Public Library Collections in the Balance

At first glance, librarianship appears to be more democratic, socially responsible, and egalitarian than most professions. After all, a quick Web search reveals that the American Library Association (ALA) boasts its own Bill of Rights (), an office dedicated to the preservation and defense of intellectual freedom (), and a progressive-minded round table group that works in support of social responsibilities such as equity of access, economic parity, and human rights issues (). Librarians do indeed work hard and sacrifice greatly in defense of intellectual freedom and the fight against censorship, and due credit should be given to those who make these efforts.
As of this writing, the ALA has accredited 59 graduate schools of library and information science throughout the United States and Canada (). In addition to the LIS master's degree, many also offer doctorial level studies. Distance learning is becoming a common option among these universities as well.
One might assume, given the democratic and socially responsible nature of librarianship and the small yet substantial number of universities where a LIS graduate degree may be obtained that an education in library and information science would include a good deal of study in the areas of intellectual freedom, censorship, equity, and diversity. And one might be correct, depending on what school is chosen and what electives are selected. On the other hand, depending on these same circumstances, one might be considerably mistaken.
Fewer than half of the 59 LIS graduate programs accredited by the ALA offer any courses at all in intellectual freedom, censorship, or ethics of librarianship. Those universities that do have courses on these topics almost always categorize them as electives. Some universities offer the courses regularly in the schedule so students have a chance to work them into their schedules should they choose to do so; but at other institutions, it can take up to two years for even one to come around.
PURPOSE OF THIS BOOKThe purpose of this book is fill in the gaps left in library education and to help spark the idea that censorship and intellectual freedom are important topics that should be more prevalent in LIS education. Whether as a professional reading, a textbook or as supplemental reading, librarians and students can use this book to examine both the professional guidelines of librarianship and their own personal feelings about topics that can be difficult to think about.
The main reason this book was written was to encourage readers to think about issues that are not always easy to think about and to be prepared for the inevitable. The objective is not to change minds but to open them. Whether it serves as required or supplemental reading for LIS coursework or as professional reading for anyone who works in public libraries or simply cares about their role in society, it is hoped that this book offers new insight and challenges readers to explore delicate topics with open and curious minds.
SCOPE OF THIS BOOKThis book deals primarily with issues that arise in public libraries. Because partnerships and collaborations between different types of libraries is a growing phenomenon, there is some mention of school, academic, and other types of libraries, but public library collections are the core of what is addressed. It should be mentioned here that school libraries bear a larger burden when it comes to community challenges to materials than do public libraries. As noted in Chapter 7, partnerships between public libraries and school libraries are becoming more and more common, as school libraries often have more limits on collecting than do public libraries. These partnerships provide a chance for public libraries to offer children and teens in a community the books they desire without school librarians having to take unnecessary risks of offending parents and administrators. Therefore, school librarians may benefit from this book as well.
While an exploration of censorship and intellectual freedom issues in libraries across both time and the globe would be fascinating in its complexity, this book deals with American libraries. That said, the ALA is closely affiliated with the Canadian Library Association, and libraries in these two countries are quite similar in both purpose and intent (). For that reason, it is anticipated that those involved with Canadian public libraries could benefit from this book as well.
After an exploration of the history of censorship in American libraries, common intellectual freedom and censorship concerns such as the filtering of public computers, the benefits and perils of community assessments, and questions of quality and demand in collection development are examined. In addition, the ins and outs of community challenges are explored in depth throughout the book-from examining what types of elements make a book or other item susceptible to being challenged to the writing of strong policies and the training of staff in order to prevent or quell challenges to what steps to take when a challenge does occur or get out of control. Only the most fortunate of librarians will never have to speak with irate patrons about books or other items that are seen as offensive. For those who have not yet dealt with such situations, it is hoped that this advice will be useful when it is needed. For those who have been there and done that, it is hoped that new skills or at least the comfort of solitarily will come in handy the next time around.
There are two appendices in this book. One contains a source list of lesbian, gay, bisexual, and transgender (LGBT) resources for librarians to use in collection development. The other offers a list of small and alternative presses, also to assist in collection development. Because LGBT-themed books are uniquely vulnerable to censorship from both the public and from librarians themselves, it was deemed important to include resources for this demographic, as they seldom turn up in mainstream review sources. The same goes for small and alternative presses. In building comprehensive, well-rounded collections, librarians need as many places to turn as possible.
INTENDED AUDIENCEWhile this book is chiefly intended for professionals in public librarianship and those studying to work in public libraries, it may also be used in training activities for librarians, library support staff, trustees, and stakeholders. Libraries often respond to the surprise and unpleasantness of a challenge by providing training and support and by changing policies in order to fill in whatever gaps were missing that could have helped tame the challenge more effectively. In cases like these, librarians and library managers can turn to this book for guidance and support.
Hopefully, this book will appeal to librarians and their allies in all stages of life and career-from the young student exploring ideas of intellectual freedom for the first time to the retiree volunteering at the local public library and wanting to learn more about the issues at the root of the profession.
Finally, those who issue challenges to materials at their public libraries may benefit, directly or indirectly, from this book. Challenges, despite the turmoil they create among library staff, are almost always the result of good intentions: the protection of children, the betterment of the community, the sanctity of great literature. This is not an "us-versus-them" book. Although challengers and librarians are so often at odds, this book aims to help readers understand that the two camps have more in common than they might know.
HOW TO USE THIS BOOKThis is not a "do this, don't do that" manual. While professional guidelines are in place to help librarians navigate delicate situations involving censorship and intellectual freedom, these are not simplistic subjects and there are no easy answers. When situations that involve these topics arise, they are almost guaranteed to be taxing, confusing, and even divisive.
Censorship, especially, is a topic that brings up difficult questions with no obvious right-or-wrong answers. It's probably fair to assume that most librarians would agree with the simple statement that censorship isn't a good thing, but what one person sees as absolutely right is very often seen by another as absolutely wrong. Throw in technology, children's rights, parents' concerns, and societal expectations of what the public library's role is, and you've got so many differences of opinion that coming to any kind of consensus would be not only a misguided endeavor but an impossible one.
Perhaps, reading this book will change your mind about some of your convictions, and perhaps it won't-but a conviction that hasn't been examined is really just a bias. It is through the examination of previously held notions of what is good and what is bad that people come to learn what they truly believe. It's a difficult process and not a particularly comfortable one, but, hopefully, coming out wiser and stronger in the end makes it worth the struggle. With this in mind, it is recommended that this book, especially the vignettes and "what would you do" questions be carefully explored with open minds and a commitment to critical thought.
All in all, it is hoped that reading this book will raise important questions and help guide the way to finding the answers. What those answers may be is entirely up to you.
REFERENCESAmerican Library Association. (2006a, June 30). Library Bill of Rights. Retrieved from .
American Library Association. (2006b, August 3). Alphabetical List of Institutions with ALA-Accredited Programs. Retrieved from .
American Library Association. (2007, April 19). Canadian Library Association. Retrieved from .
American Library Association. (2008, June 9). Office for Intellectual Freedom. Retrieved from .
American Library Association. (2012, February 22). Social Responsibilities Round Table. Retrieved from .