Kendi opened his speech by recalling the African American tradition of freedom fighters. He uplifted the room, applauding library professionals, library workers, and advocates. “There can be no greater compliment than to call a human being a freedom fighter,” he said, “and if you’re fighting book bans, if you’re fighting against censorship, then you are a freedom fighter.”

Furthermore, Kendi reminded us that “history is here in our freedom fight.” The Alabama Slave Code of 1833 stated that any person who attempted to teach enslaved people to read would be fined $250, which is equivalent to about $7,600 today. Jim Crow-era segregationists separated out Black people and Black stories, banning anti-racist books from their libraries and schools. Kendi emphasized that the ideological descendants of enslavers and segregationists are today still legislating for ignorance, via book bans.

A panel of freedom fighters from across the country shared their personal experiences from recent years. Leila Green Little, a rural mom, MLIS student, and lead plaintiff of Little vs. Llano County (Tex.), recounted the moment when her children’s favorite book, In the Night Kitchen by Maurice Sendak was banned at her local library. “Politics is personal,” she said, “and it doesn’t get more personal than a family favorite library book.”

Throughout the rally, speakers pointed to history to inform today’s struggle for intellectual freedom. Deborah Caldwell-Stone, director of ALA’s Office for Intellectual Freedom, who was recognized at the event for her leadership and decades of work on these issues , drew attention to ALA’s Freedom to Read Statement, which was originally signed on June 25 1953. On this 70^th anniversary of the statement, she called attendees to action to reaffirm their values by signing and amplifying the statement.

The evening’s rally concluded on an energizing note. ALA President Lessa Kananiʻopua Pelayo-Lozada introduced three recent graduates of Beaufort County (S.C.) high schools who are leading the fight to reinstate 97 books that were banned from their school libraries. The three students invigorated and inspired the crowd, stating that they have raised their voices at every school board meeting since the 97 books were first banned in November 2022. They will also star in a forthcoming feature documentary film, “97”, chronicling their fight against book bans.

Join and encourage others to join the fight against book bans at uniteagainstbookbans.org and follow updates @UABookBans.

The post Ibram X. Kendi headlines Rally for the Right to Read before 2023 ALA Annual Conference first appeared on Public Libraries Online.

Depictions from past eras that are recognizably racist today, will continue to be an issue librarians must consider when it comes to our collections.  Especially within the context of the Black Lives Matter movement and recent anti-Asian racism related to the pandemic, it is crucial for libraries to respond appropriately if we are truly spaces for everyone. But what is the correct response?  The issue of the Seuss books provides a particularly salient opportunity to engage with your staff, especially those new to the profession. This particular issue meets at the intersection of two foundational pillars of librarianship, intellectual freedom on one hand and equity, diversity, and inclusion on the other. Use this opportunity to broaden perspectives on an issue that will only become more relevant to anti-racist librarianship.

Libraries around the country are handling the Dr. Seuss books in a variety of ways, indicating a lack of consensus. This is unsurprising given the nature of this issue. As with many decisions we make, some situations are not black and white. We often operate in a sea of grey. When this is the case, we need to exercise professional judgement and seek out a diverse range of opinions.

The Denver Public Library issued a statement that they will not remove the books from the collection, pointing to the ALA Freedom to Read Statement.  The New York Public Library indicated they too would not remove the books, but pointed out that when they weed the books from the collection due to condition, they will no longer be available to reorder and so in essence, would remove themselves in time. However, the Chicago Public Library decided to remove the titles due to the depictions of characters with stereotypical imagery. Their statement emphasized “Materials that become dated or that foster inaccurate culturally harmful stereotypes are removed to make space for more current, comprehensive materials.” Other libraries have chosen to relocate the titles to different areas of their library, move them behind check out desks, or add them to reference collections.

Looking outside the profession, the National Coalition Against Censorship released a statement against the removal of the books from publication. In it, they argued, “It is important to preserve our literary heritage even when it reflects attitudes that are no longer tolerated as they once were.”  Recently, the National Education Association pivoted away from Dr. Seuss as the focus of their Read Across America program. Instead, they have chosen to focus on diverse children’s books.  

This issue offers an opportunity to engage library staff in discussions. We can introduce the often nuanced reality of librarianship to a new generation. Use this opportunity to have a conversation with your staff.  Some questions you might pose include:

• How would a child feel if they picked up one of these books and found a negative depiction of their own ethnicity?  

