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 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.
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.
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.
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 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.
The Morrill Act of 1862 established land-grant colleges in each state to teach agriculture, home economics, mechanical arts, and other practical skills, changing the focus of higher education from educating clergy to advancing society through research and teaching. This led libraries at land-grant universities to develop collections supporting applied sciences and individual student inquiry over memorization. Studies have found land-grant university libraries often received less financial support than other university libraries, though they generally grew substantially between 1870 and 1960 and paralleled other land-grant institutions.
1) In 1844, Reverend John Shipherd founded Olivet College in Eaton County, Michigan with the progressive mission of being open to all students regardless of gender, race or financial status.
2) A student named Ture Farwell spent over a year organizing the Olivet College archives and uncovered information on the first African American and female graduates.
3) Olivet College graduated its first class in 1863 which was composed entirely of three women. The archives research continues to uncover more about early female and minority students and athletes at the pioneering college.
This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
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.
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.
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.
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 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.
The Morrill Act of 1862 established land-grant colleges in each state to teach agriculture, home economics, mechanical arts, and other practical skills, changing the focus of higher education from educating clergy to advancing society through research and teaching. This led libraries at land-grant universities to develop collections supporting applied sciences and individual student inquiry over memorization. Studies have found land-grant university libraries often received less financial support than other university libraries, though they generally grew substantially between 1870 and 1960 and paralleled other land-grant institutions.
1) In 1844, Reverend John Shipherd founded Olivet College in Eaton County, Michigan with the progressive mission of being open to all students regardless of gender, race or financial status.
2) A student named Ture Farwell spent over a year organizing the Olivet College archives and uncovered information on the first African American and female graduates.
3) Olivet College graduated its first class in 1863 which was composed entirely of three women. The archives research continues to uncover more about early female and minority students and athletes at the pioneering college.
This presentation was given on July 27th, 2017, for the annual Back to School Brunch sponsored by Fundamentals Children's Book Store in Delaware, Ohio. The program was presented by Karen Hildebrand.
This document is a thesis submitted by Pamela Vogel for her Bachelor of Arts degree in Urban Studies from Vassar College. The thesis explores identity zones and black masculinity through a case study of an urban after-school program. It begins with acknowledgements and introduces the topic of predictive rates of black male imprisonment and how alternative spaces can construct different identities. It then provides context about the post-industrial city of Crenshaw, its demographics, schools, and the after-school program called Youth Leadership Project. It defines the concept of identity zones as physical and social spaces that construct identity labels and explores how traditional and alternative spaces approach black masculinity differently.
This virtual presentation focuses on censorship in a library context. Aimed at 13- to 15-year-olds, the presentation is designed to be held via Zoom in a remote learning situation, however it could easily be adapted for face-to-face outreach to schools or class visits to a library during Library and Information Week.
The document provides an overview of homeschooling including its history, reasons why parents choose it, and famous people who were homeschooled. It discusses how homeschooling works and resources that public libraries can provide to support homeschooling families, such as curriculum materials, programs, and services tailored to their needs. The bibliography at the end lists additional resources on the topic of homeschooling and library services.
The document discusses the Black Campus Movement, which aimed to fight for equality for African American students at Historically Black Colleges and Universities (HBCUs) in the 1960s-1970s. It provides context on the challenges HBCUs and their students faced, such as lack of funding and segregation. Key events that sparked the movement included the Brown v. Board of Education ruling in 1954 and civil rights protests like sit-ins in the 1960s. The movement faced setbacks after violent clashes on some campuses in the early 1970s that caused activism to decline. The implications of this era on higher education today include the need for student affairs professionals to be sympathetic to minority students' struggles and ensure their fair treatment and
This curriculum vitae summarizes the academic and professional experience of Magdalena J. Zaborowska, a Professor at the University of Michigan. It outlines her educational background, including degrees from universities in Poland and the United States. It also lists her professional roles, such as directing graduate programs and serving as a professor. Finally, it provides an extensive list of her publications, including authored books, edited books, articles, and reviews on topics related to American culture, African American studies, immigrant narratives, and post-Communist cultures.
Nccss presentation 2014: Examining Rosa's Refusal (to sit down) and the Mont...Tina Heafner
This document summarizes a research study that analyzed how current picture books portray Rosa Parks and the Montgomery Bus Boycott compared to a previous critique from 1991. The researchers examined 11 books published in the last 10 years and coded them based on how they depicted Parks' prior civil rights activism, segregation, and community involvement in the boycott. They found that while the books have moved away from portraying Parks as simply a "tired seamstress," they still omit important context and voices from the movement. The researchers conclude that teachers need to supplement books with primary sources to help students develop more accurate and complex historical understandings.
