Censorship in School Libraries:
An Annotated Bibliography
Natalie Carlson
INFO 522: Information Access & Resources
June 9, 2010
Censorship in School Libraries
Carlson 2
INTRODUCTION AND SCOPE
The following bibliography covers the issue of censorship within school libraries.
Articles highlight well-known court cases surrounding the removal of materials from
school libraries. In addition, several articles focus on the issue of self-censorship that
librarians may practice in forming library collections as well as new issues involving
censorship and Internet access. The articles were published from 1982 to 2007. A variety
of current and past research was included to chronicle the history of this issue. The articles
report on the issue of school library censorship in the three democratic nations of the
United States, Canada, and Australia.
DESCRIPTION
The American Library Association (2007) defines censorship as, “the suppression of
ideas and information that certain persons—individuals, groups or government officials—
find objectionable or dangerous” (para. 4). Censorship is not a new topic, nor is it one that
will ever cease to exist. As long as there are people with varying opinions, there will be
attempts at censorship. The controversy surrounding censorship within school libraries
seems to be particularly inherent. There is no question that school libraries are a part of
the educational system; school libraries exist to reinforce and supplement the school
curriculum. The controversy lies in people’s varying views over the nature of education.
Are children blank slates who should only be exposed to quintessential material? Or,
should children be exposed to a wide range of materials that they can then learn to judge
for themselves? (Kuhn, 1992). How can school boards maintain an orderly and exemplary
learning environment while protecting student’s First Amendment rights? (Lukenbill &
Lukenbill, 2007). Do students even posses First Amendment rights? Even the courts
cannot seem to agree, which seems to reflect this fundamental incompatibility between the
First Amendment and the values of public education (Weissbord & McGreal, 1990).
SUMMARY OF FINDINGS
History
The practice of censorship within school libraries has always occurred (Lukenbill &
Lukenbill, 2007; Person, 1998; Taylor, 1982). School libraries were formed in the United
Censorship in School Libraries
Carlson 3
States around 1827. Early history documents that censorship was overt and prevalent,
although the term “censorship” was not yet in use. School libraries were funded and
controlled through legislation. Superintendents or Boards of Education often selected
literature to reflect what they thought was appropriate. Government generated book-lists
of appropriate titles were used within schools well into the mid-20th century (Butler,
1999). Libraries and librarians had little to say on the topic, and it was only with the 1939
adoption of the Library Bill of Rights that libraries and librarians become more liberal and
began advocating against censorship (Lukenbill & Lukenbill, 2007).
During the 1970’s, the courts were faced with a number of school censorship cases.
The rulings varied from court to court. In Tinker v. Des Moines Independent Community
School District, the court ruled in favor of First Amendment rights for students. However,
in 1972, in the case of President’s Council District 25 v Community School Board, the court
allowed for the board to ban material; since intrusion was minimal, First Amendment
rights were not violated (Dunn, 1985). In the 1976 case of Minarcini v Strongsville City
School District, the court ruled that the board had a right not to acquire material, but
removal was different. Boards could not remove materials simply because they viewed the
materials as distasteful. In 1978, in the case of Right to Read Defense Committee v. School
Committee, the court again ruled that removed books be returned and that students had a
right to read controversial material (Dunn, 1985). In the 1979 case of Bicknell v
Vergennes Union High School Board of Directors, the court upheld the removal of materials
since proper procedures were followed and the materials contained vulgar language.
Perhaps the most important ruling is also the most indecisive. In 1982, the Supreme Court
ruled five to four that the board had wrongly removed library materials in the case of
Island Trees School District v Pico. In dissenting opinions, the judges offered more
conflicting opinions of the First Amendment rights of students versus the power of the
board (Dunn, 1985).
There is no question that instances of school censorship still exist today. In his 1996
study, Schrader found that at least one in every four school libraries is met with a request
to withdraw or restrict materials.
The Faces of Censorship: The Who, What, Where, Why, and What Happens
Censorship in School Libraries
Carlson 4
There are different forms of censorship. Two types of censorship are discussed in
the literature. The first type of censorship involves the removal of materials. Removal is
the type of censorship that receives the most media attention and court rulings. Weissbord
and McGreal (1990) contend that removal presents the greatest harm because it displaces
the ideas of the material.
In the United States, one in every four school libraries faces a challenge to its
holdings (Schrader, 1996). In Australia, more than half of school libraries reported facing
challenges (Dillon & Williams, 1994).
While censorship and challenges have existed throughout history, the faces of
censorship have changed. In the 1920s and 1940s, powerful groups led the efforts to
censor school library materials; today, individuals tend to make challenges (Taylor, 1982).
In Canada, Jenkinson (1985) found that one in four school libraries had at least one of their
materials challenged between September of 1982 and August of 1984. School staff and
board members constituted the largest group of challengers; parents were the second
largest group (Jenkinson, 1985). A decade later, however, the groups shifted with parents
making the largest number of complaints, followed closely by school staff and board
members (Jenkinson, 1994). In their 1994 Australian study, Dillon and Williams found
similar results, with parents making the largest number of complaints and school staff in a
close second with 44% of complaints.
