The debate over selection versus censorship raised by Jenkinson (2002) holds a mirror up to our own practises as a teacher librarian as well as our personal beliefs. How committed are we to the free flow of information? Are we active in the inclusion of a diverse range of perspectives in our collection? Do we mindfully consider a balance of formats to enable all students to access the curriculum? And then this… Do we self- censor when evaluating a new resources? Are we scared of the increasingly polarised communities we serve and the stories of book bans we hear about overseas?
These questions have certainly been formulating in my mind as I engage with the ETL503 content. In the current context of a referrendum that fostered racism and hate speech and vocal pockets of community outrage against drag queen book readings, and perhaps sexual diversity itself, it is to be expected that as teacher librarians we pause to consider how we develop our collections. This pause may be fear or it may be the opportunity to prepare. Through robust selection criteria and a lens through which we can examine resources for their own merit outside of current socio-political contexts we can maintain a library that serves its purposes as a hub of inclusion, information and imagination.
Jenkinson (2002) is clear that we must arm ourselves with clear and practical policy around collection development in order to continue the vital role of school libraries in enabling students to access information. It is the armour we can wear against challenges from patrons or community members or others who may seek to impose their values upon collection development. Further, we must also advocate for our uniquely qualified position, lest someone without the same commitment to library principles, such as those outlined in the ALIA-ASLA policy on school library resource provision (2016) is placed in charge of the selection (or censorship) of materials.
So yes, at times as teacher librarians, we pause in the collection development cycle. At times it may be fear or apprehension but within this we also self reflect on our practices, our prejudices, our pedagogy and our shared principles. In doing so, when I pause to consider whether I will select (or deselect) a resource for our library I do so with the considerations of the rights of my students as unique individuals, as patrons of their library, and also as future citizens, at the forefront of my mind.
Australian Library and Information Association (ALIA) and Australian School Library Association (ASLA) (2016) Statement on school library resource provision.
Jenkinson, D. (2002). Selection and censorship: It’s simple arithmetic. School libraries in Canada, 2(4), 22.