compiling them all together. Our hope is to get them to stop and look more deeply at the literature, giving them a richer experience and a deeper connection."

You can visit the digital MOSAIC displays online.

Published: September 20, 2018, Updated: October 29, 2018

# data[].attributes.attachment_link.title
MOSAIC makes world connections through diverse media

# data[].attributes.attachment_link.description
Every student at Lincoln Public Schools should be able to see themselves reflected in the media choices provided to them through LPS Library Media Services. "We know that it is critical for kids to find themselves reflected in books," said Chris Haeffner, director of Library Media Services for LPS.

# data[].attributes.headline
Open Letter from Kate Messner regarding open access to libraries

# data[].attributes.subject
Open Letter from Kate Messner regarding open access to libraries

# data[].attributes.attachment_link.readable_text
Lately, school and classroom libraries have seen a marked increase in book challenges. These are attempts by parents - sometimes by other adults who have nothing to do with the schools - to remove books they don't like from circulation so they're no longer available to readers. ALL readers. Not just their own.

As educators, librarians, and people who care about both books and kids, it is essential that we speak up about this and push back. Our libraries and classroom libraries have a responsibility to serve all of the young readers in our care. Not just kids from one cultural background or religion. Not just kids whose lives have looked the way we want kids' lives to look. Not just the kids whose parents show up at school board meetings.

All of them.

When we remove books - or fail to order them in the first place, for fear of someone objecting - we're doing a huge disservice to the readers in our care. We're making sure that the young reader who's never seen someone who looks like them on the cover of a novel never will. We're making sure the reader who lives with an addict or misses a parent who's incarcerated continues to feel invisible and alone. We're removing the lifeline that books can provide for kids who are struggling. We're turning off the light and leaving our readers alone in the dark.

Before I was an author, I was a National Board Certified middle school ELA teacher. I kept a huge variety of MG and YA titles in my 7th grade classroom library, gave regular book talks, and made it my personal mission to find just the right book for every one of my kids, wherever they were in their reading lives. I'd talk with parents and caregivers about this - and about the diversity of my classroom library.

Instead of responding to book challenges with anxiety and fear, it can be helpful to open a dialogue with families before these issues ever come up. It makes sense to talk with parents and caregivers about our libraries and classroom libraries, let them know that we support their right to guide their own children's reading choices, and explicitly teach them what steps to take if their reader brings home a book that doesn't work for them.

Here's a version of the letter I sent home. Teachers & librarians, please free to borrow language if any of it is helpful to you in your own advocacy and outreach to families. Thanks for fighting the good fight and for the essential work you do for kids every day.
Dear Families, Our school librarian does a phenomenal job making sure that there are books of interest to every student in our building. That's a lot of students. A lot of Our middle school serves sixth graders as young as ten years old and eighth graders as old as fifteen. Five years is a big gap, and those are no ordinary five years. The difference between ten and fifteen is the difference between Legos and smart phones, the difference between trick-or-treating and Homecoming Dances. The difference between child and young adult. And our kids are not only different ages; they arrive at school with different reading levels, different backgrounds, and different experiences that have shaped their lives in both positive and negative ways. So it makes sense that they have different needs when it comes to reading. The book that is perfect for your wide-eyed sixth grader isn't likely to be a good fit for a fifteen-year-old who's repeating eighth grade. The book that eighth grader will read and love is probably not one that would be right for your sixth grader right now. But as teachers and librarians, we have a responsibility to serve all of the kids who come to us. We have a responsibility to offer a wide range of book choices that speak to all of them and meet all of their diverse needs. Kids, in general, do a fantastic job self-selecting books. When they find they've picked up something they're not ready for, they're usually quick to put it down and ask for help choosing something else. As teachers and librarians, we'll offer recommendations and steer kids toward books that are age-appropriate, and we encourage you to talk about books with your kids. We have multiple copies of many titles in our library. Let us know if you'd like to check out two copies of a book so you can read together. And if you find that your student has chosen a book that you think might not be the right book for him or her right now, talk about that, too. We respect your right to help your own child choose reading material, and we ask that you respect the rights of other parents to do the same. If you object to your child reading a particular book, send it back to the library, and we'll help your student find another selection. We'll put the first book back on the shelf because even though you don't feel it's the right book for your child right now, it may be the perfect book for someone else's. Our library will continue to have a wide range of choices for kids - to meet all of their varied needs and help them all develop a love of reading. If we can ever be of help to you in recommending titles for your family, please don't hesitate to ask. different students.

# data[].attributes.attachment_link.title
Books for All Kids (Not Just Yours): An Open Letter for Educators & Librarians to Share with Families

# data[].attributes.attachment_link.description
Lately, school and classroom libraries have seen a marked increase in book challenges. These are attempts by parents - sometimes by other adults who have nothing to do with the schools - to remove books they don't like from circulation so they're no longer available to readers. ALL readers.

# data[].attributes.attachment_link.readable_text
While Banned Books Week was last month, I've recently had a front row seat to the parent pressure being exerted on school boards across the country regarding library books and teaching materials. New Kent County pulled by Elizabeth Acevedo from its shelves, and Henrico County, where I live, pulled Ashely Hope Perez's novel, Out of Darkness, from high school libraries, pending a Superintendent review.

Both novels are highly decorated young adult works, and both center narratives by Latinx and Black characters. Out of Darkness is a historical novel about the 1937 New London, Texas school explosion that killed 295 children and teachers. It won the 2016 Tomás Rivera Award and American Library Association's 2016 Printz Honor Award, which recognizes an outstanding work of fiction for teens. chronicles Xiomara's life as she discovers the power of poetry to understand and name her experiences. In its stratospheric debut, it won the 2019 Pura Belpré Award, the 2018 National Book Award, and the 2019 Printz Medal.

the buzzsaw of censorship myself for my novel Yaqui Delgado Wants to Kick Your Ass. I'm also a former English teacher, a parent who raised three kids into adulthood here in Henrico County Public Schools, and a former - and active - school volunteer. In other words, I am all about books, kids, and community.

To my fellow Virginians (although the sentiment applies everywhere) I want to say this: I'm alarmed by what's passing for parental concern as it relates to pulling books. As your friend and neighbor, I want you to think long and hard about what you're doing to school boards and to kids with your demands.

Novels for teens can range in tone and topic as widely as teens vary themselves. Often, we find main characters who are questioning society and what they have been taught. The characters push boundaries and face daunting obstacles as they evolve into the people they want to become. They often make risky, hair-raising choices and face unexpected consequences. This, my friends, reflects the messy and often heartbreaking process of growing up.

To pull books from a school library because of the discomfort they create in adults is a recipe for disaster. It erodes the trust young people have in the adults in their lives and pushes them to secrecy. It undermines the studied opinion of professional librarians and educators. It supports a false idea that there is one version of life that is acceptable. And, it denigrates the work of authors who are brave enough to name experiences that are difficult and real.

Every parent is entitled to engage with their child about what they read. They are always at liberty to ask for an alternative assignment in classrooms. That's fair.

But that is a far cry from asking libraries to pull material from shelves and to insist that no other child should choose to read a particular title because a parent or group deems something too sexual or vulgar or outside their own comfort or value system.

We are a varied community, with wildly diverse backgrounds, tastes, and experiences. If you find a book objectionable, don't read it. That's your right, and I respect it. It isn't more complicated than that. Just don't assume that you speak for everyone or that you have the right to demand a book's removal.

_______________________________________________________________

You Can't Say That.

# data[].attributes.attachment_link.title
Stop the Madness: Banning Books Is Not the Answer

# data[].attributes.attachment_link.description
While Banned Books Week was last month, I've recently had a front row seat to the parent pressure being exerted on school boards across the country regarding library books and teaching materials. New Kent County pulled by Elizabeth Acevedo from its shelves, and Henrico County, where I live, pulled Ashely Hope Perez's novel, Out of Darkness, from high school libraries, pending a Superintendent review.

