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Violence, profanity, sexuality, promotion of witchcraft, and racial insensitivity are just a few of the many reasons that books are challenged in school libraries every year. Book challenges are usually opposed by those who believe that removing books from schools is a violation of the First Amendment of the Constitution. The issue of censorship in schools is emotionally charged. Some feel that the protection of children is worth the precedent of removing books from libraries while others assert that freedom of expression is paramount. At some point in their careers, most school librarians will face a challenge to their library materials. Having knowledge of the reasons behind book challenges, the implications and role of the First Amendment and the American Library Association’s Library Bill of Rights, the difference between censorship and selection, and the absolute necessity of having a written selection and review policy will help the librarian know how to appropriately respond when a challenge comes.

The Reasons Behind Book Challenges

In Indiana, the parents of a high school student asked that Khaled Hosseini’s novel, The Kite Runner, be removed from the curriculum because of violence and scenes of child rape.1 Girl, Interrupted by Susanna Kaysen was pulled from a Maine classroom because of parental concerns about sexual scenes and suicide themes.2 Graphic sex and homosexual content were cited as reasons for two recent book challenges in Minnesota. Both A Northern Light and To Kiss a Boy were sent to a review committee to determine what action, if any, should be taken with regards to these two stories.3 School districts in Alabama, South Carolina, and Michigan dealt with groups wanting Whale Talk by Chris Crutcher removed from media centers on account of profanity. An Arkansas parent attempted to have the book Push by Sapphire banned from schools because of, according to the review committee, “horrible experiences involving incest and emotional and physical abuse, and ... crude descriptions of sexual acts and bodily functions.”4 These are several recent examples of books being challenged in American school districts.

The American Library Association defines a book challenge as “an attempt to remove or restrict materials, based upon the objections of a person or group. A banning is the removal of those materials. Challenges do not simply involve a person expressing a point of view; rather, they are an attempt to remove material from the curriculum or library…”5 Books such as To Kill a Mockingbird and The Adventures of Huckleberry Finn have been challenged along with the popular Harry Potter series. Over the years, concerned parents and teachers have come to media centers and school boards because of what their children were reading. Reasons ranging from “fear, genuine concern for children’s safety, and the need for control over what some view as an immoral world” have all been factors in parents and teachers attempting to limit accessibility to different books.6 Some librarians and teachers feel that with the wide availability of non-controversial material, purchasing books with content some may find questionable does not serve students, especially younger students, appropriately. One teacher even went so far as to say that many teachers purposely choose materials with this kind of “questionable content” just to be controversial – not because they think students are ready for these topics or because of the literary or historical merit of the book. Other teachers refrain from providing books that they feel are too mature for the grade level in question.7

There are some who believe that censorship, “the suppression of ideas and information that certain persons—individuals, groups or government officials—find objectionable or dangerous” is not permissible under any circumstances.8 Still there are parents, teachers, and others who hold that there are appropriate times to deny access to reading material and other media to children or young adults. When books with controversial subjects, sexuality, racial insensitivity, or vulgar language are introduced to the library or into the classroom, some worry that this information will be a negative influence on young people and undermine the morals and values that should be taught in the schools and that many parents try to teach in their homes. Because of these concerns, some are led to question the use and availability of these materials in the schools.9 Those who bring these concerns to the attention of the library or school administration are usually labeled as censors. “Censors pressure public institutions, like libraries, to suppress and remove from public access information they judge inappropriate or dangerous,”10 but even those who abhor censorship and rail against it admit that most individuals who attempt to have media removed from schools and libraries are honestly trying to protect their children and create a safe learning environment for all students.11

Parents have the right and responsibility to monitor what their children read. Parents who go to a media center with a concern or complaint about a book are acting within their parental rights. Their free speech, including expressing a negative opinion about a book, is protected by the First Amendment. The difficulty comes when those parents want the book to be inaccessible by children other than their own. A parent may restrict what his or her children read by not permitting them to check out materials from the library, but may not act as parent to other children by forcing the removal of a book from library circulation.