African Americans are the largest ethnic minority group in the United States, with over 55% living in the southern states. Their history in the educational system faced many challenges, as slaves were often forbidden from receiving any education and free blacks faced segregated schools. Even after the Civil War and emancipation, African Americans continued to face discrimination and legal barriers to equal education. The Civil Rights movement in the 1950s-60s helped achieve desegregation of schools through landmark cases like Brown v. Board of Education. Within families, elders played important roles in informally educating younger generations through storytelling, music, and oral traditions when formal schooling was denied.
The Experience of Gay and Lesbian Students of Color in CounterspacesCornell Woodson
This document summarizes research on the experiences of gay and lesbian students of color. It finds that they face discrimination from multiple communities due to the intersection of their marginalized identities. They experience racism within the queer community and homophobia within their ethnic communities. Counterspaces on college campuses often do not adequately support students with multiple, intersecting oppressed identities. The literature review identifies four main themes: the rocky relationship between the queer and Black communities; racism in the queer community and on campus; homophobia in ethnic communities; and the complexity of intersecting identities for these students.
ALLA Preconference -- Flip Your Collection -- Wendy StephensWendy Stephens
This document discusses flipping school library collections to better engage students. It suggests weeding outdated books, focusing on circulation over just the size of the collection, and using social media and student works to extend the student experience and blur lines between school and personal life. This includes considering student fanfiction, artwork, coursework and programming as part of the collection.
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.
A Guide Not A Sage: Respect Not Fear for Undergraduates Using Special Collect...CONUL Conference
Presented at the CONUL Conference, July 2015, Athlone, Ireland by Elaine Harrington, University College Cork
Abstract
Prior to three years ago undergraduate engagement with UCC Library’s Special Collections was infrequent. However since then a culture shift has occurred as lecturers have deliberately engaged with Special Collections’ material with specific methodologies or for specific purposes. Prof. Pádraig Ó Macháin (Modern Irish) created three research-focused hands-on approach modules dealing with manuscript material and the mechanisms for manuscript research for 2nd and 3rd year undergraduates. These students are familiar with the printed book but less so with handwritten manuscript items. Dr Edel Semple (English) co-ordinates a problem-based enquiry module for 1st year undergraduates which focuses on the short story. These students use UCC Library’s short story collections to create magazines with entries on ‘the future of the short story’ and ‘a day in the life of a writer.’ CIT’s Crawford College of Art & Design 1st year Fine Art and Contemporary Applied Art students visit Special Collections through Cork PAL to view UDCs as physical objects. As the physical objects have a presence that no reproduction or digitised object can approach viewing and interacting with the items informs their artistic endeavours. When each group visits Special Collections librarian and lecturer work together to show the students procedures particular for Special Collections, non-Dewey classification schemes and items important for that module’s focus. There are difficulties for library staff and users alike which must be managed when such groups come to Special Collections. Library staff must know what resources users seek and how best to direct the user without interfering in the research process itself as the library staff members are guides not sages. Users may find the level of care and procedures required intimidating unless they realise the reasons for which these procedures exist. This paper explores the type and level of engagement required from module creation to assignment submission.
Biography
Elaine Harrington is Special Collections Assistant Librarian in UCC Library. This role includes managing and developing a team of three library staff through to collection management for reference, early printed books and unique & distinctive collections. In addition Elaine facilitates user engagement with these collections by liaising with academic staff and other institutions. As Elaine previously worked in UCC Library’s Customer Services, InterLibrary Loan and Health Sciences branch library she is very much focused on how users engage with the library, its services and collections. She is an active member of the LAI’s Rare Books & Special Collections Group and CONUL’s Collections, Preservation & Conservation Sub-Committee.
The document discusses the need to address racial inequities in education directly rather than avoiding the root causes. It presents statistics showing disparities between black and white students in areas like suspension rates, test scores, graduation rates, and poverty levels. The document argues that the purpose of education needs to shift from a focus on global competitiveness to providing students with skills to question assumptions and intervene to create a more just world. It advocates for teacher preparation, curriculum, and school design that incorporates social-emotional learning, culturally responsive teaching, historical literacy, and project-based learning to transform education outcomes for students.