# data[].attributes.body
Code No. 603.9 - Academic Freedom
Code No. 603.9 R1 - Teaching Controversial Issues
Code No. 605.1 - Instructional Materials Selection
Code No. 605.5 - Library Media Centers

# data[].attributes.headline
Twitter thread from UI Law School professor on topic of obscenity in books (and specifically re: "Part-Time Indian")

# data[].attributes.subject
Twitter thread from UI Law School professor on topic of obscenity in books (and specifically re: "Part-Time Indian")

# data[].attributes.body
https://twitter.com/ToddPettys/status/1464654987150213131?s=20

# data[].attributes.wish_content.attachment_props.text
Some say high school teachers in Iowa are violating the state’s obscenity laws by using Sherman Alexie’s “The Absolutely True Diary of a Part-Time Indian” in their classrooms. But what do Iowa’s obscenity laws actually forbid? What CAN they forbid? 🧵 1/

# data[].attributes.wish_content.attachment_props.original_text
Some say high school teachers in Iowa are violating the state’s obscenity laws by using Sherman Alexie’s “The Absolutely True Diary of a Part-Time Indian” in their classrooms. But what do Iowa’s obscenity laws actually forbid? What CAN they forbid? 🧵 1/

# data[].attributes.attachment_link.embed_code
Some say high school teachers in Iowa are violating the state’s obscenity laws by using Sherman Alexie’s “The Absolutely True Diary of a Part-Time Indian” in their classrooms. But what do Iowa’s obscenity laws actually forbid? What CAN they forbid? 🧵 1/
— Todd Pettys (@ToddPettys) November 27, 2021

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Some say high school teachers in Iowa are violating the state’s obscenity laws by using Sherman Alexie’s “The Absolutely True Diary of a Part-Time Indian” in their classrooms. But what do Iowa’s obscenity laws actually forbid? What CAN they forbid? 🧵 1/

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Some say high school teachers in Iowa are violating the state’s obscenity laws by using Sherman Alexie’s “The Absolutely True Diary of a Part-Time Indian” in their classrooms. But what do Iowa’s obscenity laws actually forbid? What CAN they forbid? 🧵 1/

# data[].attributes.attachment_link.metadata.attachment_props.text
Some say high school teachers in Iowa are violating the state’s obscenity laws by using Sherman Alexie’s “The Absolutely True Diary of a Part-Time Indian” in their classrooms. But what do Iowa’s obscenity laws actually forbid? What CAN they forbid? 🧵 1/

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Successful approaches to book challenges offered by HS TL Martha Hickson recipient of the 2020 AASL Intellectual Freedom Award.

# data[].attributes.subject
Successful approaches to book challenges offered by HS TL Martha Hickson recipient of the 2020 AASL Intellectual Freedom Award.

# data[].attributes.body
From AASL - Knowledge Quest -

# data[].attributes.attachment_link.readable_text
Challenging Times

If you or someone you know hasn't yet had a book challenge, give it time. As you are undoubtedly aware, there is a rising tide of book challenges across the country. Targets include specific titles and particular topics; multiple challenges used identical phrasing and approaches.

I had, of course, seen the national news about Jerry Craft's Newbery Award-winning graphic novel New Kid being removed from a Texas school library and his visit cancelled , before counter-protests led to the book being reinstated in the school's library . But I hadn't realized how far-spread such challenges were until I learned of a nearby school librarian who was embroiled in a similar situation (which was her second in the past several years ).

Frankly, it was surprising and scary. I hadn't figured my generally liberal East Coast area would be a home to such attacks on knowledge and information. Unfortunately, I was wrong.

An Ounce of Prevention...

Americans are seeing unprecedented challenges to information, knowledge, freedom, and democracy. It is unsurprising that school libraries are in the cross-hairs. A school library's commitment to intellectual freedom provides students with access to reliable information, challenging ideas, and diverse perspectives. Sadly, some people see that as a threat.

So what steps can a school librarian take to ward off challenges, or at least to prepare to face them? Quite a few, actually.

...A Pound of Cure

In the past several months, articles and suggestions have flooded school library information channels. It's been an eye-opening crash-course in intellectual freedom, school policies, and political maneuvering. And make no mistake: there are candidates for public office on all levels across the country using attacks on schools , their programs and curricula , and their libraries as planks in their platforms .

The following information is by no means a complete collection of everything a school librarian can do to prevent or deal with challenges. But it should give you a running start on how to think about what you might do if faced with an attack on your materials or program.

ALA's Office for Intellectual Freedom

You may know about the American Library Association's Office for Intellectual Freedom (OIF) due to their Banned Books Week event. But they offer so much more! Sign up for their weekly Intellectual Freedom News e-mail to see the top stories and issues affecting school and public libraries. Check out their Intellectual Freedom Issues & Resources page. It provides neatly organized sections on topics such as " Schools and Minors' Rights, " " Academic Freedom, " and " First Amendment and Censorship ," among others. These provide some basic knowledge and familiarity with key concepts involved in book or program challenges.

State & County Organizations

Check in with your state school and public library organizations. See what information and suggestions they can offer, particularly if there are book challenges happening in your area. . Also consider the wisdom that can be found in They might have or develop local resources that you can utilize your PLN. Often, they can provide a fresh perspective and a new idea.

I once read that learning from our own experience is intelligence, but learning from the experience of others is wisdom. With book challenges, it is better to be wise than intelligent!

Gaining Wisdom

New Jersey high school librarian Martha Hickson has successfully dealt with challenges in the past, and is currently facing objections to her books, programs, and self via comments at public school board meetings. She penned an excellent guide to preparing for and dealing with challenges and posted it to the OIF's Intellectual Freedom Blog . It includes excellent and specific ideas like knowing particular titles drawing challenges and preparing "book resumes" for each; reviewing your district's reconsideration policies; and sharing preparation tips with members of your school.

Most importantly, advocate for your school library! As school librarian and advocate Mary Moyer pointed out , it's important to know the people in key positions in your district and build relationships with them and other stakeholders before there is an issue.

More from Martha

In a series of short tweets, Hickson gave three suggestions for addition to schools' materials reconsideration policies that can help defuse some of the strong emotions that often come with challenges.

The materials shall remain in use until the reconsideration committee makes its recommendation.

If the challenged library resource is retained, the district will not convene a reconsideration committee relative to the same complaint for a period of five years.

A decision to sustain a challenge shall not be interpreted as a judgment of irresponsibility on the part of the professionals involved in the original selection or use of the material.

All of the above can help you prepare for a process that we'd all rather avoid, but which may come calling at our doors anyway.

If you find yourself with a challenge, the most important step to take, according to Hickson: Don't panic.

#BetterTogether

After facing a challenge, consider what you and your school can learn from what happened. What could have gone differently? Were district policies clear, or are there ways they could be improved? Consider those who provided support -thank them, and work with them on ways to ensure fair policies and procedures are in place in the event of future challenges.

Unfortunately, when there are people who oppose knowledge, equity, diversity, inclusion, and freedom of thought, schools and their libraries cannot be politically neutral.

Because Representation Matters

Jonathan Evison is one of several authors whose work has made "the list." His post on how the attack on his novel Lawn Boy has affected his life is moving. It made me think of the confusion of figuring out who we are and who we might become. Many kids would benefit from knowing they're not alone in their feelings and self-explorations.

The furor over Evison's book, intended for mature readers, reminds us that representation matters, especially in school materials. School libraries allow students to explore, discover who they are, and learn they are not alone. This is one of their most important functions.