• Is removing books from our collections because of outdated views censorship or an important aspect of collection development?

• If we remove controversial books we disagree with are we opening up the possibility of removing other books with controversial viewpoints that we find less egregious or even support?

• Does the context of the societal views of another time period negate how those views are perceived today?

• Does the audience matter in this discussion, can children understand the context of bygone eras the same way adults can? 

The issue necessitates reviewing our collection development policies with an eye toward both free speech and inclusion. Policies should not only draw from the professional ideals of organizations like ALA, but also should reflect our institution’s individual situations and the context of the communities we serve. Are you a small community library with a collection that largely focuses on recently published materials? Are you a large library system that also serves a role for those researching past eras? Ultimately, there isn’t a definitive answer. Libraries, like society as a whole, are wrestling with ghosts of the past while we try to build a better present and future. When we have these discussions with staff, library boards, or other interested parties, it is also paramount to make sure other perspectives are included. Look around the room, is diversity present?

Materials become outdated. As society evolves more people understand that some viewpoints common in one era, are offensive. When we are too inflexible with our thinking and immediately consider any removal of an item as an affront to free speech we can miss other perspectives, other foundational elements of librarianship. Whether these books, or others like them, remain in your library collection is a judgement you have to make, ideally with input from others with diverse backgrounds and experiences. Use issues like this one as a learning tool to engage with staff, so they can develop a broader understanding of librarianship.

Further Reading

CBS News — New York and Denver public libraries aren’t removing Dr. Seuss books over racist imagery

Business Insider — Librarians are debating how to handle the Dr. Seuss controversy — but the books will stay on shelves for now

ALA Freedom to Read Statement

ALA Website — Equity, Diversity, Inclusion

The post The Dr. Seuss Opportunity first appeared on Public Libraries Online.

The ethics theme was divided into two parts: Issues involving intellectual freedom and the spread of misinformation; and issues regarding principles of equality, social responsibility, and inclusion. Specified regarding inclusion were people experiencing homelessness, those experiencing loneliness, people with functional diversity, and LGBTQ+ individuals.

The main lesson I absorbed from this experience is that library professionals around the world share many of the same concerns as U.S. librarians. Combating rampant misinformation in the age of internet and social media, as well as dilemmas regarding how best to serve the most vulnerable populations, were key topics of discussion. Bridging the digital divide and alleviating social isolation were concerns across borders, exacerbated by the pandemic.

The 2020 conference featured speakers from France, Germany, the United States and Spain, as well as about 200 participants from Latin America, Europe and the U.S. Perspectives included those of writers, publishers, and social workers as well as reference librarians and library administrators. Among many partner organizations supporting the conference were the International Institute in Madrid, Spain’s Ministry of Culture, Goethe-Institut Madrid, and the embassies of France and the U.S.

Of particular interest to public librarians was the topic of people experiencing homelessness, as explained by social workers Silvia Galán Cordo and Ana Álvarez Rey-Carbacos of Samur Social Street Team, Madrid. As trusted faces among clients, they often help mediate issues that arise in libraries, collaborating with library staff as well as mental health service providers. People experiencing homelessness cannot always be identified based on appearance, especially during the pandemic, they pointed out. Use of the internet is a particularly critical need among this group: Something as simple as accessing retirement funds often necessitates digital access and digital literacy.

The social workers offered this advice for planning programs relevant to the homeless, such an internet training or job search help: Be flexible and offer incentives. It is difficult for people coping with homelessness to comply with rigid schedules, especially early meeting times. They may not own an alarm clock, may be in a shelter with set breakfast times, and may rely on public transportation. Incentives as simple as coffee not only make people feel more welcome but aid in the word-of-mouth spread of information about library programs.

Also from a public library perspective, Director of the Madrid Public Library M ͣLuisa Azcárraga Urteaga spoke of the psychological effects of loneliness and how libraries may help. She poignantly described loneliness as “having no one to share sorrows, but also joys.” Loneliness is often experienced by older people who may be widowed as well as retired. A significant portion of seniors have a disability that can make it harder to socialize. As in the U.S., library book clubs in Spain are typically attended by women over 60. Such book clubs often lead to going out for a drink or to a theater production based on a book, initiating social networks. However, even remote library services create connections: users call to ask for recommendations on ebooks or audio books, they chat with the driver of the bookmobile and with other readers, creating “tentacles beyond the physical space” of the library.

