The document discusses Banned Books Week, which is observed annually in late September to promote awareness of censorship and intellectual freedom. It provides background on why books are challenged or banned, including concerns about inappropriate content for children, and discusses prominent books that have been frequently challenged such as To Kill a Mockingbird, The Adventures of Huckleberry Finn, and Harry Potter. The document emphasizes the importance of protecting free access to information and opposing censorship efforts through events like Banned Books Week.
Banned Books Week is an annual event celebrated during the last week of September that highlights the freedom to read and the importance of preventing censorship. The document discusses the history and purpose of Banned Books Week, including defining intellectual freedom, censorship, and the First Amendment. It also lists some frequently challenged books over the years like Harry Potter and provides context for why books are often challenged by some groups.
I apologize, upon reviewing the document I do not see any books named that I could answer your question about. The document appears to be discussing banned books in general terms without explicitly naming specific books. Could you please rephrase your question or provide more context about what books you are asking about?
Banned Books Week celebrates the freedom to read and raises awareness about censorship efforts. It has been observed annually since 1982 during the last week of September. In recent years, the most common reasons cited for challenging books have been sexually explicit content, offensive language, and issues deemed inappropriate for certain age groups. Some of the most frequently challenged books and authors over time have included works by Judy Blume, Robert Cormier, J.K. Rowling, Stephen King, and Toni Morrison. The event reminds the public not to take democratic freedoms like access to information and diverse viewpoints for granted.
Banned Books and Censorship discusses who promotes and opposes censorship, what censorship and book banning are, and examples of books that have been challenged or banned. It explores why books are challenged or banned, including for religious, political, social, and sexual reasons. Four main reasons that books are challenged are given: social, religious, political, and sexual. The document examines factors for challenging the Scary Stories to Tell in the Dark book series and provides an opinion that everyone should decide what to read themselves while parents are responsible for censoring their children's reading.
This document discusses book banning and challenges. It provides definitions of banning versus challenging and statistics on the number of challenges in recent years. It outlines the typical process for challenging a book and discusses reasons books are often challenged, such as protecting children. However, it also notes banning books violates freedom of speech. Several authors weigh in supporting intellectual freedom and choice in reading materials. Examples are given of famous books that have been banned or challenged over the years.
People challenge books for a variety of reasons, most commonly due to offensive language, sexual content, racism/sexism, religious viewpoints, violence, or content deemed inappropriate for the target age group. Around 60% of challenges are made by concerned parents, with schools and libraries also receiving challenges. For example, the book Fat Kid Rules the World was banned from all Pickens County, South Carolina schools for profanity, drug use, treatment of suicide, and sexual innuendo despite a review committee voting to retain it at the school where the initial complaint was made.
The document discusses censorship in libraries, particularly focusing on the UK and USA. It defines censorship as the suppression of literary materials and resources. It notes that censorship occurs in libraries for various reasons, including parental complaints about unsuitable content for children. Common reasons for challenging books include sexual content, violence, explicit language, and lack of cultural sensitivity. Self-censorship by librarians themselves is also a major form of silent censorship. The document examines specific cases of book challenges and bans in both the UK and USA. It concludes that while censorship is less prevalent in the UK than USA, more data is still needed on the frequency of challenges in UK libraries.
This document discusses books that have been challenged or banned from libraries and schools. It defines challenging as trying to restrict access to a book, while banning means completely removing it. Books are often challenged due to objections over inappropriate content for certain age groups, such as sexuality, violence, or offensive language. However, banning books raises issues of censorship and restricting free speech. The document lists several famous and controversial books that have been challenged at some point, such as Harry Potter, To Kill a Mockingbird, and Twilight, and encourages readers to think for themselves about these issues.
Banned Books Week is an annual event celebrated during the last week of September that highlights the freedom to read and the importance of preventing censorship. The document discusses the history and purpose of Banned Books Week, including defining intellectual freedom, censorship, and the First Amendment. It also lists some frequently challenged books over the years like Harry Potter and provides context for why books are often challenged by some groups.
I apologize, upon reviewing the document I do not see any books named that I could answer your question about. The document appears to be discussing banned books in general terms without explicitly naming specific books. Could you please rephrase your question or provide more context about what books you are asking about?
Banned Books Week celebrates the freedom to read and raises awareness about censorship efforts. It has been observed annually since 1982 during the last week of September. In recent years, the most common reasons cited for challenging books have been sexually explicit content, offensive language, and issues deemed inappropriate for certain age groups. Some of the most frequently challenged books and authors over time have included works by Judy Blume, Robert Cormier, J.K. Rowling, Stephen King, and Toni Morrison. The event reminds the public not to take democratic freedoms like access to information and diverse viewpoints for granted.
Banned Books and Censorship discusses who promotes and opposes censorship, what censorship and book banning are, and examples of books that have been challenged or banned. It explores why books are challenged or banned, including for religious, political, social, and sexual reasons. Four main reasons that books are challenged are given: social, religious, political, and sexual. The document examines factors for challenging the Scary Stories to Tell in the Dark book series and provides an opinion that everyone should decide what to read themselves while parents are responsible for censoring their children's reading.
This document discusses book banning and challenges. It provides definitions of banning versus challenging and statistics on the number of challenges in recent years. It outlines the typical process for challenging a book and discusses reasons books are often challenged, such as protecting children. However, it also notes banning books violates freedom of speech. Several authors weigh in supporting intellectual freedom and choice in reading materials. Examples are given of famous books that have been banned or challenged over the years.