Book challengers often tout their efforts as a way to prevent students and parents from feeling uncomfortable. As award-winning author Kekla Magoon said during a presentation at AASL 2021, "We mustn't try to run away from discomfort or keep it from our children." And as Martha Hickson points out in her OIF post, "ultimately, no book is the perfect fit for every reader, especially works that tackle difficult topics reflecting real-world circumstances. But one reader's objection is not a license to restrict all other readers from the book."

Steve has been teaching for over 20 years, mostly middle school English Language Arts. He has earned an M.Ed. (2006) and an Ed.D. (2014) in Educational Administration and Supervision, and completed an M.I. degree in Library and Information Science (2019). He is certified as a teacher, school library media specialist, supervisor, and administrator. He is an old dog constantly learning new tricks!

Categories: Advocacy/Leadership, Blog Topics, Community/Teacher Collaboration, Equity, Diversity, and Inclusion, Intellectual Freedom

Tags: banned books, Book Challenges, chapters, intellectual freedom, PLN

# data[].attributes.attachment_link.title
Book Challenges: Coming Soon to a School Near You? - Knowledge Quest

# data[].attributes.attachment_link.description
If you or someone you know hasn't yet had a book challenge, give it time. As you are undoubtedly aware, there is a rising tide of book challenges across the country. Targets include specific titles and particular topics; multiple challenges used identical phrasing and approaches.

# data[].attributes.body
From the Office of Intellectual Freedom - A great article offering ideas to support the librarian in proactive preparation & leadership regarding material(s) and reconsideration.

# data[].attributes.attachment_link.readable_text
Forget Tide Pods and cinnamon swallowing. The latest dangerous fad sweeping the nation is book challenges. In September - traditionally Banned Books Month, celebrating the freedom to read - challenges to YA books and Gender Queerarose in Texas, Virginia, Ohio, and New Jersey. Recent days delivered challenges to , , and . In September 2021, ALA's Office for Intellectual Freedom recorded 60% more challenges than in September of the previous year.

Interestingly, many of the books targeted in this wave appear on lists like this one from an organization that claims, "We are loud. We are tenacious. We must be heard. We won't be denied."

In keeping with that approach, protestors in Texas, Virginia, Ohio, Missouri, Wyoming, Florida, and New Jersey launched their challenges by ambushing board meetings, where they presented provocative excerpts from Lawn Boy and Gender Queer to fire up followers, foment fear among school board members, and generate viral clicks. In the heat of the moment, operating in "emergency mode," some districts immediately pulled the books from circulation.

Press "Pause" and Prepare

But as with any emergency, the best defense against book challenges is preparation. Press "pause" on panic and encourage a more civilized reconsideration process by sharing these tips with your colleagues, principal, superintendent, and board:

Familiarize yourself with the books that activist organizations are targeting. Know which of those titles is in your collection, and consider preparing a "resume" for each, similar to these for and Gender Queer. A librarian's research skills make this a fairly quick task. ALA's Office for Intellectual Freedom can help gather resources to defend specific materials.

Understand your district's reconsideration policies. Keep links handy and have printed copies of those policies and any associated forms available in key offices (e.g., principal's office, board office) and at public meetings. If you don't have a reconsideration policy or form, the ALA offers models in its "Selection & Reconsideration Policy Toolkit."

Use the policies. During public comments at meetings, when it becomes apparent that a speaker intends to challenge a book or library program, the moderator should explain the policy and process for public complaints, offer the speaker a copy of the policy and the reconsideration form, and move on. Do not permit the meeting to be hijacked by a "protest performance." Materials reconsideration is a careful, deliberate process and does not occur in the heat of a contentious public meeting.

Reserve judgment. Do not form an opinion of the book based on provocative passages presented out of context. Instead, encourage the complainant to read the work in full, as should all members of the reconsideration committee.

Engage your librarian. When you receive a complaint - whether verbally or through a formal challenge - alert your librarian immediately. The heat of a challenge is often directed at the librarian, so offer your encouragement and support, and keep the lines of communication open. In return, the librarian can support you by providing background information about the book, placing the book in context within the larger collection or curriculum, and helping form a reconsideration committee. The librarian will also have connections to intellectual freedom organizations, such as ALA, local library associations, and other professional societies, which offer advice and resources to help the district navigate the challenge.

Share information and resources with neighboring districts. The recent challenges have been hopping from community to community like wildfire. Use your professional network to share resources and strategies.

Protect the First Amendment and students' right to read. Learn from the history of court rulings about censorship in schools. In Island Trees School District v Pico, the U.S. Supreme Court ruled in 1982 that the First Amendment limits the power of school officials to remove books from school libraries because of their content. In Montero v Tempe Union, the U.S. Court of Appeals for the 9th Circuit decided in 1998 that removing controversial books from the curriculum because of parent complaints would be a violation of students' First Amendment rights to receive information. And in Counts v Cedarville School District, the U.S. District Court for the Western District of Arkansas ruled in 2003 that it is unconstitutional for the school district to require children to receive parental permission when checking out Harry Potter books from the school library.

Report Censorship. Whether you need challenge support or not, please share information with ALA. It can be confidential and anonymous. Anyone can report or contact ALA for any reason.

Although certain titles are trendy targets now, book challenges will be an issue for the long run. That's because, ultimately, no book is the perfect fit for every reader, especially works that tackle difficult topics reflecting real-world circumstances. But one reader's objection is not a license to restrict all other readers from the book.

Perhaps the best approach comes not from trends but from a classic ruling by Pennsylvania Supreme Court Justice Curtis Bok in the 1949 case Commonwealth v Gordon:

"I should prefer that my own three daughters meet the facts of life and the literature of the world in my library than behind a neighbor's barn, for I can face the adversary there directly. If the young ladies are appalled by what they read, they can close the book at the bottom of page one; if they read further, they will learn what is in the world and in its people, and no parents who have been discerning with their children need fear the outcome. Nor can they hold it back, for life is a series of little battles and minor issues, and the burden of choice is on us all, every day, young and old."

Martha Hickson is a high school librarian and recipient of the 2020 AASL Intellectual Freedom Award.

# data[].attributes.attachment_link.authors[].name
ALA Office for Intellectual Freedom Staff

# data[].attributes.attachment_link.title
Lawn Boy and Gender Queer: The Trend Toward Book Challenges

# data[].attributes.attachment_link.description
Guest blog post by Martha Hickson. Although certain titles are trendy targets now, book challenges will be an issue for the long run. That's because, ultimately, no book is the perfect fit for every reader, especially works that tackle difficult topics reflecting real-world circumstances.

# data[].attributes.headline
Using Book Challenges as an Opportunity for Growth in Your School Community

# data[].attributes.subject
Using Book Challenges as an Opportunity for Growth in Your School Community

# data[].attributes.attachment_link.readable_text
In honor of Banned Books Week, let's talk about how we can use book challenges as an opportunity for growth in our school communities.

The question of what our kids read in school is one that is increasingly contested and elicits very strong emotional responses from caregivers, educators, students, and the general public. Book challenges can create angry divisions in a school community and can leave educators feeling defeated, but how might we turn these difficult situations into something positive? Can we use these challenges as an opportunity to reimagine why and how we select, evaluate, and teach with books?

The desire to protect our children from being exposed to things that could harm them spans all communities and cultures. Sometimes that protection comes in the form of attempting to shield them from ideas that may seem inappropriate for their age level or harmful to their development. Community members across the political spectrum have advocated for the removal of books from school libraries or curriculum that address topics they consider inappropriate, immoral, problematic, or not aligning with community values. Even if books are not formally challenged, the threat feels ever present, so educators will often "self-censor" books or topics that may be controversial. Whether the censorship is direct or indirect, the books most likely to be challenged, removed, or avoided are books written by/about people of color and members of the LGBTQ community.

Book challenges are incredibly difficult for educators and administrators to navigate. And while community members absolutely have a right to voice their concerns, at the end of the day, it's the educators that must make decisions, rooted in their professional training and expertise, about the best ways to educate children. And while the mistrust from community members can feel disheartening, we can use this productive struggle as the engine to drive a collective reimagining of why and how we use books in our schools.

