Intellectual Freedom for Young Adolescents

Childhood Education, Fall 2007 by Bucher, Katherine T, Manning, M Lee

Teachers will find helpful a number of resources that contain rationales for including certain works of literature. Barlow (2002) recommends Rationales for Teaching Young Adult Literature by (Reid & Neufield, 1999), a book containing rationales for 22 books that are often the targets of censors. Karolides' (2002) Censored Books II: Critical Viewpoints is a collection of essays that support a number of controversial titles. In Teaching Banned Books: 12 Guides for Young Readers, Scales (2001) includes a number of books read by adolescents, including My Brother Sam Is Dead (Collier & Collier, 1974) and Roll of Thunder, Hear My Cry (Taylor, 1976).

Responding to a Challenge

No matter how prepared you think you are, responding to an actual censorship challenge can be difficult. Therefore, it is important to be calm and objective (Virginia Library Association, 1997) and to deal professionally with the complainant. Here are some specific suggestions:

* Listen carefully and courteously to the complaint.

* Attempt to resolve the complaint informally and/or to defuse the situation without making judgments or making promises about any actions other than what is outlined in school policy (e.g., providing a copy of the request for reconsideration form and/or the selection guidelines).

* Be prepared to refer the complaint to the next level of authority, as outlined in the plan.

* Notify the appropriate administrators of the complaint and provide a summary of the discussion with the complainant. Do this even if it appears that the complaint has been resolved.

* If a formal written complaint is filed, follow the procedures outlined in the plan. For support, contact the organizations identified earlier in this chapter.

* Keep notes on the process and maintain a file of all correspondence.

* Continue the use or circulation of the material until the entire review process is completed.

* Conduct the review openly, and inform the community through local media or other communications.

* Once the complaint has been reviewed according to procedure, communicate the results of the reconsideration process to the complainant in writing, explaining both the re-evaluation procedure and justification for the final decision (National Coalition Against Censorship, n.d.; Virginia Library Association, 1995, 1997).

Concluding Thoughts

Censors want to control the minds of the young. They are fearful of the educational system because students who read learn to think. Thinkers learn to see. Those who see often question. (Scales, 2001, p. 2)

Intellectual freedom should be at the forefront of all teachers' and library media specialists' concerns. Censorship challenges often arise in upper elementary and middle schools, where 10- to 14-year-olds are maturing and developing at different rates. Undoubtedly, individuals and groups will continue to file complaints about what young adolescents can read, view, and hear. Educators also must remain vigilant, lest they, too, fall into the role of censor rather than selector of quality materials that meet young adults' social, cognitive, and emotional needs. To avoid being caught off-guard when censorship complaints arise, educators must be proactive and have a deliberate and methodical plan to deal with censorship. The plan should be based more on careful thought than emotional reactions. Only then will educators be able to explain a rationale for the use of specific materials and be able to convince censors that young adults have a right to read, view, and listen. Censorship battles will continue as long as censors believe their opinions should provide the basis for what others read. All educators need to be prepared for those challenges and to support intellectual freedom in schools and libraries.