Censorship is an important part of the collection development policy (CDP) which in simple terms is based on the concept to allow freedom to read or express views to balance point of views (Emeka & Atanda, 2017). However, libraries, in the process of achieving their goals adhere to ethical conduct and morales in order to ensure users are respected. A certain level of “duty of care” is maintained and it is even more important in school libraries where children are presented with age appropriate material that is not harmful, embarrassing, lacks integrity of diversity and that the information is accurate and current.
The Australian Library Information Association [ALIA] (2023), addresses an objective as part of its literacy promotion and states ” to promote the free flow of information and ideas in the interest of all Australians and a thriving culture, economy and democracy”. This is to ensure that everyone can use, evaluate and create the information they seek to assist in their own personal, social or educational goals. In other words, it is a way of keeping the balance so everyone can form their own decision when reading about the same topic but different point of views. The TLs role here is to ensure that the material complies with the CDP on challenged materials, although different view points which are health but informative for students to consider different sides of the coin.
Selection of library material has become more complex with digitised updates of information, making the role of the teacher librarian (TL) more relevant and important to the type of materials that teachers and students will have access (Dawkins, 2018). TLs feel the pressure and the impact it causes when self-censorship occurs as they do not want to add certain material in fear of that material being challenged. It is especially important that the collaboration of TL, teacher and principal is seen as one and not each as a separate entity and communication is key to initiate ongoing conversations and understandings. It is important to note that whilst the TL will follow selection policy guidelines, teachers and principals may be unaware of such policies used in the selection, acquisition and weeding of library material. Additionally, with the library’s collection becoming digital, the challenges between printed and digital material becomes more apparent as printed material in non-fiction circumstances becomes out of date very quickly (Koehn & Hawamdeh, 2010). As new current information is presented quicker and more accurately, some printed material may find itself on the weeding list and the pressure is presents for TL to ensure their library is current.
A well written CDP can also alleviate challenges of material if teachers may want certain material to stay or acquisition of materials that do not meet the standards of the CDP that is in line with the schools strategic plan and mission. Awareness of such policies can assist in protecting the decisions of TL as well as contribute towards their valuable role and presence in the library. This will assist principals understand that TLs are professionally trained and are qualified in actively initiating the processes stated in the CDP, as well as understanding what needs to be done to assist users and in turn easing their distress in constantly explaining their decision (Dawkins, 2018). It is important to note that the CDP is aligned with the school context for its users.
In terms of the library’s physical collection, there will (at least for a while) be room to house both print and digital resources in the library space. Moreover, budgetary implications and justifying costs to acquire new resources may not always be an option. Many digitised materials requires subscriptions or purchases to online textbooks and other resources and this may not be available for all schools because of funding or lack of devices or poor internet access. The TL would need to justify the usage to cost and evaluate whether online databases may be a better option than to buy a few hard copies and have it on restricted loan (Koehn & Hawamdeh, 2010). However, going forward as electronic resources grow and evolve, it may be necessary to take step to ensure the library complies with censorship laws to protect the school environment and users, but also ensure accurate, reliable, current and age appropriate material is available. Finally, the CDP will ensure the TL is protected as clear guidelines will assist with anyone challenging the material to be selected, acquired or de-selected.
References
Australian Library Information Association [ALIA]. (2023). Statement on information literacy for all Australians. http://www.alia.org.au/Web/Research-and Publications/Policies/Statement-on-information-literacy-for-all-Australians.aspx
Dawkins, M. (2018). The decision by school librarians to self-censor: The impact of perceived Administrative discomfort. Teacher Librarian. 45(3), 8-12.
Koehn, L. S. & Hawamdeh, S. (2010). The acquisition and management of electronic resources: Can use justify cost? Library Quarterly. 80(2), 161-174.