Van vuuren communal reading as a way to foster a reading cultureFOTIM
This document discusses the One Book One Library project at the University of Johannesburg aimed at promoting a reading culture. It provides background on literacy and reading habits in South Africa. The project selects an annual book for all campus libraries to read, such as Three-Letter Plague in 2009 and Black Diamond in 2010. Activities include discussions, author visits, and marketing. Over 400 and 900 students participated respectively. While requiring a budget, the project is worthwhile in increasing knowledge and challenging stereotypes among student readers.
Rebecca Onion is a doctoral candidate in American Studies at the University of Texas at Austin. Her dissertation examines the culture of American childhood and science from 1890-1970. She has published articles and book chapters on topics including childhood, science, technology, and the environment. Onion teaches courses on popular culture and American childhood and maintains an active research blog. She is currently completing her dissertation and expects to defend in September 2012.
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.
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 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.
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.
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.
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.
This document discusses banned books week and the importance of intellectual freedom. It explains that banning books removes access to information and ideas for all readers. Throughout history, those with different ideas have been silenced by having their books burned or banned. Many classic books have been challenged for reasons such as promoting witchcraft, containing violent content, using bad grammar, or encouraging undesirable behavior in children. However, librarians have worked hard to maintain access to most challenged books by not banning them from their collections.
This document is a thesis submitted by Pamela Vogel for her Bachelor of Arts degree in Urban Studies from Vassar College. The thesis explores identity zones and black masculinity through a case study of an urban after-school program. It begins with acknowledgements and introduces the topic of predictive rates of black male imprisonment and how alternative spaces can construct different identities. It then provides context about the post-industrial city of Crenshaw, its demographics, schools, and the after-school program called Youth Leadership Project. It defines the concept of identity zones as physical and social spaces that construct identity labels and explores how traditional and alternative spaces approach black masculinity differently.
This virtual presentation focuses on censorship in a library context. Aimed at 13- to 15-year-olds, the presentation is designed to be held via Zoom in a remote learning situation, however it could easily be adapted for face-to-face outreach to schools or class visits to a library during Library and Information Week.
The document provides an overview of homeschooling including its history, reasons why parents choose it, and famous people who were homeschooled. It discusses how homeschooling works and resources that public libraries can provide to support homeschooling families, such as curriculum materials, programs, and services tailored to their needs. The bibliography at the end lists additional resources on the topic of homeschooling and library services.
The document discusses the Black Campus Movement, which aimed to fight for equality for African American students at Historically Black Colleges and Universities (HBCUs) in the 1960s-1970s. It provides context on the challenges HBCUs and their students faced, such as lack of funding and segregation. Key events that sparked the movement included the Brown v. Board of Education ruling in 1954 and civil rights protests like sit-ins in the 1960s. The movement faced setbacks after violent clashes on some campuses in the early 1970s that caused activism to decline. The implications of this era on higher education today include the need for student affairs professionals to be sympathetic to minority students' struggles and ensure their fair treatment and
This curriculum vitae summarizes the academic and professional experience of Magdalena J. Zaborowska, a Professor at the University of Michigan. It outlines her educational background, including degrees from universities in Poland and the United States. It also lists her professional roles, such as directing graduate programs and serving as a professor. Finally, it provides an extensive list of her publications, including authored books, edited books, articles, and reviews on topics related to American culture, African American studies, immigrant narratives, and post-Communist cultures.
Nccss presentation 2014: Examining Rosa's Refusal (to sit down) and the Mont...Tina Heafner
This document summarizes a research study that analyzed how current picture books portray Rosa Parks and the Montgomery Bus Boycott compared to a previous critique from 1991. The researchers examined 11 books published in the last 10 years and coded them based on how they depicted Parks' prior civil rights activism, segregation, and community involvement in the boycott. They found that while the books have moved away from portraying Parks as simply a "tired seamstress," they still omit important context and voices from the movement. The researchers conclude that teachers need to supplement books with primary sources to help students develop more accurate and complex historical understandings.
African Americans are the largest ethnic minority group in the United States, with over 55% living in the southern states. Their history in the educational system faced many challenges, as slaves were often forbidden from receiving any education and free blacks faced segregated schools. Even after the Civil War and emancipation, African Americans continued to face discrimination and legal barriers to equal education. The Civil Rights movement in the 1950s-60s helped achieve desegregation of schools through landmark cases like Brown v. Board of Education. Within families, elders played important roles in informally educating younger generations through storytelling, music, and oral traditions when formal schooling was denied.