The First Amendment and the American Library Association Bill of Rights

When books are challenged or banned from school libraries, many anti-censorship advocates defend their open access views by citing the First Amendment of the Bill of Rights of the Constitution of the United States:12 “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.” Intellectual freedom, “the right to seek and receive information,” is protected by this Amendment.13 When individuals try to prevent information from being accessed, which is the case when books are removed from libraries, the intellectual freedom of others is infringed upon. Having and expressing the opinion that a book is inappropriate for a particular age group, that it promotes negative values, or that it is degrading to a particular culture is not censorship. Trying to pressure school administration or a librarian to remove the book because of that opinion is.

Some materials are legally censored. According to judgments made by the Supreme Court, the First Amendment does not protect freedom of expression when the information is classified for national security reasons, is obscene, or is child pornography.14 Books or other media that fall into these categories may be restricted from school libraries. One problem with many book challenges is that the challengers say that books are obscene, but people have different opinions about what that means. To be considered legally obscene and therefore censorable, material must be ruled by a judge or jury to satisfy three conditions: “Material appeals to the prurient (or morbid, shameful, and unhealthy) interest in sex ... depicts or describes certain sexual acts defined in state law in a patently offensive way, and lacks serious literary, artistic, political or scientific value.”15 The American Library Association and other anti-censorship groups assert that only books that are legally censored may be removed from a library collection or not considered for purchase.

The Library Bill of Rights is a document created by the American Library Association to codify its perception of the responsibilities of libraries and librarians to safeguard intellectual freedom and prevent censorship. It is based on the First Amendment and its protection of freedom of expression. Though most libraries hold to this document and use it in policy development, it is not a legal contract or enforceable by any institution.

The Library Bill of Rights

1. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.
2. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.
3. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.
4. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.
5. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.
6. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.16

All of these statements are grounded in the idea that libraries are obligated to provide information to all. The banning of a book from a school violates the second statement of the Library Bill of Rights. The third and fourth describe what actions should be taken by the library and its staff should this violation occur. Both the First Amendment and the Library Bill of Rights are important documents that can be used in responding to book challenges and other attempts to censor material from school libraries.

Censorship and Selection of Library Materials

One area of significant concern of both book challengers and book defendants is the issue of how books are selected for inclusion in the library collection. Almost all libraries are institutions with limited financial resources. As a result of these limitations, some books are purchased and some are not, but the difference between a book that has not been chosen for purchase and a book that is censored depends on the intent and reasoning of the librarian. A librarian is being selective when she looks for the good in a book and looks for reasons to include it, but a librarian is acting as a censor when she tries to find reasons to keep it out of the school.17 One author simply states that selection results in adding items to a library, and censorship causes their removal.18

This less obvious form of censorship of avoiding purchasing materials for a variety of different reasons is sometimes called “self-censorship.” Some librarians fear that purchasing a certain book could result in a book challenge from the community and that it is not worth the effort it would take to defend it. Others worry that introducing controversial materials to their students could result in uncomfortable discussions in the classroom or that some students might not be prepared emotionally to handle books on certain topics. For these librarians, they choose the path of least resistance and just avoid purchasing materials that could raise these issues.19 One principal remarked about how books should be selected with community standards in mind and that selectors need to “be sensitive” to those standards.20 This too is a form of self-censorship. If the librarian is looking for material in books that the community may not like and subsequently not purchasing those books, the negative focus of the selection indicates censorship rather than selection. In addition, sometimes a librarian is unable to read the full text of a book and uses reviews for purchasing decisions. If the librarian decides not to purchase a book because words like “graphic” or “explicit,” are in the review or because the review reveals that there is sexuality or discussion of sensitive topics she is practicing censorship.21 At the same time, a book should not be purchased exclusively because it is controversial or addresses sensitive topics. Books should be selected on their merit according to the selection policy of the library.

One of the most important protections that a library can have against book challenges is a strong selection policy. If a library has a written selection policy and it is adhered to by those who select materials, librarians will be able to explain why books were chosen and be able to logically review the selection process if a book is challenged. The American Library Association’s Workbook for Selection Policy Writing states that a comprehensive selection policy will contain the schools’ “objectives, responsibility, criteria, procedures for selection, reconsideration of materials, and policies on controversial materials.”22

Bowling Green Area Schools has its district library materials selection policy posted on its Web site. The first area addressed by this policy is that of the goals of the district in providing library materials to students. Next discussed are the personnel who are responsible for making selections for the schools. Then the policy enumerates the criteria for the selection of books including price, availability of shelf space, educational significance, and favorable reviews. This policy also specifically mentions the issue of controversial materials which are purchased for the library:

Continuing, the selection policy explains the procedure for handling complaints and book challenges including the step by step process by which books are reviewed if necessary. Lastly, a form is provided in the event that a parent or teacher wishes to file a formal book challenge with the school.24 This is just one example of a selection policy that, when supported by librarians, teachers, and school administration and consistently used in all aspects of selection and challenges, can provide the librarian with the support he or she needs to maintain the integrity of the library collection. If the selection policy does not have support from the school staff and administration, librarians may be unable to withstand the pressure of those who would wish to have books removed from circulation.

