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Thanks to all who responded. I've been in a title one K-6 school for about 8 years and have only had one book challenged so far. It was after Columbine but before September 11th.. A hyperactive 5th grader checked out "The Visual Dictionary of Special Military Weapons". He was fascinated with the pictures and on his way home with the book in his backpack he proceeded to chant to his friends," I got a gun in my backpack". One of the fellow walkers told their mom who called the school and they called the police who proceeded to search the student's home. Of course it wouldn't be the student's fault so the parents challenged the book. We have a procedure where a committee is formed of parents, district office personnel and the principal and myself. Well, I am a Navy brat and several others on the committee had military ties and considering the circumstances the book was left in the library. All procedure was followed and I was pleased with the outcome. -------------------------------------------------------------------------------------------- 2. Will you please describe what happens when a parent challenges a > book in> your library? The parent is usually sent to me, in person or via a letter, with concerns about a particular book or material. I respond citing the process of book selection and acknowledge the parent's right to request his own student not check out the material. If the parent feels the book should be blocked from everyone's usage, I explain the district challenge process and offer to give the parent the form, in its entirety, that must first be completed.So far no material in our school, or 7 school district, has been officially challenged. > Is there a difference between what really happens and the > written policy?Yes, once my district curriculum supervisor took it upon himself to have me take a book off the shelf due to a parent's complaint.He thought it wasn't worth having the issue go to the school board. Obviously, the district policy wasn't followed. This was a matter of top-down management. The next school year a student told me that of the books he had read recently, this particular book was his favorite. Neither he or his Board of Education parent was aware of the questionable appropriateness of the book, but it sure made me feel better! In another instance, the school principal had a parent think a district-purchased video was inappropriate to use - it involved Big Bird and the Metropolitan Museum of Art. Neither the parent nor the principal ever went through the formal challenge process, but the art teacher never showed the video again. > 3. What do you feel is the most frustrating aspect of a book > challenge?> Why? Parents protest over something they come across without reading the whole book and thinking about the message. > 4. What is the most surprising or positive aspect of a book challenge? > Why? Gives you reason to reflect on your philosophy and district policies. > 5. Is there any strategy or action that you implement that you feel > prevents a book challenge in your library? If so, what is it and why > do > you feel that it works? Keeping as rational as possible in talking to the people who have questions. Listen, listen.Leave emotions out of the picture. > 6. In your experience, what book has been challenged that has > surprised> you? Bridge to Terabithia by Katherine Paterson > 7. In making book selections for your library, does a parent have a > role > in the process? Please explain your answer. No - at least not a parent from the school community. I am a parent and many people writing reviews have parental experience. __________________________________________________________________________ 1. Have you ever experienced a book challenge? If your answer is yes, how many book challenges have you experienced and will you describe any memorable ones? Yes I have been a School Librarian for 25 years and have had challenges throughout the years: 1981-1982 : - Middle School did not have a certified Librarian. I was the new Librarian in the H.S. and was asked about it from the Paraprofessional who ran the Middle School Library. I ended up moving HEADMAN by KIN PLATT to the H.S. Library since they removed it from the Middle School Library. I was not included in the process at the Middle School. It was challenged and removed. I do not believe they went through an appropriate process. 1982-1983 : - I was the High School Librarian. My principal tried to censor the Library and the Senior English Elective course which consisted of an OPTIONAL READING LIST of about 50 books. My principal asked me to tell him if any of the books on the Teacher's list had ever been censored or banned. I looked at the list which was perfectly appropriate for an Independent Senior Reading Class of 18 year old students. (It had all the greats from Mark Twain, Moby Dick, Catcher in the Rye, a Clockwork Orange and more. ) I told the Principal that yes some had been but that the list was perfectly appropriate and that only the student or their parent had the right to decide since no book was required, it was just that they had to read a certain number of books and pages and discuss the books with the teacher, that it should be no problem. I even reassured him that I would provide reviews and materials to support it's appropriateness. He decided not to remove any. That same year there was also a question about two or three of our Sandra Scoppetone books. They remained on the shelves. 