CollectionDevelopmentPolicy

SabrinaTucker

Fall2014SLIB510

TableofContents

A.IntroductoryAnalysisof
School....3
B.PhilosophyStatementofthe
School...4
C.PhilosophyStatementofthe
Library...5
D.Selection
Statement.....6
E.Acquisition
Statement...8
F.Gifts
Statement..9
G.CooperativeResourcesandNetworking
Statement......10
H.IntellectualFreedom
Statement.11
I.Policy/ProceduresforHandling
Challenges..12
J.Technology
Statement.13
K.PolicyoftheEvaluationof
Collection14
L.AssessmentoftheLibraryMedia
Collection....15
M.Revisionofthe
Policy.16
N.Appendices.18
O.
Forms...23

A. IntroductoryAnalysisofSchool

BristowRunElementarySchoolislocatedinBristowVirginiaandispartofthePrince
WilliamCountyPublicSchoolsystem.Bristowislocatedinasuburbthatisabout30
milesfromWashingtonDCandhasmanygovernmentandmilitaryfamiliesaspartofits
community.Themedianhouseholdincomeintheareais$123,400,ascomparedtothe
statesat$61,882.Theschoolwasopenedin1998andserveschildreningrades
PreK5.

AsofJune2013BristowRunhas716studentsattending.Thereisonespecial
educationpreschoolclass,4kindergartenclassesand5classespergradelevelfirst
throughfifth.Theschoolsrace/ethnicitybreakdownis:60%white,12.9%hispanic,
9.5%Asian,9.1%AfricanAmerican,8.1%twoormore0.1%ofbothAmerican
Indian/AlaskanandPacificIslander/Hawaiian.Theschoolhas5SOLsubgroupsof
students,economicallydisadvantaged11.9%,ESOL8.5%,gifted(k5)34.5%,special
education13.3%.

PrinceWilliamCountySchoolshaveadistrictmediacenterwithacommonpolicy
manualandresourcesthatcanbesharedacrossthecounty.Thispolicymanualwill
correspondwiththepoliciesofthecountyandneedsofthecommunity.

CollectiondevelopmentforBristowRunwilltakeintoaccountthediversepopulation
andstrivetomeettheneedsofthedifferentinstructionallevelsandinterestofthe
students.Materialswillbecollectedthatencouragebothinformationalandresearch
useaswellasreadingforpleasure.

ThispolicymanualwaswrittenbySabrinaTuckertoensuretheneedsofthediverse
groupofstudentsatBristowRunismetthroughthecollectiondevelopment,evaluation
andselectionoftheschoolslibrary.

PhilosophyStatementoftheSchool

We are dedicated to fostering the academic, social and emotional

development of all students that will prepare them
to successfully participate in the 21st century.

ThelibraryatBristowRunElementarySchoolstrivestoupholdthevisionandmissionof
theschoolbysupportingandenrichingthecurriculum,specialprogramsanddiverse
population,throughimplementationofprogramsandcollectiondevelopment.Inthe
librarywewillworktoensurethatallstudentshaveaccesstomaterialsontheir
instructionallevelandthatwillpeaktheirinterestandloveoflearning.Wewill
collaboratewithclassroomteacherstohelpenrichstudentslearningandhelpboth
teachersandstudentslearnhowtousethetechnologyavailabletothem.

C. PhilosophyStatementofLibrary

BristowRunLibraryVisionisforallstudentstobecomelifelongreadersandlearners,
criticalthinkersandresponsible,effectiveusersoftechnology.

BristowRunLibraryMissionistoprovideaccessforallstudentstoacomprehensive
collectionofprintandelectronicmaterials.Wewillalsoprovideintegratedfun
educationalactivitiestohelpstudentsthinkcriticallywhilelearningbothAASLstandards
aswellasVirginiaStandards.Wealsowanttoencouragecollaborationbetween,
librariansandteachers,aswellaslibrariansandtheparentstopartnerinstudent
learning.

