All Access. Navigating the Beginnings of a Challenge

by Chad Heck, December 2021

So a book has been challenged in your library, now what? The first step is to breathe. Materials challenges can invoke an emotional response. They can feel personal. Most librarians have really internalized the core professional value of making sure that everyone is represented in library collections and spaces. A reminder that a materials challenge isn't personal can be helpful.

Hopefully, a process for challenges has already been developed and adopted by the local school board. It's also a good thing if school administration is aware of the process before a challenge happens. The process should include a face-to-face meeting (or a COVID-safe alternative) with the librarian. Having a face-to-face or otherwise synchronous meeting via telephone or videoconferencing is important. Many challengers may feel emboldened by the distance and lack of human connection in an email exchange. Conversations questioning library materials are very nuanced. There is a great deal of risk of misinterpretation in email exchanges including tone. The only information that should be shared via email is an invitation to a meeting.

Come to the meeting prepared. Collect book reviews, including age recommendations from industry-standard review sources. Note that while there may be some value to crowd-sourced reviews from online platforms, it is best to have sources that come from professional reviewers. Bring a colleague who is familiar with both the challenge process and library values to the meeting. Preferably this person is an administrator. It's essential for both safety concerns and to have a witness to the conversation that this colleague attend. It is important that the entire challenged material be read before the initial meeting. After reading and preparation, there should not be any surprises at the meeting. Come to the meeting with a request-for-reconsideration form at the ready. Hopefully, it will not be needed, but have it in case the challenge advances to the next step.

Before the meeting, again, breathe. Remaining calm is important throughout this meeting. Let the challenger know that being involved in the reading life of their child is important. Much of the time, people challenging books and materials simply want to be heard. Listen attentively and take notes. Ask open-ended questions to help you fully understand concerns. Paraphrase the challenger's positions and ask them if their position is adequately understood. If they express concerns for their children having access to materials, reiterate the position that it is great that they take an interest in what their child reads.

Being kind, courteous, and professional throughout the process goes a long way. Validate that they are encouraged to have discussions with their child about their family values and to communicate with their child what is and is not acceptable for them to read. Perhaps even have a discussion with them about what books they want their child to read and connect them with those resources while they are at the school. Talk about how different families might make different decisions about what they want their child to read and that that is okay. This strategy of killing the issue with kindness has proven to be successful. Be authentic.

Ultimately, some parents may not leave these initial meetings satisfied. Thanking them for meeting and sending them on their way with a copy of the request-for-reconsideration form in hand leads into the next step. Contact ALA's Office of Intellectual Freedom to report the challenge. The Office of Intellectual Freedom can provide challenge support and help with resources regarding specific titles and materials. Handling challenges may not be the most rewarding part of our jobs as librarians and may even rank among the more frustrating elements of our profession, but the work is important and contributing to the promotion of the freedom to read in our society is fundamental to what we do.