1983-1984 - the Marshall Cavendish Doctor's Answers Family Medical Health Encyclopedia came out with copyright 1984. It was new and it was a 24 volume health encyclopedia that had everything a student did reports and coverage that hadn't been provided anywhere else on things like BULIMIA and ANOREXIA, SPRAINS, and many other topics. Unfortunately, the pictures were quite graphic. In the "S" Volume (19) there was a two page spread across the top half of the two pages of two people lying naked under the "Sex..." topic. While I would not have chosen that picture, the set in it's entirety had three panels on each page. One gave the straightforward facts, one gave a question and Doctor's answer column and then thirdly, there was a column that addressed the ethical and moral aspects of the topic. I had it on the shelf for one to two months and while the students "discovered" it and looked at it, they were aware that they needed to behave appropriately while using it or they would not be in the Library. It was added to the Reference Collection after I previewed it and talked to three or four veteran teachers and the Guidance Counselor about the graphic concerns. They all agreed that the coverage was good and that it belonged in our H.S. Library. One night, the board of education was meeting in the Library. One of the veteran teachers, a math teacher who was presenting a computer proposal and who was also a PEER COUNSELING SUPERVISOR, who I had talked to about the reference set, asked the Asst. Principal if he had seen "Joy's new Health Encyclopedia". He then went over and grabbed a volume and showed it to the Asst. Principal while they waited their turn to present the computer proposal. After the meeting, the Asst. Principal and the Teacher showed the volume to the Principal. (I was not at the board meeting.) The next morning, I came in and opened the Library and noticed a big empty spot where the 24 volumes had been. I went to the office and asked if anyone knew anything about it. I was told that yes, they would talk to me later, during the first period. I told them that the BIOLOGY TEACHER had requested to have the entire set down in her classroom that week for their CELL RESEARCH. So, they told me I could take the rest of the set, just not Volume 19. I asked where the set was. They told me it was in the back of the Principal'soffice under a table. I was allowed to go get the other 23 volumes and allow the Biology teacher to use the set for her research. I was told it would have supervision that way. (The Biology teacher later told me it was better supervised being in the Library than being in her classroom.) About 8:30 in the morning, the Asst. Principal came in to the Library and told me he was going to watch the Library while I needed to go into the Principal's Office. I went in and the principal was sitting on one side of a large table. He had me sit on the opposite side of the table from him. He had "VOLUME 19, the S Volume" upside down on the table in front of him. He asked me how this set got in the Library. I explained to him that I had previewed it and found it had very good information. I told him how I had approached the English teacher of 27 years of experience in _____, who had assigned research papers on health topics and she thought it was great. Then I approached the Home Ec/ Early Childhood Education teacher of 25 years experience in _____, whosaid she thought it was appropriate and would be useful and should be in our Library. I explained how I had spoken to the Guidance Counselor, a 30 year veteran of the school district who had previously served as a science teacher and a middle school principal before becoming the H.S. Guidance Counselor and that he felt it was appropriate and belonged in the H.S. Library. He often had parent meetings in the Library at night and he said he felt perfectly comfortable with the set being on the shelves in the Library. I had also spoken to the Physical Education teacher who was working on writing a proposed Health Curriculum (it wasn't yet formally taught at that time but he covered some in his P.E. Classes). He also was the parent of two students in the H.S. and he voiced support for the Health Encyclopedia in spite of being told of the questionable pictures. He pointed out that many of our students had seen MOSCOW ON HUDSON, the movie and that most students had seen more graphic things. So then my principal asked my what right I had to buy the books. I pointed out that when he had hired me two years earlier, I had asked if they had a Library Selection Policy. He had told me they did. When I started the job, I could not find one, so I contacted the State Department of Education and the State Library and they sent me the document the state had that stated that in South Dakota, when the School District hires a School Librarian, they authorize her to select materials for the School Library. I had followed the guidelines of the state and had used discretion and discussed it with all those veteran teachers. He then told me that regardless of all that, that he was removing it from the Library. I pointed out that the teachers planned to use it. He then said that eventually, when the Biology teacher was done with it for her lesson, that I could have the rest of the set but not Volume 19. I told him that was Censorship. He said "Not if we do it." I told him that yes it was and that according to a normal Library Selection Policy, that a committee should be convened and that it should go through a process and propose an alternative reference to provide the same coverage. He then asked me if I wanted to lose my job over this book. I told him, NO, but it is the Principle of the thing. It should not be pulled unless it has had a committee review it and decide. I admitted that I wouldn't have put those pictures in the encyclopedia, but that in over a month, no students had abused or gotten out of hand while using the health encyclopedia. At this point, he sent the secretary to get the Asst. Principal. They called the Guidance Counselor to cover the Library, it was about 9:15 by then, and the Asst. Principal was called in and it was the two of them (Principal and Asst. Principal) against me. Now they both stated that it wasn't a good idea to have this set in the Library. The Asst. Principal who was also the Athletic director and the disciplinarian of the H.S. told me that since he was in H.S. and still the only reason some kids come to the Library is to find things on SEX in books. And therefore, we shouldn't