Week+2+Notes

**Week of May 18****th**

Dr. Moeller's Lecture - [|My Google Doc Link]
 * **Topics via podcast:**
 * Ethics of librarianship
 * Request for reconsideration || **Assignments: Due May 24****th**
 * Blog posting #1
 * Responses to blog posting #1
 * Group discussions (leaders: see separate due dates above) ||
 * Focus: ethics of librarianship and request for reconsideration
 * "If you haven’t already, please take a few moments and look through the [|__Parents Against Bad Books in Schools (PABBIS)__]  website that was mentioned in your textbook, just so you can get a sense of how this group considers some of the materials found in K-12 schools. Through organized challenges, groups like this attempt to pressure libraries into regulating what issues and viewpoints are made available to their patrons. That’s where we run into a problem; people deciding what materials should or shouldn’t be made available to others. "

**Readings (all electronic documents may be accessed directly through Oncourse resources):**

__ALA. (201____1). About banned and challenged books.__ http://www.ala.org/ala/issuesadvocacy/banned/aboutbannedbooks/index.cfm
 * " A challenge is an attempt to remove or restrict materials, based upon the objections of a person or group. A banning is the removal of those materials. "
 * "<span style="color: #333333; font-family: Arial,Tahoma,Verdana,Helvetica,sans-serif; font-size: 12px; line-height: 16px;">Often challenges are motivated by a desire to protect children from “inappropriate” sexual content or “offensive” language. The following were the top three reasons cited for challenging materials as reported to the Office of Intellectual Freedom:
 * 1) the material was considered to be "sexually explicit"
 * 2) the material contained "offensive language"
 * 3) the materials was "unsuited to any age group""

Refer to the [|Free Access to Libraries for Minors: An Interpretation of the Library Bill of Rights] which states <span style="color: #333333; font-family: Arial,Tahoma,Verdana,Helvetica,sans-serif; font-size: 12px; line-height: 16px;">that, “Librarians and governing bodies should maintain that parents—and only parents—have the right and the responsibility to restrict the access of their children—and only their children—to library resources.” <span style="color: #333333; font-family: Arial,Tahoma,Verdana,Helvetica,sans-serif; font-size: 12px; line-height: 16px;">"Censorship by librarians of constitutionally protected speech, whether for protection or for any other reason, violates the First Amendment."

__ALA. (201____1). Banned books week basics.__ > <span style="font-family: Calibri,sans-serif; margin: 0px 0px 0in; padding: 0px;">http://www.ala.org/ala/issuesadvocacy/banned/bannedbooksweek/index.cfm > __ALA. (____1990). Freedom to view statement.__ <span style="font-family: Calibri,sans-serif; margin: 0px 0px 0in; padding: 0px;">http://www.ala.org/ala/mgrps/rts/vrt/professionalresources/vrtresources/freedomtoview.cfm > __ALA. (201____1). Freedom to Read Foundation.__ <span style="color: #000000; font-family: Calibri,sans-serif; margin: 0px 0px 0in; orphans: 2; padding: 0px; widows: 2;">http://www.ala.org/ala/mgrps/affiliates/relatedgroups/freedomtoreadfoundation/index.cfm
 * "<span style="color: #333333; font-family: Arial,Tahoma,Verdana,Helvetica,sans-serif; font-size: 12px; line-height: 16px;">Held during the last week of September, Banned Books Week highlights the benefits of free and open access to information while drawing attention to the harms of censorship by spotlighting actual or attempted bannings of books across the United States."
 * <span style="color: #333333; font-family: Arial,Tahoma,Verdana,Helvetica,sans-serif; font-size: 12px; line-height: 16px;">"Intellectual freedom—the freedom to access information and express ideas, even if the information and ideas might be considered unorthodox or unpopular—provides the foundation for Banned Books Week. BBW stresses the importance of ensuring the availability of unorthodox or unpopular viewpoints for all who wish to read and access them."
 * <span style="color: #333333; font-family: Arial,Tahoma,Verdana,Helvetica,sans-serif; font-size: 12px; line-height: 16px;">"The books featured during Banned Books Week have been targets of attempted bannings."
 * <span style="font-family: Calibri,sans-serif;">re: " <span style="color: #333333; font-family: Arial,Tahoma,Verdana,Helvetica,sans-serif; font-size: 12px; line-height: 16px;">access to film, video, and other audiovisual materials"
 * <span style="font-family: Calibri,sans-serif;">" <span style="color: #333333; font-family: Arial,Tahoma,Verdana,Helvetica,sans-serif; font-size: 12px; line-height: 16px;">... established in 1969 as a First Amendment legal defense organization affiliated with the American Library Association. FTRF is a separate corporation from the American Library Association, working in close liaison with the ALA. The secretariat is located in the Office for Intellectual Freedom, ALA Headquarters. "