When Challenges Come

Regardless of how careful the selection policy of a library is worded and followed, most libraries will have to respond to demands from members of the community to remove or not purchase certain books. Librarians must be prepared to answer these challenges. There are several ways that a librarian can prepare for book challenges: have and follow a written selection policy for all library materials including the procedures to be used when someone wants to challenge a book, be familiar with ways in which to diffuse potentially confrontational situations, and help make students and parents aware of intellectual freedom and censorship issues before challenges come.

As previously stated, a written selection policy that includes an established protocol for handling book challenges is the librarian’s best ally. The Nebraska Intellectual Freedom Handbook offers additional suggestions of how to develop a selection policy, some tips for handling the challenge, and also a sample “Request for Reconsideration of Library Resources” form. This Handbook states that a librarian should never argue or be impolite to a challenger regardless of his or her actions, but be calm and provide the challenger with any information that may be helpful in understanding the selection policy or in filling out the reconsideration form if necessary.25 This is vital in maintaining a safe environment and also in ensuring that the librarian is always acting professional. The librarian should never act superior or aggressive and should not accuse the challenger of being a “censor.” Rather, the librarian should try to actively listen and understand the reason that the parent or other individual has a concern while explaining the selection policy of the library and the implications of choosing to remove books from circulation.

The American Library Association also has tips available to help librarians be prepared to deal with book challenges; it even has specific suggestions for school librarians. These suggestions include always reporting any type of complaint or challenge to the administration and providing librarians with training and other resources to use in case of a challenge. This list also emphasizes the importance of understanding local laws governing intellectual freedom as well as state and federal legislation that may assist the librarian if a challenge comes.26

One way to prevent book challenges is to make students, parents, and teachers aware of intellectual freedom and its place in schools. There are several ways to do this. One is to involve the school in the annual “Banned Books Week,” which is sponsored in part by the American Library Association. This program is meant to inform the public about attempts to restrict access to books and other information and about the ways in which freedom of speech is and should be protected. Many libraries advertise this program and encourage students to read books that have been banned or challenged in past days or present. Banned Books Week is a way to publicize censorship issues both in and out of school. One teacher in Los Angeles used this program to build awareness of First Amendment issues with high school students. He reports that over three years, participation went from ten students to 150 students and that many of them were very involved in the discussions and felt strongly about their intellectual freedom, especially once they understood that there were some who wanted to take it away.27,28

A school in Portland uses a program called “Feasting on Forbidden Fruit,” to educate students about censorship. This program uses current examples of challenged material such as the Harry Potter books to catch students’ attention, and students get to look through challenged picture books to try to determine why the book would be objectionable to some parents. The presenters of this program say that there is a wide range of reactions to this program from anger at the idea that others might try to limit what they are reading to concern that these types of discussions could spark too much controversy about sensitive topics. Using programs like Banned Books Week and Feasting on Forbidden Fruit can raise awareness of these important issues in the schools.29

Conclusion

One of the most important responsibilities of the librarian is to be educated about and to be an educator to library patrons about intellectual freedom and censorship. A challenger may not understand the implications of removing a book from circulation because of a personal disagreement with the book’s contents, topic, or author. The challenger probably does not realize that if a book he does not approve of can be removed on those grounds alone, than a book that he does approve of could be removed if someone else found it objectionable. A library must sustain the principle of intellectual freedom protected by the First Amendment in order to ensure that all viewpoints are represented and that patrons are able to access the information they are looking for. Librarians should uphold the professional standards set up by the American Library Association and its Bill of Rights which defines the role of the librarian in countering attempts at censorship. Armed with an understanding of why books are challenged, a well written selection policy, and a resolve to uphold intellectual freedom, a librarian should be able to appropriately respond to book challenges as they come.

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