have this book in the Library. I told them that was not the ONLY reason all kids come to the Library. After another half hour of arguing/discussion, I was told to go back to the Library and that it was in the Superintendent's hands. I went back to the Library and the Guidance Counselor told me what had happened the night before at and after the Board Meeting. He supported me and said they were over-reacting. He suggested I cool off when I told him how the Principal had threatened my job and asked me if I wanted to lose my job over this book. He told me not to worry about it and think about how to proceed. After lunch, I went across the hallway to the Superintendent's Office and asked to speak to the Superintendent. I was told he was out and that I could have an appointment for the next day. The next day I met with the superintendent and explained my selection process and the support I had received when I went to the Veteran teachers. I found out that he knew that as the H.S. Principal had sent the Asst. Principal to check with all the Veteran Teachers and ask them if I had really asked them their opinion about the Health Encyclopedia and then he reported it back to the H.S. Principal who reported it to the Superintendent. He had Volume 19 on his desk during our discussion. I explained to him about the Biology teacher using the set. He told me that I could have the set and volume 19 back in the Library if I agreed to cut out the pictures. I argued that there was text on the back of the pages where the pictures were and that while I would not have chosen those pictures for a H.S. Health Encyclopedia, I would not cut them out. I gave him an alternative. I asked if I could instead cover up those pictures with two sided sticky tape and manilla paper cut to size. He agreed with the stipulation that Volume 19 be on my desk. I told him that I would not just put Volume 19 on my desk but the whole set. I explained to him how in a H.S. if you pull out and put 1 Volume of a 24 volume set, it is RED Flagging that volume and they will all want to look at it. I explained if I put the whole set on my desk and if anyone asked, I would say that it is a new set and has so many good things in it, I am keeping it handy for quick reference answers. He agreed and let me take the Vol. 19 and later the entire set back to the Library after the Biology teacher was done with her research assignment. The following summer, for family reasons, I resigned and moved the first week of September. While training my replacement for two or three days during the end of August 1984, I explained to her about the reference set. She said she didn't have a problem with the set, and we both agreed I would carefully remove the double-sided tape and manilla paper and that if she was asked, she would just say, it was that way when she took over the Library. I later talked to her a couple of times and she said they never checked on it again. (NOTE: IN subsequent versions of this Health Encyclopedia, I noticed that Marshall Cavendish greatly cropped back those questionable pictures. I am sure many School Libraries had returned them or gave them feedback on the censorship problems of the 1984 edition). In 1987, at School , one of my teacher's came to me as one parent was questioning their use of "MY BROTHER SAM IS DEAD" in their 4th or 5th grade classroom for a reading assignment. There was on word somewhere in the book (I think it was "shit" or "damn") and the parent objected and requested his child be allowed to read something else. The school reviewed it and supported keeping the book but then the teacher was ordered to find something comparable for that one student to read instead. In 1987, at School, which was a grade 4 though 8 middle school, that also shared it's library with the town of _____ was also challenged on the V.C. ANDREWS BOOKS and specifically one title with "PETALS" in the title, due to child or sexual abuse in the novel. I shared the running of the Library with a Public Library Staff of part-timers, none of whom had an MLS but two had started going to a nearby Community College to get their LTA (LIbrary Technical Assistant Degree, a two year degree). The Public Library didn't have a form, so I whipped one up and we gave it to the Adult Patron who questioned this book even though it was in the ADULT FICTION SECTION. (Middle School Students could only check out from the Childrens or Young Adult Collection unless they had a form signed by their parent giving them permission to check out from the Adult side of the Library. The patron never returned the form but removed the book themselves and never returned it. The Public Library eventually replaced the missing book and kept the V.C. Andrews books on the Library Shelves. In 1994, a book challenge against GOOSEBUMPS BOOKS in one of our Elementary School Libraries. Library Paraprofessional and Principal phoned me and asked what to do. I contacted the Reading and Language Arts Coordinator and Assistant Superintendent and they convened a committee. We had a policy and a form in place for "RECONSIDERATION OF LIBRARY MATERIALS" which we had the parent fill out. The committee of the Asst. Supt., the Reading Coordinator, myself, one classroom elementary teacher and one board of education member sat down after everyone was requested to read the book in it's entirety. We then read the parent's complaint and discussed the purpose of the Library and Leisure reading books in the Elementary Library. The committee unanimously agreed to keep goosebumps in that school library and that he Principal and I should meet with the Parent to explain that she had the right to limit what her child read but not what every other child read. In 1997, a new Library Paraprofessional at one of my other elementary Libraries in the Public Schools, told me that her principal had removed all the goosebumps books from her school library earlier in the school year. She had not know to tell anyone or to object as she had been new to the job, having no previous