Amy Chastain

Dr. Robin Wofford

FRIT 7332

9 October, 2021

Statement of Intellectual Freedom

The school media specialist is one of the most important figures in the field of education.

In her article on censorship and intellectual freedom, Kristin Pekoll views librarians as the “gate-

keepers of knowledge and diverse ideas” (Pekoll, 2015). Because of this, school media special-

ists have a responsibility to uphold the rights of all students to have access to a diverse range of

information and ideas.

The best definition of intellectual freedom is given by the American Library Association

(ALA). It states that “intellectual freedom is the right of every individual to both seek and re-

ceive information from all point of view without restriction” (American Library Association,

2007). All students have the right to “free access to all expressions of ideas through which any

and all sides or a question, cause or movement may be explored (American Library Association,

2007). I have always believed that one should explore all viewpoints on an issue, whether or not

you hold that viewpoint. Similarly, students of all ages should be given free access to print and

digital resources so that they can explore varying opinions. By doing this, they will learn how to

form their own opinions in order to engage with the world in an intelligent manner.

It is important to determine how to implement the principles of intellectual freedom as a

media specialist or librarian in the school setting. The Library Bill of Rights written by the

American Library Association states that “books and other library resources should be provided
for the interest, information, and enlightenment of all people of the community the library

serves” (American Library Association, 2010). As a future media specialist, I would first find in-

formation on student demographics and then attempt to tailor the library collection to the popula-

tion. These demographics can include but are not limited to ethnicity, economic/social status, and

religion. If a certain population wasn’t suitably represented, I would attempt to find new materi-

als so that the library collection would be more inclusive.

As the person in charge of collection evaluation and acquisition, it is important to con-

sider the issue of self-censorship. Self-censorship doesn’t necessarily mean banning a book out-

right; it can also include “seemingly innocuous forms like book labeling, parental control re-

quirements, and restricted rooms and shelves” (Hill, 2010). I believe book restriction was imple-

mented with good intentions. School districts, teachers, or media specialists likely think that by

restricting certain books, they are protecting students from reading about sensitive material or

from reading something above their maturity level. However, this practice does not encourage

students to explore and be curious; students would possibly “hesitate to request certain materials

if they had to seek parent permission and/or the library staff for access” (Venuto, 2010, as cited

by Hill, 2010).

In order to reduce the chance of self-censoring in my future media center, I would not put

books intended for students in a restricted area. I don’t want to encourage the idea that students

need permission to read a certain book they are interested in. In the selection process, I would at-

tempt to look at a book critically and objectively to see if it fits with the curriculum as well as

with student interests. I would also listen to any complaints or challenges that arise and address

them in a rational and objective manner. The Freedom to Read Statement states that librarians

should not “use their own political, moral, or aesthetic views as a standard for determining what
should be published or circulated” (American Library Association, 2006). I would also set aside

my own personal views in order to neutrally select or weed print and digital materials.

It is the responsibility of the media specialist to create an environment that promotes in-

tellectual freedom. When I was in elementary school, my school librarian wouldn’t let me check

out a book because it was “too advanced” for me. I do not want this to be the routine in my me-

dia center. Students should be allowed to challenge themselves, not be limited by their reading

level. I would want to avoid any labelling system such as that used by Accelerated Reader so stu-

dents will feel free to check out a book whether it is above or below their prescribed reading

level. If I were to be employed by a district that uses Accelerated Reader or a similar program, I

would implement a system that allows students to check out an on-level book as well as an off-

level book of their choice.

There are many ways as a school librarian to be involved in advocacy for intellectual

freedom. In order to bring awareness to the challenges faced by libraries, I would participate in

Banned Books Week hosted by the American Library Association. The website for Banned

Books Week has numerous promotional materials such as t-shirts and posters, and a section of

display ideas for the library. One activity I liked was the Stand for the Banned Virtual Read-out.

Readers around the world film themselves reading from a favorite banned book; the video is then

features on the Banned Books Week YouTube channel. This could be adapted to be only school-

wide and allow students to make videos with FlipGrid or any video recording program approved

by the school district. If the school had a book club, you could feature a book that has been

banned/challenged in the past and discuss why that particular book was challenged.

The mission of upholding students’ rights to intellectual freedom is a daunting one.

Sometimes librarians and media specialists allow fear of retaliation or a sense of moral obliga-
tion to determine what materials they select for school libraries. By doing this, however, they are

unwittingly depriving students of First Amendment rights guaranteed by the Constitution. We as

school media specialists must protect the rights to intellectual freedom by implementing appro-

priate selection processes and spreading awareness of censorship. Our students deserve nothing

less.
 References

American Library Association (2006, July 26). The Freedom to Read Statement. http://

www.ala.org/advocacy/intfreedom/freedomreadstatement

American Library Association (2007, May 29). Intellectual Freedom and Censorship Q and A.

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

American Library Association (2010, August 4). B.2 Intellectual Freedom (Old Number 53).

http://www.ala.org/aboutala/governance/policymanual/updatedpolicymanual/

section2/53intellfreedom

Hill, Rebecca (2010). The Problem of Self-Censorship. School Library Monthly, volume 27 (2)

Pekoll, Kristin (2015, September 22). Censorship and Intellectual Freedom. http://www.iloveli-

braries.org/article/censorship-and-intellectual-freedom