People challenge books for a variety of reasons, most commonly due to offensive language, sexual content, racism/sexism, religious viewpoints, violence, or content deemed inappropriate for the target age group. Around 60% of challenges are made by concerned parents, with schools and libraries also receiving challenges. For example, the book Fat Kid Rules the World was banned from all Pickens County, South Carolina schools for profanity, drug use, treatment of suicide, and sexual innuendo despite a review committee voting to retain it at the school where the initial complaint was made.
The document discusses censorship in libraries, particularly focusing on the UK and USA. It defines censorship as the suppression of literary materials and resources. It notes that censorship occurs in libraries for various reasons, including parental complaints about unsuitable content for children. Common reasons for challenging books include sexual content, violence, explicit language, and lack of cultural sensitivity. Self-censorship by librarians themselves is also a major form of silent censorship. The document examines specific cases of book challenges and bans in both the UK and USA. It concludes that while censorship is less prevalent in the UK than USA, more data is still needed on the frequency of challenges in UK libraries.
This document discusses books that have been challenged or banned from libraries and schools. It defines challenging as trying to restrict access to a book, while banning means completely removing it. Books are often challenged due to objections over inappropriate content for certain age groups, such as sexuality, violence, or offensive language. However, banning books raises issues of censorship and restricting free speech. The document lists several famous and controversial books that have been challenged at some point, such as Harry Potter, To Kill a Mockingbird, and Twilight, and encourages readers to think for themselves about these issues.
This document summarizes information about book censorship and challenges. It provides definitions of censorship and discusses reasons books are commonly challenged, such as sexual content, offensive language, and age appropriateness. Examples are given of frequently challenged books like To Kill a Mockingbird, The Lord of the Flies, and Harry Potter, which have been banned or restricted for promoting ideas contrary to religious or social values. The document also reviews important court cases that have established First Amendment protections for published works.
This document summarizes information about book banning, with a focus on challenges to Suzanne Collins' Hunger Games trilogy. It discusses how book banning occurs through challenges, and why certain books are challenged, with statistics on common reasons from the American Library Association. Typical challengers are identified as parents and community groups. The document then summarizes arguments used to challenge the Hunger Games books specifically, and provides suggestions for educating about censorship and celebrating banned books week.
This document provides summaries of books that were banned or challenged between 2009-2010. It lists the book titles, authors, and reasons they were challenged, such as containing profanity, drug use, sexual content or promoting political/social ideas contrary to some parents' values. The document emphasizes the importance of protecting freedom of access to information and opposing censorship attempts. It lists over 30 books and provides basic details about each challenge.
A 10-year-old girl asks a librarian for Holocaust books beyond what is available in the youth section. When walking to the adult section, the librarian realizes graphic depictions of sexual violence are present. The librarian must decide whether to continue or find alternative resources, considering the girl's maturity and principles of intellectual freedom versus protecting minors. Options include clarifying needs, investigating age-appropriate topics, and advising on objectionable content while not censoring access.
Ethnic Classification in Global Perspective: A Cross-National Survey of the 2...FactaMedia
This document analyzes data from 141 national censuses conducted between 1995-2004 to classify approaches to ethnic enumeration worldwide. It finds that 63% of censuses included questions about ethnicity, but used diverse terminology (e.g. race, nationality) and question/answer formats that varied regionally. The study aims to develop a taxonomy of ethnic classification approaches to inform theories on why countries classify ethnicity differently and to provide applied demographers with alternative census models.
This document provides acknowledgements and dedication for a research project on how American civilization annulled and transformed the lives of Negroes. It thanks the academic institution, supervisor, family and friends for their support during the research process. The abstract summarizes that the research traces how slavery left a lasting negative impact on relations between whites and blacks in America, and how whites used their power to control Negroes and restrict their lives even after slavery was abolished. Key literary works that will be analyzed include Roots, The Autobiography of the Ex-Colored Man, and Native Son to understand how slavery and racism impacted Negroes at different time periods in American history.
Wanna be startin somethin, mj in the scholarly literature, a selected bibliog...Brandon Penny
Two librarians at Texas Tech University have released a report detailing Michael Jackson's broad influence in the scholarly community. Associate Librarians Susan Hidalgo and Rob Weiner combed through scholarly papers and peer-reviewed articles in over 100 databases in creating "Wanna Be Startin' Somethin': MJ in the Scholarly Literature: A Selected Bibliographic Guide"
The guide shows Jackson popping up in psychology, medical, chemistry, mass communications and even engineering journals.
Anti Obama Graphics: The Hermeneutics of Racial Codes in Visual RepresentationsLayla Abdullah-Poulos
Searching for graphics with President Barack Obama will result in many interpretive examples. Although the nuances of the messages differ, these mini-billboards are created by supporters and detractors alike, who desire to have their feelings about this political figure quickly and succinctly known. Among these graphics, there exist those which, if surveyed through hermeneutical and racial theory approaches, demonstrate the attempt to incite racial code words and symbols as a tactic to disqualify president Obama.
Exploring Sex and Class: A Teacher's Guide to Dorothy Allison's Essay, "A Que...jdkauf
Dorothy Allison's essay explores issues of class, sexuality, and identity. She discusses how the poor are mythologized as either "noble" or despised as "trash." LGBTQ individuals are also homogenized into simplistic types. Those who do not conform to these stereotypes, such as herself coming from a poor background and being a lesbian, face further marginalization. Allison had to hide her true identity and background to fit into what was expected. She believes we must reject the shame of being seen as the "other" and see ourselves and others as complex and extraordinary individuals.