D. SelectionStatement

Allmaterials,printandnonprint,selectedfortheschoollibrarywillmeetoneormoreof
thefollowingrequirements:

enhanceandenrichtheinstructionalgoalsoftheschool
meeteducationaland/orrecreationalneedsofstudentsandfaculty
encourageandsupportpersonalandaestheticgrowthofthestudentsand/or
faculty
supportindependentlearning

Thelibrarianisresponsibleforselectingmaterialsforthelibrary.Theywillconsider
inputfromthelearningcommunityandgetapprovalfromtheprincipal.Carewillbetake
whenselectingmaterialstoensurethecollectionisofhighqualityandmeetsthe
diverseneedsoftheschoolcommunityincludingbutnotlimitedto:

Materialsarerelevantintodaysworld.
Thevalueofthematerialtothecollectionwillbeconsidered:Doesitmeetthe
needsoftheschoolcommunity,whoarethelikelyusers/howoftenwillitbe
used?Isthisitemreadilyavailablethroughschoollibraryloans?
Thescopeofthematerialconsideredmeettheneedsoftheteachersand
studentsoftheschool.
Materialswillbeaccurateandauthentic.
Theauthorityoftheauthors/illustratorswillbeconsideredbeforepurchasinga
material.
Theappropriatenessofcontenttotheuserswillbeconsideredtomakesurethe
libraryhasmaterialsthatreachavarietyofreadinglevel.
Materialsareavailablethatinterestadiversegroupofstudents.
Variousprint,nonprint,electronic,andmultimediaresourcesareavailablefor
studentstouseandcheckout.
Virtualresourceswillprovideconvenientaccesstoinformationthroughboth
schoolandhomecomputers.
Materialswillhavehighliterarystyleandquality,artisticandtechnicalquality,
technicalmerit,physicalformat,andaestheticcharacteristics.
Therewillbematerialsthatpromotediversityandprovideaglobalperspective
includingmaterialsbyauthorsandillustratorsfromaroundtheworld.
Differingviewpointsoncontroversialsubjectswillbepresentinthecollection.
Costvs.use/needshouldbeconsideredbeforepurchasingmaterials


Whenselectinganewmaterialforthecollectionselectionaidscanhelptomakean
informeddecision,thefollowingselectionaidscanbeused:

LibraryMediaConnection
KirkusReviews
SchoolLibraryJournal
TeacherLibrarian
BookList
SelectionaidsavailableintheKellyLeadershipbuilding

Thelibrarianshouldlookfortworeputablereviewswhenpurchasingmaterials,ifno
reviewsareavailablethenthelibrarianshoulduseherprofessionaljudgementandthe
selectioncriteriaabove.

Ifamemberofthecommunitywouldliketorequestorrecommendabooktheymust
completetherequest/reccomendfrominsection...

*RefertotheformssectionfortheMaterialRequest/RecommendationForm

E. AcquisitionStatement

Afterselectionofmaterialshavebeenmadematerialsmustbeobtained.Thefollowing
procedurescanbefollowedtohelpwiththeacquisitionofmaterials.

1.
Obtainbibliographicinformation
2.
Confirmthatmaterialcanbepurchasedandisnotalreadyinyourcollection.
3.
Determineformat/binding
4.
Ifpossiblenegotiatepricesandtermsorcollectbids.
5.
Placetheorderandallocatethefunds
6.
Recordoutstandingandreceivedorders
7.
Whenordersarriveensurethatallmaterialsorderedarepresentusingthe
receiptandpackingslip.
8.
Checkforanydamagetothematerialsreceived.

Librarymaterialscanbeobtainedthroughavarietyofacquisitionsources.TheBristow
RunLibrarywillfollowrulesandregulationsrequiredbythecountyandschool.The
countyhasanapprovedlistofvendorsthatmustbeusedunlessyoucanfindthesame
itemlessexpensiveelsewhere.Afewfromthatlistare:
Mackin
Follet
BakerandTaylor

F. GiftsStatement

BristowRunLibrarygladlyacceptsgiftsanddonations.Allgiftswillbereviewedbythelibrarian
toensuretheyfitwiththeselectionpolicyofthelibrarybeforetheyareaccepted.Giftswith
stipulationswillnotbeaccepted.Finaldispositionofallmaterialsisuptothediscretionofthe
schoollibrarian.Thelibrariancannotassignamonetaryvaluetogiftsgiventothelibrary.

Anymaterialsnotusedbythelibrarywillbedonatedtoclassroomsforteachercollectionsand
thendonatedtootherorganizations.

*RefertoFormssectionforGiftForm

G. CooperativeResourcesandNetworkingStatement

BristowRunLibraryparticipatesinresourcesharingwiththeotherschoolsinPrince
WilliamCounty.Thecountylibrariescanshareresourcesthroughtheuseofthe
courieriorsystem.Thelibrariesthatshareresourcesareabletooffermoreresourcesto
theirpatrons.Teachers/studentscanrequestmaterialsfromthelibrarianwhowillthen
requestmaterialsfromanotherlibraryinthecounty.Eachlibrarianhastherightto
refuselendingthematerialanditisunderstoodthatifthematerialsareloanedtheywill
bereturnedinatimelymanner.Thereisnoofficialformwhenrequestingmaterialsbut
thelibrarywillkeeprecordofthematerialsloaned.