Challenges were based on the immaturity of readers, profanity, explicit sex,
violence, and witchcraft and/or the supernatural (Jenkinson, 1985; Jenkinson, 1994).
Nearly 88% of all challenged materials remained in public library collections; yet, when
challenges occurred within school libraries, over 50% of the questioned materials were
removed. Between September of 1982 and August of 1984, over 100 different items were
removed from Manitoba school libraries (Jenkinson, 1985). By 1994, the rate of removal of
challenged materials in urban school libraries was halved, but the rate in rural school
libraries increased dramatically (Jenkinson, 1994). In Australia, the statistics are similar;
over 67% of materials challenged within school libraries were removed, restricted or
altered.
Another type of censorship is self-censorship. Self-censorship is the practice of
censoring at the selection level. Oftentimes, librarians will participate in self-censorship in
Censorship in School Libraries
Carlson 5
order to avoid potential confrontations; self-censorship can be an unconscious practice
which librarians will try to justify in their minds as a way of protecting their readers
(Person, 1998; Coley 2002). When practicing self-censorship, librarians will avoid
purchasing materials that have been challenged elsewhere, avoid all materials by certain
authors, and/or avoid all materials dealing with certain subjects or themes (Schrader,
1996). This type of censorship is often difficult to prove because librarians will try to
justify their logic by using economic excuses (Coley, 2002). In his 2002 study on selfcensorship in school libraries, Coley found that over 80% of school libraries show signs of
self-censorship with smaller libraries holding less controversial titles and all libraries
restricting controversial fiction more often than nonfiction.
Internet Filtering as Censorship
With new technology comes the need to balance how we can protect society from the
inappropriate while still preserving the individual’s freedom of expression and freedom to
know (Hall, 2006).
After several similar plans were defeated, in 1999, the United States passed the
Children’s Internet Protection Act (CIPA). CIPA required that all school and public libraries
receiving E-Rate Program funding install filtering software on their computers in order to
block images of obscenity and/or child pornography (Hall, 2006). Critics of Internet filters
liken the process to removing books from a giant library. There are also technical
limitations to filtering software that result in the over-blocking and under-blocking of sites
(Hall, 2006). Filters judge based on images and words, not content or context; thus,
potentially useful sites could be blocked (Schrader, 1999). While over-blocking may
constitute a Constitutional violation, Congress decided that since patrons can disable filters,
there is no cause for argument. In his 1999 article, Schrader argues against filtering
because filters do not take into account user maturity and they provide adults with a false
sense of security. However, Hall (2006) countered that filters might be the only way for
librarians to employ selection criteria on the World Wide Web.
The Consequences of Censorship
In their 1990 article, Weissbord and McGreal write extensively on the consequences
of censorship within school libraries. They contend that if school libraries can be
manipulated, students will come to believe that libraries exist solely for school. Without
Censorship in School Libraries
Carlson 6
offering the students the opportunity to explore differing opinions and controversial ideas,
we risk the creation of an uninformed society. When children are given the chance to
explore competing ideas, they gain valuable experience in making choices and form their
own set of morals (Weissbord & McGreal, 1990).
Coley (2002) argues that teens are attracted to realistic YA literature, a genre that is
consistently under attack by censors; exposure to this genre gives them the opportunity to
live out more negative aspects of their culture and grow, and they require such
experiences. One could also argue that by censoring an item, more attention is drawn to
the item and the item gains the allure of the forbidden (Kuhn, 1992).
Censorship prevents readers from full access to ideas and materials (Dillion &
Williams, 1994). Without this access, students cannot form their own complete ideas.
Access to a variety of opinions and ideas prepares students for active participation in
society (Cole, 1985; Hall, 2006). Without early exposure to different ideas, students will
lack the necessary skills and experiences to make educated decisions and act upon them.
According to Schrader (1996):
Although it is recognized that school libraries are not public libraries and may
therefore be somewhat more restrictive in their collections and services, any lesser
goal than assisting in the development of the critical faculties of students puts the
school library at risk of becoming marginal, irrelevant, ignored, and devalued
(School Library Mission section, para. 8).
The Future of School Library Censorship
It is almost inevitable that a library will eventually be met with a challenge; this is
why self-censorship in order to protect libraries from controversy is impossible (Schrader,
1996). Living in a democratic society, parents have every right to challenge the materials
in schools (Kuhn, 1992). The fact that a school library does not possess something does not
necessarily mean that the librarian has censored those materials, and there are legitimate
reasons for removing materials, as well (O’Sullivan & O’Sullivan, 2007; Cole, 1985). Schools
need to employ specific criteria and procedures for acquiring and removing books. In
addition, librarians should be aware of the issue of school library censorship and
knowledgeable about the various court rulings and how they are affected (Lukenbill &
Lukenbill, 2007). Finally, librarians must stand up to challenges and seek the motivation
Censorship in School Libraries
Carlson 7
behind them; if the motivation is politically neutral and not based on the suppression of
“disapproved” views, the challenge may be legitimate and not an issue of censorship.