The document provides information on culturally responsive teaching and multicultural literature. It discusses the need for culturally responsive teaching that validates students' cultures and languages. A five phase approach to teaching multicultural literature is described, moving from traditional stories to contemporary works. Several authors and their works promoting diversity and global citizenship are mentioned. The document emphasizes the importance of selecting literature that represents all students and opens doors to their full human potential.
The document summarizes the historical and political context surrounding the book "How to Read Donald Duck" by Ariel Dorfman and Armand Mattelart. It discusses how the book was published in 1970-1973 during a period of political turmoil in Chile. It explores how the book analyzed Disney comics to reveal implicit messages about Chilean culture and politics, which threatened the new military dictatorship. As a result, the book was banned and copies were destroyed in Chile.
This open letter discusses the author's realization of how their identity categories of being white, middle class, and female have afforded them certain privileges and disadvantages. Through college courses on topics like white privilege, the author came to understand how being white has given them unearned advantages in society. The letter examines how the concepts of race, class, gender and sexuality are socially constructed and shape one's experiences and opportunities. It encourages self-reflection on one's own privileges and role in systems of oppression.
This document discusses censorship and intellectual freedom in young adult literature. It defines intellectual freedom and outlines the American Library Association's Library Bill of Rights which establishes that libraries should provide access to information from all points of view without restriction. The document examines the differences between censorship and selection of materials, reasons for self-censorship among librarians and authors, common reasons books are challenged, and procedures for handling book challenges respectfully.
Both texts portray different forms of racism present in society. Text one shows overt racism through a movie about segregated proms for black and white students. It highlights the power imbalance between the dominant white group and the minority black students. Text two depicts more subtle new racism in New Zealand through the otherization of Asian migrants in media coverage. It analyzes how Asian voices are neglected or misrepresented. The media plays a role in both texts in either addressing or perpetuating racism through unequal representation and misuse of minority voices.
The document discusses the origins and goals of several social movements, including #BlackLivesMatter, #MeToo, and reproductive justice. It notes that #BlackLivesMatter was created by Alicia Garza, Patrisse Cullors and Opal Tometi in response to the murder of Trayvon Martin. Tarana Burke created the #MeToo movement in 2006 to support black women and girls who had experienced sexual violence. Reproductive justice originated in 1994 and takes an intersectional approach, advocating for rights beyond just abortion access, such as healthcare, education and the right to parent. Storytelling is an important part of reproductive justice frameworks.
I’m Coming Out: The Ins and Outs of Serving GLBTQ Teens - Nov 2009Monica Harris
This document provides an overview of serving GLBTQ (gay, lesbian, bisexual, transgender, and questioning) teens in libraries. It defines key terms, discusses why focusing on GLBTQ teens is important given the challenges they face, explores the role of libraries in supporting this group, and offers recommendations for building inclusive collections, creating safe spaces, and finding resources. The goal is to make libraries a welcoming environment for GLBTQ teens to access information as they navigate their identities.
The document discusses the lack of diversity in the field of librarianship and proposes solutions to decolonize the profession. It notes that while people of color make up a large portion of library users, they are significantly underrepresented among librarians. Several barriers to diversity are explored, including institutionalized racism and white normativity within the field. The document proposes solutions such as recognizing non-MLS experience, expanding career ladders for current minority staff, and focusing on retention rather than just recruitment to make meaningful strides toward an intersectional, decolonized profession.
The Shapiro Library lobby screens showcased a digital exhibit for PRIDE month. This exhibit was created by the Women's Studies & Open Access Librarian, Meredith Kahn.
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
Books are commonly censored or banned from libraries for various reasons such as containing inappropriate content, challenging beliefs, or being deemed unsuitable for certain age groups. According to the document, while the library industry promotes free access to information, books are still removed due to complaints or to conform to community standards. Some of the most challenged books in the US deal with topics such as sexuality, violence, and religious or political viewpoints. The document discusses how censorship can prevent access to important ideas and knowledge, and provides quotes from teens who believe banned books can offer valuable perspectives. It suggests ways to help prevent censorship such as organizing reading groups or petitions to keep challenged books available.
This document discusses censorship and challenged books. It defines challenged books as those a person has attempted to remove from libraries/schools due to objections, while banned books have been successfully removed. Common reasons for challenges are language, sexual/racist content, violence, or religious/political differences. The American Library Association collects data on challenged books and observes Banned Books Week each year to promote freedom of expression and access to information.
This document summarizes information about book censorship and challenges. It provides definitions of censorship and discusses reasons books are commonly challenged, such as sexual content, offensive language, and age appropriateness. Examples are given of frequently challenged books like To Kill a Mockingbird, The Lord of the Flies, and Harry Potter, which have been banned or restricted for promoting ideas contrary to religious or social values. The document also reviews important court cases that have established First Amendment protections for published works.
This document summarizes information about book banning, with a focus on challenges to Suzanne Collins' Hunger Games trilogy. It discusses how book banning occurs through challenges, and why certain books are challenged, with statistics on common reasons from the American Library Association. Typical challengers are identified as parents and community groups. The document then summarizes arguments used to challenge the Hunger Games books specifically, and provides suggestions for educating about censorship and celebrating banned books week.
This document provides summaries of books that were banned or challenged between 2009-2010. It lists the book titles, authors, and reasons they were challenged, such as containing profanity, drug use, sexual content or promoting political/social ideas contrary to some parents' values. The document emphasizes the importance of protecting freedom of access to information and opposing censorship attempts. It lists over 30 books and provides basic details about each challenge.
