This post is for JUNIORS only.
Bellow you'll find two articles originally published in Time Magazine. Read both carefully and then check in at the bottom for further instructions.
Banned Books: A School Librarian's Perspective
Sharon Coatney, Time.com - Friday, Sep. 22, 2000
Many years ago, when I began my teaching career in a small rural high school, the library was in a cage. Literally. The books were all locked inside a large metal cage in the corner of a study hall, and that was the library. At that time the library was staffed only one or two days a week, and I suppose it was considered necessary to lock it up for security. Still, I remember thinking that it was a great shame the students had so little access to the books. For most of the year, all of these books were essentially "banned."
But banning or censoring books is certainly not a new concept in any kind of library. All libraries have specific policies that are followed in selecting books for inclusion in the collection. Many libraries have very narrowly defined purposes, and books are only selected in those particular fields. Selection is also limited by funding and available shelf space, and often is age- and time-sensitive. For public schools, libraries have the very narrow function of having library collections that adequately support the curriculum.
Each year as Banned Books week arrives, I reflect on the ways the collection in my elementary school library has been censored. Every time I chose a book for our shelves it is done according to our school district selection policy, which says books must be age-appropriate and related to our school district curriculum. School librarians are, like all teachers, considered to be "in loco parentis" and are thus responsible for the safety of the children in their care. Over the years, I have developed a very fine collection of materials, but I have often "banned" books. That is my job, but we call what I do "selection," not "censorship." The hardest part of the job is to constantly keep in balance all viewpoints, not push my own agenda and remember that the education and safety of all of the students is my top priority. The exercise of the right to know must be tempered by a child's need for physical and emotional well-being.
Still, there is the very real issue of what to do when an individual parent asks that a book be banned from the library collection because he does not want his child to be exposed to it. Certainly, as patrons of that school district, parents do have that right. All school libraries have specific procedures that must be followed to review a contested book; when these are well crafted and followed meticulously, they usually work well. They allow for the school community's representative group to calmly review the book in light of the school's stated selection criteria and evaluate the book on its own merits.
Sometimes a book is removed. This usually happens because the selection criteria were not fully met or the process for reconsideration of materials was not followed, or if, upon reflection, the book is deemed to be inappropriate for that age level. In most cases, the complainants begin to look at the book in light of the whole process and realize that although they may not want their child to read a book such as "Bridge to Terabithia" by Katherine Paterson because it has several profanities, it is actually a very fine book that other parents might want their own children to read.
Several years ago, the mother of a Muslim child in our school asked that I not allow her son to check out any book about Christmas or other Christian holidays. She was not asking that those books be banned, only that her child be banned from reading them. But I could not ban her child from checking out Christmas books. She needed to do that with her child. Even small children can learn to evaluate materials and decide what is best for them to read or not. This is where teachers, librarians and parents have the very real responsibility to expose kids to only the very best in literature and the most fair and unbiased nonfiction materials.
In my library we teach very young children to try to read a page in their selected material. If they cannot read and understand five words in the first paragraph, the book is probably too hard for them to read by themselves. In this way, children will grow up to be discriminating adult readers. I remember my own daughter, who at the age of eight had already created several criteria to help her select recreational reading materials. She would not read any book in which the main character was older than she was at the time — actually, not a bad beginning criterion for a young child to have.
It's dangerous to think that the only banned books are the sometimes outrageous examples highlighted during Banned Books Week. All of us ban. Censorship abounds. It's more important for us to think about how we should be educating our students to make good choices, to know what is worthwhile and to be able to think logically and weigh all ideas in order to choose wisely. Books may no longer be kept in cages, but our students are still often being denied access to the materials they need. Educating discriminating readers today is the way to reduce the inappropriate censorship of tomorrow.
Sharon Coatney is the library media specialist at the Oak Hill School in Overland Park, Kans. She is a past president of the American Association of School Librarians (a division of the American Library Association), and has been a librarian in grade schools at all levels.
Texas: If You Can't Ban Books, Ban Authors
Phil Bildner, Time.com - Wednesday, Sep. 29, 2010
But this school year, there will be no such celebration of books. Not because of budget cuts, and certainly not because of lack of interest. This school year's teen literature festival has been canceled because of a string of events that followed the banning last month of best-selling young-adult author Ellen Hopkins — just in time for the controversy to ripen for Banned Books Week, which is commemorated during the last week of September. (See the top 10 banned books.)