Students,parentsandteacherscanaccessthelibrarycatalogonlineatanytimefrom
anycomputer.Therecordsarekeptuptodatesocommunitymemberscancheckifthe
materialstheyareinterestedareinthelibraryorcheckedout.

10


H. IntellectualFreedomStatement

BristowRunSchoolLibraryabidesbyALALibraryBillofRights,andbelievesthatallindividuals
havetherighttoseekandreceiveinformationusethelibraryandcheckoutbooksthat
representallpointsofviewwithoutrestrictions.Wesupportthe
FreedomtoReadStatement
putoutbytheALA:

Itisinthepublicinterestforpublishersandlibrarianstomakeavailablethewidest
diversityofviewsandexpressions,includingthosethatareunorthodox,unpopular,or
considereddangerousbythemajority.

Wesupportstudentsrighttoreadandmakesuretheyhaveawidevarietyanddiversityof
literaturetochoosefrom.

TheBristowRunLibraryRecordswillbekeptconfidential,onlyforthepurposeofcataloging
materialsandwillnotbesharedwithoutthestudentspermission.Seetheappendicesformore
statementsfollowedbyBristowRunslibrary.

11

I.

Policy/ProceduresforHandlingChallenges

Evenwiththecarefulconsiderationoftheselectionofmaterialsinthelibraryothersmayhavea
concernwithlibrarymaterials.PWCSrecognizestherightofcitizenstoexpresstheiropinionof
materialsinthelibrary.Ifarequestofremovalorrestrictionofmaterialisreceivedthelibrarian
andotherpersonnelwillfollowthefollowingprocedures.

1.
Uponreceivingacomplaintthelibrarianandprincipalwillmeetwiththecomplainantto
talkaboutthecomplaint,selectionprocessofthelibraryandtheeducationalvalueofthe
materialinquestiontoseekaresolution.
2.
Ifthecomplainantwantstocontinuewithaformalrequestofreconsiderationtheywillbe
providedwiththeformalcomplaintpoliciesandproceduresaswelltheRequestfor
ReconsiderationFormandinformedthecomplaintcannotmoveforwarduntiltheformis
completed.
3.
Oncethecompletedformisreturnedtotheprincipaloftheschooltheywillselecta
committeethatincludesthelibrarian,administrator,ateacherfromanappropriategrade
levelorsubject,andanobjectivememberofthePTO.
4.
Atthefirstmeetingallmembersofthecommitteewillbeinstructedtoread,vieworlisten
tothematerialinquestion,theywillbeinformedtomaketheiropinionsbasedonthe
wholebooknotonaparticularpartorselection.
5.
Atthesecondmeetingallmemberswilldiscussthematerialinquestionandreacha
decisionbasedonmajorityrulestoretainorremovethematerial.Acommitteemember
willwriteupareportofthecommitteesproceduresanddecisionsandsubmitthattothe
principal.
6.
Theprincipalwillsendareporttothecomplainantandmeettodiscussifrequested.The
principalwillalsosendthereporttothecountysuperintendent.

*Thechallengedmaterialwillstayincirculationuntiltheentireprocessiscompleted.

12

J. TechnologyStatement
ThelibrarianatBristowRunElementaryisaninformationspecialistandsupportstheuseof
technology.Itisusedtosupplementresourcesandenhancethelearningofstudents.The
librarianwillhelpteacherstocreateandimplementlessonsthatusetechnologytofurtherthe
learningandmissionoftheschool.Thelibrarywillalsoprovide247accesstoonlinelibrary
servicesfromhomecomputers.Asnewtechnologythatwillenhancetheeducationofstudents
comesavailablethelibrarianwillallocatefundstoobtainingthesetechnologies.
InaccordancetothePWCSpolicyonelectronicsstudentswillbeallowedtousetheirdevicesto
accesslibrarymaterialsinthelibraryandinclass,asallowedbyteachers.Studentswillhave
accesstocomputersinthelibraryaswell.AllcomputeruserswillbehelptoPWCSacceptable
usepolicyregulation2951.
http://pwcs.schoolfusion.us/modules/groups/homepagefiles/cms/493839/File/Regulations/R295
1.pdf