A 10-year-old girl asks a librarian for Holocaust books beyond what is available in the youth section. When walking to the adult section, the librarian realizes graphic depictions of sexual violence are present. The librarian must decide whether to continue or find alternative resources, considering the girl's maturity and principles of intellectual freedom versus protecting minors. Options include clarifying needs, investigating age-appropriate topics, and advising on objectionable content while not censoring access.
Ethnic Classification in Global Perspective: A Cross-National Survey of the 2...FactaMedia
This document analyzes data from 141 national censuses conducted between 1995-2004 to classify approaches to ethnic enumeration worldwide. It finds that 63% of censuses included questions about ethnicity, but used diverse terminology (e.g. race, nationality) and question/answer formats that varied regionally. The study aims to develop a taxonomy of ethnic classification approaches to inform theories on why countries classify ethnicity differently and to provide applied demographers with alternative census models.
This document provides acknowledgements and dedication for a research project on how American civilization annulled and transformed the lives of Negroes. It thanks the academic institution, supervisor, family and friends for their support during the research process. The abstract summarizes that the research traces how slavery left a lasting negative impact on relations between whites and blacks in America, and how whites used their power to control Negroes and restrict their lives even after slavery was abolished. Key literary works that will be analyzed include Roots, The Autobiography of the Ex-Colored Man, and Native Son to understand how slavery and racism impacted Negroes at different time periods in American history.
Wanna be startin somethin, mj in the scholarly literature, a selected bibliog...Brandon Penny
Two librarians at Texas Tech University have released a report detailing Michael Jackson's broad influence in the scholarly community. Associate Librarians Susan Hidalgo and Rob Weiner combed through scholarly papers and peer-reviewed articles in over 100 databases in creating "Wanna Be Startin' Somethin': MJ in the Scholarly Literature: A Selected Bibliographic Guide"
The guide shows Jackson popping up in psychology, medical, chemistry, mass communications and even engineering journals.
Anti Obama Graphics: The Hermeneutics of Racial Codes in Visual RepresentationsLayla Abdullah-Poulos
Searching for graphics with President Barack Obama will result in many interpretive examples. Although the nuances of the messages differ, these mini-billboards are created by supporters and detractors alike, who desire to have their feelings about this political figure quickly and succinctly known. Among these graphics, there exist those which, if surveyed through hermeneutical and racial theory approaches, demonstrate the attempt to incite racial code words and symbols as a tactic to disqualify president Obama.
Exploring Sex and Class: A Teacher's Guide to Dorothy Allison's Essay, "A Que...jdkauf
Dorothy Allison's essay explores issues of class, sexuality, and identity. She discusses how the poor are mythologized as either "noble" or despised as "trash." LGBTQ individuals are also homogenized into simplistic types. Those who do not conform to these stereotypes, such as herself coming from a poor background and being a lesbian, face further marginalization. Allison had to hide her true identity and background to fit into what was expected. She believes we must reject the shame of being seen as the "other" and see ourselves and others as complex and extraordinary individuals.
The document provides information on culturally responsive teaching and multicultural literature. It discusses the need for culturally responsive teaching that validates students' cultures and languages. A five phase approach to teaching multicultural literature is described, moving from traditional stories to contemporary works. Several authors and their works promoting diversity and global citizenship are mentioned. The document emphasizes the importance of selecting literature that represents all students and opens doors to their full human potential.
The document summarizes the historical and political context surrounding the book "How to Read Donald Duck" by Ariel Dorfman and Armand Mattelart. It discusses how the book was published in 1970-1973 during a period of political turmoil in Chile. It explores how the book analyzed Disney comics to reveal implicit messages about Chilean culture and politics, which threatened the new military dictatorship. As a result, the book was banned and copies were destroyed in Chile.
This open letter discusses the author's realization of how their identity categories of being white, middle class, and female have afforded them certain privileges and disadvantages. Through college courses on topics like white privilege, the author came to understand how being white has given them unearned advantages in society. The letter examines how the concepts of race, class, gender and sexuality are socially constructed and shape one's experiences and opportunities. It encourages self-reflection on one's own privileges and role in systems of oppression.
This document discusses censorship and intellectual freedom in young adult literature. It defines intellectual freedom and outlines the American Library Association's Library Bill of Rights which establishes that libraries should provide access to information from all points of view without restriction. The document examines the differences between censorship and selection of materials, reasons for self-censorship among librarians and authors, common reasons books are challenged, and procedures for handling book challenges respectfully.
Both texts portray different forms of racism present in society. Text one shows overt racism through a movie about segregated proms for black and white students. It highlights the power imbalance between the dominant white group and the minority black students. Text two depicts more subtle new racism in New Zealand through the otherization of Asian migrants in media coverage. It analyzes how Asian voices are neglected or misrepresented. The media plays a role in both texts in either addressing or perpetuating racism through unequal representation and misuse of minority voices.
The document discusses the origins and goals of several social movements, including #BlackLivesMatter, #MeToo, and reproductive justice. It notes that #BlackLivesMatter was created by Alicia Garza, Patrisse Cullors and Opal Tometi in response to the murder of Trayvon Martin. Tarana Burke created the #MeToo movement in 2006 to support black women and girls who had experienced sexual violence. Reproductive justice originated in 1994 and takes an intersectional approach, advocating for rights beyond just abortion access, such as healthcare, education and the right to parent. Storytelling is an important part of reproductive justice frameworks.
I’m Coming Out: The Ins and Outs of Serving GLBTQ Teens - Nov 2009Monica Harris
This document provides an overview of serving GLBTQ (gay, lesbian, bisexual, transgender, and questioning) teens in libraries. It defines key terms, discusses why focusing on GLBTQ teens is important given the challenges they face, explores the role of libraries in supporting this group, and offers recommendations for building inclusive collections, creating safe spaces, and finding resources. The goal is to make libraries a welcoming environment for GLBTQ teens to access information as they navigate their identities.