http://americanlibrariesmagazine.org/news/10122010/ban-violent-books-prison-libraries-urges-connecticut-state-senator
 * American Libraries. (2010, October 12). Ban violent books from prison libraries, urges Connecticut state senator.**

http://www.americanlibrariesmagazine.org/news/ala/school-librarian-stands-against-organized-challenge-receives-aasl-intellectual-freedom-awar RE: Dee Venuto / Revolutionary Voices "While the reconsideration committee eventually ruled to return only two of the titles to the school library’s shelves, Venuto’s efforts to uphold intellectual freedom moved beyond the walls of her school library. A New Jersey resident was inspired to host a series of readings from one of the banned books, and the New Jersey Education Association published an article about teen literature, censorship and banned books. The National Coalition Against Censorship also recognized Venuto for her work."
 * American Libraries. (2011, April 19). School librarian stands against organized challenge, receives AASL Intellectual Freedom Award.**

http://www.statesman.com/news/texas/banned-in-texas-prisons-books-and-magazines-that-203986.html
 * Dexheimer, E. (2010, January 30). Banned in Texas prisons: books and magazines that many would consider classics.**

http://www.schoollibraryjournal.com/article/CA6632974.html
 * Whelan, D. L. (2009, February 01). “A dirty little secret: Self-censorship.” **

http://www.harrisinteractive.com/NewsRoom/HarrisPolls/tabid/447/ctl/ReadCustom%20Default/mid/1508/ArticleId/754/Default.aspx
 * Harris Interactive. (2011). Most American opposed to banning any books.**

http://www.ifmanual.org/prisoners EXCERPT " These principles should guide all library services provided to prisoners:
 * Prisoners' Right to Read: An Interpretation of the Library Bill of Rights**
 * Collection management should be governed by written policy, mutually agreed upon by librarians and correctional agency administrators, in accordance with the Library Bill of Rights, its Interpretations, and other ALA intellectual freedom documents.
 * Correctional libraries should have written procedures for addressing challenges to library materials, including a policy-based description of the disqualifying features, in accordance with “Challenged Materials” and other relevant intellectual freedom documents.
 * Correctional librarians should select materials that reflect the demographic composition, information needs, interests, and diverse cultural values of the confined communities they serve.
 * Correctional librarians should be allowed to purchase materials that meet written selection criteria and provide for the multi-faceted needs of their populations without prior correctional agency review. They should be allowed to acquire materials from a wide range of sources in order to ensure a broad and diverse collection. Correctional librarians should not be limited to purchasing from a list of approved materials.
 * Age is not a reason for censorship. Incarcerated children and youth should have access to a wide range of fiction and nonfiction, as stated in “Free Access to Libraries for Minors."
 * Correctional librarians should make all reasonable efforts to provide sufficient materials to meet the information and recreational needs of prisoners who speak languages other than English.
 * Equitable access to information should be provided for persons with disabilities as outlined in “Services to People with Disabilities.”
 * Media or materials with non-traditional bindings should not be prohibited unless they present an actual compelling and imminent risk to safety and security.
 * Material with sexual content should not be banned unless it violates state and federal law.
 * Correctional libraries should provide access to computers and the Internet."

[|IFM. Code of Ethics of the ALA, pp. 303-304.] EXCERPT: "We provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests. We uphold the principles of intellectual freedom and resist all efforts to censor library resources.We protect each library user's right to privacy and confidentiality with respect to information sought or received and resources consulted, borrowed, acquired or transmitted.We respect intellectual property rights and advocate balance between the interests of information users and rights holders.We treat co-workers and other colleagues with respect, fairness, and good faith, and advocate conditions of employment that safeguard the rights and welfare of all employees of our institutions.We do not advance private interests at the expense of library users, colleagues, or our employing institutions.We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources. We strive for excellence in the profession by maintaining and enhancing our own knowledge and skills, by encouraging the professional development of co-workers, and by fostering the aspirations of potential members of the profession. Adopted June 28, 1997, by the ALA Council; amended January 22, 2008."

http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/interpretations/challengedmaterials.pdf EXCERPT "The American Library Association declares as a matter of firm principle that it is the responsibility of every library to have a clearly defined written policy for collection development that includes a procedure for review of challenged materials. Selection of online resources, including Web sites, should also be governed by this collection development policy and be subject to the same procedures for review of challenged materials. This policy reflects the Library Bill of Rights and is approved by the appropriate governing authority.
 * IFM. Challenged Materials: An Interpretation of the Library Bill of Rights, p. 100. **

Challenged materials should remain in the collection during the review process..."