13

K. PolicyforEvaluationofCollection
Analysingandevaluatingthecollectionensuresthattheschoollibrarycollectionisuptodate
andmaintained.Thelibrarystaffwillworktoevaluatethecollectionandmakesurethatitisup
todateandfullyservesthepatronsofthelibrary.
Thelibrarystaffwillusethefollowingtechniqueswhenevaluatingthecollection:

AnnualInventory
VendercollectionanalysisthroughFollet
CollectionmappingoftheSOLcontentareas
Visualexaminationofmaterialsastheyarereturned
Useropinionsurveysfromteachersandstudents

14

L. Weeding/Deselection
BristowRunLibrarywillevaluatethecollectiontoensurethatallmaterialsinthelibraryfitwith
theselectioncriteria.Thiswillensurethatthecollectionisuptodateandusablefortheschool
community.Thelibrarianwillmakethedecisionwhenchoosingwhatbookstoweedfromthe
library.
Whendeselectingmaterialsthefollowingwillbeconsidered:
Inpoorcondition
Unattractive
Poorlycirculated
Outdated/inaccurate

Unnecessary duplications
Unsuitable for users
Uninteresting
Biased or stereotypical
On an inappropriate reading level
Not needed
Relevance to curriculum
Enduring value
Reading level
Authority or writing
Local interest and community need
Copyright date

Whenitemsaredeselectedfromthelibrarythelibrarianwilldecideifthebookswillbedonated
toclassroomteachersorstudents.Ifthebooksareoutdatedorhaveincorrectinformationthey
willnotbedonatedandfollowingPWCSpolicywillbesenttothewarehouse.
Theevaluationofmaterialswillfollowthis5yearschedule:

Year1

Year2

Year3

Year4

Year5

400

500

300

500

000

92

600

800

600

100

Fiction

700

900

Professional

200

SC

Easy

15

M. RevisionofthePolicy
Inordertoensurethatourcollectioniskeptuptodatethispolicywillbereviewedandpossibly
revisedbythelibrarianevery5years.

16

N. AppendixA
LibraryBillofRights
TheAmericanLibraryAssociationaffirmsthatalllibrariesareforumsforinformationandideas,andthatthe
followingbasicpoliciesshouldguidetheirservices.
I.Booksandotherlibraryresourcesshouldbeprovidedfortheinterest,information,andenlightenmentofall
peopleofthecommunitythelibraryserves.Materialsshouldnotbeexcludedbecauseoftheorigin,
background,orviewsofthosecontributingtotheircreation.
II.Librariesshouldprovidematerialsandinformationpresentingallpointsofviewoncurrentandhistorical
issues.Materialsshouldnotbeproscribedorremovedbecauseofpartisanordoctrinaldisapproval.
III.Librariesshouldchallengecensorshipinthefulfillmentoftheirresponsibilitytoprovideinformationand
enlightenment.
IV.Librariesshouldcooperatewithallpersonsandgroupsconcernedwithresistingabridgmentoffree
expressionandfreeaccesstoideas.
V.Apersonsrighttousealibraryshouldnotbedeniedorabridgedbecauseoforigin,age,background,or
views.
VI.Librarieswhichmakeexhibitspacesandmeetingroomsavailabletothepublictheyserveshouldmake
suchfacilitiesavailableonanequitablebasis,regardlessofthebeliefsoraffiliationsofindividualsorgroups
requestingtheiruse.
AdoptedJune19,1939,bytheALACouncilamendedOctober14,1944June18,1948February2,1961
June27,1967January23,1980inclusionofagereaffirmedJanuary23,1996.
AhistoryoftheLibraryBillofRightsisfoundinthelatesteditionofthe
IntellectualFreedomManual
.