The document discusses the lack of diversity in the field of librarianship and proposes solutions to decolonize the profession. It notes that while people of color make up a large portion of library users, they are significantly underrepresented among librarians. Several barriers to diversity are explored, including institutionalized racism and white normativity within the field. The document proposes solutions such as recognizing non-MLS experience, expanding career ladders for current minority staff, and focusing on retention rather than just recruitment to make meaningful strides toward an intersectional, decolonized profession.
The Shapiro Library lobby screens showcased a digital exhibit for PRIDE month. This exhibit was created by the Women's Studies & Open Access Librarian, Meredith Kahn.
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
Books are commonly censored or banned from libraries for various reasons such as containing inappropriate content, challenging beliefs, or being deemed unsuitable for certain age groups. According to the document, while the library industry promotes free access to information, books are still removed due to complaints or to conform to community standards. Some of the most challenged books in the US deal with topics such as sexuality, violence, and religious or political viewpoints. The document discusses how censorship can prevent access to important ideas and knowledge, and provides quotes from teens who believe banned books can offer valuable perspectives. It suggests ways to help prevent censorship such as organizing reading groups or petitions to keep challenged books available.
This document discusses censorship and challenged books. It defines challenged books as those a person has attempted to remove from libraries/schools due to objections, while banned books have been successfully removed. Common reasons for challenges are language, sexual/racist content, violence, or religious/political differences. The American Library Association collects data on challenged books and observes Banned Books Week each year to promote freedom of expression and access to information.
This document discusses the issue of censorship and provides several examples. It argues that censorship threatens freedom of expression and prevents important ideas from being shared. While censorship has existed throughout history, the Comstock Act of 1873 set the precedent for banning literature deemed sexually inappropriate in the US. The document also discusses several court cases around banning books in schools, including a landmark 1982 Supreme Court case that found students' civil rights were violated by a school board banning books. It notes that while censorship continues to be an issue, groups are working to prevent book banning and the internet has made it harder to censor ideas.
10 Frequently Banned or Challenged Young Adult Booksbhhslibrary
This document lists 10 frequently challenged or banned young adult fiction books from 2015, along with reasons for challenges. It includes books like The Absolutely True Diary of a Part-Time Indian challenged for cultural insensitivity, Persepolis for political viewpoint, and The Perks of Being a Wallflower for drugs/alcohol/smoking and sexually explicit content. It provides background on Banned Books Week, held annually to draw attention to censorship and celebrate the freedom to read. Over 11,300 books have been challenged since 1982 according to the ALA.
Here are the books that were challenged or banned based on the clues provided:
1. ttyl; ttfn; l8r, g8r (series), by Lauren Myracle - Reasons given were offensive language, religious viewpoint, sexually explicit, unsuited to age group.
2. The Color of Earth (series), by Kim Dong Hwa - Reasons given were nudity, sex education, sexually explicit, unsuited to age group.
3. The Hunger Games trilogy, by Suzanne Collins - Reasons given were anti-ethnic, anti-family, insensitivity, offensive language, occult/satanic, violence.
4. My Mom's Having A Baby! A
Banned Books Week celebrates the freedom to read and the freedom of expression. It brings awareness to the practice of banning or challenging books in libraries and schools. The most common reasons books are challenged are because they contain sexual content, offensive language, unsuitedness for age group, and political or religious viewpoints seen as objectionable. Librarians collect information on challenged books to compile an annual list of the most frequently challenged titles.
Banned Books Week is an annual event that celebrates the freedom to read and draws attention to the harms of censorship. It highlights instances of books being banned or challenged in the US due to topics like sexuality, profanity, and political or religious views. Some frequently challenged books discussed are The Catcher in the Rye, To Kill a Mockingbird, and Of Mice and Men. The document outlines reasons books are challenged and banned, as well as examples of specific book bans throughout history.
Dolores Umbridge bans the magazine The Quibbler at Hogwarts. However, Hermione is pleased because banning it will only increase students' interest in reading Harry's interview. As predicted, though no copies can be found, soon the whole school is quoting from the interview. The document discusses the banning of books and why it is sometimes done to protect people, especially children, but that it also restricts ideas and information. It notes examples of books that have been banned or challenged over issues like content, language, and values.
Banned Books Week celebrates the freedom to read and the freedom of expression. It brings awareness to the practice of banning or challenging books in libraries and schools. Books are most commonly challenged for containing sexual content, offensive language, or being unsuited for certain age groups. Librarians collect information on challenged books to compile lists of the most frequently banned books each year. The First Amendment protects the right to read freely without censorship.
Banned Books Week is an annual event that celebrates the freedom to read and highlights the harms of censorship. It draws attention to actual or attempted book bans in the US. Many books have been banned or challenged over the years for topics like sexuality, offensive language, violence, political or religious views, and other controversial issues. Banning restricts access and censorship, while challenges invite discussion but still attempt to restrict materials. Famous novels that have been banned or challenged include The Catcher in the Rye, 1984, Lord of the Flies, and To Kill a Mockingbird.
This document discusses the history of censorship in children's literature and analyzes several frequently challenged picture books and chapter books. It begins by providing background on censorship laws and the First Amendment in the US. It then examines specific books that have been challenged or banned, including In the Night Kitchen, Where Did I Come From?, and And Tango Makes Three. The document discusses the reasons these books have been challenged and includes reactions from children ages 5-16 who were asked about the books. It aims to show that censorship can hinder creativity and shelter youth from important topics.
