Letter to the Editor

“On book banning”

To the Editor:

This letter examines today’s most widespread form of censorship: book banning. As classroom teachers and
graduate students at the University of Georgia in literacy education, we are concerned that students are censored
to certain ideas because we know that diverse books help students to see other experiences and perspectives. At
this time, book banning has doubled, resulting in detrimental effects for adolescents across the nation.
Incorporating evidence from Book Banned Reports published by PEN America and the American Library
Association, this letter brings awareness to the outcomes of book banning, how this is happening, and what
should be done. This is a call to move toward advocacy for allowing books to represent all adolescents and
young adults today.

Concerning censorship

Book banning has become the most widespread form of censorship in the United States. Book bans and
challenges doubled from 2020 to 2021, according to the American Library Association. From July 2021 to June
2022, PEN America found 2,532 instances of individual books being banned, affecting 1,648 unique book titles.
The bans occurred in 32 states, with Texas and Florida leading the nation, according to PEN America’s
landmark 2022 Banned in the USA report by PEN America. Bans occurred in 138 school districts in 32 states.
These districts represent 5,049 schools with a combined enrollment of nearly 4 million students. Moms of
Liberty has had a dramatic expansion in these efforts. This group launched an effort known as BookLooks,
which is an objective book rating resource. On their website they state: “find out what objectionable content
may be in your child’s book before they do”. They claim that their mission is not to ban books, yet BookLooks
continues to maintain their own objectivity while still rating books according to their own definition of words
like “obscene.” Other organizations, such as LaVerner in the Library from Utah, are using BookLooks rating
scales as well now, extending Moms of Liberty’s influence beyond their home state of Florida.

What kind of books are

deemed “bad”, qualifying
them for banning? There
is a heavy bias toward
LBGTQ+, race and
racism, and gender
identity. In fact, LGBTQ+
books account for one
third of all attempted bans
and another third contain
protagonists or prominent
secondary characters of
color according to the
PEN America banned books report. While, according to the American Library Association, the top three
reasons cited for challenging books are for sexually explicit content, offensive language, or material unsuited to
all age groups. The ALA does not ban books, but does receive reports of challenged books to inform the public
of censorship. So what is seen as “offensive” or “unsuited material”? These books are “offensive” to one small,
but very vocal group of people who are often White, Christian, and Right-Wing thinking their beliefs are
superior to others. Which is why we raise the question: should another person’s beliefs infringe upon another
person's right to consume the content of their choice?

Around half of these challenged or banned books are for young adults. Not only do bans deny access to a
variety of perspectives, but they ultimately are harmful because they prey on marginalized groups, as they
reinforce a particular way of thinking and limit others. It implies to this group of people that their experiences
are wrong or are not valid. Connecting students’ worlds and lives into current issues creates excitement and
purpose in our content. “Critical teachers and teacher educators can use classroom-based research to prove that
there are ways to meet the challenges the new century offers and turn them into opportunities to connect to the
worlds of students, to promote academic achievement, and to prepare students for critical citizenship in a
multicultural democracy.” (Morrell, 2009) Allowing students the opportunity to engage in text could
“conceivably increase student’s awareness of how texts of all kinds attempt to position them to believe and act
in certain ways and, just as importantly, how they have agency to push back against such attempts.”
(Alvermann, 2012, p.217) Book banning is assimilative and colonizing of youth culture. Essentially book
banning is censorship, the suppression of information because it challenges pre-established power structures and
hierarchies.

In education, we are seeing the detrimental effects of book banning, such as an increased lack of representation
which may cause prejudice, discriminatory beliefs, or just a general lack of cultural awareness. According to
PEN, in the year between 2021-2022,”674 banned book titles explicitly address LGBTQ+ themes or have
protagonists or prominent secondary characters who are LGBTQ+, 659 banned book titles contain protagonists
or prominent secondary characters of color, 338 banned book titles directly address issues of race and racism.”
There is clearly a huge issue with groups trying to eliminate what they don’t agree with. This causes children,
both represented and not represented, an unintentional divide. We argue that it is important for children,
especially those represented, to be exposed to texts that represent others. Will students who only see themselves
portrayed in books then grow up to be empathetic adults? Book banning is hindering and perpetuating a cycle
of egocentrism, with those in power eliminating unwanted ideas without regard for the opinion of others.

As educators, students, and stakeholders in education, we have to stand up for what is just. We have to spread
awareness and knowledge about this issue as it will only continue to enforce intolerant belief systems. Some
practical ways we can do this are to simply get involved, “the ideal time to stand up for libraries is before a
book is challenged. Volunteer for a local library board. Stage a public read-in to affirm the joy of books. Get
local officials on the record in support of free speech and libraries that serve the needs of everyone in the
community. Make sure censors know that if they come for books and librarians, they’ll be playing defense.”
(Rosenberg, 2023) Associations like the ALA and EveryLibrary offer resources for those looking to combat
censorship as well. Please join us in this crucial march to stand up for what is representative of everyone. Help
us preserve the parent’s right to decide what content is suitable for their home and an educator’s right to teach
reading without fear of repercussions.

Sincerely,
Haley Taylor and Jessi Conner

References

Alvermann, D. E., & Finders, M. J. (2012). Is there a place for popular culture in curriculum and class-room
discussion? In A. J. Eakle, C. J. Russo, & A. G. Osborne Jr., (Eds.), Curriculum and instruction (pp.
214–220, 227–228). Thousand Oaks, CA: SAGE

Friedman, J. (2023, April 4). Banned in the USA: The Growing Movement to Ban Books. PEN America.
https://pen.org/report/banned-usa-growing-movement-to-censor-books-in-schools/

Morrell, E. (2002). Howard a critical pedagogy of popular culture: Literacy development among urban youth.
Journal of Adolescent & Adult Literacy, 46(1), 72–77.

Rosenberg, A. (2023, April 6). Opinion | how to fight book bans - and win. The Washington Post.
https://www.washingtonpost.com/opinions/2023/04/05/book-bans-how-to-fight/