The Experience of Gay and Lesbian Students of Color in CounterspacesCornell Woodson
This document summarizes research on the experiences of gay and lesbian students of color. It finds that they face discrimination from multiple communities due to the intersection of their marginalized identities. They experience racism within the queer community and homophobia within their ethnic communities. Counterspaces on college campuses often do not adequately support students with multiple, intersecting oppressed identities. The literature review identifies four main themes: the rocky relationship between the queer and Black communities; racism in the queer community and on campus; homophobia in ethnic communities; and the complexity of intersecting identities for these students.
ALLA Preconference -- Flip Your Collection -- Wendy StephensWendy Stephens
This document discusses flipping school library collections to better engage students. It suggests weeding outdated books, focusing on circulation over just the size of the collection, and using social media and student works to extend the student experience and blur lines between school and personal life. This includes considering student fanfiction, artwork, coursework and programming as part of the collection.
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.
A Guide Not A Sage: Respect Not Fear for Undergraduates Using Special Collect...CONUL Conference
Presented at the CONUL Conference, July 2015, Athlone, Ireland by Elaine Harrington, University College Cork
Abstract
Prior to three years ago undergraduate engagement with UCC Library’s Special Collections was infrequent. However since then a culture shift has occurred as lecturers have deliberately engaged with Special Collections’ material with specific methodologies or for specific purposes. Prof. Pádraig Ó Macháin (Modern Irish) created three research-focused hands-on approach modules dealing with manuscript material and the mechanisms for manuscript research for 2nd and 3rd year undergraduates. These students are familiar with the printed book but less so with handwritten manuscript items. Dr Edel Semple (English) co-ordinates a problem-based enquiry module for 1st year undergraduates which focuses on the short story. These students use UCC Library’s short story collections to create magazines with entries on ‘the future of the short story’ and ‘a day in the life of a writer.’ CIT’s Crawford College of Art & Design 1st year Fine Art and Contemporary Applied Art students visit Special Collections through Cork PAL to view UDCs as physical objects. As the physical objects have a presence that no reproduction or digitised object can approach viewing and interacting with the items informs their artistic endeavours. When each group visits Special Collections librarian and lecturer work together to show the students procedures particular for Special Collections, non-Dewey classification schemes and items important for that module’s focus. There are difficulties for library staff and users alike which must be managed when such groups come to Special Collections. Library staff must know what resources users seek and how best to direct the user without interfering in the research process itself as the library staff members are guides not sages. Users may find the level of care and procedures required intimidating unless they realise the reasons for which these procedures exist. This paper explores the type and level of engagement required from module creation to assignment submission.
Biography
Elaine Harrington is Special Collections Assistant Librarian in UCC Library. This role includes managing and developing a team of three library staff through to collection management for reference, early printed books and unique & distinctive collections. In addition Elaine facilitates user engagement with these collections by liaising with academic staff and other institutions. As Elaine previously worked in UCC Library’s Customer Services, InterLibrary Loan and Health Sciences branch library she is very much focused on how users engage with the library, its services and collections. She is an active member of the LAI’s Rare Books & Special Collections Group and CONUL’s Collections, Preservation & Conservation Sub-Committee.
The document discusses the need to address racial inequities in education directly rather than avoiding the root causes. It presents statistics showing disparities between black and white students in areas like suspension rates, test scores, graduation rates, and poverty levels. The document argues that the purpose of education needs to shift from a focus on global competitiveness to providing students with skills to question assumptions and intervene to create a more just world. It advocates for teacher preparation, curriculum, and school design that incorporates social-emotional learning, culturally responsive teaching, historical literacy, and project-based learning to transform education outcomes for students.
Van vuuren communal reading as a way to foster a reading cultureFOTIM
This document discusses the One Book One Library project at the University of Johannesburg aimed at promoting a reading culture. It provides background on literacy and reading habits in South Africa. The project selects an annual book for all campus libraries to read, such as Three-Letter Plague in 2009 and Black Diamond in 2010. Activities include discussions, author visits, and marketing. Over 400 and 900 students participated respectively. While requiring a budget, the project is worthwhile in increasing knowledge and challenging stereotypes among student readers.