Those experiencing loneliness also include the well-educated and financially comfortable, Azcárraga Urteaga points out. Such people often avoid other social services due to the belief that such resources are not for them, but the public library is without stigma. She also explained how the library benefits young people, describing a “patient services” outreach program which involved reading to children in waiting rooms.

On the issue of misinformation and intellectual freedom, Cécile Swiatek, Deputy Director of the Library of the University of Paris II, illuminated the media literacy issue from the perspective of academic and scientific research libraries. She touched upon open access issues, both in terms of producing and unlocking scientific research. I presented a synopsis of my research on media literacy initiatives of U.S. public libraries since 2016. German author, translator, and publisher Zoë Beck spoke about issues relating to intellectual freedom in the publishing field.

Moderator Paz Fernández-Cuesta, Director of the Library of the Juan March Foundation Research Support Center in Madrid, coordinated the event with an empathetic and inquisitive tone, referring to the library as a “place of refuge” for many and ethics as a “living, evolving issue” within the profession. The conference opened with Javier Gomá Lanzón, philosopher and award-winning author, who said that for him personally the library is the best answer to the question: “Who has been your teacher?” He was interviewed by Anna Maria Ballester Bohn, Director of the Goethe-Institut Madrid Library. 

At the Q & A finale, many questions centered around what libraries are doing to help the most vulnerable, including people impacted by the pandemic. I mentioned the training our library staff received in Mental Health First Aid and in working with people experiencing homelessness. One of the key themes I absorbed from such training is to demonstrate respect for individuals well in advance of any difficult situations that may arise.

I was enriched by hearing from information professionals around the world about how they handle ethical problems. That so many of our concerns are the same makes me feel we have much to learn from one another about best practices. Perhaps a silver lining to this difficult year is that increased familiarity with virtual meetings and tools can lead to more communication and collaboration with international colleagues.

For more information, see the Everyday Ethics in Library Life conference recording. For past conference themes and general information, see the International Conference on Library Experiences. 

The post Ethical Issues in Libraries: An International Conference first appeared on Public Libraries Online.

Here is the list of books that were challenged or banned in 2014:

The Absolutely True Diary of a Part-Time Indian by Sherman Alexie — Reasons: anti-family, cultural insensitivity, drugs/alcohol/smoking, gambling, offensive language, sex education, sexually explicit, unsuited for age group, violence. Additional reasons: “depictions of bullying”

Persepolis by Marjane Satrapi — Reasons: gambling, offensive language, political viewpoint. Additional reasons: “politically, racially, and socially offensive,” “graphic depictions”

And Tango Makes Three  by Justin Richardson and Peter Parnell –Reasons: Anti-family, homosexuality, political viewpoint, religious viewpoint, unsuited for age group. Additional reasons: “promotes the homosexual agenda”

The Bluest Eye by Toni Morrison — Reasons: Sexually explicit, unsuited for age group. Additional reasons: “contains controversial issues”

It’s Perfectly Normal by Robie Harris — Reasons: Nudity, sex education, sexually explicit, unsuited to age group. Additional reasons: “alleges it child pornography”

Saga by Brian Vaughan and Fiona Staples — Reasons: Anti-Family, nudity, offensive language, sexually explicit, and unsuited for age group.

The Kite Runner by Khaled Hosseini — Reasons: Offensive language, unsuited to age group, violence

The Perks of Being a Wallflower by Stephen Chbosky — Reasons: drugs/alcohol/smoking, homosexuality, offensive language, sexually explicit, unsuited for age group. Additional reasons: “date rape and masturbation”

A Stolen Life by Jaycee Dugard — Reasons: drugs/alcohol/smoking, offensive language, sexually explicit, and unsuited for age group

Drama by Raina Telgemeier — Reasons: sexually explicit

In the first decade of this century (2000-2009) there were over 5000 challenges reported to the Office of Intellectual Freedom due to a variety of topics such as:

• 1,577 challenges due to “sexually explicit” material;
• 1,291 challenges due to “offensive language”;
• 989 challenges due to materials deemed “unsuited to age group”;
• 619 challenged due to “violence”‘ and
• 361 challenges due to “homosexuality.”
• 274 challenges due to “occult” or Satanic” themes
• 291 challenges due to their “religious viewpoint”

These lists provided by The Office for Intellectual Freedom of the American Library Association highlight books and themes that people deem inappropriate for public and/or school libraries to carry and offer to its patrons.