Secular and religious authorities have been attempting to ban books ever since people have been writing them. In Germany, where Johann Gutenberg invented the printing press, the first official censorship office was established within decades of the innovation. In the U.S., Anthony Comstock, considered to be the pioneer of modern American censorship, persuaded Congress to enact the Comstock laws, which banned the mailing of materials found to be "lewd, indecent, filthy or obscene." Under those laws, the works of literary giants such as Ernest Hemingway, F. Scott Fitzgerald and John Steinbeck were censored. Nowadays, beloved characters ranging from Harry Potter to Captain Underpants are frequent targets of censorship.
But banning authors?
"Banning authors isn't the same as banning books, but the intent is the same," says Hopkins, whose most recent novel, Fallout, the final volume of her Crank trilogy, just debuted at No. 5 on the New York Times series list (which is devoted to series of three or more). The trilogy (which also includes Crank and Glass) has been lauded by educators and reviewers alike. Its popularity among teens is rooted in Hopkins' pull-no-punches story lines that tackle issues such as crystal-meth addiction, teen prostitution, suicide and incest. (See the 100 best novels of all time.)
But it's her no-holds-barred approach that has ignited the current controversy. Upon learning that Hopkins was scheduled to speak at this school year's festival, several parents complained to the school board. The superintendent, after consulting with the head librarian, instructed the festival's organizers to remove Hopkins from the roster and rescind the invitation.
Since her books are available in Humble libraries, and because she had appeared at high schools in the district last year, Hopkins was shocked by the snub. After much soul-searching, she reached out to the other young-adult authors who were scheduled to participate. Pete Hautman, who in years past had been disinvited from appearances elsewhere after his work was deemed "inappropriate," withdrew from the festival. Then, in a show of solidarity, Matt de la Pena, Melissa de la Cruz, Brian Meehl and Tera Lynn Childs all followed suit. The district, in turn, canceled the event altogether. "As authors," Hopkins recently blogged, "we must maintain a unified voice against the idea that one person, or even a few, has the right to decide for everyone else what they are allowed to read, or what information they can have access to."
Hopkins' banning and the resulting boycott lit up the blogosphere and social-network sites. Several industry publications rushed to the author's defense, and a letter of protest from six national organizations, including the National Coalition Against Censorship, the Society of Children's Book Writers and Illustrators and the National Council of Teachers of English, excoriated the superintendent for violating "basic constitutional principles." "Those kids surely lost out," Hopkins notes. "However, those same kids will now view censorship through completely different lenses, and I hope they understand why authors must defend the ability to write books without fear of would-be censors."
Hopkins' critics questioned whether a formal invitation had ever been extended and contended that a disappointed author was merely throwing a bruised-ego tantrum. Yet Hopkins says she had negotiated the terms of her appearance and received a confirmation e-mail from a festival coordinator. Still, her critics apparently saw little value in young people reading about such edgy and unpleasant topics.
"When middle school parents challenge books, it's often a last gasp to stay involved," says Camille Powell, a Houston area school librarian whose BookMoot website is a go-to destination for educators and kid lit aficionados. "Elementary schools are fairly responsive to parental input. However, the junior high transition years are frustrating and difficult for parents as their control over their children and the school gradually erodes."
Like many, Powell was disheartened by the turn of events in Humble. However, she remains hopeful that the festival can be salvaged and believes the opportunity exists for a valuable teaching moment. "There could be a forum," Powell says, "where parents would be able to ask questions, raise concerns and share views and opinions. What could be more worthwhile than an impassioned, thoughtful tussle over books and how they affect us?"
Hopkins says she'd welcome the chance to participate in such a discussion. "I would pay my own way," Hopkins says. "We need to take back the dialogue. A misguided few cannot be permitted to dictate what's best for an entire community. These young people are depending on us."
Mr. Cowlin here again. Here are a few questions for you to answer. You don't have to answer all of them - just make sure your entry is a thoughtful paragraph. Post your responses in the comments section. Be sure to include your name in order to receive credit. As usual, you can earn some extra credit for commenting on your peers' comments. (Each reaction should be posted separately.)
- Coatney, author of the first article, says, "It's dangerous to think that the only banned books are the sometimes outrageous examples highlighted during Banned Books Week. All of us ban." What are some ways "all of us ban"? Should we stop, or is banning necessary sometimes? (Be sure to include specific examples - real and theoretical - in your response.)
- Author Ellen Hopkins says that "As authors [...] we must maintain a unified voice against the idea that one person, or even a few, has the right to decide for everyone else what they are allowed to read, or what information they can have access to." Do you aree? Why or why not? Is there a time when an individual voice should decide what media others are allowed to read or view? (Be sure to include specific examples - real and theoretical - in your response.)
