Intellectual Freedom and Library Services for Youth
LIS 590IFL
Instructor: Loretta Gaffney
lgaffney@uiuc.edu
Class meetings:
Mondays 4:30-6:30
On campus session: Saturday, October 13th, 9-4
Location TBA
2 or 4 credit hours
Course Description
This course examines intellectual freedom issues that affect children and young
adults, including the censorship of books, textbooks, student publications, and
curricula, as well as the use of filtering software in libraries and schools. In addition,
it explores cultural factors that affect young people's reading and viewing choices,
including the literary canon and publishing trends, the past and present commitment
of youth services librarianship to intellectual freedom issues, and pro-family activism
around library issues, especially pornography. Finally, it explores First Amendment
theory and practice as it affects young people, including some of the complex issues
that challenge intellectual freedom, especially pornography and hate speech. This
course provides an opportunity to discuss intellectual freedom issues from a youth
services perspective, as well as to develop the skills and strategies needed to navigate
censorship controversies in libraries, schools, and communities.
Course Objectives
Upon successful completion of the course, students will be able to:

Critically examine the concepts of intellectual freedom and censorship
in the context of library work with youth;

Discuss and analyze professional documents such as the Library Bill of
Rights and its Interpretations;

Analyze the historical and cultural contexts of past and current
censorship controversies;

Understand the cultural factors that affect young people’s reading and
viewing choices;