17

AppendixBALAFreedomtoReadStatement
TheFreedomtoReadStatement
Thefreedomtoreadisessentialtoourdemocracy.Itiscontinuouslyunderattack.Privategroupsandpublic
authoritiesinvariouspartsofthecountryareworkingtoremoveorlimitaccesstoreadingmaterials,to
censorcontentinschools,tolabel"controversial"views,todistributelistsof"objectionable"booksor
authors,andtopurgelibraries.Theseactionsapparentlyrisefromaviewthatournationaltraditionoffree
expressionisnolongervalidthatcensorshipandsuppressionareneededtocounterthreatstosafetyor
nationalsecurity,aswellastoavoidthesubversionofpoliticsandthecorruptionofmorals.We,as
individualsdevotedtoreadingandaslibrariansandpublishersresponsiblefordisseminatingideas,wishto
assertthepublicinterestinthepreservationofthefreedomtoread.
Mostattemptsatsuppressionrestonadenialofthefundamentalpremiseofdemocracy:thattheordinary
individual,byexercisingcriticaljudgment,willselectthegoodandrejectthebad.WetrustAmericansto
recognizepropagandaandmisinformation,andtomaketheirowndecisionsaboutwhattheyreadand
believe.Wedonotbelievetheyarepreparedtosacrificetheirheritageofafreepressinordertobe
"protected"againstwhatothersthinkmaybebadforthem.Webelievetheystillfavorfreeenterprisein
ideasandexpression.
Theseeffortsatsuppressionarerelatedtoalargerpatternofpressuresbeingbroughtagainsteducation,
thepress,artandimages,films,broadcastmedia,andtheInternet.Theproblemisnotonlyoneofactual
censorship.Theshadowoffearcastbythesepressuresleads,wesuspect,toanevenlargervoluntary
curtailmentofexpressionbythosewhoseektoavoidcontroversyorunwelcomescrutinybygovernment
officials.
Suchpressuretowardconformityisperhapsnaturaltoatimeofacceleratedchange.Andyetsuppressionis
nevermoredangerousthaninsuchatimeofsocialtension.FreedomhasgiventheUnitedStatesthe
elasticitytoendurestrain.Freedomkeepsopenthepathofnovelandcreativesolutions,andenables
changetocomebychoice.Everysilencingofaheresy,everyenforcementofanorthodoxy,diminishesthe
toughnessandresilienceofoursocietyandleavesitthelessabletodealwithcontroversyanddifference.
Nowasalwaysinourhistory,readingisamongourgreatestfreedoms.Thefreedomtoreadandwriteis
almosttheonlymeansformakinggenerallyavailableideasormannersofexpressionthatcaninitially
commandonlyasmallaudience.Thewrittenwordisthenaturalmediumforthenewideaandtheuntried
voicefromwhichcometheoriginalcontributionstosocialgrowth.Itisessentialtotheextendeddiscussion
thatseriousthoughtrequires,andtotheaccumulationofknowledgeandideasintoorganizedcollections.
Webelievethatfreecommunicationisessentialtothepreservationofafreesocietyandacreativeculture.
Webelievethatthesepressurestowardconformitypresentthedangeroflimitingtherangeandvarietyof
inquiryandexpressiononwhichourdemocracyandourculturedepend.WebelievethateveryAmerican
communitymustjealouslyguardthefreedomtopublishandtocirculate,inordertopreserveitsown
freedomtoread.Webelievethatpublishersandlibrarianshaveaprofoundresponsibilitytogivevalidityto
thatfreedomtoreadbymakingitpossibleforthereaderstochoosefreelyfromavarietyofofferings.

18

ThefreedomtoreadisguaranteedbytheConstitution.Thosewithfaithinfreepeoplewillstandfirmon
theseconstitutionalguaranteesofessentialrightsandwillexercisetheresponsibilitiesthataccompany
theserights.
Wethereforeaffirmthesepropositions:
1.

2.

3.

4.

5.
6.

7.

8.

9.
10.