Creating Goals to Guide Book Selection/Review

Similar to a school's mission statement or strategic plan, educators should be empowered to consider and establish collective goals and guidelines for curating library collections and instructional materials. Everyone benefits when educators are given the time and space to come together and use their expertise with intention. Book selection for our classrooms and libraries must always be rooted in larger goals for our students' intellectual and emotional growth and their right to an equitable school environment.

How a school goes about forming these guiding principles will not be the same everywhere. Each community will have unique needs and concerns that educators will want to address. And while creating and agreeing on goals for your school is obviously going to be a complicated process, we do not need to reinvent the wheel. A great place to start is to explore the Social Justice Standards from Learning for Justice . While these guidelines are not specific to book selection, they allow us to be reflective about the purpose that books serve for our students and how they can be a tool in helping students of any age gain a deeper understanding of complex social inequality issues. Using a social justice lens reframes the debate on books with complex themes. Instead of asking simply, "Is this appropriate for students in this school?" we can ask questions like, "Does this book help students be exposed to the diversity of people in/outside of our community? Does this book help students understand the experiences of groups whose stories have been historically marginalized?"

And while the outcome (written goals and guidelines) is obviously important, the process is just as important for educators. Being given the time and space to collectively reflect on your school's intentions for the books you buy and how you use them is incredibly valuable and should be repeated at least every few years so that the goals can shift and change as the school community and priorities change.

Once goals and guidelines have been agreed upon, use them to inform the creation of a review policy for when books or other resources are challenged. Again, you need not start from scratch. NCAC offers guidelines and a sample review policy from an Iowa school district. Ensure that your review committee does not exclude librarians and classroom teachers in the relevant age level or subject area . They should be positioned as the experts on the educational value of a text (or lack thereof) as it contributes to students' intellectual and emotional growth. Additionally, NCAC strongly recommends including high school students on review committees. Make sure to amplify student voices in any way you can throughout the process-give them a genuine platform and take their input seriously. Community members should also be included on review panels, but should not outnumber trained educators.

When books are challenged, district/school leaders will sometimes respond by immediately pulling the book from circulation or the curriculum until it can be reviewed. This can be extremely frustrating for educators who selected that book for very specific reasons. If educators and administrators are more aligned, if they are operating with collective goals for book selection in mind, these types of knee-jerk reactions will be less common. Additionally, when a community member challenges a book, instead of responding with defensiveness, we can interpret their concern as a signal that we have not clearly communicated our goals with them and how this specific book aligns with those goals.

Even if collective guidelines are established for book selection and are communicated clearly to the school community, book challenges will still happen. But the more we can empower educators to make informed choices with intention, the more successful we will all be in navigating these challenges in a way that centers our students' needs.

Integrating Support for Complex Issues

The most common argument for removing books from schools is that they are inappropriate for young people. In the most generous interpretation of that argument, the concern is that children just don't have enough context to interpret/evaluate/make sense of the complex topics in a given book. When we hear this type of argument from community members, we can interpret it as constructive feedback that we, as an entire school, have an opportunity to do more to help our students understand complex issues and, by extension, do a better job of helping community members understand WHY students need to understand these complex issues.

Let's take an example of a community member seeking to remove a book about a transgender child from a school library. If they are surprised to see a book with those themes in the school library, that can be a message to educators and administrators that the school could be doing more to convey the importance of learning about gender diversity. Transgender or agender people are a part of every community. Young people need to have a basic understanding of the nuances of their lives and their identities. If a school clearly conveys to all community members, in their policies and practices, in the information they send home, etc. that understanding gender diversity is important, some community members may still have personal objections, but they will be less likely to feel that a book is subversive or misaligned with the school's values.

Providing context can also mean that we reevaluate the older books we are using, even if they are considered classics, for harmful stereotypes of historically marginalized groups. When we reexamine older books through a social justice lens , we ask different questions about the value of a book and we take the voices of marginalized groups seriously when they raise concerns. This reexamination certainly doesn't mean that older books will always be removed from classrooms or libraries. Instead, we should take these types of concerns as a signal that as a school, we can be doing more to prepare students to read these books and understand the books' themes in their historical context. For example, several older books have been challenged recently because they contain racial slurs and caregivers are concerned about how teachers are approaching their instruction of these books. If a review committee decides to keep a book like this in the curriculum or in the library, this is an important opportunity for a school to be intentional about helping students (and the entire school community) understand the history of racial slurs and why their use today is so nuanced and complicated. Additionally, if older books with these themes are being assigned to students, they could be paired with modern-day depictions of similar themes to provide students with a well-rounded understanding of this issue in context.

Establishing collective goals for book selection and intentionally providing context on complex issues are not easy changes to make within schools, but they are incredibly important. Debates about what is appropriate for our children to read push us to reflect on the larger purpose of books for our children, the power of books to open their minds and their hearts, and our role in helping them understand what they read. We can take these very difficult situations and turn them into positive changes for our students, our teachers, and the entire school community.

For additional reading on these topics, see my blogs on partnering with caregivers , laying the groundwork for discussing complex topics , helping students understand inequality , and moving beyond diversity goals.

AboutKia Heise

Dr. Kia Heise earned her doctorate in Sociology from the University of Minnesota. Before joining Mackin Learning, she taught Sociology courses at the college level in Los Angeles and the Twin Cities for several years. Her approach is informed by thousands of hours learning how to navigate discussions of social inequality with diverse groups of young people.

# data[].attributes.attachment_link.title
Using Book Challenges as an Opportunity for Growth in Your School Community - Mackin Learning

# data[].attributes.attachment_link.description
In honor of Banned Books Week, let's talk about how we can use book challenges as an opportunity for growth in our school communities. The question of what our kids read in school is one that is increasingly contested and elicits very strong emotional responses from caregivers, educators, students, and the general public.

# data[].attributes.headline
Lawn Boy and Gender Queer:  The Trend Toward Book Challenges

# data[].attributes.subject
Lawn Boy and Gender Queer:  The Trend Toward Book Challenges

# data[].attributes.attachment_link.readable_text
Forget Tide Pods and cinnamon swallowing. The latest dangerous fad sweeping the nation is book challenges. In September - traditionally Banned Books Month, celebrating the freedom to read - challenges to YA books and Gender Queerarose in Texas, Virginia, Ohio, and New Jersey. Recent days delivered challenges to , , and . In September 2021, ALA's Office for Intellectual Freedom recorded 60% more challenges than in September of the previous year.

Interestingly, many of the books targeted in this wave appear on lists like this one from an organization that claims, "We are loud. We are tenacious. We must be heard. We won't be denied."

In keeping with that approach, protestors in Texas, Virginia, Ohio, Missouri, Wyoming, Florida, and New Jersey launched their challenges by ambushing board meetings, where they presented provocative excerpts from Lawn Boy and Gender Queer to fire up followers, foment fear among school board members, and generate viral clicks. In the heat of the moment, operating in "emergency mode," some districts immediately pulled the books from circulation.

Press "Pause" and Prepare

But as with any emergency, the best defense against book challenges is preparation. Press "pause" on panic and encourage a more civilized reconsideration process by sharing these tips with your colleagues, principal, superintendent, and board:

Familiarize yourself with the books that activist organizations are targeting. Know which of those titles is in your collection, and consider preparing a "resume" for each, similar to these for and Gender Queer. A librarian's research skills make this a fairly quick task. ALA's Office for Intellectual Freedom can help gather resources to defend specific materials.

Understand your district's reconsideration policies. Keep links handy and have printed copies of those policies and any associated forms available in key offices (e.g., principal's office, board office) and at public meetings. If you don't have a reconsideration policy or form, the ALA offers models in its "Selection & Reconsideration Policy Toolkit."