Key audiences: parents, teachers, government leaders, religious leaders, media, business groups, labor groups, library users, library staff, library trustees, library foundations, library Friends groups, potential supporters of censorship, potential allies (386-87) "Do not assume that anyone knows or understands what intellectual freedom is or the role of libraries and librarians in supporting it." (386-87) Use clear language, perhaps instead of IF, "freedom to read, hear or receive information." (387) Spokespeople...  Delivering the message...  Working with the media...  Dealing with controversy... "An important way to promote intellectual freedom is to practice good public relations, which includes ongoing public education and being prepared for potential controversy." (394)
 * IFM. Communicating the Intellectual Freedom Message, pp. 386-394. **

http://www.ala.org/ala/issuesadvocacy/intfreedom/librarybill/interpretations/ExpurgationofLibrary.pdf EXCERPT "The act of expurgation denies access to the complete work and the entire spectrum of ideas that the work is intended to express. This is censorship. Expurgation based on the premise that certain portions of a work may be harmful to minors is equally a violation of the Library Bill of Rights.
 * IFM. Expurgation of Library Materials: An Interpretation of the Library Bill of Rights, p. 131. **

Expurgation without permission from the rights holder may violate the copyright provisions of the United States Code..."


 * IFM. Preparing for and Responding to Challenges, pp. 375-385. **

**CHOCOLATE - Building Emotional Support to Face a Challenge (Barbara Stripling) ([|Google Docs] via Oncourse)** Personal Characteristics C: Competence and Confidence H: Honest and Confidence O: Optimism Personal Actions C: Connect to Others O: Organize Yourself L: Live in the flow A: Assess the Situation T: Tap into your Strengths E: Express Yourself Provides list of who to call for support...

**[|Lisa Von Drasek - "It Begins with a Question" - Knowledge Quest: Intellectual Freedom 101] (ALA) ([|Google Docs] via Oncourse)** (Advice on meeting with parents about potential challenges) "Before the Meeting I have on hand hard copies of our collection development policy, our weeding policy, and our library curriculum as well as any anecdotal evidence of the worthiness of the book, in this case Dav Pilkey's Captain Underpants series (Scholastic) .  This is not a time to be defensive. It is not the job of the parent to understand collection development; it is my job to communicate why our policies support our curriculum and the ideals of intellectual freedom. They come in guns blazing, and usually leave with more understanding and support for the library program."

**Ann M. Martin - Preparing for a Challenge - Knowledge Quest (ALA) ([|Google Docs] via Oncourse)** Tips on coping with challenges, including establishing policy, forms, preparing for a formal review, and educating school personnel (in the case of a school library)

Isaacson, David. "Where Personal and Professional Collide." //Library Journal// 129.4 (2004): 50. //Academic Search Premier//. EBSCO. [|Web]. 15 May 2011.

>> I need a third hand, I guess, because as a teacher-librarian dedicated not only to providing information but helping students learn a little bit about how to discriminate among different kinds of information resources I feel an obligation to discuss ideas with some of them. I hope this isn't heresy. I don't think it's unethical. It sure isn't always comfortable to suggest to patrons that there are other points of view they may want to consider than the one with which they started." >
 * Abstract: - "Discusses the conflict between the right to free and full expression of speech with the responsibilities of a librarian in the U.S. as of March 2004. Definition of Principle VII of the American Library Association Code of Ethics; Example of a conflict between private rights and professional responsibility; Information on the account of Kimberly Draper, a front-desk clerk who was fired for wearing a necklace with a cross pendant."
 * " Someone's going to protest that I'm being overscrupulous: surely most patrons can distinguish between my private beliefs and my public responsibility to give objective reference assistance? Surely a supervisor would not forbid me to wear a crucifix around my neck if I were Christian, a Star of David if I were Jewish?I raised this rhetorical question, expecting that no library would be so politically correct, before I heard about Kimberly Draper, a front-desk clerk in the Logan County Public Library, Russelville, KY, who was fired on April 16, 2001 for wearing a necklace with a cross pendant. Draper violated a dress code stating "No clothing depicting religious, political or potentially offensive decoration is permitted." Draper sued and won (though she didn't ask for her job back). Federal judge Thomas Russell did not agree that the wearing of the cross interfered with the library's purpose (see [|www.libraryjournal.com] 9/8/03). "
 * "Usually this is an ethical rather than a legal issue. How do we reconcile the librarian's right to practice free speech and the patron's expectation to receive dispassionate reference service? Surely the patron comes first? I find myself smack-dab in the middle of this debate. On the one hand, I'm a free speech advocate trying to keep all channels of communication open between librarians and the public we serve. On the other hand, I respect my own privacy too much to encroach on our patrons' right to be left alone.