Rebecca Onion is a doctoral candidate in American Studies at the University of Texas at Austin. Her dissertation examines the culture of American childhood and science from 1890-1970. She has published articles and book chapters on topics including childhood, science, technology, and the environment. Onion teaches courses on popular culture and American childhood and maintains an active research blog. She is currently completing her dissertation and expects to defend in September 2012.
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.
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 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.
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.
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.
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.
This document discusses banned books week and the importance of intellectual freedom. It explains that banning books removes access to information and ideas for all readers. Throughout history, those with different ideas have been silenced by having their books burned or banned. Many classic books have been challenged for reasons such as promoting witchcraft, containing violent content, using bad grammar, or encouraging undesirable behavior in children. However, librarians have worked hard to maintain access to most challenged books by not banning them from their collections.
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.
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?
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.
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
An academic presentation on materials with sexual content in the context of library collection development. Researched and presented by Rowan La Barbera.
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.
African-American Children’s Picturebooks: Examining the Genres of Childhood, ...Angelina Bair, MLIS
This document summarizes research on African-American children's picture books. It finds that until the 1960s, depictions of Black children in books often featured harmful stereotypes. Following the Civil Rights Movement, more books were published about the Black experience, but few authors were Black. Today, only around 10% of children's books depict people of color. Teaching African-American books has value for children of all backgrounds by promoting diversity and positive Black representations. More progress is still needed to increase diversity in publishing staff and authors.
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.
African-American Children’s Picturebooks: Examining the Genres of Childhood, ...Angelina Bair, MLIS
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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.
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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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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
9
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
inf presentation
1.
2. What is Censorship?
Literary censorship is the act of suppression of, or otherwise prohibiting or
preventing access to, literary materials and resources.
The American Library Association
defines a challenge to a book as:
“
A formal, written complaint, filed with a
library or school requesting that
materials be removed from the library
because of content or inappropriateness.
A.L.A. (2009)
However, censorship occurs in
libraries for many reasons and
under many guises.
”
3. Statistically speaking…
“Unsuitable
for age group”
is the third most
common reason for
challenging
a title
American Library Association. (n.d.) Challenges by Reason, Initiator & Institution for 1990-99 and 200
6. Why Censor?
Sexual content
Sexism and misogyny
Violence
Lack of cultural sensitivity
Protection of children
Sexuality issues
Explicit language
Racism and racial stereotypes
American Library Association. (n.d.) Challenges by Reason, Initiator & Institution for 1990-99 and 2000-09.
7.
8. Silent Censorship
Political and government intervention is
rare. Self-censorship is the most common
way in which books are withdrawn and
banned from libraries, and amongst the
most common censors are librarians
themselves.
“
The fear of receiving a complaint from a parent
was a strong motivator for librarians to censor
materials, especially as many did not feel they
would be supported by their head teacher or
colleagues if a complaint was received. Those
librarians working in schools in middle class
areas were most concerned as it was felt that
parents at these schools would be more likely
to complain .
(McNichol, 2005)
9.
10. Censorship in the USA
The list of the 10 most challenged books in 2012…
1.
2.
Captain Underpants by Dav Pilkey
The Absolutely True Diary of a Part-Time Indian by Sherman
Alexie
3. Thirteen Reasons Why by Jay Asher
4. Fifty Shades of Grey by E. L. James
5. And Tango Makes Three by Peter Parnell and Justin
Richardson
6. The Kite Runner by Khaled Hosseini
7. Looking for Alaska by John Green
8. Scary Stories by Alvin Schwartz
9. The Glass Castle by Jeanette Walls
10. Beloved by Toni Morrison
…contains six books aimed at children and young
adults.
American Library Association. (n.d.) Frequently Challenged Books of the 21st Century.
11. Censorship in the UK
Although books are often challenged for similar reasons in the UK, there
is a prevailing belief that literary censorship in the UK is not as prevalent.
“
“
While in the US, formal challenges to books in school libraries are routine, they are very
unusual in the UK. Part of the difference is in the level of local control over schools.
Typically in the US, locally-elected school boards can have books withdrawn when
parents petition them. In the UK, […] one primary school […] refused to have any Harry
Potter books because of the supernatural content, but such moves are rare.
(Rohrer, 2010)
”
The main difference between British and American censorship laws is
that British laws regarding censorship are usually national laws and in
the United States they are usually local. Decisions for book censorship,
especially in schools and libraries, are left up to the individual states
and local municipalities. That is not to say that there was no federal
censorship at all in the United States, it is just a rare occurrence.