Use the policies. During public comments at meetings, when it becomes apparent that a speaker intends to challenge a book or library program, the moderator should explain the policy and process for public complaints, offer the speaker a copy of the policy and the reconsideration form, and move on. Do not permit the meeting to be hijacked by a "protest performance." Materials reconsideration is a careful, deliberate process and does not occur in the heat of a contentious public meeting.

Reserve judgment. Do not form an opinion of the book based on provocative passages presented out of context. Instead, encourage the complainant to read the work in full, as should all members of the reconsideration committee.

Engage your librarian. When you receive a complaint - whether verbally or through a formal challenge - alert your librarian immediately. The heat of a challenge is often directed at the librarian, so offer your encouragement and support, and keep the lines of communication open. In return, the librarian can support you by providing background information about the book, placing the book in context within the larger collection or curriculum, and helping form a reconsideration committee. The librarian will also have connections to intellectual freedom organizations, such as ALA, local library associations, and other professional societies, which offer advice and resources to help the district navigate the challenge.

Share information and resources with neighboring districts. The recent challenges have been hopping from community to community like wildfire. Use your professional network to share resources and strategies.

Protect the First Amendment and students' right to read. Learn from the history of court rulings about censorship in schools. In Island Trees School District v Pico, the U.S. Supreme Court ruled in 1982 that the First Amendment limits the power of school officials to remove books from school libraries because of their content. In Montero v Tempe Union, the U.S. Court of Appeals for the 9th Circuit decided in 1998 that removing controversial books from the curriculum because of parent complaints would be a violation of students' First Amendment rights to receive information. And in Counts v Cedarville School District, the U.S. District Court for the Western District of Arkansas ruled in 2003 that it is unconstitutional for the school district to require children to receive parental permission when checking out Harry Potter books from the school library.

Report Censorship. Whether you need challenge support or not, please share information with ALA. It can be confidential and anonymous. Anyone can report or contact ALA for any reason.

Although certain titles are trendy targets now, book challenges will be an issue for the long run. That's because, ultimately, no book is the perfect fit for every reader, especially works that tackle difficult topics reflecting real-world circumstances. But one reader's objection is not a license to restrict all other readers from the book.

Perhaps the best approach comes not from trends but from a classic ruling by Pennsylvania Supreme Court Justice Curtis Bok in the 1949 case Commonwealth v Gordon:

"I should prefer that my own three daughters meet the facts of life and the literature of the world in my library than behind a neighbor's barn, for I can face the adversary there directly. If the young ladies are appalled by what they read, they can close the book at the bottom of page one; if they read further, they will learn what is in the world and in its people, and no parents who have been discerning with their children need fear the outcome. Nor can they hold it back, for life is a series of little battles and minor issues, and the burden of choice is on us all, every day, young and old."

Martha Hickson is a high school librarian and recipient of the 2020 AASL Intellectual Freedom Award.

# data[].attributes.attachment_link.authors[].name
ALA Office for Intellectual Freedom Staff

# data[].attributes.attachment_link.title
Lawn Boy and Gender Queer: The Trend Toward Book Challenges

# data[].attributes.attachment_link.description
Guest blog post by Martha Hickson. Although certain titles are trendy targets now, book challenges will be an issue for the long run. That's because, ultimately, no book is the perfect fit for every reader, especially works that tackle difficult topics reflecting real-world circumstances.

# data[].attributes.headline
Book Challenges:  Coming Soon to a School Near You?

# data[].attributes.subject
Book Challenges:  Coming Soon to a School Near You?

# data[].attributes.attachment_link.readable_text
Challenging Times

If you or someone you know hasn't yet had a book challenge, give it time. As you are undoubtedly aware, there is a rising tide of book challenges across the country. Targets include specific titles and particular topics; multiple challenges used identical phrasing and approaches.

I had, of course, seen the national news about Jerry Craft's Newbery Award-winning graphic novel New Kid being removed from a Texas school library and his visit cancelled , before counter-protests led to the book being reinstated in the school's library . But I hadn't realized how far-spread such challenges were until I learned of a nearby school librarian who was embroiled in a similar situation (which was her second in the past several years ).

Frankly, it was surprising and scary. I hadn't figured my generally liberal East Coast area would be a home to such attacks on knowledge and information. Unfortunately, I was wrong.

An Ounce of Prevention...

Americans are seeing unprecedented challenges to information, knowledge, freedom, and democracy. It is unsurprising that school libraries are in the cross-hairs. A school library's commitment to intellectual freedom provides students with access to reliable information, challenging ideas, and diverse perspectives. Sadly, some people see that as a threat.

So what steps can a school librarian take to ward off challenges, or at least to prepare to face them? Quite a few, actually.

...A Pound of Cure

In the past several months, articles and suggestions have flooded school library information channels. It's been an eye-opening crash-course in intellectual freedom, school policies, and political maneuvering. And make no mistake: there are candidates for public office on all levels across the country using attacks on schools , their programs and curricula , and their libraries as planks in their platforms .

The following information is by no means a complete collection of everything a school librarian can do to prevent or deal with challenges. But it should give you a running start on how to think about what you might do if faced with an attack on your materials or program.

ALA's Office for Intellectual Freedom

You may know about the American Library Association's Office for Intellectual Freedom (OIF) due to their Banned Books Week event. But they offer so much more! Sign up for their weekly Intellectual Freedom News e-mail to see the top stories and issues affecting school and public libraries. Check out their Intellectual Freedom Issues & Resources page. It provides neatly organized sections on topics such as " Schools and Minors' Rights, " " Academic Freedom, " and " First Amendment and Censorship ," among others. These provide some basic knowledge and familiarity with key concepts involved in book or program challenges.

State & County Organizations

Check in with your state school and public library organizations. See what information and suggestions they can offer, particularly if there are book challenges happening in your area. . Also consider the wisdom that can be found in They might have or develop local resources that you can utilize your PLN. Often, they can provide a fresh perspective and a new idea.

I once read that learning from our own experience is intelligence, but learning from the experience of others is wisdom. With book challenges, it is better to be wise than intelligent!

Gaining Wisdom

New Jersey high school librarian Martha Hickson has successfully dealt with challenges in the past, and is currently facing objections to her books, programs, and self via comments at public school board meetings. She penned an excellent guide to preparing for and dealing with challenges and posted it to the OIF's Intellectual Freedom Blog . It includes excellent and specific ideas like knowing particular titles drawing challenges and preparing "book resumes" for each; reviewing your district's reconsideration policies; and sharing preparation tips with members of your school.

Most importantly, advocate for your school library! As school librarian and advocate Mary Moyer pointed out , it's important to know the people in key positions in your district and build relationships with them and other stakeholders before there is an issue.

More from Martha

In a series of short tweets, Hickson gave three suggestions for addition to schools' materials reconsideration policies that can help defuse some of the strong emotions that often come with challenges.

The materials shall remain in use until the reconsideration committee makes its recommendation.

If the challenged library resource is retained, the district will not convene a reconsideration committee relative to the same complaint for a period of five years.

A decision to sustain a challenge shall not be interpreted as a judgment of irresponsibility on the part of the professionals involved in the original selection or use of the material.

All of the above can help you prepare for a process that we'd all rather avoid, but which may come calling at our doors anyway.

If you find yourself with a challenge, the most important step to take, according to Hickson: Don't panic.

#BetterTogether

After facing a challenge, consider what you and your school can learn from what happened. What could have gone differently? Were district policies clear, or are there ways they could be improved? Consider those who provided support -thank them, and work with them on ways to ensure fair policies and procedures are in place in the event of future challenges.

Unfortunately, when there are people who oppose knowledge, equity, diversity, inclusion, and freedom of thought, schools and their libraries cannot be politically neutral.