Develop strategies for navigating censorship controversies; and

Engage in an open discussion of intellectual freedom issues in libraries
with librarians, teachers, parents, community members, political
organizations, and the general public.
Required Texts
Doyle, Robert (comp.) Banned Books: 2007 Resource Guide. ALA, 2007.
Robbins, Louise. The Dismissal of Miss Ruth Brown: Civil Rights, Censorship and the
American Library. The University of Oklahoma Press, 2000.
Rowling, J.K. Harry Potter and the Sorcerer's Stone. Scholastic, 1997.
Simmons, John S. and Eliza T. Dresang. School Censorship in the 21st Century: A Guide
for Teachers and School Library Media Specialists. International Reading Association,
2001.
Recommended Texts
Boyer, Paul S. Purity in Print: Book Censorship in America from the Gilded Age to the
Computer Age. 2nd ed. University of Wisconsin Press, 2002.
Harris, Frances Jacobsen. I Found It on the Internet: Coming of Age Online. ALA, 2005.
Nafisi, Azar. Reading Lolita in Tehran. Random House, 2003.
Required Readings and Websites
* = available via online reserve
American Family Association
American Library Association.
-- ALA Intellectual Freedom Policies and the First Amendment
-- Banned Books Week
-- The Campaign for America’s Libraries: Talking Points
-- CIPA
-- Dealing with Challenges to Books and Other Library Materials
-- The Freedom to Read Statement.
-- The Freedom to View Statement
-- Intellectual Freedom for Young People
-- Intellectual Freedom and Censorship Q & A
-- Interpretations of the Library Bill of Rights
-- Libraries: An American Value
-- The Library Bill of Rights
-- Notable First Amendment Court Cases
*Aronson, Marc. “The Power of Words” in Exploding the Myths: The Truth About
Teenagers and Reading. Scarecrow Press, 2001. pp. 85-97.
* Boyer, Paul S. Purity in Print: Book Censorship in America from the Gilded Age to
the Computer Age. 2nd ed. University of Wisconsin Press, 2002. Chapters 1-2, pp. 1-52.
* Brenmer, Robert. Children and Youth in America: A Documentary History. Harvard
University Press, 1970-74. “Protection Against Immorality” (pp. 222-228) and “Public
Libraries” (pp. 1502-1513).
* Delgado, Richard and Jean Stefancic. Understanding Words That Wound. Westview
Press, 2004. Pp. 11-20; pp. 93-109; pp. 203-226.
Facts on Fiction
Family Friendly Libraries
* Feinberg, Barbara. Welcome to Lizard Motel: Children, Stories, and the Mystery of
Making Things Up. Beacon Press, 2004. Chapters 1-3 (pp. 1-58)
* Fish, Stanley. There’s No Such Thing as Free Speech, and It’s a Good Thing, Too.
Oxford University Press, 1994. Chapter 8, pp. 102-119.
Future of the First Amendment: Key Findings
Gateways to Better Education
* Gish, Kendra Wilder. “Hunting Down Harry Potter: An Exploration of Religious
Concerns about Children’s Literature.” The Horn Book 76:3, May/June 2000.
* Harris, Frances Jacobsen. I Found It on the Internet: Coming of Age Online. ALA,
2005. Chapters 6-7 (pp. 86-124).
* Heins, Marjorie. “Media Effects” in Censoring Culture: Contemporary Threats to Free
Expression. New Press, 2006. pp. 173-184.
* Kennedy, Randall. “Pitfalls in Fighting ‘Nigger’: Perils of Deception, Censoriousness,
and Excessive Anger.” in Censoring Culture: Contemporary Threats to Free Expression.
New Press, 2006. pp. 256-269.
kidSpeak!
* Kohl, Herbert. “Should We Burn Babar? Questioning Power in Children’s Literature.”
In Should We Burn Babar? New Press, 1995. pp. 1-34.
* Levine, Judith. Harmful to Minors: The Perils of Protecting Children from Sex.
Thunder’s Mouth Press, 2002. Chapter 1, pp. 3-19; Chapter 5, pp. 90-116.
* Luker, Kristin. When Sex Goes to School. W.W. Norton, 2006. Chapter 4 pp. 91-117;
Chapters 6-7, pp. 151-204.
* MacKinnon, Catharine. “Francis Biddle’s Sister” in Feminism Unmodified: Discourses
on Life and Law. Harvard University Press, 1987. pp. 163-197.
* Mastrione, Toniann. “Ten Good Things About a Censorship Challenge.” Ohio Media
Spectrum Vol. 50 No. 1, Spring 1998. pp. 26-29.
* Moshman, David. Children, Education, and the First Amendment. University of
Nebraska Press, 1989. Chapters 1, pp. 1-33.
* Murray, John Andrew. “The Trouble With Harry.” Focus on the Family Citizen Vol. 14
No. 2, February 2000, pp. 6-9.
* Nafisi, Azar. Reading Lolita in Tehran. Random House, 2003. pp. 81-153.
The National Council of Teachers of English: Anti-Censorship Center
PABBIS (Parents Against Bad Books in Schools)
Peacefire
* Ravitch, Diane. The Language Police: How Pressure Groups Restrict What Students
Learn. Alfred Knopf, 2003. Chapters 5-6, pp. 62-96; Appendix I pp. 171-202.
* Reichman, Henry. Censorship and Selection: Issues and Answers for Schools. 3rd ed.
ALA, 2001. Chapters 4-5, pp. 80-108.
Safelibraries
* Saunders, Kevin. “The Most Important Freedom.” In Saving Our Children from the
First Amendment. New York University Press, 2003. Chapter 1, pp. 19-42.
* Small, Robert C. “Censorship as We Enter 2000, or the Millennium, or Just Next Year:
A Personal Look at Where We Are.” Journal of Youth Services Vol. 13 No. 2, Winter
2000. pp. 19-23.
* Strossen, Nadine. Defending Pornography: Free Speech, Sex, and the Fight for
Women’s Rights. New ed. New York University Press, 2000. Pp. 17-35; pp. 161-178; pp.
247-279.
Student Press Law Center
* “Taboos, Trust, and Titillation: Teens Talk about Censorship.” In Censoring Culture:
Contemporary Threats to Free Expression. New Press, 2006. pp. 185-198.
True Love Waits
The U.N. Convention on the Rights of the Child.
Youth Free Expression Network
Assignments and Evaluation at a Glance
Your grade for this course will be based on a final project, a midterm project (for 4.0
units), a short research paper, and class participation, including weekly responses to
the class bulletin boards. Late assignments will not be accepted without prior
arrangements made with the instructor.
Final project: Responding to a Library Challenge (40% for 4 units; 60% for 2 units)
For the final project, students will be asked to assemble a professional response to a
challenge to library collections or policy in the form of a portfolio of documents. The
challenge will present a realistic scenario that raises issues related to intellectual
freedom and library services to youth.
Due December 3rd.
Intellectual Freedom Activity (25% for 4 units)
For the midterm project, students will be asked to create a program, a website, or a
lesson plan related to intellectual freedom and censorship. The audience may be
children or young adults, teachers, parents, or community members.
Due: October 13th
Intellectual Freedom Allies Research Paper (15% for 4 units; 20% for 2 units)
Students will research an organization or a profession (NOT librarianship) that takes a
position on an intellectual freedom issue and write a 5-7 page paper comparing and
contrasting it with the ALA or librarianship, generally.
Due September 24th