(Ciano, 2013)
12. Censorship in the UK
However, there is evidence to the contrary…
There is a need for
research to discover
the extent of
censorship in UK public
libraries, as little data is
kept on frequency of
challenges. CILIP need
to be as
active as the ALA.
(Taylor & McMenemy, 2012)
The pressure to
withdraw library
materials is
frequently
experienced by
library directors in
the UK.
Whilst librarians are
(Curry, 1997)
likely to believe in
intellectual
freedom, they still
censor
materials, though
usually through
restrictions rather than
banning. School
librarians are more likely
(McNichol, 200
to self-censor than
13. Books Challenged in the U
Removed from East Sussex Libraries
due to racial stereotypes
Removed entirely from Lewisham Libraries,
and moved to adult sections elsewhere,
due to racial stereotypes
(Copping, 2012)
14. Books Challenged in the U
Removed from Newcastle Library‟s
Health & Wellbeing section
due to negative messages about obesity
Removed from West Lothian Libraries
due to sexual content.
(Copping, 2012)
15. Case Studies
ABIGAIL AT THE BEACH
54 members of the House of Commons
signed an early day motion, requesting that
the book be withdrawn. MPs thought that the
content of the book was "leading children to
violent acts...and alcoholism."
Sainsbury‟s began to sell books under their own imprint, one of which was
Abigail at the Beach. Responding to four complaints from parents, who said
the book was “too violent,” it was withdrawn
(Hunt, 1996)
16. Case Studies
JENNY LIVES WITH
ERIC AND MARTIN
Published in Danish in 1981 and in
English in 1983, the book only began to
attract attention in 1986, when a
headteacher complained that the content
was inappropriate and called for its
withdrawal.
The ILEA (Inner London Education
Authority) refused.
Considerable government pressure followed. The resulting controversy,
school protests and the abolition of the ILEA by the Conservative
government led to the formation of Section 28 in 1988, which banned local
authorities from publishing material that “promoted homosexuality.”
(Barry, 1992
17.
18. Censorship Today
Censorship of literature continues even into the digital age and in spite of
growing computer usage and varied attitudes to censorship and regulation
of the internet.
“
“
No librarians interviewed had direct control of
Internet access in the library; this was controlled by
the school or local authority. This caused problems
because many useful sites were filtered and the
ease with which these could be unblocked varied.
(McNichol, 2005)
”
These books open readers to experiences and
emotion. If people are concerned about teens'
behaviour, then they should look at computer
games and not [books], which will probably
make them a better person. I can't see what all
the fuss is about.
(Sheppard, 2013)
19. Censorship Today
The rise of Free Schools in recent years, frequently run by religious and
faith groups, have also presented worrying trends regarding the censorship
of literature in schools.
Censorship in Catholic Schools is not only
commonplace, but expected. School
libraries in these institutes must not stock
materials which go against Catholic
teaching, such as books about abortion,
drugs, child abuse, HIV, sex, atheism and
supernatural themes.
(McNicol, 2005)
In recent news, the Al Madinah School, a
Muslim Free School, that was recently
closed after an Ofstead inspection,
reportedly banned fairy tales amongst
20.
21. Conclusions
Censorship, in its many varied form and for many reasons, does happen in the UK in
both school and public libraries.
As it is not monitored in the same manner as it is in the USA, it is impossible to know
how extensive and pervasive the practise is.
Apart from two notable cases of government intervention, most censorship appears
to be in response to parental complaints or pre-emptive self-censorship in attempt to
avoid that.
Actions
More action must be taken to uphold CILIP‟s principles regarding intellectual
freedom, and statistical data of the number of times books are challenged and
withdrawn in UK libraries should be kept.
Library professionals and paraprofessionals must be made more aware of what
constitutes censorship.
22.
23. Image Credits
All photographs used under Creative Commons licences, with
the exception of the book covers on slide numbers 13, 14, 15 &
16, which are presented under Fair Use regulations.
Aubry, M. 2008. Schoolgirls reading in the library. (Photograph). Retrieved from
http://www.flickr.com/photos/matthieu-aubry/
Oak Park Public Library. 2011. I Read Banned Books. (Photograph). Retrieved from
http://www.flickr.com/photos/oppl/
What Indie Nights. n.d. [Photograph of Penguin Classics book]. Retrieved from
http://www.flickr.com/photos/whatindienights/
24. References
American Library Association. (n.d.) Challenges by Reason, Initiator & Institution for 1990-99
and 2000-09. ALA.org. Retrieved November 16 2013 from http://www.ala.org/
Barry, P. (1992). Censorship and Children‟s Literature Some Post War Trends. In Hyland, P. &
Sammells, N. (Eds.) Writing and Censorship in Britain. (pp. 233-241) London: Routledge.
