The members of the Kansas Association of School Librarians Intellectual Freedom Committee would like to recognize the Intellectual Freedom Coalition of the Kansas Library Association for providing the first Intellectual Freedom Manuals for Kansas librarians in 1988 and 1993. Without their efforts this publication would not be possible. We would also like to thank the Kansas Library Association for their contributions and recommendations to this edition of the manual. Some documents have been provided by the American Library Association and are reprinted here with their permission. Janel Woolley a student in the IHT (In-House Training) class at Rose Hill High School, Rose Hill, Kansas, provided the desk-top publishing for the manual. SIRS Mandarin, Inc. printed this manual as a part of their contribution to promote intellectual freedom.

American Values Statement

American Library Association Intellectual Freedom Websites Index

Censorship Tip Sheet

Material Selection Policy/Checklist

Library Bill of Rights

Freedom to Read Statement

Code of Ethics

Policy on Confidentiality of Library Records

Challenge Form Sample/Citizen’s Request for Recommendations

Filtering Statements

Acceptable Use Policy (AUP) Sample

Internet Research Form Outline

Bibliography

Intellectual Freedom Organizations

Intellectual Freedom Quotes

• We defend the constitutional rights of all individuals, including children and teenagers, to use the library's resources and services;

• We value our nation's diversity and strive to reflect that diversity by providing a full spectrum of resources and services to the communities we serve;

• We affirm the responsibility and the right of all parents and guardians to guide their own children's use of the library and its resources and services;

• We connect people and ideas by helping each person select from and effectively use the library's resources;

• We protect each individual's privacy and confidentiality in the use of library resources and services;

• We protect the rights of individuals to express their opinions about library resources and services;

• We celebrate and preserve our democratic society by making available the widest possible range of viewpoints, opinions and ideas, so that all individuals have the opportunity to become lifelong learners - informed, literate, educated, and culturally enriched.

American Association of School Librarians

ALA Office for Intellectual Freedom

First Amendment

Challenged Material/Banned Books

Library Bill of Rights

Interpretations of the Library Bill of Rights 

Under the New Hampshire Library Association Intellectual Freedom Manual website are the following links:

*Access for Children and Young People to Videotapes and Other Nonprint Formats

*Access to Electronic Information, Services, and Networks

*Access to Resources and Services in the School Library Media Program

*Challenged Materials

*Diversity in Collection Development

*Evaluating Library Collections

*Expurgation of Library Materials

*Free Access to Libraries for Minors

*Restricted Access to Library Materials

*The Universal Right to Free Expression

1. Does your library have a written materials selection policy?

2. Has the policy been formally adopted by the governing board?

3. Is it revised and updated regularly?

4. Does your policy include a written procedure for handling complaints?

5. Are you aware of state/national organizations that are advocates of intellectual freedom?

1. Remain calm and be courteous to the individual complainant.

2. Ask the complainant to fill out and return a written complaint form.

3. Present governing board with a written factual account of the situation.

4. Do your homework. Review reasons material was selected for your collection.

5. Contact your state and national organizations for intellectual freedom information and assistance.

IF CHALLENGED, CALL FOR HELP FROM THE FOLLOWING ORGANIZATIONS:

KANSAS ASSOCIATION OF SCHOOL LIBRARIANS

(316) 773-6723

Executive Secretary Judy Eller

KANSAS LIBRARY ASSOCIATION

1-800-234-0529

901 N. Main Street

Hutchinson, KS 67501

AMERICAN LIBRARY ASSOCIATION

1-800-545-2433

Office for Intellectual Freedom

50 East Huron Street

Chicago, IL 60611

*The tip sheet is intended as a quick reference to use when facing a challenge.

The written materials selection policy should include the following basic elements:

 1. Library goals/mission statement

2. Profile of library community

3. Library Bill of Rights/intellectual freedom statements

4. Selection criteria

5. Formats

6. Special collections/gifts

7. Replacement/weeding policy

8. Challenge procedure/form

9. Regular reevaluation of policy

10. Approval by governing board

I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.

II. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.

III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.

IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.

V. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.

VI. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.

 Adopted June 18, 1948.

1. It is in the public interest for publishers and librarians to make available the widest diversity of views and expressions, including those which are unorthodox or unpopular with the majority.

2. Publishers, librarians and booksellers do not need to endorse every idea or presentation contained in the books they make available. It would conflict with the public interest for them to establish their own political, moral or aesthetic views as a standard for determining what books should be published or circulated.

3. It is contrary to the public interest for publishers or librarians to determine the acceptability of a book on the basis of the personal history or political affiliations of the author.

I. We provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests.

II. We uphold the principle of intellectual freedom and resist all efforts to censor library resources.

III. We protect each library user's right to privacy and confidentiality with respect to information sought or received and resources consulted, borrowed, acquired or transmitted.

IV. We recognize and respect intellectual property rights.

V. We treat co-workers and other colleagues with respect, fairness and good faith, and advocate conditions of employment that safeguard the rights and welfare of all employees of our institutions.

