THE PRINCIPLE OF INTELLECTUAL FREEDOM

The “Code of Ethics of the American Library Association” states that librarians are to “uphold the principles of intellectual freedom and resist all efforts to censor library resources” (Intellectual Freedom Manual 2010, 303). Thus our profession is one with ethical principles and a responsibility to uphold the constitutional rights of citizens, including those students we serve. Classes taken in graduate schools often gloss quickly over the concepts and realities of supporting patrons’ rights to intellectual freedom, and few programs offer entire courses on the topic. Additionally, these “principles can be discussed in the abstract with useful results but their concrete expression often generates controversy” (Broderick 1977, 505).

Obviously a challenge to materials in the library can be a difficult and stressful experience. Personal and professional relationships are potentially altered, significant time can be spent on managing the situation, and employment consequences to budgets or staffing can occur. Librarians who encounter challenges often experience a range of difficult emotions, such as fear, self-doubt, and anger, making it is easy to understand why some librarians may simply choose to sacrifice a resource instead of fight. However, there is no greater mission of the library and librarian (Hill 2010, 12).

Without question, handling challenges requires thought, planning, and skill. Thankfully policies, procedures, and resources exist to guide decisions, providing librarians direction and comfort if a challenge occurs. In short, the principle of upholding intellectual freedom is one reason librarianship is considered a profession, and librarians play an important role in protecting patrons’ rights to access information. It is a unique and honorable responsibility not easily assumed.

THE SELECTION POLICY

Challenges can occur regardless of how careful and thorough the process of collection development is, and it is best to prepare before one occurs. The American Library Association (ALA) Interpretation of the Library Bill of Rights declares as a matter of firm principle that it is the responsibility of every library to have a clearly defined materials selection policy that reflects the Library Bill of Rights and that is approved by the appropriate governing authority. This policy serves as the basis for navigating a challenge, guiding decisions, and implementing procedures.

First and foremost, it is wise to be familiar with the Materials Selection Policy of the school or district. If none exists, the procedures for developing library collections are often grouped with those governing curricular materials selection. While this type of policy outlines procedures for selection and complaints regarding classroom content, it is better to collaborate with the administration to develop a policy that adheres particularly to libraries. Choice of library materials is very different from curricula which dictate content rather than providing voluntary access.

Definite components, such as the library objectives for acquiring materials and procedures for handling challenges, should be included within the policy. Detailed language, such as the following example, should be used to explain the processes:

…the school library’s role is to make available to faculty and students a collection of materials that will enrich and support the curriculum, meet the educational needs of the students and faculty, and support the intellectual growth, personal development, individual interests, and recreational needs of students” (Intellectual Freedom Manual 2010, 377).

Other parts of the policy outline who is responsible for selection, the criteria, and review sources. A statement on intellectual freedom, its importance to librarianship, and an affirmation of the Library Bill of Rights should also be included. Additionally, procedures and a form such as the “Request for Removal of Library Materials” to handle complaints should be included. Actions and personnel should be clearly outlined: the job titles and responsibilities of committee members who review the challenge, how the meeting will be conducted, and who can legitimately submit a challenge. Typically, anonymous submissions and those of political organizations or citizens living outside the sending district are not honored. Inclusion of specific steps for reviewing the challenged material is also necessary and helpful. For example, most policies require that the material be analyzed in its entirety, not just by excerpts, and that the complainant state the challenge’s purpose, including a recommendation to the committee of whether the material be removed, restricted, or labeled.

The policy dictates the committee reviewing the challenge does so in the context of the selection policy criteria for purchase, which includes gathering reviews of the material in question from professional, valid sources; meeting to discuss the material; and ultimately making a recommendation with a rationale to the governing body. Sample selection policies are abundant on the Web, and quality guidelines for handling challenges are detailed on the ALA website under “Banned and Challenged Books.”

HANDLING CHALLENGES

Most librarians receive complaints about materials at some point in time. It is important to remain calm, providing a professional, respectful, and transparent response and to realize community members have a First Amendment right to share concerns. Adopted policies allow requests to remove library materials to be dealt with in a courteous manner with established, consistent procedures. Often sharing with the individual or group the purpose of libraries and the procedures for requesting removal of materials can avoid further action. However, sometimes the Request for Reconsideration of Library Materials will be submitted, and a review committee will make a decision. Occasionally, challenges are highly organized and result in media involvement, fostering public debate about the role of libraries and librarians. These situations pose questions regarding press/media coverage and soliciting public support. Parents and students can be our best advocates in these cases, especially if the library has established itself as an integral part of the school culture. In some cases it is essential for the administration and librarian to seek legal counsel from the school solicitor or lawyers of professional associations.

Contacting the Office of Intellectual Freedom (OIF) at ALA or a state affiliate is of extreme value and highly recommended. The individuals working on this level take significant time offering supportive professional and personal advice through one-on-one conversations as a challenge progresses. ALA and its state associations, the American Civil Liberties Union (ACLU), and the National Coalition Against Censorship offer letters of supports and talking points.

It is important to realize challenges do not have to be faced alone and the services of our professional organizations are provided without cost to both members and non-members. Regardless of the circumstances of a challenge, a professional responsibility exists to report these challenges to state and national organizations. ALA provides an online form for privately reporting a challenge, so that they can keep accurate records regarding censorship. All communications with ALA and other professional organizations are held in complete confidence and disclosed publicly only with the consent of the librarian.

Before a challenge, it is paramount to establish or review the established selection policy and discuss with administrators the response to anticipated challenges. Preparing for questions regarding the library collection is the best defense to promoting free access to information in a democratic society. It is important to know, however, that if a challenge does occur, there are procedures in place and quality resources to support and guide decisions.