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Ethics and advocacy project


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Ethics Project

Ethics Project

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  • 1. Censorship of Young Adult Literature Jennifer La Vine and Savannah Whitaker
  • 2. Censorship of Young Adult Literature The issue: prevention of Intellectual Freedom “Children and young adults are often looking for images of themselves, images as they are at that moment, struggling with parent conflicts, problem acne, feelings of rejection, and raging hormones, and images of what they might become. Literature affords the distance to examine one's self or potential self in a way not otherwise possible” (Curry, 2001).
  • 3. History of Censorship
  • 4. Twelve changes in American society that accounts for the growth of censorship Changes in the literature curriculum The paperback revolution The increasing number of students in school The increased amount of education which students receive The divisive (causing disagreement) nature of education The success of the schools The increase in reading by Americans The increasing cost of education The view of education as scapegoat The role of education to reinforce democratic values An increased willingness to protest government actions Mistakes made by the schools
  • 5. Examples of Censored Books in the South
  • 6. Censorship vs. Selection “Are We Selecting? Or Are We Censoring.” By Christine M. Allen Why are works selected? Not selected? Contemporary vs. Classic Young Adult Literature and controversial topics Censorship and unexciting collections
  • 7. Censorship in Our Schools “Censor your own child not mine!”
  • 8. Intellectual Freedom and Censorship “Where is Judy Blume? Controversial Fiction for Older Children and Young Adults” By Ann Curry Moving materials Reasons why materials are censored Importance of keeping challenging materials
  • 9. Self-censorship “Moving Toward a Method to Test for Selfcensorship by School Library Media Specialists” By Ken P. Coley Causes of self-censorship Texas Schools and Media Specialists (the study) 82% practiced self-censorship 18% owned NONE of the chosen titles
  • 10. Book Removal in Schools “The Question...What Should I Do If My Principal Orders Me to Remove an Unchallenged Book?” By Gail Dickinson Two different options: Remove it...Don’t remove it New vs. Practiced Media Coordinators Job preservation
  • 11. Intellectual Freedom “Championing Intellectual Freedom: A School Administrator's Guide” By Jeffrey Gibson Two scenarios of book removal Ways the School Media Coordinator can help Being a “Champion for students” (preserving First Amendment rights
  • 12. Addressing the Problem Is the movement of materials an option? Or is this yet another form of censorship? Promote parental involvement in School Media Centers
  • 13. Conclusion “No book is safe in today’s censorship climate” (Brown, 1994).
  • 14. References Allen, C. M. (2007). Are we selecting? Or are we censoring. Young Adult Library Services, 5(3), 5. Brown, J. E., & National Council of Teachers of English. (1994). Preserving intellectual freedom: Fighting censorship in our schools. Urbana, Ill: National Council of Teachers of English.Burress, L. (1989). Battle of the books: Literary censorship in the public schools, 1950-1985. Metuchen, N.J: Scarecrow Press.Coley, K. P. (2002). Moving toward a method to test for self-censorship by school library media specialists {computer file}. School Library Media Research, 5.Curry, A. (2001). Where is Judy Blume? Controversial fiction for older children and young adults. Journal Of Youth Services In Libraries, 14(3), 28-37. Dickinson, G. (2007). The question...What should I do if my principal orders me to remove an unchallenged book?. Knowledge Quest, 36(2), 70-71. Gibson, J. (2007). Championing intellectual freedom: A school administrator's guide. Knowledge Quest, 36(2), 46-48. Hull, M. (1999). Censorship in America: A reference handbook. Santa Barbara, Calif: ABCCLIO.Riley, G. B. (1998). Censorship. New York: Facts on File.Simmons, J. S. (1994). Censorship: A threat to reading, learning, thinking. Newark, Del: International Reading Association.