VI. We do not advance private interests at the expense of library users, colleagues, or our employing institutions.

VII. We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources.

VIII. We strive for excellence in the profession by maintaining and enhancing our own knowledgeand skills, by encouraging the professional development of co-workers, and by fostering the aspirations of potential members of the profession.

1. Formally adopt a policy which specifically recognizes its circulation records and other records identifying the name of library users to be confidential in nature.*

2. Advise all librarians and library employees that such records shall not be made available to any agency of state, federal, or local government except pursuant to such process, order, or subpoena as may be authorized under the authority of, and pursuant to, federal, state, or local law relating to civil, criminal, or administrative discovery procedures or legislative investigative power.

3. Resist the issuance or enforcement of any such process, order, or subpoena until such time as a proper showing of good cause has been made in a court of competent jurisdiction.**

*Note: See also ALA Code of Ethics, point III: "We protect each library user’s right to privacy and confidentiality with respect to information sought or received, and materials consulted, borrowed, acquired or transmitted."

**Note: Point 3, above, means that upon receipt of such process, order, or subpoena, the library’s officers will consult with their legal counsel to determine if such process, order, or subpoena is in proper form and if there is a showing of good cause for its issuance; if the process, order, or subpoena is not in proper form or if good cause has not been shown, they will insist that such defects be cured.  

Book or other material:

Author (if known):

Publisher (if known):

Request initiated by:

Telephone Address:

City State Zip Code:

1. To what in the material do you object? (Please be specific; cite pages or items.)

2. What do you feel might be the result of using this material?

3. For what age group would you recommend this material?

4. Is there anything good about this material?

5. Did you read or view the entire material? What parts?

6. Are you aware of the judgment of this material by literary critics?

7. What do you believe is the theme of this material?

8. What would you like your school/library to do about this material?

9. In its place, what material of equal literary quality would you recommend that would convey as valuable a picture and perspective of our civilization?

 Signature of Complainant Date

WHEREAS, On June 26, 1997, the United States Supreme Court issued a sweeping re-affirmation of core First Amendment principles and held that communications over the Internet deserve the highest level of Constitutional protection; andWHEREAS, The Court's most fundamental holding is that communications on the Internet deserve the same level of Constitutional protection as books, magazines, newspapers, and speakers on a street corner soapbox. The Court found that the Internet "constitutes a vast platform from which to address and hear from a world-wide audience of millions of readers, viewers, researchers, and buyers," and that "any person with a phone line can become a town crier with a voice that resonates farther than it could from any soapbox"; and

WHEREAS, For libraries, the most critical holding of the Supreme Court is that libraries that make content available on the Internet can continue to do so with the same Constitutional protections that apply to the books on libraries' shelves; and

WHEREAS, The Court's conclusion that "the vast democratic fora of the Internet" merit full Constitutional protection will also serve to protect libraries that provide their patrons with access to the Internet; and

WHEREAS, The Court recognized the importance of enabling individuals to receive speech from the entire world and to speak to the entire world. Libraries provide those opportunities to many who would not otherwise have them; and

WHEREAS, The Supreme Court's decision will protect that access; and

WHEREAS, The use in libraries of software filters which block Constitutionally protected speech is inconsistent with the United States Constitution and federal law and may lead to legal exposure for the library and its governing authorities; now, therefore, be it

RESOLVED, That the American Library Association affirms that the use of filtering software by libraries to block access to constitutionally protected speech violates the Library Bill of Rights.

Dear Parent:

(Your School/Library) is pleased to offer limited Internet access to our students. In order for students/patrons to take advantage of the vast resources of the Internet, parents and students must first sign the contract printed below. All users must share the responsibility for seeing that our computer facilities are used in an effective, efficient, ethical and lawful manner. It is a privilege to have access to these extraordinary resources and therefore, all users must agree they will comply with these rules.

1. I will use appropriate behavior.

2. I will be courteous to others on the network and on the Internet.

3. I will use the equipment with care.

4. I will use only software which my teacher has assigned to me.

5. I will connect only to sites which have been allowed by the teacher.

6. I understand the computer systems have been set up for me and may not be changed.

7. I will use only "school-appropriate" language, pictures, and data on the computers.

8. I will follow the copyright laws which protect programs, data, books and pictures.

9. I will report problems to a teacher.

10. I will leave all materials, equipment, and parts in the lab or computer area so the systems will be in good working order for the next user.

11. I will remember to keep ALL food and drinks out of the lab or computer area.

12. I will help keep the lab or computer area clean and orderly by recycling unwanted paper, picking up personal items, etc.

13. I will have a teacher’s permission for using the Internet, computers, or lab.

14. I will complete an "Internet Research Form" prior to beginning an online search.

_________________________________________________________________

(Detach and return to Your School/Library)

I understand and accept my responsibilities detailed above as a user of the Internet and technology at (Your School/Library), and I am aware that if I choose not to follow the guidelines, I may lose my Internet technology privileges, or may receive disciplinary action.