>

> Wengwert, Robert G. "Some Ethical Aspects of Being an Information Professional." //Library Trends// 49.3 (2001): 486. //Academic Search Premier//. EBSCO. [|Web]. 15 May 2011. >> Library professionals are wise to have published codes that outline central concerns of their profession. But they need to be open to the fact that their ethical lives involve a great deal more than what is found in the articulated rules of the code. Library professionals should make it clear to their patrons, and to the public, that while they are rule-guided, they are not rule-governed. They are teachers, not automatons. >> >> Another way to put the point is that libraries should not see their primary mode of interaction with the public as one in which they cater to the community, but rather one in which they engage the community. Those who teach are being told that they could be much more effective if they integrated what is called "active learning" into their instruction. Students learn best not when they are listening to some professor drone on, but when they have a project, when they try to do something in the field. Libraries have always excelled at this; they are the active learning centers of the community. They are where people go to develop, flesh out, and enrich various projects in their lives. Like any good teacher, while tolerant of a student's interests, the library should be prepared to warn someone of the folly or harmfulness of pursuing certain lines of investigation and should show how the matter could be done better. This may at times meet resistance, but that is usually required for generating warmth and life."
 * Abstract: "Questions whether a focus on privacy rights leads to a restricted idea of the library profession and its clients. Discussion of the forms of information flow; Complexities of privacy; Features of ethical debates and the consequences for libraries; Details on the rights and rules in the Code of Ethics of the United States American Library Association."
 * "Without the appropriate background knowledge, data are just data; they are given to one but one has no idea what to do with them. Anyone who seeks to teach recognizes this central factor; for some audiences a remark, a phrase, or a formula might be enough to convey the information that one seeks to transmit, but other audiences lack the background knowledge needed to see how such remarks are connected to the topic at hand. The theory applies to this case: a teacher ought to have enough background knowledge about instruction to recognize that the blank stares being given provide the information that one has not adequately prepared the audience."
 * "The task continues today in every modern library where professionals seek to develop a collection adequate to provide clients with the background knowledge that will enable them to use the other items in the library in an informative way. Reference librarians are there to help users decipher the terms and references that mean nothing to the ordinary person. This distinguishes the information professional from the book clerk, and this makes the ethical life within the library profession more interesting than it is sometimes made out to be."
 * "The ALA document on Free Access to Libraries for Minors states: "The selection and development of library resources should not be diluted because of minors having the same access to library resources as adult users. Institutional self-censorship diminishes the credibility of the library in the community, and restricts access for all library users" (American Library Association, 1991). When dealing with topics about which there is disagreement, one must decide which views to include and which to leave out, which to emphasize and which to barely note, which to present approvingly and which to mention only to dismiss. The American Library Association Code of Ethics notes of its members: "We significantly influence or control the selection, organization, preservation, and dissemination of information" (American Library Association, 1995). Such tasks immediately raise the concerns of bias, censorship, or being judgmental."
 * "Once more, the information itself seems to be ethically inert; there is nothing inherently good or bad about the information. All of our ethical concerns turn toward the possible consequences of revealing the information, the possible uses to which the information might be put. Professionals who work in libraries know that this concern can occur at the most basic level. "
 * "Censorship, then, turns out to be fundamentally an exercise in judging what possible consequences might result from providing various data and information, and then deciding which of those consequences are harmful enough that it is better to suppress or restrict access to the information rather than to allow those possible harmful results. It is a judgment not so much about the data or information itself, but about the potency of the data, about the possible uses to which these data might be put by this particular person...One understands that, in order to avoid such difficult judgments, it is often simpler and cleaner to announce that no one will be restricted from any data. But it is not clear that practice can live up to this policy."
 * "CONCLUSION