BIBLIOGRAPHY
Entry 1:
Butler, R.P. (1999). Contending voices: Intellectual freedom in American public school
libraries, 1827-1940. School Libraries Worldwide, 5(1), 30-39.
Abstract: This article describes the history of the development of the concept of
intellectual freedom in American public school libraries from 1827 to 1940. From the
beginnings of American public school library history, voices have been raised around the
issue of intellectual freedom. However, most growth in support of the concept of
intellectual freedom in American public school libraries occurred in the 1920s and 1930s.
Because the terms intellectual freedom and censorship were seldom used in this time
period, the early history of these concepts must be inferred from an examination of
individual and governmental actions during this time. Selection policies and procedures,
book lists and purchasing guides, articles by librarians and other interested parties, and
early school library standards were the primary sources of historical evidence. Reprinted
by permission of the publisher.
Annotation: This article is unique in that it traces the history of censorship and
intellectual freedom before the terminology began being used. Dr. Butler does an excellent
job of finding historical evidence in early documentation. It is interesting to trace the shift
in attitudes from the beginning of school libraries to today. Early school libraries were
concerned with restricting access to materials, while today, school libraries are focused on
the freedom to read. Prior to the ALA’s Library Bill of Rights in 1939, government and/or
school administrators generated lists of acceptable material for librarians to choose from.
The weakness of this article is that the study abruptly concludes with the introduction of
the ALA’s Library Bill of Rights, even though the controversy over censorship and
intellectual freedom within school libraries certainly did not end there.
Censorship in School Libraries
Search Strategy:
Carlson 8
I selected the Library Literature and Information Science
database due to the wealth of articles it contains related to
information science. This was an initial search of the database,
so I utilized the keyword strategy. Once I found the citation on
Dialog, I searched Hagerty’s database for the journal title. I
then retrieved the full text through the WilsonWeb database.
Database:
Library Literature and Information Science [Dialog]
Method of Searching:
Keyword searching/Controlled vocabulary
Search String:
s school()librar?
s intellectual()freedom
s S1 and S2
s S3/de
Entry 2:
Cole, T.W. (1985). Legal issues in library censorship cases. School Library Media Quarterly,
13(2), 115-122.
Abstract: Identifies significant issues raised by cases involving censorship efforts in junior
and senior high school libraries and examines manner in which they have been resolved by
judicial opinion. Discussion covers academic freedom for library professionals, students'
right of access to library holdings, and shelf-tenure concept for library materials
Annotation: In this article, the author summarizes several cases regarding school library
censorship. What makes this article unique is the attention that the author gives to the
ideas of “academic freedom” and “shelf tenure” when dealing with school library
censorship cases. Court opinions vary on the amount of control school boards have when
dealing with library collections. What the author claims is ultimately most important in
deciding the outcome of a censorship case is the motivation behind the removal of the
Censorship in School Libraries
Carlson 9
items. This article forms a good foundation for further research into the topic of school
library censorship and is best read in conjunction with an article further detailing the
important court cases.
Search Strategy:
After reading the article “Censorship: What School Library
Specialists Really Know? A Consideration of Students’ Rights,
the Law and Implications for a New Education Paradigm,” I
checked the reference list to see what sources he consulted in
his research. I found the citation for this article among the
references. With the citation, I proceed to Hagerty’s database
and to check whether or not I had access to the journal. I was
able to retrieve the full-text through ILLiad
Database:
N/A
Method of Searching:
Footnote chasing/Citation search
Search String:
Referenced in:
Lukenbill, W.B., & Lukenbill, J.F. (2007). Censorship: What
school library specialists really know? A consideration of
students’ rights, the law and implications for a new education
paradigm. School Library Media Research, 10, 1-31.
Entry 3:
Coley, K.P. (2002). Moving toward a method to test for self-censorship by school library
media specialists {computer file}. School Library Media Research, 5.
Abstract: The purpose of this study was to determine the potential of measuring the
holdings of a school library young adult book collections and indications of self-censorship
that might be practiced by the school library media specialist. The method employed,
Censorship in School Libraries
Carlson 10
analysis of title ownership through examination of the school's OPAC, was an attempt to
move away from questionnaires and interviews which might not allow for an objective
description of selection decisions and acquisition practices.
A pool of recent, potentially controversial young adult books that had also received
supporting reviews, awards, or recommendations for inclusion on reading lists was
established. A small, random sample of high schools in Texas that are part of the state's
online union catalog system was determined. Specific titles were searched in each school's
OPAC to determine ownership. Based on one factor, not owning at least 50 percent of the
controversial titles in the pool tested, the researcher concludes that over 80 percent of the
schools in the study show signs that self-censorship has occurred during the collection
development process.
The researcher acknowledges the limitations of the study and suggests other factors that
should be taken into account before conclusive judgment can be made that deliberate selfcensorship is widely practiced. An agenda for further research and study on censorship
issues is outlined.
