TBA Continuing Education
Censorship and Literature for
Children and Young Adults
The purpose of this review on censorship and
book challenges is to revisit our own thoughts
about censorship. There are times when this
PowerPoint will ask you to stop and reflect about
your own experiences and opinions.
Warning: You will encounter statements that may
challenge your own biases; however, librarians are
the sentinels of intellectual freedom, and our
professionalism should always win over our
personal opinions.
Reading assignment:
Asheim, Lester. (1953). Not censorship but selection.
Wilson Library Bulletin, 28, 63-67. Retrieved March 14,
2008 at the American Library Association Web site:
http://www.ala.org/Template.cfm?Section=basics&Templa
te=/ContentManagement/ContentDisplay.cfm&ContentI
D=109668
“A Censorial Spirit”
In the last two decades, objections to books
have increased. Parents may object to a title
for reasons of “improper” language,
stereotypical characters, or that it does not “fit
our politically correct time” (Donelson &
Nilsen, 2005)
What IS a censor?
Stop here and think of your own
definition…
Parents ARE concerned for their children. Many
teachers and librarians understand that this is the
reason they begin this kind of conversation. They do
not necessarily want to come into your library and
remove books from the shelves, but they DO need to
be heard and respected.
Teachers and librarians can listen to the parents, ask
questions, and discuss their concerns in hopes of
really understanding exactly what the parent’s
concern is about.
The parent is the only true censor for his
or her child’s reading materials.
Parents may wonder WHY a particular title is
being used in the classroom or on the library
shelves—a very valid question. Sometimes the
problem can be solved as simply as explaining
how a book’s unique characteristics contribute to
student learning.
Often, there are underlying concerns about
certain titles, authors, or even whole series.
Political and moral views widely differ in our
country, and often the objections arise from
point of view. It is important to try to
understand their point of view—even if it is
different from your own.
There are times you may have to help the parent
clarify why the book is objectionable. Sometimes
parents feel little control over what they see as
“protecting” their child. They have no control
over what is on TV or playing at local theaters, but
they can come to the school to voice objections.
Societal fears such as global warming,
inflation/recession, sexually transmitted
disease, and family problems can make
parents vulnerable to political action groups
advocating censorship to “restore”
American values.
The individuals and groups whose mission it is to
condemn anything that is not part of their narrow
vision of what is right and wrong are censors who will
try to control access for everyone .
Assumptions about censors and censorship:
Any work is potentially censorable by someone,
someplace, sometime, for some reason.
The newer the work, the most likely it is to come
under attack.
Censorship is capricious and arbitrary.
Censors spread a ripple of fear—schools miles
away can feel the effect.
Censorship does not come only from those
outside the school.
(Donelson & Nilsen, 2005)
Assumptions about censors and censorship:
Libraries without clear, established, board
approved policies and procedures for handling
censorship are accidents waiting to happen.
If one book is removed from a classroom or
library, no book is safe any longer.
Educators and parents should, ideally, coexist to
help each other for the good of the young, but the
clash of parents with some educators appears to be
sadly inevitable.
(Donelson & Nilsen, 2005)
Censors…
seem unwilling to accept that the more they attack a
book, the more it is read
do not believe that in protecting the innocents, they
expose them to the very thing they abhor
often have a simplistic belief that there is a
relationship between books and deeds
seem to have little faith in the ability of young
adults to read and think
alternately love and hate librarians and teachers
use language carelessly or sloppily
(Donelson & Nilsen, 2005)
Who are the censors?
1. Those from the right, the conservatives
2. Those from the left, the liberals
3. A group of educators, publishers, and
distributors some might assume would be
opposed to censorship
(Donelson & Nilsen, 2005)
Reverend Vincent Strigas:
“Some people are saying that we are in
violation of First Amendment Rights. I do not
think that the First Amendment protects people
[who sell] pornographic materials. The
Constitution protects only the freedom to do
what is right.”
(Donelson & Nilsen, 2005)
Wrong….
What issues/topics do conservative and liberal
censors object to?
•“Secular humanism”—any teaching material that
denies the existence of or ridicules the worth of
absolute values of right or wrong
•New Age Movement
•Evolution
•“Profanity”
•Sex education
•Drug education
(Donelson & Nilsen, 2005)
Third type of censors…
Teachers, librarians, school officials who themselves
censor materials or support others who do. Why?
•They fear reprisals.
•They do not want to attract attention and want to
preserve the “status quo.”
•They may regard themselves as highly moral.
•They may view classical literature superior to any
other literature.
(Donelson & Nilsen, 2005)
Stop and Think Activity: Intellectual Freedom
Do well meaning educators have the right to
“censor” materials for children and/or young
adults? This could be a teaching partner you work
with who does not like the book you are using or a
librarian who will not buy Goosebump books.
Remember—these are your colleagues—you love
and respect them.
