Madeline McGuire

LIS 701: Dr. Bill Crowley

June 12, 2018
Intellectual Freedom and Censorship on LBGT+ Materials in a Library
Intellectual freedom is the right of a person to access information. It allows people
to access information about what they want and about what they want regardless of the
topic at hand or the age of the person. This is often challenged when it comes to youth
and LBGT+ themed materials. Many adults feel the need to censor these topics from
youth; this may come from the librarian or the community in which the library is located.
There are a multitude of reasons that people feel that LBGT+ materials should not be
available in a collection especially when it is being made available to youth. These
practices of censorship are harmful to youth.
Censorship and like-minded practices often prevent intellectual freedom from
occurring. “Censorship, in this case, is preventing or controlling the free flow of
information in many ways” (Estrada-Cuszano and Saaverdra-Vasquez, 2018). The free
flow of information is the base line of intellectual freedom. The traditional view of
censorship is the idea of someone in power saying that a person cannot say that about a
topic or in this case have information of that topic accessible to the public. “There are
many groups and individuals who may seek to have certain materials restricted, and there
are many reasons why they seek such action” (Cooper, 2010). For many people they want
certain materials restricted because it does not coincide with their worldview. It may
because the material is shocking to them and they want it removed. But literature should
not be removed simply because it is shocking, if that were the case there would be very
few books in a library as there is no real way to have a definite definition of what
constitutes as shocking material.
Others appose certain materials because they feel it is not giving the full picture of
an event. They feel it is focusing solely on one side’s view, which they view as wrong.
This is a frequent occurrence when people are looking at literature that contains people of
difference, but really this just stops conversation. “The primary reason any works are
read, studied, and discussed is to educate students to the fullest extent. This includes
having a dialogue about diversity in all forms” (Batcher, Ramos, and, Neiswander, 2018).
By allowing this literature to be part the collection and giving patrons the freedom to read
it and explore the topic, patrons are then able to expand their world-view or see the
problems in the literature they have read. Though others outside of the library may
oppose a work as an effort to censor the content in many cases it is the librarian who is
censoring their own collection whether they realize it or not.

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 When a library is censoring their collection it is called internal censorship.
“Internal censorship is often unacknowledged and difficult to prove. For a librarian who
feels uncomfortable or homophobia about GLBT-related materials, this form of neglect is
easier, and appears more innocuous than outright book- banning” (Downey, 2005).
Unlike others who may appose the book the librarian is not banning the book for their
collection, they are simply choosing not to buy a book on a particular topic. By doing
this they are stopping the free flow of information in their library and stopping
intellectual freedom from occurring. There can be many reasons why a librarian would do
this, it may be the librarian they felt uncomfortable with the topic of the book, or maybe
they anticipated that another person in their work place or outside of it would be
uncomfortable as a result they wanted to avoid it. Therefore they “preemptively censored
[their] own selection.” (Antell and Downey, 2013). It’s hard to notice when a librarian
has censored their own collection because a book is just simply not there, rather than a
book being banned or taken out of a collection. Where as a material being present and
now not being there is a noticeable difference. This is particularly common when it
comes to LBGT+ themed materials.
One of the reasons that LBGT+ themed materials are not at times purchased can
be related to the budget a librarian has for their collection. “When the budget shrinks,
every area of a collection is probably going to have to take a cut….but a problem arises
when we cut only one area, or only the areas with low circulation rates, or only the areas
we never really liked anyway” (Antell and Downey, 2013). The budget being shrunken is
not something a librarian has control over, what they do have control over is how they
react to it. If the reaction is to stop buying LBGT+ materials all together because it made
them uncomfortable in the first place and now the librarian would much rather buy books
they do enjoy with the money they do have, that is a form of self-censorship. This form
as mentioned is hard to prove but there a simple way to avoid it happening when the
budget is cut. If the librarian sees the budget getting smaller and cuts back on the amount
of books n particular topics or genres amongst collection development like fantasy,
manga, non-fiction, realistic-fiction and others including LBGT+ themed materials and it
is being done in a seemly equal way where no one genre or topic is being cut out then the
librarian has avoided self-censorship. Thereby allowing the patrons of their library access
to whatever information they are looking for, even though their budget is tight or they’ve
lost money where they had it before. By equally cutting down the amount of books
bought the librarian is able to allow for intellectual freedom to be had. This issue of
economic funds not the only reasons that librarian’s may be self-censoring the free flow
of information and LBGT+ themed materials.