Participation (20% for 4 units and 2 units)
Come to class prepared to discuss assigned readings, participate in in-class scenarios
and activities, and post one response per week to the class bulletin boards.
Assignments and Evaluation in Detail
Final project: Responding to a Library Challenge (40% for 4 units; 60% for 2 units)
The final project is a portfolio assembled in response to a challenge to library
collections or policy. The goal of this assignment is to simulate a real controversy that
might be faced by a youth services librarian, and provide an opportunity for students
to craft a response, assemble supportive materials, and formulate a plan for managing
public relations with the press and the community. After receiving a library challenge
scenario provided by the instructor, students will craft a response, assembling a
portfolio that includes the following components:
* A 1-2 page letter of response to the complainant;
* A 1-2 page letter to the library or school board, detailing the challenge and your
recommendation for resolution;
* A support file of 3-4 documents, which may include reviews of challenged materials,
any applicable research on the policy or materials in question, examples of similar
responses by librarians at other libraries, case studies, or any other materials you
believe strengthen your recommendation to the board;
* A 3-4 page plan for community public relations and outreach, including who you’ll
target (local press, community organizations, teachers, parents, young people
themselves), how you plan to reach them, and how you’ll get your message across. Be
sure to include your own rationale of who, what, how and especially why you chose to
manage the controversy in this particular way; and finally
* A 3-4 reflection on your process for addressing this controversy. What issues were the
most important? How did you plan your approach to the complainant, the board, and
the community? What did you find most difficult as a librarian dealing with this
challenge, and what resources (course-related or otherwise) did you find most helpful
in dealing with this challenge?
Portfolios will be evaluated based on the following criteria: serious and respectful
engagement with the complainant, an authoritative and thoughtful recommendation
to the board, relevant and persuasive support materials, a well-crafted and organized
plan for community outreach and public relations with a clear rationale, and a
thoughtful reflection on your process for assembling the portfolio. Clarity of
expression, thorough research, and the ability to connect your response with course
readings and discussions are also considered in the final evaluation.
Due: December 3
Intellectual Freedom Activity (25% for 4 units)
For the midterm project, students will be asked to create a program, a website, or a
lesson plan related to intellectual freedom and censorship. The audience may be
children or young adults, teachers, parents, or community members. Please develop
your activity in consultation with the instructor. Possibilities include, but are not
limited to: a library program for Banned Books week; a website for middle or high
school students about frequently challenged books or authors; a presentation about
intellectual freedom and censorship to a PTA meeting; a lesson plan on the First
Amendment; or a presentation to teachers about challenges to library collections and
policy. Depending on the project, assignments may be submitted in the form of a
lesson plan, program notes, or a web page. Whatever the project, make sure to
include information about your targeted audience, your goals/objectives for the
activity, the expected outcomes and how you’ll measure them.
Due: October 13th
Intellectual Freedom Allies Research Paper (15% for 4 units; 20% for 2 units)
Students will research a professional or advocacy organization (NOT related to
librarianship) that takes a position on an intellectual freedom issue and write a 5-7
page paper comparing and contrasting that organization’s views with those of the ALA
or of librarianship, generally.
Please choose your organization in consultation with the instructor. Possibilities
include, but are not limited to: the American Civil Liberties Union (ACLU), the
American Association of University Professors (AAUP), the American Society of
Journalists and Authors, Americans United for Separation of Church and State, the
Association of American Publishers, Center for Democracy and Technology, Comic Book
Legal Defense Fund, Computer Professionals for Social Responsibility, Electronic
Frontier Foundation, Fairness and Accuracy in Reporting (FAIR), Gay, Lesbian, and
Straight Education Network, National Coalition Against Censorship, National Council
for Teachers of English, or People for the American Way.
After investigating your organization’s stance on intellectual freedom and free speech
issues, write a paper comparing and contrasting their views, focus, and goals with
those of the ALA and of librarianship, especially youth services librarianship. Pay
special attention to how your organization treats younger readers and writers—are
they interested in free speech rights for youth? Why or why not? Conclude with some
recommendations for how the ALA or youth services librarians might collaborate with
this group. What do we have to offer them? What do they have to offer us?
Due September 24th
Class participation (20%)
The participation grade includes attendance, in-class discussions, in-class activities,
and bulletin board responses. You will be asked to post at least one comment,
question or reflection about the readings on the class bulletin boards each week, of
approximately 100-150 words. Please post by midnight the Sunday evening preceding
Monday’s class. There is one “free pass” if you have a busy week and don’t have time
to post.
We will be spending a lot of time in class doing group scenarios and activities as well
as large group discussions, so it is vital that everyone attend every class. Missing class
or neglecting to post to the bulletin boards may negatively affect your grade, unless
you have cleared your absence with the instructor.
Discussions about intellectual freedom and censorship issues, especially when related
to children and youth, can become quite heated (even online!). Passion and
disagreement are expected and encouraged, but please remember that the overall
tone of discussion should remain collegial and respectful. Personal attacks and
intimidation are never acceptable.
A final note: the schedule of readings and assignments, while as close to “done” as I
can promise, may be subject to slight modifications as the semester proceeds. I will
inform you of any changes as soon as they are in place.
Schedule of Readings and Assignments
OR=Online Reserve
August 27th: Introduction to Intellectual Freedom and Censorship Issues