Annotation: This article is unique in that the method of data collection offered a
completely objective look at selection practices of high school school library media
specialists. Coley uses the inclusion or exclusion of controversial titles from school
library’s OPACs to determine whether or not the librarians are self-censoring when
selecting materials instead of relying on surveys. The results clearly illustrate that the
majority of librarians do self-censor. Regardless of other factors (awards won,
recommendations, quality of reviews, etc.) if a book was deemed controversial, chances are
that a librarian would not add the title to his/her collection. The greatest weakness of the
study is that it was conducted on a very small scale, looking at only 100 Texas high schools
and judging on only twenty YA titles. The study implies that librarians in smaller schools
practice more self-censorship, but more research is needed before any determination can
be made.
Censorship in School Libraries
Search Strategy:
Carlson 11
I selected the Library Literature and Information Science
database due to the wealth of articles it contains related to
information science. This was an initial search of the database,
so I utilized the keyword strategy. Once I found the citation on
Dialog, I searched Hagerty’s database for the journal title. I
then retrieved the full text through the WilsonWeb database.
Database:
Library Literature and Information Science [Dialog]
Method of Searching:
Keyword searching/Controlled vocabulary
Search String:
s censor?
s school()librar?
s S1 and S2
s S3/de
Entry 4:
Dillon, K. & Williams, C.L. (1994). Censorship, children & school libraries in Australia:
Issues of concern. Emergency Librarian, 22(2), 8-14.
Abstract: Reports on the issues regarding censorship of print and nonprint materials for
schoolchildren in Australia. Influence of media on violence; Responsibility for censorship
by the Office of Film and Literature Classification; Access of children to computing
technology.
Annotation: In this article, Dillon and Williams seek to find whether censorship is an issue
in Australian schools and whether “political correctness” is a factor. This article is unique
in that it studies the issue of censorship in a country that does not offer constitutional
rights to its citizens. The authors find that censorship is an issue in Australian schools, and
despite the Australian Library and Information Association and Australian School Library
Association’s views on the topic of intellectual freedom, many librarians engage in self-
Censorship in School Libraries
Carlson 12
censoring to avoid conflict. “Political correctness” does not appear to be a factor, as most
challenges were made on “moral” grounds. Dillon and Williams have co-authored a book
on censorship in Australian school libraries.
Search Strategy:
After reading Dr. Schrader’s article “Censorproofing School
Library Collections,” I checked his reference list to see what
sources he consulted in his research. I found the citation for
this article among his references. With the citation, I proceed
to Hagerty’s database and checked that I had access to the
journal named. I retrieved the full-text of the article from
EBSCOhost.
Database:
N/A
Method of Searching:
Footnote chasing/Citation search
Search String:
Referenced in:
Schrader, A.M. (1996). Censorproofing school library
collections: The fallacy and futility. School Libraries Worldwide,
2(1), 71-94
Entry 5:
Dunn, D.J. (1985). Pico and beyond: School library censorship controversies. Law Library
Journal, 77(3), 435-464.
Abstract: After examining earlier US school library censorship cases, the litigation and 10
separate opinions in Board of Education v. Pico, the celebrated library book removal case,
is analysed. Based upon these court opinions and the views of numerous commentators,
suggestions are offered for resolving future controversies involving book removals and
preselection censorship.
Censorship in School Libraries
Carlson 13
Annotation: This article is unique in that it looks at cases of censorship within schools
from a legal perspective. The author gives a brief review of the conflicting decisions of
school censorship cases prior to Pico. The author goes into great depth on the landmark
Pico case, providing the background history of the case and many excerpts from the judges’
remarks. Particularly of note is the author’s dissection of the very different processes of
acquisition, “weeding,” and removal of school library materials.
Search Strategy:
I selected the Social SciSearch database due to the wealth of
scholarly articles it contains related to information science.
This was an initial search of the database, so I utilized the
keyword strategy. Once I found the citation on Dialog, I
searched Hagerty’s database for the journal title. I then
retrieved the full text through the HeinOnline.
Database:
Social SciSearch [Dialog]
Method of Searching:
Keyword
Search String:
s school()librar?
s censor?
s S1 and S2
Entry 6:
Hall, R.T., & Carter, E. (2006). Examining the constitutionality of Internet filtering in public
schools: A US perspective. Education and the Law, 18(4), 227-245.
Abstract: The use of Internet filters in public classrooms in the USA has been intensely
debated, both in terms of its effectiveness and legality. The debate pits concerns to protect
students from indecent material against issues of unconstitutional censorship. This paper
examines the legal issues addressed in various rulings by the US Supreme Court pertinent
Censorship in School Libraries
Carlson 14
to issues raised in the debate over the constitutionality of filtering in the classroom. The
rulings and opinions offer valuable insights into the legal issues raised in this debate.
