The Teacher Librarian (TL) is faced with surmounting challenges to avoid censorship and uphold the students’ rights to intellectual freedom. Censorship itself is a difficult concept to define, a fluidic notion that changes with the times (Duthie, 2010). Moody (2005) describes an accepted key aspect of censorship involves a significant restriction of free access to information.  While codes from professional bodies such as the Australian School Library Association and the Australian Library and Information Association are staunchly opposed to censorship, it appears evident that censorship in school libraries is a complex issue (ASLA, 2011. ALIA, 2001).

Teacher Librarians have a professional duty to adhere to codes and ethics set by relevant professional bodies. The ALIA (2001, pg1) states all professional librarians ‘must be committed to intellectual freedom and the free flow of ideas’. While such codes and ethics explicitly state what is expected from the TLs professional practice, they do not pertain to the day-to-day choices and decisions in which TLs should implement, to ensure these codes and ethics are met. Nor do they consider the ever-changing challenges and pressures faced by the TL’s from the developments of technology and the continuous growth of access to information (Duthie, 2010).

Here is where the importance of the Collection Development Policy acts as both a safeguard and advocate of censorship and ethics. Oberg & Schultz-Jones (2015) explains that elements such as; statements of intellectual freedom and or freedom of information and the policy’s purpose in relation to culture, linguistic and Indigenous identities of its users should be included. By this, the policy should establish the method for choosing resources that are consistent with the principals of intellectual freedom and of children’s rights to know. Further identifying the TLs responsibility to resist censorship, limiting resources and or access to materials (Oberg & Schultz-Jones, 2015).

Assisting the TL further should be a separate procedure manual that guides the selection and acquisition of resources and the provide standards for organisination such as; cataloguing, classification and shelving. This manual should also include guidance to obtaining resources that meet the context of the school and its users (Oberg & Schultz-Jones, 2015). Mitchell (2018) adds that TLs can find more information in the rubric from Appendix C of the ALIA/VCTL Policy and Procedures Manual. The rubric highlights the challenge of collections moving from mostly physical formats to a blend of formats. It also describes and details the components of a balanced, quality collection which meets the needs of the school community. The rubric is intended as a flexible framework and can be used in a various ways, depending on a school’s needs and priorities.