Itisinthepublicinterestforpublishersandlibrarianstomakeavailablethewidestdiversityof
viewsandexpressions,includingthosethatareunorthodox,unpopular,orconsidereddangerous
bythemajority.
Creativethoughtisbydefinitionnew,andwhatisnewisdifferent.Thebearerofeverynewthought
isarebeluntilthatideaisrefinedandtested.Totalitariansystemsattempttomaintainthemselvesin
powerbytheruthlesssuppressionofanyconceptthatchallengestheestablishedorthodoxy.The
powerofademocraticsystemtoadapttochangeisvastlystrengthenedbythefreedomofits
citizenstochoosewidelyfromamongconflictingopinionsofferedfreelytothem.Tostifleevery
nonconformistideaatbirthwouldmarktheendofthedemocraticprocess.Furthermore,only
throughtheconstantactivityofweighingandselectingcanthedemocraticmindattainthestrength
demandedbytimeslikethese.Weneedtoknownotonlywhatwebelievebutwhywebelieveit.
Publishers,librarians,andbooksellersdonotneedtoendorseeveryideaorpresentationthey
makeavailable.Itwouldconflictwiththepublicinterestforthemtoestablishtheirownpolitical,
moral,oraestheticviewsasastandardfordeterminingwhatshouldbepublishedorcirculated.
Publishersandlibrariansservetheeducationalprocessbyhelpingtomakeavailableknowledge
andideasrequiredforthegrowthofthemindandtheincreaseoflearning.Theydonotfoster
educationbyimposingasmentorsthepatternsoftheirownthought.Thepeopleshouldhavethe
freedomtoreadandconsiderabroaderrangeofideasthanthosethatmaybeheldbyanysingle
librarianorpublisherorgovernmentorchurch.Itiswrongthatwhatonecanreadshouldbe
confinedtowhatanotherthinksproper.
Itiscontrarytothepublicinterestforpublishersorlibrarianstobaraccesstowritingsonthebasis
ofthepersonalhistoryorpoliticalaffiliationsoftheauthor.
Noartorliteraturecanflourishifitistobemeasuredbythepoliticalviewsorprivatelivesofits
creators.Nosocietyoffreepeoplecanflourishthatdrawsuplistsofwriterstowhomitwillnotlisten,
whatevertheymayhavetosay.
Thereisnoplaceinoursocietyforeffortstocoercethetasteofothers,toconfineadultstothe
readingmatterdeemedsuitableforadolescents,ortoinhibittheeffortsofwriterstoachieve
artisticexpression.
Tosome,muchofmodernexpressionisshocking.Butisnotmuchoflifeitselfshocking?Wecutoff
literatureatthesourceifwepreventwritersfromdealingwiththestuffoflife.Parentsandteachers
havearesponsibilitytopreparetheyoungtomeetthediversityofexperiencesinlifetowhichthey
willbeexposed,astheyhavearesponsibilitytohelpthemlearntothinkcriticallyforthemselves.
Theseareaffirmativeresponsibilities,nottobedischargedsimplybypreventingthemfromreading
worksforwhichtheyarenotyetprepared.Inthesemattersvaluesdiffer,andvaluescannotbe
legislatednorcanmachinerybedevisedthatwillsuitthedemandsofonegroupwithoutlimitingthe
freedomofothers.
Itisnotinthepublicinteresttoforceareadertoaccepttheprejudgmentofalabelcharacterizing
anyexpressionoritsauthorassubversiveordangerous.
Theidealoflabelingpresupposestheexistenceofindividualsorgroupswithwisdomtodetermine
byauthoritywhatisgoodorbadforothers.Itpresupposesthatindividualsmustbedirectedin
makinguptheirmindsabouttheideastheyexamine.ButAmericansdonotneedotherstodotheir
thinkingforthem.

19

11. Itistheresponsibilityofpublishersandlibrarians,asguardiansofthepeople'sfreedomtoread,
tocontestencroachmentsuponthatfreedombyindividualsorgroupsseekingtoimposetheir
ownstandardsortastesuponthecommunityatlargeandbythegovernmentwheneveritseeks
toreduceordenypublicaccesstopublicinformation.
12. Itisinevitableinthegiveandtakeofthedemocraticprocessthatthepolitical,themoral,orthe
aestheticconceptsofanindividualorgroupwilloccasionallycollidewiththoseofanotherindividual
orgroup.Inafreesocietyindividualsarefreetodetermineforthemselveswhattheywishtoread,
andeachgroupisfreetodeterminewhatitwillrecommendtoitsfreelyassociatedmembers.Butno
grouphastherighttotakethelawintoitsownhands,andtoimposeitsownconceptofpoliticsor
moralityuponothermembersofademocraticsociety.Freedomisnofreedomifitisaccordedonly
totheacceptedandtheinoffensive.Further,democraticsocietiesaremoresafe,free,andcreative
whenthefreeflowofpublicinformationisnotrestrictedbygovernmentalprerogativeor
selfcensorship.
13. Itistheresponsibilityofpublishersandlibrarianstogivefullmeaningtothefreedomtoreadby
providingbooksthatenrichthequalityanddiversityofthoughtandexpression.Bytheexerciseof
thisaffirmativeresponsibility,theycandemonstratethattheanswertoa"bad"bookisagood
one,theanswertoa"bad"ideaisagoodone.
14. Thefreedomtoreadisoflittleconsequencewhenthereadercannotobtainmatterfitforthat
reader'spurpose.Whatisneededisnotonlytheabsenceofrestraint,butthepositiveprovisionof
opportunityforthepeopletoreadthebestthathasbeenthoughtandsaid.Booksarethemajor
channelbywhichtheintellectualinheritanceishandeddown,andtheprincipalmeansofitstesting
andgrowth.Thedefenseofthefreedomtoreadrequiresofallpublishersandlibrarianstheutmost
oftheirfaculties,anddeservesofallAmericansthefullestoftheirsupport.
Westatethesepropositionsneitherlightlynoraseasygeneralizations.Weherestakeoutaloftyclaimfor
thevalueofthewrittenword.Wedosobecausewebelievethatitispossessedofenormousvarietyand
usefulness,worthyofcherishingandkeepingfree.Werealizethattheapplicationofthesepropositionsmay
meanthedisseminationofideasandmannersofexpressionthatarerepugnanttomanypersons.Wedonot
statethesepropositionsinthecomfortablebeliefthatwhatpeoplereadisunimportant.Webelieverather
thatwhatpeoplereadisdeeplyimportantthatideascanbedangerousbutthatthesuppressionofideasis
fataltoademocraticsociety.Freedomitselfisadangerouswayoflife,butitisours.

