Ashlee Jelks

FRIT 7332

Dr. Weaver

February 21, 2021

Personal Statement for Intellectual Freedom

According to the American Library Association’s Intellectual Freedom Manual,

intellectual freedom is freedom of the mind. It is a personal liberty an a prerequisite

for all freedoms leading to action (2010, pp. 19). Intellectual freedom is a right

protected by the first amendment. The first amendment gives everyone residing in the

United States the right to hear all sides of every issue and to make their own

judgments about those issues without government interference or limitations. Under

the first amendment, citizens are able to read and view what they wish (First

Amendment and Censorship, 2019). As American citizens, we all have this right, but

what about minors? All minors attend school and get a lot of information from their

school library. Therefore, it should be the school library’s responsibility to provide

students access to all the information they wish to learn. I work at a high school with

children between the ages of fourteen and eighteen. I believe these aged students have

the right to read what they want to read. When I was their age, I used to read books

that some people may have not approved, but I feel that as long as someone reads, it

doesn’t matter what they read, as long as they are reading, they are learning. School

librarians should provide materials and information presenting all points of view on

current and historical issues. These materials should not be removed or censored

because of bias (Restricted Access to Library Materials: An Interpretation of The,

2019). In a school library, intellectual freedom is when students have access to

information from various authors with differing opinions. Students must have access
to anything they want to read. When students have equitable access to multiple

perspectives, they develop the skills to differentiate between credible and inaccurate

information and draw their own conclusions (Stripling, 2015). Students who have the

opportunity to make their own choices in their independent reading selections

regularly challenge themselves to explore new ideas and pursue their interests in

depth (Stripling, 2015).

As a school librarian, I will apply these principles of intellectual freedom by

selecting materials from a wide range of materials and in a variety of formats. The

government cannot infringe free speech rights of students in public schools (Chmara,

2015). Therefore, as a school librarian, I have to make sure my students have access

to all kinds of information. Since there are only two instances in which minors’ rights

are less than adults, as a school librarian, I will advocate for all materials in my library

unless the resource is found “educationally unsuitable” or obscene for minors.

“Although public school officials retain substantial, not absolute, discretion in

designing school curricula, attempts to censor access to materials in the school library

will not be permitted unless the restricted materials can be demonstrated to be

educationally unsuitable” (Chmara, 2015). “Libraries should challenge censorship in

the fulfillment of their responsibility to provide information and enlightenment”

(Restricted Access to Library Materials: An Interpretation of The, 2019). Along with

being an advocate, I will provide books and other library resources for the interest,

information, and enlightenment of all people of the community that my library serves

(Restricted Access to Library Materials: An Interpretation of The, 2019).

As a librarian, I will create a school library media center environment that

promotes intellectual freedom by being a leader and advocate to create an atmosphere

for students to feel confident in expressing their opinions((Stripling, 2015). I want my

students to know that they are safe in my library. I will do this by creating a culture of

intellectual freedom. “If school librarians want to establish a culture of intellectual

freedom, they must exert strong leadership and sustained advocacy” (Stripling, 2015).

I will focus on my students’ priorities and develop a continuous and strategic effort to

facilitate changes in behaviors, beliefs, and attitudes that will enable my students to

reach their learning goals (Stripling, 2015). I will give students the freedom to explore

different information without judgement. One way I can do this in my library is by

applying the principles of intellectual freedom to various activities that I will have in

my library. These activities include, but are not limited to materials selection, a

banned book week, and other daily activities (Freedom, 2010, pp. 19). However, I as

the students’ advocate, I have to protect them as well. The Children’s Internet

Protection Act and the Library Services and Technology Act protects students from

educationally unsuitable and obscene material (Chmara, 2015). These acts help

protect students while still giving them the freedom granted to them by the first

amendment. “If we want students to act honorably and responsibly, we must give

them more opportunities to earn our trust” (Seroff, 2015). However, since students

will be students, I will implement an acceptable user agreement that uses clear

language outlining how students are supposed to act while using library resources

(Seroff, 2015). By giving students unfiltered access to their resources sends a

powerful message that, not just the library, but the school values students having free

access to information and trusts students to make good choices with the help of the

librarian or other educators (Seroff, 2015). I work in a high school, therefore, my

students require the freedom to discover new knowledge. My students will be able to

come their library to research without judgement.

 One of my leadership efforts to promote the principles of intellectual freedom in

my school community is to work with other teachers, administrators, the school

board, parents and community leaders to make sure our students have access to all

information. “School librarians must lead and advocate for a culture of intellectual

freedom by enabling their school communities to take action in several realms such as

connections, policy, access, and student empowerment through inquiry and

independent reading” (Stripling, 2015). By establishing connections with these people

in the community, I as the school librarian will be able to take part in actions to

change things within my school library.

 References

Chmara, T. (2015). Do minors have first amendment rights in schools? Knowledge

Quest, 44(1), 8.

First Amendment and Censorship. (2019, July 13). Advocacy, Legislation & Issues.

http://www.ala.org/advocacy/intfreedom/censorship

Freedom, O. F. I. (2010). Intellectual Freedom Manual (8th ed.). ALA Editions.

https://canvas.uw.edu/courses/948554/files/29786771/download?wrap=1

Restricted Access to Library Materials: An Interpretation of the. (2019, July 13).

Advocacy, Legislation & Issues.

http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/restrictedac

cess

Seroff, J. (2015). Developing a curriculum in intellectual freedom: what our students

need to know. Knowledge Quest, 44(1), 20.

Stripling, B. K. (2015). Creating a culture of intellectual freedom through leadership

and advocacy. Knowledge Quest, 44(1), 14.