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 Many librarians may be worried about the political effects of having LBGT+
themed materials in their collection. “Fear of judgment- or even fear of a backlash from
the community- about purchasing LGBT-themed materials is probably the most thorny
trap that librarian fall into, and the most difficult to address” (Antell and Downey, 2013).
This can be a legitimate fear that librarians face, if the community does not agree with the
selections made they can bring it up to the director and those with power over the politics
of the library. And if their voices and opinions are strong enough there is a chance that
the librarian could loose their job. Because of this fear the librarian self censors their
collection. Where as if the particular library themselves is against LBGT+ themed
materials because of the views of the community the librarian doesn’t have much of a
choice to purchase these materials. The community has spoken and then by purchasing
those materials the librarian is making a statement against the community. This
community then is stopping the free flow of information for many of their own reasons.
This is not the librarian self censoring, this is the librarian and materials being censored
by the community they work in. Either way some communities and libraries believe that
having LBGT+ themed materials in their library will harm those view them.
“Some libraries believe that collecting GLBT-themed books serves as an
endorsement of a GLBT lifestyle” (Downey, 2005). Librarians who think this is true
believe that allowing people to read books on LBGT+ topics will make people become
LBGT+ because they are exposing themselves to information on the topic. These libraries
view this as a negative impact and therefore do not want LBGT+ materials in their
collection at all. They stop them from being part of the information offered at the library,
therefore making it harder for people who live in that area to access those types of
materials.
Where as others have concern of the materials being available for young adult
readers. “Children’s librarians sometimes believe that young adult readers are either not
interested in GLBT-themed resources or are at risk of being traumatized or harmed by
their content” (Downey, 2005). Similar material may still be available for youth in the
library, but it is not going to be among the collection they are most likely browsing. This
is for fear that they may be traumatized by the content of LBGT+ themed materials.
Others also worry it may be inappropriate for the age-range of their youth accessing their
library. As a result of both these fears the youth librarian does not make purchases of
LBGT+ themed materials for their collection. It is important as well when a youth
librarian is making the purchases that they “consider the suitability of materials in their
collections based on age-appropriateness rather than on other agendas” (Cooper, 2010).
The reviews of a book give guidelines on the age range appropriateness, a librarian must

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make sure that they are not using those ages as an excuse for their selection. This
deprives youth the opportunity to easily access information of the topic, which is an
important part of their growing up.
Intellectual freedom promises that people, of all ages, are able to access what
information they want. “In all other areas of life, one must recognize that children
regularly have their activities restricted” (Cooper, 2010). The library is a place where
people go to access information without restriction, it should not matter that a patron is
younger than an adult for them to be able to access the information they desire. Unlike in
school where there are standards for what they should know, a library should be a place
they go to access information on what they would like to know without restrictions on
that information. “Students like other individuals have the right to access information and
to make their own decisions about appropriateness and ideas. This is especially true with
older children, such as middle and high school students, who are becoming more and
more independent.” (Cooper, 2010) When youth are in middle school and high school
they are developing minds and trying their best to figure out their trajectory in life, if a
youth is questioning their sexuality or looking for more information on the topic and the
library does not have that information it can cause that youth to feel even more isolated
leading to greater issues in the future. LBGT+ youth face many risks, and the library can
help diminish some of them.
“GLBT youth experience frequent isolation, which places them at risk for
violence, homelessness, substance abuse, and suicide” (Downey, 2005). By having a
book that has LBGT+ themes in it a LBGT+ youth can be made to feel less isolated in
their life. They then know that a library is a place they can go and feel less alone simply
because they have access to information they can relate to. If a library is to be a place
where there is intellectual freedom youth themselves should be able to access information
on topics they’re interested in wither it be WWII, dogs, the ACT or SAT, or LBGT+
themed materials. Other topics besides LBGT+ themed materials may appear to have
higher circulation rates but that does not mean that the LBGT+ themed materials with
lower circulation rates are not being looked at or used.
Librarians might feel as though circulation of these books isn’t always high, and it
may seem from the numbers that these books are not being used. But a youth might not
be comfortable brining the book home, but being able to read it in the library can make
them feel less alone or give them information they might not have otherwise had access
to. “This type of book use is sometimes referred to as ‘stealth’ library use, or ‘under the
radar browsing’. You might not see it, and you can’t track it. But it’s happening and it’s
vitally important” (Antell and Downey, 2013). Instead of checking out the book to bring