library experience and only having been a PTO parent. She said she often had request for them but was told by the principal that they were not appropriate for the elementary school. This school never followed any procedure and self-censored. There was no Certified Librarian to defend or insist on proper procedure be followed. And I found out about it too late. In 2003, at another Elementary School Librarythe Library Paraprofessional called me and told me that the principal had removed her Library Copies of "HEART OF A CHIEF" and hadn't returned them for several weeks now. I asked the Reading Coordinator what the status was of the book. That year, the Connecticut program called NUTMEG BOOKS had chosen Heart of a Chief as one of the selected books for all school children to read and vote which book was their favorite. A 5th grade teacher had a set of 8 copies of "Heart of a Chief" and had been reading it with a book group in her class. They had gotten to the chapter in the book where the characters, who are children in school from a reservation, are talking about their possible science topics they might want to do. As they are brainstorming, one of the characters suggests they do "ABORTION", but then the characters nix that saying the teacher's guideline was that no topics could be about "BODILY FUNCTIONS". While the Class was discussing their chapter, one student raised his hand and asked "What does 'abortion' mean?" In our district, our elementary schools do not discuss abortion. So, to skirt the question, the teacher said, that is something you should talk to your parents about. So, the student went home that day. His parent asked "What did you talk about in school today?" The student said "We talked about abortion." The parent over-reacted and phoned the PRINCIPAL and demanded that the book be removed and that the teacher be reprimanded for talking about abortion. Then the Principal, a young principal with less than three years experience as an Elementary Principal and new to our School district in 2000 or 2001, went to the Library and classrooms and removed all the books. I told the Reading Coordinator that I objected because the RECONSIDERATION POLICY wasn't being followed. She told me it did not apply since it was a classroom reading issue. I said no, it was also a Library Censorship problem since the principal had removed the book while the Library Policy states it should remain in the Library until a committee agrees it should be removed. She said it was up to the Principal. I disagreed but was told there was nothing I could do about it. In 2004, at the same elementary school, there was a book fair being planned. The front of the book fair flier had a popular new book, I can't remember the exact title, but it was something about they way we were in 1942. And it had a picture of a Bomber Airplane on the cover with a 1940's Blond Woman in a waifting or flowing white dress in a partially seated position on the side or wing of the airplane (Marilyn Monroe style). It was an ILLUSTRATION that the same Principal objected to. She would not let the Library Paraprofessional in charge of the Library get the book for the Library and phoned the book fair people and demanded that book be removed from their book club. She would not let the Library Paraprofessional use the fliers from the book fair company to promote the fair ahead of time due to the illustration of or from that book on the fornt. That Library Paraprofessional, who had a son in that school, actually bought the book from another elementary school book fair for her son, but she was never allowed to have it in their school library. The Principal was being overly cautious and pre-censoring. Her argument on that book was that we don't want to promote that kind of IMAGE to our young girls. We tried to explain to her that children will understand if we explain to them that the way people were back then and that the pictures of women on planes was a common practice during WWII. We reminded her that the book was portraying authentic images in man-made illustrations, not actual photographs. She never accepted our defenses for the book. It was purchased and it is available in our four other elementary libraries in our school district but it is still not allowed in this School. Again, no procedure was ever followed and since there was no professional or certified Librarian, there really was no one who felt they had the authority or ability to defend the book against the principal. ________________________________________________________________________ 1. Have you ever experienced a book challenge? If your answer is yes, how many book challenges have you experienced and will you describe any memorable ones? Knock wood, no. 2. Will you please describe what happens when a parent challenges a book in your library? Is there a difference between what really happens and the written policy? 3. What do you feel is the most frustrating aspect of a book challenge? Why? 4. What is the most surprising or positive aspect of a book challenge? Why? 5. Is there any strategy or action that you implement that you feel prevents a book challenge in your library? If so, what is it and why do you feel that it works? I am aware that I work in a conservative community. I try to balance my selections: a wide range of views tempered with respect for parents' views. If I buy a novel like Kira, Kira my children will not be allowed to check it out, so the money is wasted. 6. In your experience, what book has been challenged that has surprised you? 7. In making book selections for your library, does a parent have a role in the process? Please explain your answer. I make sure to include at least one of our most conservative parents on the media committee. Creating an ongoing dialogue and showing respect for other viewpoints, even if you disagree, has helped to head off challenges. 