Rowling, J.K. Harry Potter and the Sorcerer’s Stone. Scholastic, 1999.

Murray, John Andrew. “The Trouble With Harry.” Focus on the Family
Citizen Vol. 14 No. 2, February 2000, pp. 6-9. [OR]

Gish, Kendra Wilder. “Hunting Down Harry Potter: An Exploration of
Religious Concerns about Children’s Literature.” The Horn Book 76:3, May/June
2000. [OR]

Small, Robert C. “Censorship as We Enter 2000, or the Millennium, or
Just Next Year: A Personal Look at Where We Are.” Journal of Youth Services
Vol. 13 No. 2, Winter 2000. pp. 19-23. [OR]
September 3rd: Labor Day: No Class!
September 10th: Intellectual Freedom in Librarianship: Then and Now

Boyer, Paul S. Purity in Print. 2nd ed. University of Wisconsin Press,
2002. Chapters 1-2, pp. 1-52. [OR]

Brenmer, Robert. Children and Youth in America: A Documentary
History. “Protection Against Immorality” (pp. 222-228) and “Public Libraries”
(pp. 1502-1513). [OR]

The Library Bill of Rights 

Interpretations of the Library Bill of Rights, especially “Access for
Children and Young Adults to Non-print Materials”; “Access to Resources and
Services in the School Media Program”; and “Free Access to Libraries for
Minors.”

The Freedom to Read Statement.
September 17th: Book Challenges: Preparing for and Navigating a Book Challenge

Simmons, John and Eliza Dresang. School Censorship in the 21st Century
Chapter 4 (pp. 63-78) and Chapter 5 (pp. 101-118).

Reichman, Henry. Censorship and Selection: Issues and Answers for
Schools. 3rd ed. ALA, 2001. Chapters 4-5, pp. 80-108. [OR]

ALA, Dealing with Challenges to Books and Other Materials 

Doyle, Robert. Banned Books Guide. ALA, 2007. (browse)

Mastrione, Toniann. “Ten Good Things About a Censorship Challenge.”
Ohio Media Spectrum Vol. 50 No. 1, Spring 1998. pp. 26-29. [OR]
September 24th: Book Challenges, cont.: Responding to Concerned Parents

Feinberg, Barbara. Welcome to Lizard Motel: Children, Stories, and the
Mystery of Making Things Up. Beacon Press, 2004. Chapters 1-3 (pp. 1-58) [OR]

Kohl, Herbert. “Should We Burn Babar? Questioning Power in Children’s
Literature.” In Should We Burn Babar? New Press, 1995. pp. 1-34. [OR]

PABBIS (Parents Against Bad Books in Schools)

Facts on Fiction (browse your favorites!)
* * Due: Intellectual Freedom Allies Research Paper
October 1st: Beyond Filtering: Young People, the Internet, and Libraries

ALA, Children’s Internet Protection Act.