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home they are using the library space to read and absorb the information, it’s likely
because they don’t feel comfortable having the book at home. The book may not be
checked out often but the importance of having books that feature LBGT+ themed
materials in the collection is undeniable, and not just for those in the LBGT+ community.
Having LBGT+ themed materials in the collection does not only benefit those
youth who identify as LBGT+, it benefits those with a lack of understanding on the topic.
“This not only deprives GLBT youth of finding materials they can relate to, it also means
that heterosexual and simply curious patrons will be less likely to come across the
information providing insight into GLBT life, thus contributing to herosexim and societal
ignorance.” (Downey, 2005) For a lot of people when there is a lack of understanding of
a topic it is harder to accept, and as a result people can or may make fun of those who do
understand the topic and accept it as part of their life. In youth this lack of understanding
may lead to bullying and as a result further isolation of LBGT+ youth and subsequent
other problems in their life. “Considering the many risks GLBT adolescents face, the
importance of providing adequate GLBT-related YA resources cannot be overestimated.
It is no exaggeration to say that the right resources could save a life” (Downey, 2005)
LBGT+ youth may struggle financially, as do others in a library setting, and being
able to freely have access to this type of information means they do not have to purchase
it themselves. “If the library buys copies, there is no need for a poor person to spend
precious dollars on them that might otherwise pay for food, clothing, or shelter- certainly,
more important expenses than a couple of hot reads.” (Intner, 2012) Having LBGT+
books in a youth collection does not just affect the social aspects of youth life; it affects
the economic wellness of the youth as well. It is vastly important to the over all wellness
of youth that are able to freely have the intellectual freedom to access LBGT+ themed
materials at their local library.
It is up to the librarians to make sure that the youth are able to maintain their
intellectual freedom. Parents may offer objections to having LBGT+ themed materials in
the collection, just as members of the community may. But “if parents are treated as allies
and not as enemies by listening to their concerns and by teaching them about the benefits
of intellectual freedom, many parents will understand” (Cooper, 2010) Instead of making
parents or the community the enemy by forcibly apposing their opinions, making them
allies in the battle of intellectual freedom is far more effective. This practice can extended
to the community as well and has the potential to help with censorship and the blocking
of intellectual freedom.
The biggest threat to intellectual freedom is still self-censorship. “Selection must
not be influenced by homophobia or discomfort. Internal censorship can only be stopped

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though library workers’ proactive stance and creativity” (Downey, 2005). Librarian’s
needed to work hard to fight against censorship, even in them, to be able to provide
intellectual freedom to the patrons of their library.
Intellectual freedom is a core value of a library; patrons should be able to come
into library and access information of the topic they desire regardless of librarians
feelings on that particular topic and regardless of the patrons’ age. It is important that
LBGT+ themed materials are not censored and are available to the youth in the library.

Resources
Antell, K. kantell@ou. ed., Strothmann, M. mstrothmann@ou. ed., & Downey, J. (2013).
Self-Censorship in Selection of LGBT-Themed Materials. Reference & User
Services Quarterly, 53(2), 104–107.
https://doiorg.dom.idm.oclc.org/10.5860/rusq.53n2.104
Ayres, D. L. (1962). Censorship of literature as a curriculum problem. Journal of
Secondary Education, 37, 61–63. Retrieved from
http://search.ebscohost.com.dom.idm.oclc.org/login.aspx?direct=true&db=lls&A
N=520166757&site=ehost-live&scope=site
Cooper, J. 1. Jessica. cooper195@wku. ed. (2010). Intellectual Freedom and
Censorship in the Library. Community & Junior College Libraries, 16(4), 218–
224. org.dom.idm.oclc.org/10.1080/02763915.2010.521016
Cummins, J. (2015). From Overlooked to Looking Over: Lesbians in Children’s and
Young Adult Literature. Journal of Lesbian Studies, 19(4), 401–405. https://doi-
org.dom.idm.oclc.org/10.1080/10894160.2015.1059728
Downey, J. (2005). Public Library Collection Development Issues Regarding the
Information Needs of GLBT Patrons. Progressive Librarian, (25), 86–95.
Retrieved from
http://search.ebscohost.com.dom.idm.oclc.org/login.aspx?direct=true&db=lls&A
N=502958335&site=ehost-live&scope=site
Estrada-Cuzcano, A. mestradac@unmsm. edu. p., & Saavedra-Vasquez, V. diana.
saavedra@unmsm. edu. p. (2018). The Legal and Ethical Basis of Intellectual
Freedom. Journal of Information Ethics, 27(1), 31–42. Retrieved from
http://search.ebscohost.com.dom.idm.oclc.org/login.aspx?direct=true&db=ll
s&AN=13025 9964&site=ehost-live&scope=site
Greenblatt, E. (2011). Literature from the Heart. Journal of LGBT Youth, 8(1), 99–102.
https://doi-org.dom.idm.oclc.org/10.1080/19361653.2011.520566
Hazlett, L., Sweeney, W., & Reins, K. (2011). Using Young Adult Literature Featuring
LGBTQ Adolescents With Intellectual and/or Physical Disabilities to Strengthen
Classroom Inclusion. Theory Into Practice, 50(3), 206–214. https://doi-
org.dom.idm.oclc.org/10.1080/00405841.2011.584031

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Intner, S. S. 1. shemat@aol. co. (2012). Censorship Versus Selection: It’s Déjà Vu All
Over Again. (cover story). Technicalities, 32(5), 1–11. Retrieved
fromhttp://search.ebscohost.com.dom.idm.oclc.org/login.aspx?direct=true&
db=lls&AN=86643506&site=ehost-live&scope=site
Katherine E. Batchelor, Maria Ramos & Samantha Neiswander (2018) Opening Doors:
Teaching LGBTQ-themed Young Adult Literature for an Inclusive
Curriculum, The Clearing House: A Journal of Educational Strategies, Issues
and Ideas, 91:1, 29-36, DOI: 10.1080/00098655.2017.1366183