Bosche, S. (2000, January 31). Jenny, Eric, Martin…and me. Theguardian.com. Retrieved
November 25 2013 from http://www.theguardian.com
Ciano, B. (2013, September 25). US & UK Censorship. [Web blog post]. Retrieved November
25 2013 from http://www.bookwilde.org/
CILIP. (2005). Intellectual freedom, access to information and censorship. Cilip.org.uk.
Retrieved November 25 2013 from http://www.cilip.org.uk
Copping, J. (2012, April, 22). From Horrible Histories to Babar the Elephant – the 'offensive‟
children‟s books withdrawn by libraries. Telegraph.co.uk. Retrieved November 25 2013 from
http://www.telegraph.co.uk
Curry, A. (1997) The Limits of Tolerance: Censorship and Intellectual Freedom in Public
Libraries. London: Scarecrow.
25. References
Gaiman, N. (2013, October 15). Why our future depends on libraries, reading and
daydreaming. Theguardian.com. Retrieved November 25 2013 from
http://www.theguardian.com
Hunt, P. (1996). Censorship and Children‟s Literature in Britain Now, or, The Return of Abigail.
Children’s Literature in Education. 28 (2). 95-103
Kerbaj, R. & Griffiths, S. (2013, September 22). No fairy tales or singing for pupils.
Thesundaytimes.co.uk. Retrieved November 18 2013 from http://www.thesundaytimes.co.uk
McNicol, S. (2005). Censorship Practices and Access to Information: Interviews with school
and children's librarians [Online]. Birmingham: Evidence Base. Retrieved 21 November 2013
from http://www.ebase.bcu.ac.uk/docs/Censorship_Practices_Report.doc
Orwell, G. (1945). The Freedom of the Press. The Times [1972] and Animal Farm [2000].
[Online]. Retrieved 21 November 2013 from http://www.orwell.ru/library/novels/Animal_Farm
Robinson, K.H. (2012). „Difficult Citizenship‟: The precarious relationships between
childhood, sexuality and access to knowledge. Sexualities 15 (3-4). 257-276
Rohrer, F. (2010, September 27). Why are parents banning school books?. BBC.co.uk.
Retrieved November 16 2013 from http://www.bbc.co.uk/news
26. References
Sheppard, C. (2013, September 23). Book censors target teen fiction, says American Library
Association. Retrieved November 25 2013 from http://www.theguardian.com
Taylor, K. & McMenemy, D. (2012). Censorship challenges to books in Scottish public libraries.
Journal of Librarianship and Information Science 45 (2) 153-167
Worldofbooksltd. (2011, August 19). Melvin Burgess interview with World of Books.com. [Web
blog post]. Retrieved November 25 2013 from http://blog.worldofbooks.com
Editor's Notes
Children, and protection of children, are the most common reason for censorship of books, which is why school libraries ban most often.
Schools and Public libraries the most likely to censor – also receive most challenges to books. American statistics in absence of UK ones. (To discuss later)
Conservative censorship is illiberal and reactionary in intent, often aimed at books that discuss contemporary issuesLiberal censorship amounts to social whitewashing, often seeking to remove items with racist or sexist content, even when the items are historical, as in the case of Huck Finn. Censors never see themselves as censors more like moral guardians.
Insidious and commonplace.McNicol's research highlighted that almost all librarians’ restricted access to fiction materials according to age; although access was extended to younger children providing parental permission had been given. In most schools, items were labelled to indicated which age group they were suitable for (e.g. using colour coding) and often issue systems were set up to restrict access to younger students. (McNichol, 2005b) This backs up Sharon's experience where if a student from KS3, wanted to read a YA book a signed letter from the student’s parent would normally be required giving permission for them to read these books.