This document discusses censorship and book banning. It provides definitions for banning, challenging, and burning books. It also discusses common reasons books are challenged, such as promoting witchcraft, containing offensive language or themes, discussing sexuality or drugs, and being unsuited for certain age groups. Several famous banned books like Fahrenheit 451 and Harry Potter are mentioned. The document lists books that have been challenged in recent years and the top 10 most challenged books of 2010.
Parental rights, third person effects, and themartamagnuson
Magnuson, M. L. (April, 2010). Parental Rights, Third-Person Effects, and the First Amendment:
Understanding Challenges to And Tango Makes Three. Paper to be presented at the National Popular Culture & American Culture Associations Annual Conference, St. Louis, Missouri.
This document discusses censorship and freedom of expression in the United States. It provides background on the first amendment which guarantees free speech. It then explores the definition and history of censorship, including its use by governments and religious groups to control information and ideas. The document also examines key Supreme Court cases that have helped define what can be censored as obscene in the US, such as the 1973 Miller test. It notes censorship continues to be debated in regards to media and the internet.
This document provides a brief history of banned and challenged books from ancient times to the present. It discusses how censorship of written works began as a means of political control but shifted to a focus on morality during the Victorian era in England. The passage of the Comstock Act in 1873 in the United States led to censorship of any literature or art deemed obscene, including birth control information. Court cases in the 1960s tested American laws on pornography and helped establish that books like Henry Miller's Tropic of Cancer were not legally obscene. Libraries continue to face challenges to books but promote freedom of expression and access to information.
Sex, Violence, and "Hail Mary": Censorship in the Public LibraryAhniwa Ferrari
This paper will focus on two major issues concerning censorship. First and foremost, it will examine the definition or definitions of censorship in different contexts, as well as examples of the different types of censorship that take place regularly. Secondly, it will examine the role of the library, particularly, in the use of and fight against censorship, and will speak to the library’s responsibility to its community, to itself, and to intellectual freedom.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer significant health benefits over time such as improved focus, better sleep, and a more positive outlook.
Education is generally defined as the process of learning and acquiring information. It can take place both through formal schooling and informal life experiences. Martin Luther King Jr. believed that true education should enable one to discern truth from falsehood and develop both intelligence and strong moral character. The document explores different definitions and perspectives on the meaning of education through various online sources.
This document discusses different types of information sources and how to evaluate them. It defines reference sources as publications that provide authoritative information, including reference books, indexes, and databases. Reference books are designed to be consulted for specific information needs rather than read cover to cover, and include genres like dictionaries, directories, and encyclopedias. When evaluating information sources, criteria like the author's authority, purpose, objectivity, currency, and relevance should be considered. Primary sources contain original material while secondary sources analyze and comment on primary sources.
Looks at School Library Month and other related celebrations (Naional Library Month and Library Workers Day) and discusses advocacy and advocacy plans.
School libraries under threat: How to ensure survival?Johan Koren
This document discusses the threat faced by school libraries due to budget cuts by principals and superintendents looking to save money. It is suggested that school library positions and librarians are often among the first to be cut. Several examples are given of states and school districts that have cut or are threatening to cut school librarian positions. The document then discusses strategies for school librarians to ensure the survival of school libraries, including building support among stakeholders before a crisis, using research evidence to demonstrate the impact of school libraries, and engaging in action research projects to assess the effectiveness of library programs.
Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.
This document provides an overview of various inquiry and information process models that can be used to guide student research. It describes models such as the Big6, Carol Kuhlthau's Information Search Process, and the Savvy Seven Research Model. Each model breaks the research process down into steps or stages to help students comprehend the task and strategies needed. The document emphasizes that the models are flexible and iterative - students may need to move back and forth between steps as new questions or understandings emerge during research. An effective model provides a common language and scaffolding for students while allowing for recursion as understanding develops.
School Libraries under Threat: How to Ensure Survivalk?Johan Koren
School libraries are under threat of budget cuts as principals and superintendents look for ways to save money. This can result in the elimination of school library positions, which have often been among the first to be cut. The document discusses strategies for ensuring the survival of school libraries, including presenting evidence from research about the impact of school libraries on student achievement, outcomes, and skills. It recommends that school librarians build support for their programs, collect data through action research, and share the findings to make an evidence-based case for the value of school libraries.
What are School Libraries and School Librarians?Johan Koren
Looks at definitions and roles of the school library and the school librarian and follows the development of standards and guidelines for school libraries from 1845-2009. Considers also the radical new definition set out by R. David Lankes.
Teen Tech Week 2015: A Public Library Thing?Johan Koren
Teen Tech Week is a national initiative sponsored by YALSA that aims to ensure teens are competent and ethical users of digital media through libraries. It focuses on resources like e-books, databases, and social media. The related Teen Read Week also encourages teen reading and library use. Studies show teens lack skills to evaluate online information. Libraries help teens build skills like research and online profile management. Some schools implement "Bring Your Own Device" policies to utilize students' technology. Partnerships for Teen Tech Week can include families, community groups, and schools working with public libraries. Makerspaces in libraries allow creation using tools like 3D printers and electronics, helping develop skills needed in today's economy.
What are Educational Standards . . . and what do they have to do with 21st ce...Johan Koren
Educational standards help teachers ensure students have the necessary skills and knowledge to be successful by providing clear goals for learning. Standards provide a roadmap for teachers, parents, and students by setting expectations without dictating how teachers should teach. They highlight the knowledge and abilities students should master. Kentucky has adopted standards for core subjects as well as for teachers and technology to prepare students with 21st century skills like critical thinking, communication, collaboration, and creativity. These skills are advocated for by organizations like the Partnership for 21st Century Skills to help students succeed in a global, digital world.