Annotation: This article is unique in that it discusses the debate around filtering in public
schools and whether or not filtering constitutes censorship. Many authors have written on
censorship of written works in the school setting, but few have tackled the topic of filtering
as censorship. The author presents an unbiased view of the issue, providing quotations
and explanations from proponents of both sides. Especially note-worthy is the author’s
extensive coverage of the Child Internet Protection Act (CIPA), discussing how it varies
from previous bills on the subject and why it was ultimately not deemed un-constitutional.
The article’s weakness is that it does not discuss the issues of over-blocking and underblocking in great detail. The author focuses too much on “pornography” and “obscenity”
and does not spend enough time considering potentially useful sites that are inadvertently
filtered.
Search Strategy:
I chose to search in ERIC due to the number of articles it
retrieves devoted to the field of education. I first consulted
ERIC’s thesaurus to locate appropriate subject headings to
retrieve the most relevant results. Once I located this citation, I
searched Hagerty’s database for the journal title. I retrieved
the full-text via EBSCOhost.
Database:
ERIC
Method of Searching:
Controlled vocabulary
Search String:
de= “censorship”
AND
de= “school libraries”
AND
pt= journal articles
Censorship in School Libraries
Carlson 15
Entry 7:
Jenkinson, D. (1985). The censorship iceberg: The results of a survey of challenges in
school and public libraries. School Libraries in Canada, 6(1), 19-22, 24-30.
Abstract: Describes a survey which answers the questions of who challenged what, why,
and with what results in the school and public libraries of Manitoba from 1982-1984.
Library censorship policies, how often they are followed, the response of the news media,
and the difference between selection and censorship are discussed.
Annotation: This article details Dr. Jenkinson’s first study on the topic of censorship in
Manitoba. He began the study to examine how well the newspapers covered the challenges
occurring within school and public libraries. The author does an excellent job of presenting
his results and dividing them into subgroups. From the tables at the end of the article, one
can easily compare the rates of challenges, who did the challenging, and what became of
the challenged materials. Of particular interest is the difference in what happens to
challenged materials in public libraries versus challenged materials in school libraries.
Nearly 88% or challenged materials in public libraries remained, while less than half of the
materials challenged in school libraries remained. The article also documents startling
statistics about who does the challenging and some candid comments by school librarians
about “pre-censoring.”
Search Strategy:
After reading Jenkinson’s article, “The Changing Faces of
Censorship in Manitoba’s Public School Libraries,” I was
curious to read what else he had written on the topic. Since
ERIC covers the area of education, I decided to conduct my
search there. I located two other articles by Dr. Jenkinson, this
being the more substantial of the two. Once I had the citation, I
was able to retrieve the full text of the article through ILLiad.
Database:
ERIC
Censorship in School Libraries
Carlson 16
Method of Searching:
Author search
Search String:
au= “jenkinson, david”
Entry 8:
Jenkinson, D. (1994). The changing faces of censorship in Manitoba’s public school
libraries. Emergency Librarian, 22(2), 15-21.
Abstract: Presents a survey of censorship in Manitoba’s public school libraries.
Percentage of schools reporting a challenge; Sources of challenges to materials in school
libraries; Censorship of authors.
Annotation: This article is unique in that it is a follow-up to Dr. Jenkinson’s previous study
of censorship in school libraries that took place approximately ten years prior. The author
does an excellent job of comparing his current results to his previous work. What he
discovered was that the rate of challenges to school library materials has increased;
however, the reasons behind the challenges have altered. In 1982-84, challenges to
materials were based on issues of “Profanity” and/or “Explicit Sex.” In his 1991-93 study,
the author found that challenges were based on inclusion of witchcraft or the supernatural
and violence. Even more interesting is the division between the urban and rural schools,
with rural schools facing complaints about witchcraft and urban schools facing complaints
about violence. Also of note are the author’s findings about the professional level of staff
working the libraries and the rate of censorship/retention.
Search Strategy:
After reading Dr. Schrader’s article “Censorproofing School
Library Collections,” I checked his reference list to see what
sources he consulted in his research. I found the citation for
this article among his references. With the citation, I proceed
to Hagerty’s database and checked that I had access to the
Censorship in School Libraries
Carlson 17
journal named. I retrieved the full-text of the article from
EBSCOhost.
Database:
N/A
Method of Searching:
Footnote chasing/Citation search
Search String:
Referenced in:
Schrader, A.M. (1996). Censorproofing school library
collections: The fallacy and futility. School Libraries Worldwide,
2(1), 71-94
Entry 9:
Kuhn, M.A. (1992). Censorship in Canadian school libraries: A double-edged sword for
school librarians. School Libraries in Canada, 12(1), 23-27.
Abstract: Considers the reasons why censorship exists in Canadian society and how it
manifests itself in school libraries. School librarians are repeatedly required to deal with
challenges to materials in school libraries from individuals both within and outside the
school. Discusses the philosophical implications of 2 arguments: one for and one against
censorship in Canada. In order to deal with censorship the school librarian must wield a
double edged sword: when materials are selected or when challenges must be met, the
student's right to know must be balanced with a serious consideration of the values shared
by the community.