More recently, a woman in Knoxville Tennessee objected to her son getting assigned to read a book that she considered to be pornographic.  The book is The Immortal Life of Henrietta Lacks by Rebecca Skloot.  The story is about a woman with cervical cancer whose cells were used to develop many advancements in medicine, including the polio vaccine.  This case essentially ended with the student being assigned another book to read, but the book still being available in his library for other patrons. While on the one hand, I applaud this woman for being involved in her son’s education and academic progress.  It’s great that she wants to help her child in his learning process.  However, there is a difference between making a choice for your family and making a choice for everyone in your community.

Lastly, it must be pointed out that book banning is basically an exercise in futility in this day and age.  Information is available in so many forms and in so many places, that if people want to read The Perks of Being a Wallflower  they can find it at the library, bookstore, Kindle, or on the internet, or they can watch the movie based on the book.  To be honest, I firmly believe that people who challenge the existence of certain books in their library are actually owed a debt of gratitude by the author because they usually end up making the book more popular than if they hadn’t said anything.  That being said, the ALA and libraries en masse believe in the idea of Intellectual freedom which can be defined as the right of every individual to seek and receive information without any restrictions.

Sources

http://rebeccaskloot.com/the-immortal-life/

http://www.ala.org/bbooks/

http://www.slate.com/articles/arts/culturebox/2015/09/banned_books_week_no_one_bans_books_anymore_and_censorship_of_books_is_incredibly.2.html

The post ALA Banned Book List first appeared on Public Libraries Online.

Most public librarians don’t need to be sold on serving teens. However, not everyone understands the importance of connecting with this age group, so a little data to back up suggestions is great for the librarian wanting to develop teen services. When you’re able to show that a quarter of library users are between the ages of 14-24, that can help a discussion about funding. Besides serving all ages, another big reason that library services exist is to be an equalizing force. Many teens are experiencing situations dealing with poverty and homelessness. They are living in a world where prejudice–whether it deals with race, ethnicity, or sexual preference–exists.[2] The library should be a place where teens can come for help, acceptance, and learning.[3]

Not only do libraries need to serve teens, but they need to be doing so in a way that is responsive to how teens interact with the world. These connections are greatly affected by technology and high online engagement. If libraries don’t create a relationship with teens, it decreases the chance that teens will find information that allows them to explore their world and grow.[4]

Several tips are provided to help library staff connect with teens, with the first being to recognize “teens as thinking human beings.” Relating to others can be difficult, and adding an age difference can make it that much harder, but if staff talk with teens about what they care about, they can go a long way to connect. Understanding teens’ use of technology and taking risks with programs and services are also an important part of building a relationship.[5] When staff know what these patrons are interested in, they can help the teens to learn more about what excites them and impart other skills at the same time.[6]

The report recommends several changes from past library practices to possibilities for creating a better environment for teens. Seeing the library as a place for all teens, readers and gamers alike, and having a space and collection that reflect the desires of those patrons are integral. Programs must be created based on the interests of the users with learning opportunities incorporated. Devoted library staff need to be able to focus on creating services for teens, as well as making those connections with them.[7]

Looking at the values expressed in the report for what library staff should uphold while working with teens, you see many of the same things that should be used with all library patrons, which relates back to their point about seeing teens as thinking humans. With adaptability, respect, collaboration, diversity, inclusivity, equality, and intellectual freedom all being listed among the important principles, library staff need to remember that teens deserve the same kinds of services as adults.[8]

No matter what function you perform at a library, you can gain some piece of knowledge about how better to serve teens by reading this report. More and more libraries are actively working to engage their teen patrons through activities, like advisory boards where teens are able to express their interests, and outreach, where librarians offer booktalks on a wide variety of topics to show that all kinds of stories are available. Cliché or not, teens truly are the future of the world, and libraries can help to make a huge difference in making that future brighter for everyone.

References:

[1] American Library Association. YALSA Products and Publications. n.d. (accessed June 18, 2015).

[2] Braun, Linda W., Maureen L. Hartman, Sandra Hughes-Hassell, and Kafi Kumasi. “The Future of Library Services for and with Teens: A Call to Action.” American Library Association. January 8, 2014. (accessed June 18, 2015). Page 1-2.