Who defines right? Who defines wrong? Where
are the shades of gray?
The third group is mostly defined by fear.
“I would not recommend any book any parent might
object to.”
“The Board of Education knows what parents in our
area want their children to read. If teachers don’t feel
they can teach what the parents approve, they should
move on.”
“The teacher is hired by the school board, which
represents the public. The public, therefore, has the
right to ask any teacher to avoid using any material
repugnant to any parent or student.”
Sound familiar?
(Donelson & Nilsen, 2005)
More fear….
“At this level, I don’t feel it’s [censorship] a problem.
We don’t deal with controversial material, at least not in
English class.”
“We have no problems at all in my department. The
teachers order books directly and don’t clear them with
me or with a committee. But I receive the shipments.
Copies of books that I think to be inappropriate simply
disappear from my book room.”
(Donelson & Nilsen, 2005)
Censors cite objections that may
sound like these:
Offensive because of sex (“filth,” “risqué,” “indecent;” kids would not
have sex if it weren’t for these books)
This book is an attack on the “American dream” (“un-American,” “procommie”)
“peacenik” or “pacifist”
Irreligious or against religion
Promotes racial harmony or stresses civil rights
Offensive language (“profanity”)
Drug books—pro or con (kids would not use drugs if it weren’t for these
books)
Presenting “inappropriate adolescent behavior will cause young people to
act inappropriately
(Donelson & Nilsen, 2005)
What does the law say?
Court Decisions…
1st decision attempting to define obscenity, 1868:
The Queen v. Hicklin (L.R. 3Q.B. 360): “I think
the test of obscenity is this, whether the tendency
of the matter charged as depraved and corrupts
those whose minds are open to such immoral
influences, and into whose hands a publication of
this sort may fall” (376)
Clear as mud….
(Donelson & Nilsen, 2005)
Court Decisions…
1913: United States v. Kennerly (209 F. 119): “I hope
it is not improper for me to say that the rule as laid
down, however consonant it may be with midVictorian morals, does not seem to me to answer to the
understanding and morality of the present time, as
conveyed by the words, ‘obscene, lewd, or lascivious.’
I question whether in the end men will regard that as
obscene which is honestly relevant to the adequate
expression of innocent ideas, and whether they will not
believe that truth and beauty are too precious to society
at large to be mutilated in the interest of those most
likely to pervert them to baser uses” (377).
STILL clear as mud….
(Donelson & Nilsen, 2005)
Historically, the debate about “obscenity”
continued with no clear criteria; however, there
cases important to us today.
Court decisions about teaching and school libraries:
1969, Tinker v. the Des Moines (Iowa) School District
(393 U.S. 503): “First Amendment rights, applied in light
of the special characteristics of the school environment,
are available to teachers and students. It can hardly be
argued that either students or teachers shed their
constitutional rights to freedom of speech or expression at
the schoolhouse gate” (381).
(Donelson & Nilsen, 2005)
Court decisions about teaching and school libraries:
Minarcini v. Strongsville (Ohio) City School District (541
F.2d 577): “A library is a storehouse of knowledge. When
created for a public school it is an important privilege
created by the state for the benefit of the students in the
school. That privilege is not subject to being withdrawn by
succeeding school boards whose members might desire to
‘winnow’ the library for books the content of which
occasioned their displeasure or disapproval. Of course, a
copy of a book may wear out. Some books may become
obsolete. Shelf space alone may at some point require some
selection of books to be retained and books to be disposed
of. No such rationale is involved in this case (381-82).
(Donelson & Nilsen, 2005)
Court decisions about teaching and school libraries:
1978: Right to Read Defense Committee of Chelsea
(Massachusetts) v. School Committee of the City of Chelsea
(454 F. Supp. 703):
“…The Committee claims the absolute right to remove “City” [a poem]
from the School Library. It has not such right, and compelling policy
considerations argue against any public authority having such an
unreviewable power of censorship. There is more at issue here that the
poem “City.” If this work may be removed by a committee hostile to its
language and theme, then the precedent is set for removal of any other
work. The prospect of successive school committee ‘sanitizing’ the school
library of view divergent from its own is alarming, whether they do it book
by book or one page at a time. What is at state here is the right to read and
be exposed to controversial thoughts and language—a valuable right
subject to First Amendment protection” (382-83).
(Donelson & Nilsen, 2005)
Court decisions about teaching and school libraries:
1984, Mozert v. Hawkins County (Tennessee) Public
Schools (579 F. Supp. 1051):
Parents objected to a Holt, Rinehart, Winston reading series by
citing “humanism, secular humanism, Satanism, feminism,
evolution, telepathy, internationalism….” The judge ruled in favor
of the parents, but the ruling was overturned in the Circuit Court of
Appeals. (funded by Beverly LaHaye, leader of the Concerned
Women for America)
http://www.cwfa.org/articledisplay.asp?id=10
276&department=CWA&categoryid=educati
on
(Donelson & Nilsen, 2005)
A “New” Kind of
Censorship…
Want to avoid “offensive language?”
http://www.randomhouse.com/words/la
nguage/avoid_guide.html
“The New York sensitivity review guidelines ban
‘language, content, or context that is not
accessible to one or more racial or ethnic
groups.”