21st century skills refer to a broad set of knowledge, skills, work habits, and character traits that are believed to be critically important to success in today's world, particularly in collegiate programs and contemporary careers and workplaces. These skills include critical thinking, communication, collaboration, and creativity. The document provided several links to additional resources defining and explaining 21st century skills.
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This document discusses the many contributions that school libraries and librarians provide to learning. It notes that school libraries should serve as learning commons that focus on client-centered programs and advance best practices in pedagogy. School librarians help students develop digital citizenship skills, make connections between students and teachers, and provide leadership, even if misunderstood. Overall, the document argues that school libraries and librarians give students opportunities to learn and grow, and provide a crucial edge for college and career readiness.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Banned Books Week: 2003 version
1. Banned Books Week LIB 617 Research in Young Adult Literature Fall 2009
2. Celebrate Your Freedom to Read National Banned Books Week September 26 th – October 3 rd 2009 Adapted and Expanded from an Original Presentation created by Kelly Sonnanstine – FGCU Library Services in 2000
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8. Why Banned Book Week? Banned Books Week (BBW) celebrates our freedom to express and explore diverse opinions, even if those opinions are considered by some to be unorthodox or unpopular. BBW stresses the importance of ensuring the availability of those unorthodox or unpopular viewpoints to all who wish to read them. After all, intellectual freedom can exist only where these two essential conditions are met.
9. More About Why? Although targeted by censors, most of the books featured during BBW were not banned, thanks to the efforts of librarians to maintain them in their collections. Imagine how many more books might be challenged—and banned—if librarians, teachers, and booksellers across the country did not use Banned Books Week each year to teach the importance of our First Amendment rights and the power of literature, and to draw attention to the danger that exists when restraints are imposed on the availability of information in a free society.
10. Banned Books Week Message The message of Banned Books Week is more than a simple celebration of our freedom to explore and express unorthodox or unpopular opinions. Banned Books Week reminds us that it is our responsibility as citizens to ensure the availability of those unorthodox or unpopular viewpoints to all who wish to read them.
11. “ The books that the world calls immoral are the books that show the world its own shame.” - Oscar Wilde
12. Damage of Fear When books are challenged, restricted, removed, or banned, an atmosphere of suppression exists. Authors may make revisions less for artistic reasons than to avoid controversy. Editors and publishers may alter texts or elect not to publish for economic and marketing reasons. Staff in bookstores and libraries, fearing reprisal, may simply choose not to purchase controversial materials, practicing a form of silent censorship.
13. Damage of Fear The fear of the consequences of censorship is as damaging as, or perhaps more damaging than, the actual censorship attempt. After all, when a published work is banned, it can usually be found elsewhere. Unexpressed ideas, unpublished works, unpurchased books are lost forever.— 2001 Resource Guide
14. “ The ultimate expression of free speech lies not in the ideas with which we agree, but in those ideas that offend and irritate us.” - Chuck Stone
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16. Why Are Books Challenged? Often challenges are motivated by a desire to protect children from “inappropriate” sexual content or “offensive” language. Although this is a commendable motivation, Free Access to Libraries for Minors , an interpretation of the American Library Association’s Library Bill of Rights reminds us that “Parents—and only parents—have the right and the responsibility to restrict the access of their children—and only their children—to library resources.”
17. “ Books and ideas are the most effective weapons against intolerance and ignorance.” - Lyndon B. Johnson
18. Who Challenges Books? Throughout history, more and different kinds of people than you might first suppose, and groups of all persuasions, have for all sorts of reasons, attempted—and continue to attempt—to suppress literature and other forms of expression that conflict with their own beliefs.
19. Who Challenges Books? In his book Free Speech for Me—But Not for Thee: How the American Left and Right Relentlessly Censor Each Other , Nat Hentoff writes that “the lust to suppress can come from any direction.” He quotes Phil Kerby, a former editor of the Los Angeles Times , as saying, “Censorship is the strongest drive in human nature; sex is a weak second.”
20. “ Fear of corrupting the mind of the younger generation is the loftiest form of cowardice.” - Holbrook Jackson
21. Challenge vs. Banning A banning is the actual removal of those materials from the curriculum or library, thereby restricting the access of others. A challenge is an attempt to remove or restrict materials, based upon the objections of a person or group.
22. Challenge vs. Banning Challenges go beyond the exercise of free speech. They are an attempt to remove materials from the curriculum or library, thereby restricting the rights of others. The positive message of Banned Books Week is that, due to the commitment of librarians, teachers, parents, students and other concerned citizens, most challenges are unsuccessful and most materials are retained in the school curriculum or library collection.
23. Challenge List Tabulation The American Library Association (ALA) collects information from two sources: newspapers and reports submitted by individuals. This information is compiled into a database. Reports of challenges culled from newspapers across the country are compiled in the bimonthly Newsletter on Intellectual Freedom ; those reports are then compiled in the Banned Books Week Resource Guide.
24. “ The right to be heard does not automatically include the right to be taken seriously.” - Hubert H. Humphrey
25. 10 Most Frequently Challenged Books of 2000 10. The Giver, by Lois Lowry , for being sexually explicit, occult themes and violence. 9. The Terrorist, by Caroline Cooney , for violence, being unsuited to age group and occult themes. 8. Scary Stories series, by Alvin Schwartz , for violence, being unsuited to age group and occult themes. 7. Fallen Angels , by Walter Dean Myers , for offensive language, racism, violence and being unsuited to age group. 6. I Know Why the Caged Bird Sings , by Maya Angelou , for being too explicit in the book’s portrayal of rape and other sexual abuse.