Because Representation Matters

Jonathan Evison is one of several authors whose work has made "the list." His post on how the attack on his novel Lawn Boy has affected his life is moving. It made me think of the confusion of figuring out who we are and who we might become. Many kids would benefit from knowing they're not alone in their feelings and self-explorations.

The furor over Evison's book, intended for mature readers, reminds us that representation matters, especially in school materials. School libraries allow students to explore, discover who they are, and learn they are not alone. This is one of their most important functions.

Book challengers often tout their efforts as a way to prevent students and parents from feeling uncomfortable. As award-winning author Kekla Magoon said during a presentation at AASL 2021, "We mustn't try to run away from discomfort or keep it from our children." And as Martha Hickson points out in her OIF post, "ultimately, no book is the perfect fit for every reader, especially works that tackle difficult topics reflecting real-world circumstances. But one reader's objection is not a license to restrict all other readers from the book."

Steve has been teaching for over 20 years, mostly middle school English Language Arts. He has earned an M.Ed. (2006) and an Ed.D. (2014) in Educational Administration and Supervision, and completed an M.I. degree in Library and Information Science (2019). He is certified as a teacher, school library media specialist, supervisor, and administrator. He is an old dog constantly learning new tricks!

Categories: Advocacy/Leadership, Blog Topics, Community/Teacher Collaboration, Equity, Diversity, and Inclusion, Intellectual Freedom

Tags: banned books, Book Challenges, chapters, intellectual freedom, PLN

# data[].attributes.attachment_link.title
Book Challenges: Coming Soon to a School Near You? - Knowledge Quest

# data[].attributes.attachment_link.description
If you or someone you know hasn't yet had a book challenge, give it time. As you are undoubtedly aware, there is a rising tide of book challenges across the country. Targets include specific titles and particular topics; multiple challenges used identical phrasing and approaches.

# data[].attributes.attachment_link.readable_text
Become a MackinVIA expert and optimize your students' digital reading experience!

This free course, offered through the Teachable platform, will take you through the basics of setting up your MackinVIA account and will give you an opportunity to explore some of the many ways you will be able to customize and utilize your MackinVIA digital library to engage your students in literacy.

# data[].attributes.attachment_link.title
MackinVIA Workshops & Certification Course

# data[].attributes.attachment_link.description
Become a MackinVIA expert and optimize your students' digital reading experience! This free course, offered through the Teachable platform, will take you through the basics of setting up your MackinVIA account and will give you an opportunity to explore some of the many ways you will be able to customize and utilize your MackinVIA digital library to engage your students in literacy.

# data[].attributes.headline
The Power of Audiobooks to Support Literacy

# data[].attributes.subject
The Power of Audiobooks to Support Literacy

# data[].attributes.body
Reach out to Mindy!
mromero@mackin.com

# data[].attributes.attachment_link.embed_code
Tweets by Mindybooks

# data[].attributes.attachment_link.readable_text
A one-of-a-kind conference, AASL23 will feature daily keynotes, more than 150 concurrent sessions, author panels, research into practice sessions, more than 150 exhibitors, the best practice IdeaLab, author signings, and endless networking opportunities.

Content provided at the conference is rooted in AASL's National School Library Standards for Learners, School Librarians, and School Libraries.

# data[].attributes.attachment_link.description
The ONLY national conference focused solely on school librarians' unique and critical role in Prek-12 education.

# data[].attributes.attachment_link.description
MackinVIA is a complete eResource management system providing easy access to eBooks and educational databases. With just one login, users can view, utilize, and manage all of their eResources.

# data[].attributes.attachment_link.readable_text
Sphero makes remarkably cool, programmable robots and STEAM-based educational tools that transform the way kids learn, create and invent through coding, science, music, and the arts. Using information available, combined with skills acquired, can help make good decisions. That's the basic process of critical thinking. Critical thinkers can solve problems by keeping a clear mind and rational thoughts that will help you analyze a situation and make a sound decision.
STEM teaching is the hands-on exploration of science, technology, engineering, and mathematics concepts, and it's becoming an increasingly important part of modern-day education. STEM skills grant students the 21st-century abilities needed to perform a wide range of both essential and highly-skilled jobs.
Risk-taking, leaping, trying again, and failing are part of our genetic material. Without it, humans would not have inhabited every corner of this planet. Oftentimes we can see failure, particularly in exams, as negative - one of the worst things we can allow students to experience. But what if we allow students to fail in a safe space and make learning a personal endeavor? Go #BeyondCode and enrich your learning experience with engaging STEAM activities that foster creativity and collaboration.
Sphero makes remarkably cool, programmable robots and STEAM-based educational tools that transform the way kids learn, create and invent through coding, science, music, and the arts.
Using information available, combined with skills acquired, can help make good decisions. That's the basic process of critical thinking. Critical thinkers can solve problems by keeping a clear mind and rational thoughts that will help you analyze a situation and make a sound decision.
STEM teaching is the hands-on exploration of science, technology, engineering, and mathematics concepts, and it's becoming an increasingly important part of modern-day education. STEM skills grant students the 21st-century abilities needed to perform a wide range of both essential and highly-skilled jobs.
Risk-taking, leaping, trying again, and failing are part of our genetic material. Without it, humans would not have inhabited every corner of this planet. Oftentimes we can see failure, particularly in exams, as negative - one of the worst things we can allow students to experience. But what if we allow students to fail in a safe space and make learning a personal endeavor?
Go #BeyondCode and enrich your learning experience with engaging STEAM activities that foster creativity and collaboration.
Sphero makes remarkably cool, programmable robots and STEAM-based educational tools that transform the way kids learn, create and invent through coding, science, music, and the arts.
Using information available, combined with skills acquired, can help make good decisions. That's the basic process of critical thinking. Critical thinkers can solve problems by keeping a clear mind and rational thoughts that will help you analyze a situation and make a sound decision.
STEM teaching is the hands-on exploration of science, technology, engineering, and mathematics concepts, and it's becoming an increasingly important part of modern-day education. STEM skills grant students the 21st-century abilities needed to perform a wide range of both essential and highly-skilled jobs.
Risk-taking, leaping, trying again, and failing are part of our genetic material. Without it, humans would not have inhabited every corner of this planet. Oftentimes we can see failure, particularly in exams, as negative - one of the worst things we can allow students to experience. But what if we allow students to fail in a safe space and make learning a personal endeavor?
Go #BeyondCode and enrich your learning experience with engaging STEAM activities that foster creativity and collaboration.

Sphero makes remarkably cool, programmable robots and STEAM-based educational tools that transform the way kids learn, create and invent through coding, science, music, and the arts.

