I have a few key takeaways I would like to share with you on Module 6.2. I found this module exceptionally interesting and I can already imagine how I can use some of the principles discussed in my new TL role, when the situation arises.

I have purchased quite a few ‘controversial’ books for our library, particularly under the LGBTIQ initialism; I feel strongly about ensuring we are representing this group, as I have noticed in my teaching the past year, we have more and more students who are identifying openly to belong to this group.

Interestingly I was advised by another TL to place content warnings in some of these books. I did not think much of it at time, but I can see how some other staff in my library have much more conservative views than me, and perhaps that may turn into censorship behaviour. I think I will continue to explore self-censorship at a deeper level after reading the key texts in 6.2 as there is a lot to learn here. It was interesting to read in this module how such warning labels can send a message that something is wrong with the book and are actually a form of censorship.

In Jacobson (2016) it was insightful to read about how censorship in school libraries is increasing – but is this due to an increase in ‘controversial’ books or an increase in complaints? This would be such an interesting research topic!

I can now see how valuable a collection development policy for identifying a clear explicit book selection policy, and with reference to freedom to read, how the document could be supportive if a book was contested.