This reflection is based on the article ‘Selection & Censorship: It’s simple arithmetic’ by Dave Jenkinson.

The library serves as a lifeline for all of us. We rely on books not only to enhance our reading but also to learn about the world. However, many times, concerns over race, sexual orientation, gender, etc., lead to the banning of certain books. This not only harms our education but also infringes upon our freedom of thought. The library plays a crucial role in youth literacy. Without access to a robust and complete set of library resources and the guidance of professional skilled librarians, learning to read becomes a challenging task.

While I am currently not a school librarian, I believe that we face similar censorship challenges in Australia as in Canada. Censorship should aim to protect our students and assist in selecting the most appropriate reading and learning resources to support individual needs. However, as mentioned in the article, one of the significant challenging form of censorship is invisible self-censorship (Jenkinson, 2002). This can be based on personal beliefs, biases, or challenges from parents and the community. Moreover, a significant portion of the challenges comes from our fellow teachers (Jenkinson, 2002).

Self-censoring is ethically indefensible; therefore, school librarians need to take measures to become strong advocates. Librarians have an obligation to read what students read. This prepares them to respond to questions about the book collections from fellow teachers, parents, or other community members. There are other ways to prepare for challenges and potentially eliminate self-censorship. Dawkins (2018) emphasizes the importance and need for a collection development policy. However, a policy alone is not enough. Hoffman & Wood (2007) agree that a strong relationship and understanding of roles throughout the entire school will help reduce difficulties in dealing with these issues.