Filters used by libraries and schools to block inappropriate content on the internet are imperfect solutions that often block access to acceptable and educational websites. Blacklist filters cannot keep up with the thousands of new websites created daily, while whitelist filters are too restrictive. Keyword filters frequently block sites with no objectionable material. Instead of relying on filters, educators should teach students how to use the internet responsibly and monitor their usage.

1. The Problems with Web Filters.

2. Types of filters.
Black list filters
These block access to "bad" sites which have been blacklisted.
White list filters
These are the most restrictive, allowing access only to sites on a
list.
Keyword/ content list blockers.
These check sites for specific keywords and content, and block
access if present.
Very often, due to the nature of this filter, sites with acceptable
content are blocked.

3. None are perfect.
Black list filters - Can't possibly block all "bad" sites
4.2 million, or 12%, of all websites are pornographic*
Thousands of new websites come up every day.
White list filters are so restrictive that the Internet is crippled.
Keyword/ content list blockers very often block sites that have
no pornographic or unacceptable material.
Example - Yahoo Images blocked.
* Source: Internet Pornography Statistics, retrieved March 21, 2009, at
http://www.internet-filter-review.toptenreviews.com/internet-pornography-statistics.html

4. What detriment do filters cause to high school
students/teachers?
Filters in high schools prevent student learning in different ways:
• Filtering blocks students from accessing websites to gather data or research for
school work when the site may be perfectly acceptable but the filter has blocked it
• Teachers may know of a great website to share with students or use as they are
teaching a lesson but it is blocked. This interrupts the lesson or the teacher has to
research another site to use.
• If the teacher needs to request a block be removed, this is not always done in a timely
manner. Often it can take up to three days.

5. What detriment do filters cause to high school
students/teachers?
How can and how do teachers at this level protect and monitor students if there is not a
filter or even if there is one (they can't all be 100% perfect to achieve the goal!):
• Teach students responsibility with consequences for misuse
• Use the internet in a learning environment and teach how to enhance learning, not
just "look stuff up"
• Communicate and let students know often what the policy is for internet use and be
sure parents are aware as well. What students do at home is not always appropriate
for the classroom!

6. The Emphasis is on
Science and Technology
• Our role as educators is to create a love of learning among our students
and to prepare them to enter the workforce to be productive, contributing
members of society.
• Having filters gives schools a false sense of control. Tech savvy students will
find a way around the filters.
• We must educate our students on what is and is not appropriate use of
computers. A gradual release of responsibility must be given to students if
we expect them to be successful, independent learners.

7. Education is Key!
• Implement clear guidelines on the expectations for appropriate
computer usage at school. Create a culture that encourages and
understands the power of the computer as a learning tool when
used appropriately.
• Have clearly stated consequences for first and repeat offenders,
similar to other rules and school policies.
• Have the guidelines and consequences included on the Acceptable
Use Policy, which is signed by students and parents.

8. Filtering in Elementary Schools?
Two schools of thought in support of the anti-filtering debate
I. Elementary schools should not be filtered.
• EdUCATE young students - teach students at a young age how to behave responsibly online
o Teach how to use the Internet to find the information they need and how to avoid useless/harmful sites
o Build confidence and trust in children by using computers for online activities jointly with them
• Children should avoid bulletin boards and their chat rooms, where they are introduced to strangers
o Teach them to never give out personal information
• Students using the Internet should be supervised and monitored the same way they are when viewing television
o Set and adhere to rules for access to the Internet
• Teacher-parent communication to ensure student safe Internet education and practice is occurring at both home and school

9. II. Teachers at elementary schools should not have the
same restrictions that students do.
• Teachable moments
• Teachers surveyed do the majority of their planning/downloading of educational materials at home due to the
stringent filtering process at their school
o Currently, when teachers want to access something that is blocked, they contact the Network Administrator
o The Net Admin then evaluates the site to ensure that it doesn’t violate any of the district’s Acceptable Use
Policy
o If it doesn’t violate the policy, the Net Admin would unblock the site
o This process could take up to 48 hours
o Teachable moment is long gone

10. Should your public library filter
the internet?

11. Children's Internet Protection Act
• CIPA, as it is commonly known, compels libraries that
recieve federal assistance for internet access to filter
computers with access to the internet to prevent access to
obscene or pornographic images and prevent minors from
accessing material that could be "harmful" to them.
• In U.S. v. American Library Ass'n, 539 U.S. 194 (2003), the
Supreme Court upheld CIPA, ruling that the First
Amendment does not preclude Congress from attaching
"strings" to benefits provided through federal funding.
• One key: libraries are obligated to allow access to a specific
website or to turn off the filter at the request of an adult
patron.

12. Why Care If Your Public Library Filters?
Filtering software is incapable of blocking only images that are
pornagraphic or obscene (the specific focus of CIPA) because
"the current definition of obscenity doesn't work on the
Internet."
Companies that sell filtering software do not disclose the types
of things or the specific sites they block -- categories are
described in 1 or 2 sentences so there's no way to know if
constitutionally protected material is being blocked. In other
words, you probably won't know that you can't access sites that
meet your search criteria.
Internet Filtering Software Tests: Barracuda, CyberPatrol,
Filtergage, & WebSense, San Jose Public Library, April 2, 2008

13. Why Care If Your Public Library Filters?
• Consider how the software company's definitions might
affect content blocked in the "Tasteless" category, for
example.
• Current software is particularly ineffective when applied to
images -- the filters tested either overblocked or
underblocked significantly.
Internet Filtering Software Tests: Barracuda, CyberPatrol,
Filtergage, & WebSense, San Jose Public Library, April 2, 2008

14. Why Not Try Alternatives?
• Locate internet terminals in public areas, especially near
the checkout desk, and away from the children's area.
• Install privacy screens to shelter screen images from casual
passersby.
• Australian Communications and Media Authority study
concluded that educating children about online safety is as
effective as filters in blocking access to inappropriate
content and more effective at preventing fraud, illegal
contact and cyber-bullying.
o News.com.au, February 26, 2008