The Choices that Count

Librarians tend to consider intellectual freedom issues only during Banned Books Week or if a materials challenge arises. In the course of attending to all the daily demands in the library, intellectual freedom can sometimes feel intangible, theoretical, and academic. Fear or anxiety is sometimes associated with this topic, too, especially if a librarian connects it with conflict, worries about administrator support, or feels out of his/her comfort zone.

IF ENGAGEMENT

Developing knowledge about intellectual freedom doesn't require a major time commitment, however, and there are different levels of engagement. Learning more about the policies and practices of intellectual freedom is not only a professional responsibility, it is a choice that supports student learning and can give librarians the ability to defend their resources, programs, and even their jobs in the face of controversy. These are the choices that count.

Librarians reading this article were probably introduced to the basic principles of intellectual freedom during their graduate or professional training. Librarians who want to go beyond their baseline knowledge and put those principles into action can consider the following three levels of engagement:

LEVEL 1: GATHER INFORMATION

• Learn the local and school culture. Intellectual freedom principles help guide librarians by providing fundamental ideas and values important to the profession. But every librarian works in a unique context; sensitivity and knowledge about context allows a librarian to use good judgment in applying those principles.


• Become familiar with district policies on materials selection and reconsideration of materials. It's critical to know current policies regarding the library and how to access them quickly.


• Ask about past materials challenges and get a feel for the administrator's approach. Explore what precedents may have been set in the past; people will probably look to previous experience as a guideline. Have library challenges been treated differently from classroom challenges? Is the principal prepared to discuss the topic or is he/she unclear about intellectual freedom issues?


• Learn about local, state, and national resources. Many state school library associations have an intellectual freedom committee or a district library coordinator who may maintain resources that provide information and support. National organizations such as the American Library Association, the Comic Book Legal Defense Fund, and the National Council of Teachers of English have valuable online materials.


• Become familiar with state law on library privacy. Forty-eight states have laws specifically addressing library patron privacy and confidentiality. In schools, library records are also covered by the Family Educational Rights and Privacy Act (FERPA) and are considered educational records; thus, they require disclosure to parents or guardians upon request. Nevertheless, aspects of state library confidentiality law can impact some school library practices such as handling overdue notices.


• Synthesize information on policies, procedures, culture and past practices, resources, and state laws to put together the big picture. After this research, a librarian should know:
  • What the district policies are and how to access them
  • How state library laws impact school library practices
  • How past challenges (if any) have been handled in the school
  • The school administration's familiarity with intellectual freedom issues and policies
  • Local and state resources on intellectual freedom

LEVEL 2: IMPLEMENT BEST PRACTICES

• Use reliable sources for selection. An important aspect of responding to materials challenges is providing a rationale for the selection of challenged items. Citing specific and reputable selection tools that support a challenged book or video helps demonstrate that materials selection is a professional and deliberate process, not simply a matter of personal choice by the librarian. Selection tools include professional reviews, guides to core subject materials, lists of recommended reading by library and educational organizations, and award winners.


• Promote privacy. Assess library practices that impact student privacy. Common areas of concern are notifying students of overdues, records of past patron checkouts, maintaining discretion with reference requests, and sharing student information with teachers and administrators.


• Update selection policies and reconsideration procedures. Policies should be renewed and updated periodically. Older policies may not promote current best practices or adequately address technology or multimedia materials, including images, video, websites, apps, graphic novels, manga, and eBooks.


• Do a self-censorship check. Everyone has biases, but it's a critical professional responsibility for librarians to question how their own personal biases may impact the intellectual freedom of others. An analysis of the collection allows a librarian to check that a range of viewpoints is presented and to identify topics, authors, or genres that may be missing or incomplete. Evidence of a balanced collection can be a helpful asset when faced with a materials challenge.

LEVEL 3: EDUCATE AND ADVOCATE

• Take opportunities to educate within the school community. Reach out proactively to the school administration, school board, and community. Look for chances to inform others about the materials selection process and why patron privacy is important.


• Post a privacy notice. Craft a brief statement informing patrons about the library's commitment to their privacy and use it as a springboard for discussion with students and staff.


• Look for opportunities to talk with administrators and IT staff about Web filtering. Web filtering is required in schools, but educators can improve its limitations by seeking an open dialogue with IT staff and administrators. When students are denied access to educational content, that is perhaps the best time to demonstrate the impact of filtering and to discuss ways to fine-tune the filter.


• Offer professional development to teachers. Create a workshop or presentation for teacher colleagues on dealing with controversial materials and on the link between intellectual freedom in the library and academic freedom in the classroom.


• Support colleagues on intellectual freedom issues. Offer practical or moral support to librarians who are dealing with intellectual freedom controversies. Write letters of support in materials challenge cases, attend public hearings, and contribute to a community interest in free expression and free choice. Consider joining the state library association's intellectual freedom committee and help to promote access and privacy for all patrons.