Using information available, combined with skills acquired, can help make good decisions. That's the basic process of critical thinking. Critical thinkers can solve problems by keeping a clear mind and rational thoughts that will help you analyze a situation and make a sound decision. STEM teaching is the hands-on exploration of science, technology, engineering, and mathematics concepts, and it's becoming an increasingly important part of modern-day education. STEM skills grant students the 21st-century abilities needed to perform a wide range of both essential and highly-skilled jobs. Risk-taking, leaping, trying again, and failing are part of our genetic material. Without it, humans would not have inhabited every corner of this planet. Oftentimes we can see failure, particularly in exams, as negative - one of the worst things we can allow students to experience. But what if we allow students to fail in a safe space and make learning a personal endeavor? Go #BeyondCode and enrich your learning experience with engaging STEAM activities that foster creativity and collaboration. Sphero makes remarkably cool, programmable robots and STEAM-based educational tools that transform the way kids learn, create and invent through coding, science, music, and the arts. Using information available, combined with skills acquired, can help make good decisions. That's the basic process of critical thinking. Critical thinkers can solve problems by keeping a clear mind and rational thoughts that will help you analyze a situation and make a sound decision. STEM teaching is the hands-on exploration of science, technology, engineering, and mathematics concepts, and it's becoming an increasingly important part of modern-day education. STEM skills grant students the 21st-century abilities needed to perform a wide range of both essential and highly-skilled jobs. Risk-taking, leaping, trying again, and failing are part of our genetic material. Without it, humans would not have inhabited every corner of this planet. Oftentimes we can see failure, particularly in exams, as negative - one of the worst things we can allow students to experience. But what if we allow students to fail in a safe space and make learning a personal endeavor? Go #BeyondCode and enrich your learning experience with engaging STEAM activities that foster creativity and collaboration. Sphero makes remarkably cool, programmable robots and STEAM-based educational tools that transform the way kids learn, create and invent through coding, science, music, and the arts. Using information available, combined with skills acquired, can help make good decisions. That's the basic process of critical thinking. Critical thinkers can solve problems by keeping a clear mind and rational thoughts that will help you analyze a situation and make a sound decision. STEM teaching is the hands-on exploration of science, technology, engineering, and mathematics concepts, and it's becoming an increasingly important part of modern-day education. STEM skills grant students the 21st-century abilities needed to perform a wide range of both essential and highly-skilled jobs. Risk-taking, leaping, trying again, and failing are part of our genetic material. Without it, humans would not have inhabited every corner of this planet. Oftentimes we can see failure, particularly in exams, as negative - one of the worst things we can allow students to experience. But what if we allow students to fail in a safe space and make learning a personal endeavor? Go #BeyondCode and enrich your learning experience with engaging STEAM activities that foster creativity and collaboration. Sphero makes remarkably cool, programmable robots and STEAM-based educational tools that transform the way kids learn, create and invent through coding, science, music, and the arts. Using information available, combined with skills acquired, can help make good decisions. That's the basic process of critical thinking. Critical thinkers can solve problems by keeping a clear mind and rational thoughts that will help you analyze a situation and make a sound decision. STEM teaching is the hands-on exploration of science, technology, engineering, and mathematics concepts, and it's becoming an increasingly important part of modern-day education. STEM skills grant students the 21st-century abilities needed to perform a wide range of both essential and highly-skilled jobs. Risk-taking, leaping, trying again, and failing are part of our genetic material. Without it, humans would not have inhabited every corner of this planet. Oftentimes we can see failure, particularly in exams, as negative - one of the worst things we can allow students to experience. But what if we allow students to fail in a safe space and make learning a personal endeavor? Go #BeyondCode and enrich your learning experience with engaging STEAM activities that foster creativity and collaboration. Sphero makes remarkably cool, programmable robots and STEAM-based educational tools that transform the way kids learn, create and invent through coding, science, music, and the arts. Using information available, combined with skills acquired, can help make good decisions. That's the basic process of critical thinking. Critical thinkers can solve problems by keeping a clear mind and rational thoughts that will help you analyze a situation and make a sound decision. STEM teaching is the hands-on exploration of science, technology, engineering, and mathematics concepts, and it's becoming an increasingly important part of modern-day education. STEM skills grant students the 21st-century abilities needed to perform a wide range of both essential and highly-skilled jobs. Risk-taking, leaping, trying again, and failing are part of our genetic material. Without it, humans would not have inhabited every corner of this planet. Oftentimes we can see failure, particularly in exams, as negative - one of the worst things we can allow students to experience. But what if we allow students to fail in a safe space and make learning a personal endeavor? Go #BeyondCode and enrich your learning experience with engaging STEAM activities that foster creativity and collaboration. Sphero makes remarkably cool, programmable robots and STEAM-based educational tools that transform the way kids learn, create and invent through coding, science, music, and the arts. Using information available, combined with skills acquired, can help make good decisions. That's the basic process of critical thinking. Critical thinkers can solve problems by keeping a clear mind and rational thoughts that will help you analyze a situation and make a sound decision. STEM teaching is the hands-on exploration of science, technology, engineering, and mathematics concepts, and it's becoming an increasingly important part of modern-day education. STEM skills grant students the 21st-century abilities needed to perform a wide range of both essential and highly-skilled jobs.

Check out tools, guides, and accessories for using indi at school or at home.

Educator Guide Book

indi seamlessly integrates computational thinking and coding concepts into the curriculum you are already teaching with the in-depth Educator Guide Book. This book includes carefully-designed, standards-aligned lesson plans for:

Directions

Patterns & Sequences

Measuring

Storytelling

& More

Included with the indi Class Pack only

The indi Student Kit and Class Pack include durable, latex-free rubber color tiles that are easy to clean and made to last. The indi At-Home Learning Kit includes color cards made from cardstock with adhesive tape to keep the cards in place. With the indi Class Pack, educators receive bonus color cards for extending or creating additional mazes.

Some may wish to create their own color tiles, cards, or paths for indi. Keep in mind that each color is programmed into the firmware and instantly recognizable by indi. Other color sources, such as construction paper and markers, may not provide as consistent of an experience as using the color tiles and/or cards included with your indi(s).

Here are the Pantone colors indi is designed to respond to:

Find out which kit is geared for you!

Take your whole class on the road to STEAM with the indi Class Pack. This pack includes charging and storage for 8 indi robots as well as our standards-aligned Educator Guide Book with lesson plans for indi.

Rev up STEAM learning with the Student Kit designed to engage 1-3 students at a time or supplement your indi Class Pack.

Speed into STEAM with indi and our entry-level kit designed for exploratory learning and hours of fun at home.

Visit our indi FAQs to learn more about:

Looking to learn more about indi for your classroom or get a quote? Connect with our team of education experts to schedule a demo.

# data[].attributes.attachment_link.title
Screenless Coding & Learning Robot for Kids | indi Robot Car | Sphero

# data[].attributes.attachment_link.description
Dive into STEAM with an intro learning robot: Sphero indi. Kids learn computational thinking and problem-solving skills through block coding & STEAM activities. Learn more!

# data[].attributes.body
https://www.naceweb.org/talent-acquisition/candidate-selection/the-attributes-employers-seek-on-students-resumes/?utm_source=spotlight-college

# data[].attributes.attachment_link.readable_text
With fewer employers screening job candidates by GPA, it is increasingly important that college graduates demonstrate certain attributes on their resumes. For example, students should highlight their teamwork and problem-solving skills, as nearly eight in 10 respondents will be looking for evidence of them on the resumes they review. (See Figure 1.)

While the order of attributes employers seek on resumes has remained somewhat consistent over the years, a few subtle changes have emerged this year. For example, verbal communication skills were seventh on the list of attributes last year, with 69.6% of respondents seeking them. This year, verbal communication skills moved up to fourth on the list, with almost three-quarters of respondents looking for some evidence of them on a resume.

Creativity is another attribute that has garnered increased interest from employers this year. Almost 30% of respondents will seek creativity on resumes, compared to less than one-quarter last year, when it was the second to last attribute on the list.

Falling from third on last year's list to 10th this year is work ethic. Although challenging to demonstrate on a resume, more than 80% of last year's respondents sought evidence of it. This year, slightly less than two-thirds of respondents will look for evidence of work ethic on the resumes they review from college graduates.

The Job Outlook 2021 Spring Update survey updates hiring projections for the Class of 2021. The original projections were reported in Job Outlook 2021, which was published in October 2020. The Job Outlook 2021 Spring Update survey was conducted from February 17 - March 12, 2021. Of the 207 total respondents, 146 were NACE employer members, representing 17.1% of eligible member respondents. The Job Outlook 2021 Spring Update survey was also distributed to nonmember companies; this group provided an additional 61 responses. The Job Outlook 2021 report is available in MyNACE
Figure 1: Attributes Employers Seek on a Candidate's Resume
Source: Job Outlook 2021 Spring Update, National Association of Colleges and Employers

# data[].attributes.attachment_link.keywords[]
job market; attributes; resumes; verbal communication; creativity; work ethic; gpa; screening; class or 2021; job outlook

# data[].attributes.attachment_link.title
The Attributes Employers Seek on Students' Resumes

# data[].attributes.attachment_link.description
With fewer employers screening job candidates by GPA, it is increasingly important that college graduates demonstrate certain attributes on their resumes. For example, students should highlight their teamwork and problem-solving skills, as nearly eight in 10 respondents will be looking for evidence of them on the resumes they review.