ThisstatementwasoriginallyissuedinMayof1953bytheWestchesterConferenceoftheAmericanLibrary
AssociationandtheAmericanBookPublishersCouncil,whichin1970consolidatedwiththeAmerican
EducationalPublishersInstitutetobecometheAssociationofAmericanPublishers.
AdoptedJune25,1953,bytheALACouncilandtheAAPFreedomtoReadCommitteeamendedJanuary
28,1972January16,1991July12,2000June30,2004.

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AppendixCNETCRighttoRead
TheRighttoRead
AnopenlettertothecitizensofourcountryfromtheNationalCouncilofTeachersofEnglish:
Wheresuspicionfillstheairandholdsscholarsinlineforfearoftheirjobs,therecanbenoexerciseofthefree
intellect....Aproblemcannolongerbepursuedwithimpunitytoitsedges.Fearstalkstheclassroom.Theteacher
isnolongerastimulanttoadventurousthinkingshebecomesinsteadapipelineforsafeandsoundinformation.A
deadeningdogmatakestheplaceoffreeinquiry.Instructiontendstobecomesterilepursuitofknowledgeis
discourageddiscussionoftenleavesoffwhereitshouldbegin.
JusticeWilliamO.Douglas,UnitedStatesSupremeCourt:Adlerv.BoardofEducation,1951.
Therighttoread,likeallrightsguaranteedorimpliedwithinourconstitutionaltradition,canbeusedwiselyor
foolishly.Inmanyways,educationisanefforttoimprovethequalityofchoicesopentoallstudents.Buttodenythe
freedomofchoiceinfearthatitmaybeunwiselyusedistodestroythefreedomitself.Forthisreason,werespectthe
rightofindividualstobeselectiveintheirownreading.Butforthesamereason,weopposeeffortsofindividualsor
groupstolimitthefreedomofchoiceofothersortoimposetheirownstandardsortastesuponthecommunityat
large.
Therightofanyindividualnotjusttoreadbuttoreadwhateverheorshewantstoreadisbasictoademocratic
society.Thisrightisbasedonanassumptionthattheeducatedpossessjudgmentandunderstandingandcanbe
trustedwiththedeterminationoftheirownactions.Ineffect,thereaderisfreedfromthebondsofchance.Thereader
isnotlimitedbybirth,geographiclocation,ortime,sincereadingallowsmeetingpeople,debatingphilosophies,and
experiencingeventsfarbeyondthenarrowconfinesofanindividual'sownexistence.
Inselectingbooksforreadingbyyoungpeople,Englishteachersconsiderthecontributionwhicheachworkmay
maketotheeducationofthereader,itsaestheticvalue,itshonesty,itsreadabilityforaparticulargroupofstudents,
anditsappealtoadolescents.Englishteachers,however,mayusedifferentworksfordifferentpurposes.Thecriteria
forchoosingaworktobereadbyanentireclassaresomewhatdifferentfromthecriteriaforchoosingworkstobe
readbysmallgroups.
Forexample,ateachermightselectJohnKnowles'
ASeparatePeace
forreadingbyanentireclass,partlybecause
thebookhasreceivedwidecriticalrecognition,partlybecauseitisrelativelyshortandwillkeeptheattentionofmany
slowreaders,andpartlybecauseithasprovedpopularwithmanystudentsofwidelydifferingabilities.Thesame
teacher,facedwiththeresponsibilityofchoosingorrecommendingbooksforseveralsmallgroupsofstudents,might
selectorrecommendbooksasdifferentasNathanielHawthorne's
TheScarletLetter
,JackSchaefer's
Shane
,
AlexanderSolzhenitsyn's
OneDayintheLifeofIvanDenisovitch
,PierreBoulle's
TheBridgeovertheRiverKwai
,
CharlesDickens'
GreatExpectations
,orPaulZindel's
ThePigman
,dependingupontheabilitiesandinterestsofthe
studentsineachgroup.
Andthecriteriaforsuggestingbookstoindividualsorforrecommendingsomethingworthreadingforastudentwho
casuallystopsbyafterclassaredifferentfromselectingmaterialforaclassorgroup.Buttheteacherselects,not
censors,books.Selectionimpliesthatateacherisfreetochoosethisorthatwork,dependinguponthepurposetobe
achievedandthestudentorclassinquestion,butabookselectedthisyearmaybeignorednextyear,andthe
reverse.Censorshipimpliesthatcertainworksarenotopentoselection,thisyearoranyyear.
WallaceStevensoncewrote,"Literatureisthebetterpartoflife.Tothisitseemsinevitablynecessarytoadd,
providedlifeisthebetterpartofliterature."Studentsandparentshavetherighttodemandthateducationtodaykeep
studentsintouchwiththerealityoftheworldoutsidetheclassroom.Muchofclassicliteratureasksquestionsasvalid