26. 10 Most Frequently Challenged Books of 2000 5. Of Mice and Men , by John Steinbeck, for offensive language, racism, violence and being unsuited to age group. 4. Killing Mr. Griffin , by Lois Duncan, for violence and sexual content 3. Alice series , by Phyllis Reynolds Naylor, for sexual content and being unsuited to age group. 2. The Chocolate War , by Robert Cormier (the “Most Challenged” fiction book of 1998), for violence, offensive language and being unsuited to age group.
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30. “ Don’t join the book burners. Don’t think you are going to conceal thoughts by concealing evidence that they ever existed.” - Dwight D. Eisenhower
38. Are you there God? It’s me, Margaret. Challenged in many libraries but removed from Gilbert, AZ elementary school libraries (1980), and ordered that parental consent be required to check out this title from the junior high school libraries. Was said to be profane, immoral, and offensive. By Judy Blume
39. The Clan of the Cave Bear Challenged at the Berrien Springs, MI High School for use in classrooms and libraries (1998) because the novel is “vulgar, profane, and sexually explicit.” Banned from Cascade Middle school Library in Eugene, OR (1992) because a parent complained about a rape scene. By Jean M. Auel
40. To Kill a Mockingbird By Harper Lee Challenged in many communities for language and racial themes. Temporarily banned in Eden Valley, MN (1977) due to the words “damn” and “whore lady” used in the novel. Banned from the Lincoln, TX AP reading list (1996) because the book “conflicted with the values of the community.”
41. Slaughterhouse-Five By Kurt Vonnegut Banned in Rochester, MI, because the novel “contains and makes references to religious matters” and thus fell within the ban of establishment clause. Challenged in many communities but burned (yes, burned) in Drake, ND (1973) for being “vulgar and offensive.”
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43. Song of Solomon By Toni Morrison Removed from the required reading lists and library shelves in Richmond County, GA School District (1994) after a parent complained the passages from the book were “filthy and inappropriate.” Challenged, but retained, in the Columbus, OH schools (1993). The complainant believed that the book contains language degrading to blacks, and is sexually explicit.
44. The Adventures of Tom Sawyer By Mark Twain Excluded from the children’s room in the Brooklyn Public Library (1876) and the Denver Public Library (1876). Removed from school libraries in London, England, by education officials (1985) who found it “racist” and “sexist.” Confiscated at the U.S.S.R. border (1930).
45. Blubber By Judy Blume Challenged in the Perry Township, OH elementary school libraries (1991) because in the book, “bad is never punished. Good never comes to the fore. Evil is Triumphant.” Banned at the Clements High School in Athens, AL (1998) because of objections to two instances of the word “damn” and one instance of the word “bitch” in the novel.
46. Flowers for Algernon By Daniel Keyes Banned in Plant City, FL (1976) and Emporium, PA (1977) because of references to sex. Challenged, but retained, in the Yorktown, VA Schools (1996) because a parent complained about profanity and references to sex and drinking in the novel. Removed from the ninth grade curriculum by the Rayburn, GA County Board of Education (1997) because it was “inappropriate” for the ninth grade.
47. The Color Purple Banned in the Souderton, PA Area School District (1992) as inappropriate for tenth graders because it is “smut.” By Alice Walker Retained as an English Course reading assignment in the Junction City, OR High School (1995) after a challenge to Walker’s Pulitzer Prize- winning novel caused months of controversy.
48. Adventures of Huckleberry Finn By Mark Twain Banned in Concord, MA (1885) as “trash and suitable only for the slums.” Dropped from the New York City (1905) list of approved books for senior and junior high schools, partly because of the frequent use of the term “nigger.” The Pennsylvania NAACP called for the removal of the book from required reading lists (1998) across the state because of racial language.
49. I Know Why the Caged Bird Sings By Maya Angelou Four members of the Alabama State Textbook Committee (1983) called for its rejection because Angelou’s work preaches “bitterness and hatred against whites.” Banned from the Dolores Parrott Middle School in Brooksville, FL school library and classrooms (1998) because of a passage in which Angelou tells of being molested and raped as a child.
50. Of Mice and Men By John Steinbeck Banned from classroom use at the Scottsboro, AL (1983) due to profanity . Removed and later returned to the Suwannee, FL High School Library (1991) because the book is “indecent.” Removed, restored, restricted, and eventually retained in the Bay County schools in Panama City, FL. (1997)
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52. Where’s Waldo? By Martin Handford Challenged at the Public Libraries of Saginaw, MI (1998) because “on some of the pages there are dirty things.” Removed from the Springs Public Library in East Hampton, NY (1993) because there is a tiny drawing of a woman lying on the beach wearing a bikini bottom but no top.
53. 100 Years of Solitude By Gabriel Garcia-Marquez Purged from the book list for the use at the Wasco, CA Union High School (1986) because the book, whose author won the 1982 Nobel Prize for Literature, was “garbage being passed off as literature.” Removed from the AP English reading list at St. Johns High School in Darlington, SC (1990) because of profane language.
54. Learn More Here Preserving Intellectual Freedom: Fighting Censorship in Our Schools By Jean E. Brown Banned in the USA: A Reference Guide to Book Censorship in Schools and Public Libraries By Herbert N. Foerstel Intellectual Freedom Manual Compiled By Office for Intellectual Freedom, ALA. Censored: The News that Didn’t Make the News By Carl Jensen