Annotation: This article presents the two opposing viewpoints when dealing with
arguments of censorship in school libraries: protecting young people from unacceptable
material versus protecting young people’s freedom to know. The article lacks extensive
references on the topic, instead focusing on only two studies conducted in Canada in the
Censorship in School Libraries
Carlson 18
1980’s. The article does present an interesting argument for librarians practicing selfcensorship during collection development.
Search Strategy:
I chose to search in Library and Information Science Abstracts
(LISA) due to the number of scholarly articles it retrieves
devoted to the field of library science. I consulted LISA’s
thesaurus to locate appropriate subject headings to retrieve
the most relevant results. Once I located this citation, I
searched Hagerty’s database for the journal title. I retrieved
the full-text through ILLiad.
Database:
Library and Information Science Abstracts (LISA)
Method of Searching:
Controlled vocabulary
Search String:
de= (“censorship” or “self-censorship”)
AND
de= “school libraries”
Entry 10:
Lukenbill, W.B., & Lukenbill, J.F. (2007). Censorship: What school library specialists really
know? A consideration of students’ rights, the law and implications for a new
education paradigm. School Library Media Research, 10, 1-31.
Abstract: Censorship of school library collections has risen significantly in the last few
decades, and such attacks are increasing. American courts have ruled that students in
schools have First Amendment rights and some degree of freedom of speech. Courts also
have ruled that students have the right to information and to learn and discuss issues of
importance within the context of their schools and libraries. This study sought to
determine the knowledge levels of a sample of school librarians concerning what they
Censorship in School Libraries
Carlson 19
know about and how they support important court rulings that affect students' First
Amendment rights. The study also sought to determine predictive behaviors of these
librarians in protecting students' First Amendment rights. Basically the study found that
the level of knowledge concerning legal rulings is low, but that school librarians in
principle support students' rights to information, and that they are willing to advocate for
those rights within the confines of their positions. Data also revealed that certain personal
and demographic characteristics determine predicative behaviors. The study concludes
with suggestions for redefining school librarianship education, emphasizing school library
media specialists' professional responsibility to understand freedom of speech issues, laws,
and court rulings.
Annotation: This article is unique in that it presents the results of a study conducted to
determine how much school librarians know about court cases about censorship. The
authors also sought to determine how school librarians would react in the event of a
challenge. The results were startling in that only 1.3% of the school librarians surveyed
reported having an adequate understanding of the Pico case. Fifty-five percent had never
even heard of it. Also of interest were the authors’ finding that efforts to resist censorship
were positively correlated with higher levels of education and certification, higher levels of
money spent in collection development, perception of a more liberal community, and
higher levels of awareness regarding court rulings about school library censorship. The
study’s weakness lies in that only a small population of Texas school librarians was
surveyed, and the majority worked in conservative, suburban or rural areas.
Search Strategy:
I selected ERIC because of the wealth of articles it contains
related to information science and education. This was an
initial search using this database, so I began by using a
keyword approach. Once I found the citation, I went to
Hagerty’s database to search for the journal title. From there, I
was able to access the full text of the article through the
WilsonWeb database.
Censorship in School Libraries
Carlson 20
Database:
ERIC [Dialog]
Method of Searching:
Keyword searching/Controlled vocabulary
Search String:
s ethic?
s school()librar?
s S1 and S2
s S3/de
s S4 and dt=articles
Entry 11:
O’Sullivan, M.K., & O’Sullivan, C.J. (2007). Selection or censorship: Libraries and the
intelligent design debate. Library Review, 56(3), 200-207.
Abstract: Purpose - To examine the strategies of the intelligent design (ID) movement and
their impact on the selection policies for high school libraries and the science curriculum.
Design/methodology/approach - Examines the process four public high school libraries in
the US took to determine whether to accept a gift offer by a parent of two books, dealing
with ID. This article deals with the importance of applying selection criteria to all materials,
whether gifts or recommendations. Findings - School libraries are not immune to the
tactics used by the ID movement to influence curriculum and collection development
decisions. Research limitations/implications - While this article is a case history of the ID
movement's strategy to influence school curriculum, its implications and possible impact
on other schools and their libraries. Practical implications - Provides advice to practicing
school librarians on what criteria to use when selecting materials and poses the question of
who should be involved in selecting materials for the school library. Originality/value This article explores the critical aspects and the differences between selection and
censorship. Emphasizes the importance of having and following board-approved policies
that deal with gifts and the selection of library and instructional materials.
Censorship in School Libraries
Carlson 21
Annotation: This article is unique in that it chronicles the challenges that four public high
school librarians faced when they were accused of censorship after they had declined a gift
of two books on the topic of Intelligent Design. The author highlights the role of the school
library as a supporter of curriculum; he does an excellent job of detailing the selection
criteria used in evaluating materials for the library. The article’s weakness is that it is
focused too much on the controversy surrounding Intelligent Design and how groups
supporting the idea are trying to infiltrate schools; not enough time is devoted to the actual
topic of selection versus censorship.