[3] Ibid. Page 3.

[4] Ibid. Page 5.

[5] Ibid. Page 10.

[6] Ibid. Page 12.

[7] Ibid. Page 15-16.

[8] Ibid. Page 20-21.

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With so many possibilities for 3D printing, the excitement is quickly building. New businesses are opening and creating innovative new products that are changing lives in ways that wouldn’t have been possible a few years ago. Just as libraries have always been about providing access to new information and resources, they continue this mission by providing this new technology. The variety of filaments that can be used in these machines is growing, but currently the most commonly used are plastic, usually PLA (poly lactic acid) or ABS (Acrylonitrile Butadiene Styrene). However, some printers have been created that can print with food or cellular material.[i]

One of the larger considerations for 3D printing involves intellectual property. This concept is nothing new for libraries, and copyright is something we have had to think about for years, posting signs by our copiers and music collections. However, with creation of content and objects, we must begin to think beyond copyright, and move into the world of patents and trade secrets.[ii]

Further legal considerations involve liability. The tip sheet mentions liability that stems from the actual products that are created using the 3D printer.[iii] Beyond that, libraries will also want to mull over any liability issues from having the machines themselves and the possible dangers that can arise simply from machines whose parts can heat to over 200 degrees.

Then you have intellectual freedom. Libraries are champions of providing information and access to everyone. However, when possible public safety issues, like with 3D printed weaponry, where do our responsibilities lie? The ALA tip sheet also discusses the use of this technology as a way to create pharmaceuticals, and how that same use could spread to illegal drug production.[iv]

These legal matters can be intimidating. The great part is that many libraries have begun this journey and have started thinking about these issues. Warning notices regarding copyright have been created, such as the one at the University of Wisconsin-Milwaukee (available via the link). User agreements and liability waivers have been written with the assistance of legal counsel, like the one from the  Fayetteville Free Library.

Overall, can 3D printing present some daunting issues? Yes. However, the wonderful implications of this technology far outweigh the effort of overcoming the obstacles. 3D printers aren’t the first new product libraries have offered, nor will they be the last. Here’s to being brave new librarians!

Works Cited

[i] United For Libraries, Public Library Association, and ALA’s Office of Info Tech Policy. “American Library Association.” Progress in the Making: An Introduction to 3D Printing and Public Policy. September 2014. (accessed October 13, 2014).

[ii]Ibid.

[iii] Ibid.

[iv] Ibid.

Cover Image Credit: Chris McKenna

The post 3D Printing: New Horizons first appeared on Public Libraries Online.

Librarians and library staff are champions of the freedom to read, and indeed, it is a core value of the library profession.  However, intellectual freedom means much more than reading banned books during a special week once a year.  Intellectual freedom is part of our jobs each and every day.

At the 2012 PLA annual conference in Philadelphia, one of the sessions I attended made an impression on me, and I still refer back to it nearly a year later.  It was called “Everyday Ethics: Tools for First Responders on the Library’s Front Lines” presented by Theresa Jehlik, Angela Maycock and Martin Garnar.  They provided several scenarios of intellectual freedom issues that might occur in a library and asked attendees to discuss the scenarios in small groups.  The speakers responded and with the help of several ALA emerging leaders, they role played each scenario with a particular response.  The audience was then invited to provide comments.

Some of the scenarios included issues such as:

• A parent wanting to know what is checked out on their child’s card and you know that you helped their child last week on a sensitive topic
• A parent is upset that you allowed their child to check out a movie that is rated R
• The public computers have filters and a teenager is not able to get the information she needs on a topic that the filters are blocking
• You discover that an employee is discussing a patron on Facebook.  She did not use a name, but it is obvious who she is talking about.

The small group discussions were enlightening.  Yes, I know my own library’s policies, but everyone in my group had a different point of view and may handle the scenarios in slightly different ways.  It promoted terrific discussion, and made me more aware that intellectual freedom issues happen every day.

After the conference, I talked about these scenarios with my administration and co-workers.  They were good reminders about how to handle intellectual freedom issues.  I encourage you to think about how you would handle similar scenarios (or create your own) in your library.  For more information about intellectual freedom, including a manual and toolkits, visit the American Library Association’s Intellectual Freedom web page. http://www.ala.org/advocacy/intfreedom

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