Simmons, John S. and Eliza T. Dresang. School Censorship in the 21st
Century: A Guide for Teachers and School Library Media Specialists.
International Reading Association, 2001. Chapter 7, “Internet Issues” pp. 119139

Harris, Frances Jacobsen. I Found It on the Internet: Coming of Age
Online. ALA, 2005. Chapters 6-7 (pp. 86-124). [OR]



Infopeople. (2007) Filters and the Library. 
Safelibraries.org
Family Friendly Libraries
October 8th: Intellectual Freedom Issues in Schools: Textbook and Student
Publication Censorship

The National Council of Teachers of English: Anti-Censorship Center

Ravitch, Diane. The Language Police: How Pressure Groups Restrict
What Students Learn. Alfred Knopf, 2003. Chapters 5-6, pp. 62-96; Appendix I
pp. 171-202. (skim) [OR]

Student Press Law Center

Simmons and Dresang, Chap. 3, pp. 39-62.
October 13th (on campus): Intellectual Freedom Issues in Schools, cont.: Sex
Education and Curriculum Challenges

Luker, Kristin. When Sex Goes to School. W.W. Norton, 2006. Chapter 4
pp. 91-117; Chapters 6-7, pp. 151-204. [OR]

Levine, Judith. Harmful to Minors: The Perils of Protecting Children
from Sex. Thunder’s Mouth Press, 2002. Chapter 5, pp. 90-116. [OR]

True Love Waits
* * Due: Intellectual Freedom Activity (for 4.0 units)
October 15th—No class
October 22nd: The Limits of Free Speech: Pornography

MacKinnon, Catharine. “Francis Biddle’s Sister: Pornography, Civil
Rights, and Speech.” In Feminism Unmodified: Discourses on Life and Law.
Harvard University Press, 1988, pp.163-197. [OR]

American Family Association, Pornography (browse)

Levine, Judith. Harmful to Minors: The Perils of Protecting Children
from Sex. Thunder’s Mouth Press, 2002. Chapter 1, pp. 3-19. [OR]

Heins, Marjorie. “Media Effects” in Censoring Culture: Contemporary
Threats to Free Expression. New Press, 2006. pp. 173-184. [OR]

Strossen, Nadine. Defending Pornography: Free Speech, Sex, and the
Fight for Women’s Rights. New ed. New York University Press, 2000. Pp. 17-35;
pp. 161-178; pp. 247-279. [OR]
October 29th: The Limits of Free Speech, cont.: Hate Speech

ACLU, Hate Speech on Campus.
www.aclu.org/StudentsRights/StudentsRights.cfm?ID=9004&c=159

Kennedy, Randall. “Pitfalls in Fighting ‘Nigger’: Perils of Deception,
Censoriousness, and Excessive Anger.” in Censoring Culture: Contemporary
Threats to Free Expression. New Press, 2006. pp. 256-269. [OR]

Fish, Stanley. There’s No Such Thing as Free Speech, and It’s a Good
Thing, Too. Oxford University Press, 1994. Chapter 8, pp. 102-119. [OR]

Delgado, Richard and Jean Stefancic. Understanding Words That
Wound. Westview Press, 2004. Pp. 11-20; pp. 93-109; pp. 203-226. [OR]
November 5th: Children’s Rights

Saunders, Kevin. “The Most Important Freedom.” In Saving Our Children
from the First Amendment. New York University Press, 2003. Chapter 1, pp.
19-42; Chapter 12, pp. 228-255.

Moshman, David. Children, Education, and the First Amendment.
University of Nebraska Press, 1989. Chapters 1-2, pp. 1-61.4

The U.N. Convention on the Rights of the Child.
November 12th: Youth Activism and Intellectual Freedom

Peacefire

Future of the First Amendment: Key Findings

“Taboos, Trust, and Titillation: Teens Talk about Censorship.” In
Censoring Culture: Contemporary Threats to Free Expression. New Press, 2006.
pp. 185-198. [OR]

Youth Free Expression Network
November 19th—Thanksgiving Break—No Class!
November 26th: Intellectual Freedom Case Study: The Dismissal of Miss Ruth Brown

Robbins, Louise. The Dismissal of Miss Ruth Brown: Civil Rights,
Censorship and the American Library. The University of Oklahoma Press, 2000.
December 3rd: The Power of Words

Nafisi, Azar. Reading Lolita in Tehran. Random House, 2003. Pt. 2:
Gatsby, pp. 81-153. [OR]

Aronson, Marc. Exploding the Myths: The Truth About Teenagers and
Reading. Scarecrow Press, 2001. Chapter 10, “The Power of Words” (pp. 85-97)
[OR]
** Due: Final Project