Search Strategy:
I chose to search in Library and Information Science Abstracts
(LISA) due to the number of scholarly articles it retrieves
devoted to the field of library science. I consulted LISA’s
thesaurus to locate appropriate subject headings to retrieve
the most relevant results. Once I located this citation, I
searched Hagerty’s database for the journal title. I retrieved
the full-text through Emerald.
Database:
Library and Information Science Abstracts (LISA)
Method of Searching:
Controlled vocabulary
Search String:
de= (“censorship” or “self-censorship”)
AND
de= “school libraries”
Entry 12:
Person, D. (1998). Censorship: Confronting the sound of silence. Journal of Children’s
Literature, 24(1), 118-121.
Abstract: Examines aspects of censorship that professional educators do not usually
acknowledge--a silent, self-imposed censorship. Asks at what point book selection policy
Censorship in School Libraries
Carlson 22
becomes a means to justify rejecting the purchase or provide for the removal of specific
titles from the bookshelves. Suggests a solution: a written selection policy at the school and
district levels.
Annotation: This article provides a brief yet powerful examination of the silent selfcensorship school librarians often partake in during the selection process as a means to
avoid controversies and challenges. Especially of note is that attention that Person brings
to the issue of the coding of book reviews. Reviewers, who are usually teachers or
librarians, will often use terms such as “optional purchase,” “recommended for large
collections,” and “sensitive materials” to warn potential buyers about possible
controversies and give these buyers a reason not to purchase certain titles that may cause
problems. Also of note is the author’s definition of “economic” censorship, in which a
school librarian avoids purchasing potentially controversial material claiming that there is
not enough money in the budget.
Search Strategy:
I selected ERIC because of the wealth of articles it contains
related to information science and education. This was an
initial search using this database, so I began by using a
keyword approach. Once I found the citation, I went to
Hagerty’s database to search for the journal title. I retrieved
the full text of the article through ILLiad.
Database:
ERIC
Method of Searching:
Controlled vocabulary
Search String:
de= “censorship”
AND
de= (“school libraries” or “media specialists”
dt= journal articles
Censorship in School Libraries
Carlson 23
Entry 13:
Schrader, A.M. (1996). Censorproofing school library collections: The fallacy and futility.
School Libraries Worldwide, 2(1), 71-94.
Abstract: Discusses why challenges to materials in school libraries cannot be avoided.
Demonstrates how reader response theory, the multiple readings of text, makes selfcensorship difficult. Explains how "censorproofing" by title, author/artist, and subject
ignores reader unpredictability and maturity levels. Finds all school libraries vulnerable to
criticism, censorproofing is in opposition to professional responsibility, and suggests
alternatives.
Annotation: This article is unique in that it examines the ways in which school librarians
try to censorproof their collections, essentially by censoring the collections themselves. Dr.
Schrader is a well-published author in the area of censorship in school libraries. Here, he
includes a multitude of statistics from various areas about books being challenged in school
libraries. His tables at the end of the article, illustrating these statistics are very succinct
and thought provoking. He does an excellent job of dissecting why librarians who go out of
their way to avoid these challenges are acting futilely.
Search Strategy:
I selected ERIC because of the wealth of articles it contains
related to information science and education. This was an
initial search using this database, so I began by using a
keyword approach. Once I found the citation, I went to
Hagerty’s database to search for the journal title. From there, I
was able to access the full text of the article through the
WilsonWeb database.
Database:
ERIC [Dialog]
Method of Searching:
Keyword searching/Controlled vocabulary
Censorship in School Libraries
Search String:
Carlson 24
s ethic?
s school()librar?
s S1 and S2
s S3/de
s S4 and dt=articles
Entry 14:
Schrader, A. (1999). Internet censorship issues for teacher-librarians. Teacher Librarian,
26(5), 8-12.
Abstract: School librarians need to consider how the Internet access will change their
roles, especially in light of filtering software products. This software can be used to block
certain syllables, words, phrases, sites and topics from student access. These products
developed partly in response to the rapid growth of the Internet, which may expand by as
many as 3,000 new sites a day.
Annotation: This article discusses the issues surrounding Internet censoring within
school libraries. Dr. Schrader, as previously mentioned, is a well-published author in the
field of censorship in school libraries. In this article, he examines the implications of using
Internet filtering software within school libraries, most notably a false sense of security
and a lack of intellectual freedom. While well worded, this study lacks the depth of
Schrader’s previous study on censorproofing. It is best used as an introductory article on
the topic of Internet censoring in school libraries.
Search Strategy:
I selected ERIC because of the wealth of articles it contains
related to information science and education. This was an
initial search using this database, so I began by using a
keyword approach. Once I found the citation, I went to
Hagerty’s database to search for the journal title. From there, I
was able to access the full text of the article through the
Academic OneFile database.