Student Signature Date

I have read and understand the guidelines regarding appropriate use of technology and the Internet by (Your School/Library) students. I also understand there is objectionable material available on the Internet and, by following the guidelines above, my child should not be exposed to this material. I agree to support and uphold the guidelines.

Parent Signature Date

Use of Internet access at (Your School) Library must have a specific academic purpose. No phone lines, modems or computers are to be used for "surfing" on the Internet.

Instructor:

Student:

Date:

Please explain what you need to accomplish while on the Internet:

Specific key-word searches you will use while on the Internet.

Example: 1. concentration camps; 2. Nazi death camps; 3. World War II prisoners of war;

4. Dachau

a.

b.

c.

d.

URL address(es):

Internet Guidelines

Students must have their instructor's written permission to use the Internet. Students must use Netscape to access the World Wide Web. Use of applications, such as phone, e-mail, web development, and chat rooms is not permitted.

Students may print documents, with the assistance of the library staff. A student may print a maximum of 10 pages per day on their specific academic topics. Additional pages will be at a cost of 10¢ per page.

Any use of the computer and Internet beyond the key word searches above will result in loss of privileges or other appropriate punishment.

 Student Signature

Teacher Signature

American Libraries. Censorship Watch. (monthly subscription with censorship feature).

American Library Association. Intellectual Freedom Action News, monthly subscription.

American Library Association. Banned Books Week-Celebrating the Freedom to Read, published annually.

Buechner, Maryanne. "Filter Out the Filth: Are Public Filters a Form of Censorship?" Time, April 27, 1998, p. 22.

Coetzee, J.M. Giving Offense: Essays on Censorship. Chicago, IL: University of Chicago Press, 1997.

Couvares, Francis G., ed. Movie Censorship and American Culture. New York: Smithsonian Institution Press, 1996.

DelFattore, Joan. What Johnny Shouldn't Read: Textbook Censorship in America. New York: Yale University Press, 1994.

Edwards, June. Opposing Censorship in the Public Schools: Religion, Morality, and Literature. New York: L. Erlbaum, 1998.

Fine, Sara. "How the Mind of a Censor Works: The Psychology of Censorship." School

Library Journal, January 1996, p. 23-27.

Flagg, Gordon. "Bill Ties Universal-Service Funds to Internet Filters." American Libraries, March 1998, p. 13.

Foerstel, Herbert N. Banned in the U.S.A.: A Reference Guide to Book Censorship in Schools and Public Libraries. New York: Greenwood Publishing Group, 1994.

Glick, Andrea. "ALA Target By Anti-Porn Group." School Library Journal, April 1998, p. 17.

Gold, John C. Board of Education V. Pico: Book Banning. New York: Twenty-First Century Books, 1995.

Haycock, Ken. "Appropriate Use and Internet Filters." Emergency Librarian, January-February 1998, p. 7.

Hielsberg, Amy. "Self-censorship Starts Early: A Library School Student Learns an Unexpected Lesson When She Tackles a Touchy Topic." American Libraries, September 1994, p. 768-770.

Hopkins, Dianne McAfee. "Perspectives of Secondary Library Media Specialists About Material Challenges." School Library Media Quarterly, Fall 1992, p. 15-24.

Hopkins, Dianne McAfee. "Put It in Writing: What You Should Know About Challenges to School Library Materials," School Library Journal, January 1993, p. 26-30.

Johnson, Claudia. Stifled Laughter: One Woman's Story About Fighting Censorship. New York: Fulcrum Publishers, 1996.

Karolides, Nicholas J. and Lee Burress and John M. Kean. Censored Books: Critical Viewpoints. New York: Scarecrow Press, 1993.

Manley, Will. "Are We Free to Talk Honestly About Intellectual Freedom?" American Libraries, October 1997, p. 112.

Office for Intellectual Freedom Staff. Intellectual Freedom Manual, 5th ed. Chicago, IL: American Library Association, 1996.

Oder, Norman. "Intellectual Freedom Legislation: The State of the States." Library Journal, April 1, 1998, p. 54-57.

Olson, Renee. "MO Librarian Loses Job, Blames Family Friendly Libraries." School Library Journal, April 1998, p. 12-13.

Power, Brenda Miller, ed. Reading Stephen King: Issues of Censorship, Student Choice, and Popular Literature. New York: National Council of Teachers of English, 1997.

Rossuck, Jennifer. "Banned Books: A Study of Censorship." English Journal, February 1997, p. 67-70.

Saltman, Judith. "Censoring the Imagination: Challenges to Children's Books." Emergency Librarian, January 1998, p. 8-12.

Schneider, Karen. "Figuring Out Filters: A Quick Guide to Help Demystify Them." School Library Journal, February 1998, p. 36-38.

Schneider, Karen G. A Practical Guide to Internet Filters. New York: Neal-Schuman Publishers, 1997.

Simmons, John S., ed. Censorship: A Threat to Reading, Learning, Thinking. New York: International Reading Association, 1999.

Symons, Ann K. Protecting the Right to Read: A How-to-Do-It Manual for School and Public Librarians. New York: Neal Schuman Publishers, 1995.