# data[].attributes.headline
Look for Guest Speakers in your Community Who work in the Coding Field

# data[].attributes.subject
Look for Guest Speakers in your Community Who work in the Coding Field

# data[].attributes.body
Hello Ruby books
Code Monkey
CodeSpark Academy
Khan Academy

# data[].attributes.headline
 I provide presentations to classes. Besides providing coding resources,  I also include discussion on what computer science does for our daily lives and the job opportunities available

# data[].attributes.subject
 I provide presentations to classes. Besides providing coding resources,  I also include discussion on what computer science does for our daily lives and the job opportunities available

# data[].attributes.headline
Computational Thinking and Children's Literature

# data[].attributes.subject
Computational Thinking and Children's Literature

# data[].attributes.attachment_link.title
Computer Science and literature - Librarian Conference

# data[].attributes.headline
I like using the side of Code.org where the teacher sets up a classroom and assigns students specific lessons

# data[].attributes.subject
I like using the side of Code.org where the teacher sets up a classroom and assigns students specific lessons

# data[].attributes.attachment_link.title
CS First has been turned down - CS First Help

# data[].attributes.attachment_link.description
Google’s CS First was turned down on June 30, 2025. When CS First launched in 2013, the intention was to provide much-needed resources for K-12 computer science education. The landscape has since evol

# data[].attributes.body
Commons Sense Media, Code.org, and a set of books on Computers and Coding

# data[].attributes.attachment_link.description
A collection of supporting materials for Computer Science

# data[].attributes.body
Spheros

# data[].attributes.headline
I am doing a program called Cyber Civics for 6-7-8

# data[].attributes.subject
I am doing a program called Cyber Civics for 6-7-8

# data[].attributes.attachment_link.readable_text
Exciting News! This fall, #SCCSD will officially offer a Virtual School - a new school that offers virtual learning for students in grades K-12. The Virtual School will have a permanent presence in the District. Families can rest assured that students enrolled in Virtual School can continue a seamless online school experience throughout their education. Learn more: bit.ly/3or4RcL.

🚨Important Update🚨 This week, #SCCSD will transition back to the On-Site Learning Model. Starting Monday, January 18, all students will return to the full-time Monday-Friday learning schedule. bit.ly/38AY6k0

# data[].attributes.attachment_link.title
Loess Hills Computer Programming Elementary

# data[].attributes.attachment_link.description
Exciting News! This fall, #SCCSD will officially offer a Virtual School - a new school that offers virtual learning for students in grades K-12. The Virtual School will have a permanent presence in the District. Families can rest assured that students enrolled in Virtual School can continue a seamless online school experience throughout their education.

# data[].attributes.body
We have met and attended the AEA 2 day CS conference to start discussing and getting a plan started.

# data[].attributes.attachment_link.readable_text
How to Use the Standards
Prior to claiming alignment with the CSTA K-12 CS Standards, you must have your content approved by the CSTA Standards Review Team. CSTA will validate a crosswalk to determine if your content, product, or curriculum is aligned with the Standards. We recently launched a new standards alignment review process. Learn more here.

# data[].attributes.attachment_link.description
Prior to claiming alignment with the CSTA K-12 CS Standards, you must have your content approved by the CSTA Standards Review Team. CSTA will validate a crosswalk to determine if your content, product, or curriculum is aligned with the Standards. We recently launched a new standards alignment review process.

# data[].attributes.attachment_link.title
Sesame Street: B is for Book (with Pharrell Williams)

# data[].attributes.attachment_link.description
VideoLink lets you share videos on YouTube easily, without distracting third-party content or advertisements.

# data[].attributes.attachment_link.readable_text
At the heart of ITEC is a deep reverence and respect for educators engaged in the meaningful and lasting work being done in schools and classrooms across the state of Iowa. Teachers, administrators, and all members of the school community devote themselves not only to teaching, but to caring for students and building unbreakable and enduring relationships. This has always been challenging work, and that has never been more true than it is in this very moment. We want educators across the state to know that we see you, we hear you, we appreciate you, and we recognize everything you are doing for your school communities. While the challenges associated with teaching in 2020 have sparked ideas in many to reimagine what education can look like, it has also been the cause of many sleepless nights and rising levels of stress and anxiety. The ITEC board wants nothing more than to create opportunities for educators from across the state and the region to learn together, connect with each other, and have access to some of the best speakers in the country. However, after many conversations and much deliberation, we have decided to postpone the Fall Conference which was set to be hosted in Des Moines in early October. This decision wasn't made lightly - but considering the current reality around the safety of gathering in large groups, we have decided now is not the right time to hold our annual Fall Conference. We are working on plans now to hold the conference in the spring of 2021, but that doesn't mean we don't want to support educators right now. We also know that the current demands of leading learning in person, virtually, and in hybrid models have created an urgency to utilize many of the tools and strategies that are so prevalent at the Fall Conference. The ITEC board is brainstorming ideas for how we can support educators during these unprecedented times. We look forward to sharing more information and resources with you in the near future. But right now, we simply want to reiterate our admiration and appreciation for everything you do. Stay safe. Stay healthy. Sincerely, ITEC Board of Directors
ITEC stands for the Iowa Technology & Education Connection. ITEC promotes the use of technology in education by demonstrating to its members, other educators and the public, developments in educational technology and how its appropriate use supports teaching and learning.

ITEC serves its members by:

conducting an annual educational technology conference in the Fall

conducting an annual technology infrastructure conference in the Spring

providing a network of educators available to share their expertise

making contact with legislative groups, department of education, user groups, and other professional organizations

displaying information about the organization at statewide conferences

providing leadership on how technology can impact teaching and learning

Learn more: ITEC Board of Directors Policies and Procedures About ITEC & Membership Information
"Once again, ITEC conference did it! There were "mic drop" after "mic drop" moments with the keynotes, feature speakers, Iowa featured speakers, and the sessions! ITEC truly is a mini-ISTE! It is a non-negotiable, must attend conference for me every year!" - 2018 Fall conference Attendee "It is a non-negotiable for me to attend ITEC conference every year! I love and believe it in so much that when the day comes that I would be forced to use a personal day or leave without pay, I would use either personal day or leave without pay in a heartbeat! It is no-brainer to attend this conference! It is a mini-ISTE and we are so fortunate to have this conference in the state of Iowa!" - 2017 Fall Conference Attendee

# data[].attributes.attachment_link.title
Iowa Technology & Education Connection - ITEC.

# data[].attributes.attachment_link.description
At the heart of ITEC is a deep reverence and respect for educators engaged in the meaningful and lasting work being done in schools and classrooms across the state of Iowa. Teachers, administrators, and all members of the school community devote themselves not only to teaching, but to caring for students and building unbreakable and enduring relationships.

# data[].attributes.body
I started this for each year. I pick a student to be the secret bookworm. If they follow the library expectations, I reward them with this certificate, a bookmark, and a gummy worm. If they don't meet library expectations, after 1 warning, they don't get the reward. I also do not reveal who it was and will give them another chance. It has been working SUPER well!

# data[].attributes.attachment_link.description
Short videos featuring how to use TeachingBooks resources that spark ideas, springboard thinking, and support literacy instruction.

# data[].attributes.body
Display the slide deck and share with students. Watch with excitement as they share which they would rather.

# data[].attributes.body
I'm looking for a way to promote media resources. What ideas have worked for you?