8. Have you heard of the Parental Empowerment Act of 2005? If your answer is yes, please explain what you know about it. No _________________________________________________ 1. Have you ever experienced a book challenge? If your answer is yes, how many book challenges have you experienced? Directly, one (in a high school.) Indirectly, seven. The one I was directly involved in was actually beyond a challenge. A parent came and asked which of her children had taken out a book "Drawing the Human Form". The child, whomever it was, had taken the book without checking it out, so I couldn't give her that information. She then proceeded to tell me that she found the book and it was so offensive that she made her son take it out to their burn barrel and burn the book. She also informed me that if her children took out any books on witches, the occult, or the body/sex ed, they would suffer the same fate. She did have to pay for a replacement copy of the book at $56. 2. In your library, do you have a written policy for dealing with book challenges? Is it a part of a larger document? Are you required to make this available to anyone? Our district has a policy that covers textbooks. At this point, in this district, that policy is supposed to apply to library materials as well. It is part of the board policy manual. The policy would be provided to any parent that came directly to me with a concern. It is not distributed wholesale to students or parents. 3. Will you please describe what happens when a parent challenges a book in your library? Is there a difference between what really happens and the written policy? What I've seen happen in this district is that someone questions a book and someone at the district level decides without any deliberation to remove the book from all district collections. That is very different from the written policy. That policy requires the parent/complainant to complete a form, the book to be examined by a committee who makes a recommendation to the superintendent. If the parent is still dissatisfied, they may ask the school board to reconsider the book. 4. What do you feel is the most frustrating aspect of a book challenge? Why? (This question can be answered with either experiences you've actually encountered or it can be answered from a theoretical stance.) It is frustrating to me that individuals think that they have the right to decide what is available and appropriate for others. The extremes I've dealth with in two districts have appalled and dismayed me. I can almost understand the parent who burned the book, but the curriculum director who says we don't have to follow any policy and issues edicts that we won't have this or that title in any district library horrifies me. 5. What is the most surprising or positive aspect of a book challenge? Why? (This question can be answered with either experiences you've actually encountered or it can be answered from a theoretical stance.) The ability of a group of parents, teachers, and administrators to come together as a group after reading books which have been challenged and to discuss them intelligently and unemotionally and come to a reasonable decision about the retention of books. 6. Book challenges are inevitable in most libraries. Is there any strategy or action that you implement that you feel prevents a book challenge in your library? If so, what is it and why do you feel that it works? Funny, I don't agree at all that challenges are inevitable. In most cases, discussing the district's selection policy with someone who has a concern and explaining to parents that they should monitor and instruct their own child in what is or isn't acceptable in their family does wonders for preventing a concern from escalating to a challenge. A well-written policy and a formidable form for complainants to complete before there is an official challenge are also beneficial. 7. In your experience, what book has been challenged that has surprised you? Frankly, all of them have surprised me. I can't imagine feeling that strongly about something that I would want to interfere in other people's access to it. The art book that was burned horrified me. I couldn't react when she told me because I couldn't believe she was serious. I think I walked around in a daze for about a week afterward. It was probably more the fact that the person burned the book that surprised me than that she questioned its purpose. It's So Amazing is not permitted to be in any libraries in our district regardless of level. Neither are Names Will Never Hurt Me by Adoff, Forever by Judy Blume, or the Teenage Guy's Survival Guide. Black Boy by Richard Wright and Toni Morrison's The Bluest Eye were challenged but retained (on teachers' reading lists and in library collections) in another district I worked in. 8. In making book selections for your library, does a parent have a role in the process? Please explain your answer. I think that parents may make suggestions. If a parent chooses to participate in a Library Advisory Committee (which we don't currently have) they may also weild more influence. I do not think though, that parents should replace professionals in the selection of library materials. 9. Have you heard of the Parental Empowerment Act of 2005? If your answer is yes, please explain what you know about it. No. Carol Silver, MLIS student paraprofessional in Charlotte, NC casilver@uncg.edu -------------------------------------------------------------------- Please note: All LM_NET postings are protected by copyright law. You can prevent most e-mail filters from deleting LM_NET postings by adding LM_NET@LISTSERV.SYR.EDU to your e-mail address book. To change your LM_NET status, e-mail to: listserv@listserv.syr.edu In the message write EITHER: 1) SIGNOFF LM_NET 2) SET LM_NET NOMAIL 3) SET LM_NET MAIL 4) SET LM_NET DIGEST * Allow for confirmation. * LM_NET Help & Information: http://www.eduref.org/lm_net/ * LM_NET Archive: http://www.eduref.org/lm_net/archive/ * EL-Announce with LM_NET Select: http://elann.biglist.com/sub/ * LM_NET Supporters: http://www.eduref.org/lm_net/ven.html --------------------------------------------------------------------