Censorship in School Libraries
Carlson 25
Database:
ERIC [Dialog]
Method of Searching:
Keyword searching/Controlled vocabulary
Search String:
s ethic?
s school()librar?
s S1 and S2
s S3/de
s S4 and dt=articles
Entry 15:
Taylor, K.I. (1982). Are school censorship cases really increasing? School Library Media
Quarterly, 11(1), 26-34.
Abstract: Examines data concerning the frequency and intensity of censorship in schools
derived from surveys conducted by the American Library Association, National Council of
Teachers of English, Association of American Publishers, and Association for Supervision
and Curriculum Development. Public concerns involving school censorship are discussed.
Annotation: In this article, the author disputes claims that the rate of censorship within
public school libraries is rising dramatically. The strength of this article lies in the author’s
dissection of how these statistics are blown out of proportion, and his examples of drastic
censorship during the 1920’s through the 1940’s. Unlike many of his school library media
specialist colleagues who have written on the topic, Taylor claims that challenges should
not be argued against with claims of student’s First Amendment rights but instead, focus on
the individual student and parent making the challenge. The author also believes that
individuals in the community have every right and should question why particular texts are
used and/or made available to students.
Censorship in School Libraries
Search Strategy:
Carlson 26
I chose to search in ERIC due to the number of articles it
retrieves devoted to the field of education. I first consulted
ERIC’s thesaurus to locate appropriate subject headings to
retrieve the most relevant results. Once I located this citation, I
searched Hagerty’s database for the journal title. I retrieved
the full-text via ILLiad.
Database:
ERIC
Method of Searching:
Controlled vocabulary
Search String:
de= “censorship”
AND
de= “school libraries”
AND
pt= journal articles
Entry 16:
Weissbord, D., & McGreal, P. (1990). Moral autonomy, censorship, and the enlightened
community. Library Trends, 39(1/2), 51-68.
Abstract: Reflects on the arguments offered in support of broad discretion granted to local
school boards in determining the contents of school library shelves. Students, especially
those in secondary school, are guaranteed constitutional rights; those rights, however, are
balanced against the competing interests of a community in general or a school board in
particular. Examines this balance as it has been struck in the courts and argues that a more
enlightened conception of community interest would involve narrower discretion in school
board and community actions.
Censorship in School Libraries
Carlson 27
Annotation: This article is unique in that it offers a more philosophical approach to the
arguments about censorship in school libraries. The authors dissect several court cases
involving the addition or removal of controversial books. The article quickly focuses in on
the salient issue among these cases: how to balance student rights against the
government’s interest in providing a “proper” education. The strength of this article lies in
the author’s stated implications of government manipulated school libraries. The authors
conclude that when governments are allowed such unbalanced powers of manipulations,
students will never appreciate the value of libraries beyond school use, develop into an
uninformed electorate, and fail to develop moral self-expression.
Search Strategy:
I chose to search in Library and Information Science Abstracts
(LISA) due to the number of scholarly articles it retrieves
devoted to the field of library science. I consulted LISA’s
thesaurus to locate appropriate subject headings to retrieve
the most relevant results. Once I located this citation, I
searched Hagerty’s database for the journal title. I retrieved
the full-text through ILLiad.
Database:
Library and Information Science Abstracts (LISA)
Method of Searching:
Controlled Vocabulary
Search String:
de= (“censorship” or “self-censorship”
AND
de= “school libraries”
CONCLUSION AND PERSONAL STATEMENT
When I initially read the title of this assignment, I thought that it would be an easy
task. I had created bibliographies before; I assumed that this was just bibliography with a
little extra work. I had definitely underestimated the enormity of the task at hand. Simply
Censorship in School Libraries
Carlson 28
reading through each individual article and generating the appropriately formatted citation
took an average of an hour. Then there was the rest of the paper to get through!
Through the course of this assignment, I gained valuable experience with searching.
I had conducted searches for scholarly articles in the past, but never before had I received
such accurate results. I was impressed with the specificity that database thesauri provided
me. I also had never considered searching different databases. While a lot of the results
were repeats, I did find some important research by consulting the different resources.
I picked a topic that would be of interest to me, a possible future school library
media specialist, but I was not expecting to find such interesting information. I never
imagined the controversy surrounding the topic of censorship in schools, but then again, I
suppose that I had never really thought that in depth about it. While some of the articles
were hard to get through and I had to read some of them multiple times to make sense, I
am happy with all the knowledge that I have gained, especially in regards to the court
cases. Censorship in schools is an important issue, and I think it is only becoming more
important with the CIPA and its implications. I agree with Lukenbill and Lukenbill that it is
critical for school librarians to be aware of the research on this issue so that they are
prepared to deal with challenges when they are confronted with one.
At times during the process of completing this assignment, I was extremely
frustrated and ready to give up, but, in the end, my experience in producing this annotated
bibliography has been an eye-opening, interesting and invaluable one.
ADDITIONAL REFERENCES
American Library Association. (2007). Intellectual freedom and censorship q&a.
Retrieved from:
http://www.ala.org/ala/aboutala/offices/oif/basics/ifcensorshipqanda.cfm