Professional Development Activity: Webinar – Three ways librarians can combat censorship
The International Federation of Library Associations and Institutions (IFLA) defines censorship as deliberately limiting the availability or access to information or ideas and suppressing facts, opinions, beliefs, or other ideas that are inconvenient, objectionable, or challenging (2019, p.1). During Banned Book Week in 2019 a webinar titled Three ways librarians can combat censorship, was hosted by the American Library Association’s (ALA) Office for Intellectual Freedom, Index on Censorship magazine and SAGE Publishing.
Courtney Kincaid spoke of her experience as a Director of a public library in Texas, enduring months of harassment from members of the community, politicians and religious institutions who opposed the inclusion of two items in the library collection which had LGBTQI themes. Adriene Lim, Dean of Libraries at the University of Maryland, spoke about opposition from library users to historical artworks. Molly Dettman is a school librarian and addressed the issue of self-censorship.
These speakers offered great insight into the issue of censorship in libraries and inspired further reflection on my own professional practice. All three spoke of the importance of policy. The Australian Library and Information Association’s (ALIA) Free access to information statement directly addresses censorship, stating libraries should have inclusive collections “irrespective of the controversial nature of the information or ideas” and should not “suppress particular beliefs or ideas” (2018, p. 2). The State Library of New South Wales (SLNSW) also offers guidelines for public libraries to combat censorship, asserting that libraries should not restrict their collections based on “moral, political, racial, religious, sexist, language, or other grounds” (2019, p. 1). Individual libraries have collection development policies which should address the issue of censorship, referring to state and national guidelines. In the event of public dissent, such as in Texas, it is important for library staff to have access to policies that support their decisions.
Adriene Lim’s experience also provided points to reflect on. The murals were seen to be offensive and celebrating a racist history. While agreeing the murals were offensive, Lim disagreed with their removal based on her beliefs around censorship, that it is ultimately those with less power who are greater affected by censorship. If we start to censor what one group finds offensive will this give other groups licence to request censorship? It is a slippery slope and one which can be avoided by adhering to policy.
Recently, there has been discussions around the halt in publication of six titles by Dr. Seuss and whether libraries should remove these books from their collections (Pratt, 2021). My views around this topic have changed since viewing this webinar. I agree with Lim’s beliefs that we should not censor our collections, particularly when an item reflects the time in which it was created. I held the belief that offensive items should be removed, especially from children’s areas, however I have come to realise that in doing so I would be participating in censorship when ultimately what children have access to, in a public library, is the responsibility of their parents or guardians (SLNSW, 2019, p. 2).
Censorship is a controversial topic that can generate “powerful emotions” (Duthie, 2010, p. 86). Viewing this webinar has led to a deeper understanding of issues around censorship. I have learned the importance of knowing the policies that protect libraries and gained insight into issues librarians may face concerning censorship from hearing the experiences of other industry professionals.
References
Australian Library and Information Association. (2018). Free access to information statement. https://www.alia.org.au/about-alia/policies-standards-and-guidelines/statement-free-access-information
Duthie, F. (2010). Libraries and the ethics of censorship. The Australian Library Journal, 59(3), 85-94. https://doi.org/10.1080/00049670.2010.10735994
International Federation of Library Associations and Institutions. (2019, August). IFLA Statement on Censorship. https://www.ifla.org/publications/node/92391
Pratt, M. (2021, March 3). 6 Dr. Seuss books won’t be published for racist images. The Associated Press. https://apnews.com/article/dr-seuss-books-racist-images-d8ed18335c03319d72f443594c174513
SAGE Publishing. (2019, September 24). Three ways librarians can combat censorship. YouTube. https://www.youtube.com/watch?v=KSxDIAuOCdI
State Library of New South Wales (2019). Access to information in NSW Public Libraries: Library Council guideline. https://www.sl.nsw.gov.au/sites/default/files/accesstoinformation2007.pdf
I looked at a journal article for this topic that examined a censorship based legal case around another Texan Library that sound very similar to the one Courtney Kincaid managed. I am aghast that this kind of open harassment of Library staff still goes on around this issue.
I am pleased to see that the import of strong Library policies was reinforced by the webinar speakers. These kind of specific policies make the acquisition and continued availability of controversial items easier to enforce and maintain (Oltmann, 2016, p. 27).
I am interested in your view around whether holders of controversial items like the six Dr Suess titles you refer to should provide interpretation of these items? So to better assist the guardians of young children in interpretating them? It appears this example policy shown in Pinnell – Stephens supports the view that the access policy applies equally to all parts of the collection as it explicitly states that this policy will apply equally to the materials for children. Moreover, it states that the library believes that individuals may reject for themselves or their children materials that they find unsuitable. Parents are responsible for the use of library resources by their own children (2020, p. 10). I do feel that interpretation of some kind could play a role in providing continued access to controversial materials, but I realise that this then puts library staff in the difficult position of deciding themselves what may be controversial about materials.
References
Oltmann, S. M. (2016). Public Librarians’ Views on Collection Development and Censorship. Collection Management, 41:1, 23-44. https//doi.org/10.1080/01462679.2015.1117998
Pinnell-Stephens, J. (2012). Protecting intellectual freedom in your public library : scenarios from the front lines. American Library Association.
Hi Cassie,
Thank you for your review of the webinar. I gave it a watch and found it very enlightening, particularly how Lim used the defaced mural to open important dialogues about history, racism and diversity instead of shrouding it. I think you raise important points about the slippery slope of censorship and the necessity of a clear and well-written collection policy.
Like Confederate statues, I think the racism in Dr. Seuss titles is a very complex and difficult issue. While I agree that we should not remove such items from our collection, I feel that problematic depictions of race should be addressed in some form, as they may send harmful messages to children. For popular classics, Frick (2020) suggests featuring and recommending titles that promote anti-racism instead, or making guides for discussing race and racism.
While parents and guardians should be responsible for educating their children, in reality, parents themselves may hold racist views that influence their children. For example, in Kim’s (2014) study, kindergarten-age Korean-American children responding negatively to black characters in picture books due to the influence of their parents, community, and media.
Librarianship in the U.S. is also a very white-dominated profession, as seen in ALA statistics (2012), so I think it is important for librarians to respect concerns brought up by minority groups and address these issues while preserving these classics with historic value.
American Library Association. (2012). Diversity counts 2009-2010 update. http://www.ala.org/aboutala/offices/diversity/diversitycounts/2009-2010update
Frick, K. (2020, June 16). The problem with classic literature. ALSC Blog. https://www.alsc.ala.org/blog/2020/06/problem-with-classic-literature/
Kim, S. J. (2015). Korean-Origin kindergarten children’s response to African-American Characters in race-themed picture books. Education Research International. http://dx.doi.org/10.1155/2015/986342
SAGE Publishing. (2019, September 24). Three ways librarians can combat censorship. YouTube. https://www.youtube.com/watch?v=KSxDIAuOCdI