Captain Underpants (series), by DavPilkey.Reasons: Offensive language, unsuited for age groupThe Absolutely True Diary of a Part-Time Indian, by Sherman Alexie.Reasons: Offensive language, racism, sexually explicit, unsuited for age groupThirteen Reasons Why, by Jay Asher.Reasons: Drugs/alcohol/smoking, sexually explicit, suicide, unsuited for age groupFifty Shades of Grey, by E. L. James.Reasons: Offensive language, sexually explicitAnd Tango Makes Three, by Peter Parnell and Justin Richardson.Reasons: Homosexuality, unsuited for age groupThe Kite Runner, by KhaledHosseini.Reasons: Homosexuality, offensive language, religious viewpoint, sexually explicitLooking for Alaska, by John Green.Reasons: Offensive language, sexually explicit, unsuited for age groupScary Stories (series), by Alvin SchwartzReasons: Unsuited for age group, violenceThe Glass Castle, by Jeanette WallsReasons: Offensive language, sexually explicitBeloved, by Toni MorrisonReasons: Sexually explicit, religious viewpoint, violence
Taylor & McMenemy investigated Scottish libraries performing a quantitative survey. With a sample so small – study found that there were 15 censorship challenges in Scottish public libraries in the past five years: an average of three challenges to books per year - the results are not helpful. The ALA records thousands of challenges – the reasons for the lack of complaints in the UK given are unconvincing.Curry interviewed UK & Canadian library directors – all but one had been pressured to remove items from stock.McNichol found that “school libraries are more isolated than those in public libraries “ – thus more likely to bow to parental complaint and pressure.
Censorship does happen in the UK – these titles have been removed from public libraries. Liberal censorship of historical racism. Tintin (1931), Babar (1932)
Other challenges in public libraries:Revolting Recipes by Roald Dahl - imagery considered ‘disgusting’ for childrenThe Vicar of Nibbleswick, by Roald Dahl - inappropriate languageMummy Never Told Me and Mummy Laid an Egg, by Babette Cole - both of which deal with sex education for the under-5s) - complaints for sexual reasonsAdventures of the Dish and the Spoon by Mini Grey; - ‘humour inappropriate for under-5s’.Outbreak by Chris Ryan; - considered unsuitable for childrenIt’s Ok, I’m Wearing Really Big Knickers by Louise Rennison - inappropriate languageMy Life as a Bitch by Melvin Burgess; - considered unsuitable for children
UK Cases: two notable instancesof political interference.Abigail at the Beach by Felix Pirani (1988). 1988 – 54 members of the House of Commons signed an “early day motion”, requesting that is be withdrawn.Rosemary Sandberg at Collins publishers agreed to withdrawn the book if there were proof that any child had been corrupted by it. (Hunt, 1996,p.96) When no such proof could be offered, they continued to sell it, until it went out of print.Contains references to Abigail’s father drinking three cans of beer on the Beach. – One of the 52 objectors, Mr. David Tredinnick, a Conservative MP, perhaps a little unguardedly observed: "I think that would encourage a young child to think drinking beer was a nice thing to do." A comment that was satirised by political columnist Craig Brown. (p.97)Abigail then defends her sandcastle, decorated with her father’s beer cans, from some boys by threatening them – telling them her father is in the Mafia, the Marines and the Secret Service. MPs thought that the content of the book was "leading children to violent acts...and alcoholism"February 1995 – Sainsbury’s began to sell books under their own imprint, one of which was Abigail. Responding to the complaint of a parent, who said the book was “too violent” (p.98) Sainsbury’s banned the book. “Sainsbury’s spokeswoman Ann Graham said there had been four complaints nationwide and the book was being removed from all their stores.” (p.99)
Jenny lives with Eric and Martin by Susanne Bosche (1981/3)No prosecutions ever arose as a result of Section 28, but led many schools to self-censor, withdrawing materials that may be in violation of this law.
Author of Jenny lives with Eric and Martin
McNichol writes that “As information professionals, librarians need to be involved in decisions relating to Internet access and restrictions imposed. “
McNicol's research found that some librarians who worked in Catholic schools felt that parents might reasonably expect that their child would not have access to certain materials which went against Catholic teaching. This might include both fiction and non-fiction books about issues such as abortion, drugs, child abuse and ghosts. One explained that she was not able to stock magazines relating to HIV and AIDS and had to take care when publicising websites such as Childline and teenage magazines which might contain information about sex. This was clearly a tricky situation for this librarian who believed:As a librarian I think that’s appalling, but it’s my job and it’s the ethos of the school and I took the post knowing it’s a Catholic school.The Shell House by Linda Newberry had presented a problem at this school, not only for its references to homosexuality, but more significantly because it describes one of the main characters questioning the existence of god. “One respondent pointed out that, “sensitivity should be given to the type of school and the ethos of the school and the school librarian should respect that”. “