Translation: Keep everything bland and down
the middle. (390)
“This language censorship should be repugnant to
those who care about freedom of thought” (Diane
Ravitch, 390).
(Donelson & Nilsen, 2005)
BE prepared….
Librarians should…
Have some knowledge about the history of censorship
Be up to date with court decisions and titles under
attack
Read Newsletter on Intellectual Freedom, School
Library Journal, English Journal, Journal of Youth
Services in Libraries, and Voice of Youth Advocates
(Donelson & Nilsen, 2005)
Publicize ALA, TLA, and TBA’s policies on book selection
Develop a clear plan of action for handling a book
challenge
Prepare thoughts so that respect and courtesy is maintained
while making a reasonable timely response to the parent,
librarian, teacher or community member’s concerns
Always keep in mind reviews from professional journals
using their intended audience guidelines for both reading
and interest levels
Keep documents recording the reviews, awards, and
booklists for each title under consideration
When considering books for the Master List remember ...
Look at characteristics unique to each book. What is it about
that one book that makes it unique?
Consider:
•Cultural connections
•Theme[s]
•Language
•Author’s style
•Characterization/Setting/Conflict
•Plot structure
•Content (nonfiction)
•Topic
Having a rationale as to why a book was chosen will help
when dealing with censorship issues.
What else can we do?
Work with the community to gain support for
intellectual and academic freedom
Discuss intellectual and academic freedom with students
Prepare yourself to take on the usual arguments of
censors and understand the difference between selection
and censorship
Be familiar with the organizations and professional
associations who will help you
(Donelson & Nilsen, 2005)
“Selection begins with a presumption in
favor of liberty of thought; censorship
with a presumption of thought control”
(Donelson & Nilsen, 2005).
What to do when challenged…
Do not panic!
Do not be surprised if fellow teachers and librarians do
not rush in to give support
Ask the concerned parent to discuss the matter with the
teacher or librarian first
Talk calmly and do not jump to conclusions—this person
may only want to be heard
Treat this person with courtesy and listen to their
comments
If necessary, meet with the book challenge committee and
follow the procedures outlined in the board policy
Resources
American Library Association
1. Library Bill of Rights:
http://www.ala.org/ala/oif/statementspols/statementsif/librarybillrights.htm
2. Interpretations of the Library Bill of Rights:
http://www.ala.org/ala/oif/statementspols/statementsif/interpretations/Default675.
htm
3. Code of Ethics:
http://www.ala.org/ala/oif/statementspols/codeofethics/codeethics.htm
4. Freedom to Read Statement:
http://www.ala.org/ala/oif/statementspols/ftrstatement/freedomreadstatement.htm
5. Libraries: An American Value:
http://www.ala.org/ala/oif/statementspols/americanvalue/librariesamerican.htm
6. Online Social Networks:
http://www.ala.org/ala/oif/ifissues/onlinesocialnetworks.htm
7. Notable First Amendment Court Cases:
http://www.ala.org/ala/oif/firstamendment/courtcases/courtcases.htm
8. Intellectual Freedom and Censorship Questions and Answers:
http://www.ala.org/ala/oif/basics/intellectual.htm
9. Office of Intellectual Freefdom:
http://www.ala.org/ala/oif/aboutoif/aboutofficeintellectual.htm
10. First Amendment: http://www.ala.org/ala/oif/firstamendment/firstamendment.htm
Resources
Texas Library Association. (1996). Intellectual freedom handbook.
Retrieved March 14, 2008 from the Texas Library Association’s Web site
at http://www.txla.org/pubs/ifhbk.html
Ramsey, Inez. (1999) Intellectual freedom. Retrieved March 14, 2008 at the
Internet School Library Media Center Web site at:
http://falcon.jmu.edu/~ramseyil/free.htm
International Federation of Library Associations and Institutions. (2007).
Intellectual freedom statements. Retrieved March 14, 2008 at the
International Federation of Library Associations and Institutions Web
site at: http://www.ifla.org/faife/ifstat/ifstat.htm
Vandergrift, Kay. (2008). Censorship, the internet, intellectual freedom, and
youth. Retrieved March 14, 2008 at Rutgers Web site at:
http://www.scils.rutgers.edu/~kvander/censorship.html
References
Asheim, Lester. (1953). Not censorship but selection. Wilson
Library Bulletin, 28, 63-67.
Donelson, Kenneth and Nilsen, Aileen. (2005). Literature for
today’s young adults. Boston, MA: Allyn and Bacon.
Happy reading!