21

andsignificanttodayaswhentheliteraturefirstappeared,questionslike"Whatisthenatureofhumanity?""Whydo
peoplepraiseindividualityandpracticeconformity?""Whatdopeopleneedforagoodlife?"and"Whatisthenature
ofthegoodperson?"Butyouthistheageofrevolt.Topretendotherwiseistoignorearealitymadecleartoyoung
peopleandadultsalikeontelevisionandradio,innewspapersandmagazines.Englishteachersmustbefreeto
employbooks,classicorcontemporary,whichdonotlietotheyoungabouttheperilousbutwondroustimeswelive
in,bookswhichtalkofthefears,hopes,joys,andfrustrationspeopleexperience,booksaboutpeoplenotonlyas
theyarebutastheycanbe.Englishteachersforcedthroughthepressuresofcensorshiptouseonlysafeor
antisepticworksareplacedinthemorallyandintellectuallyuntenablepositionoflyingtotheirstudentsaboutthe
natureandconditionofmankind.
Theteachermustexercisecaretoselectorrecommendworksforclassreadingandgroupdiscussion.Oneofthe
mostimportantresponsibilitiesoftheEnglishteacherisdevelopingrapportandrespectamongstudents.Respectfor
theuniquenessandpotentialoftheindividual,animportantfacetofthestudyofliterature,shouldbeemphasizedin
theEnglishclass.LiteratureclassesshouldreflecttheculturalcontributionsofmanyminoritygroupsintheUnited
States,justastheyshouldacquaintstudentswithcontributionsfromthepeoplesofAsia,Africa,andLatinAmerica.

TheThreattoEducation
Censorshipleavesstudentswithaninadequateanddistortedpictureoftheideals,values,andproblemsoftheir
culture.Writersmayoftenrepresenttheirculture,ortheymaystandtothesideanddescribeandevaluatethat
culture.Yetpartlybecauseofcensorshiporthefearofcensorship,manywritersareignoredorinadequately
representedinthepublicschools,andmanyarerepresentedinanthologiesnotbytheirbestworkbutbytheir
"safest"or"leastoffensive"work.
Thecensorshippressuresreceivingthegreatestpublicityarethoseofsmallgroupswhoprotesttheuseofalimited
numberofbookswithsome"objectionable"realisticelements,suchas
BraveNewWorld
,
LordoftheFlies
,
Catcher
intheRye
,
JohnnyGotHisGun
,
Catch22
,
SoulonIce
,or
ADayNoPigsWouldDie
.Themostobviousand
immediatevictimsareoftenfoundamongourbestandmostcreativeEnglishteachers,thosewhohaveventured
outsidethenarrowboundariesofconventionaltexts.Ultimately,however,therealvictimsarethestudents,denied
thefreedomtoexploreideasandpursuetruthwhereverandhowevertheywish.
Greatdamagemaybedonebybookcommitteesappointedbynationalorlocalorganizationstoporeover
anthologies,texts,librarybooks,andpaperbackstofindpassageswhichadvocate,orseemtoadvocate,causesor
conceptsorpracticestheseorganizationscondemn.Asaresult,somepublishers,sensitivetopossibleobjections,
carefullyexcludesentencesorselectionsthatmightconceivablyoffendsomegroup,somehow,sometime,
somewhere.

22

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Biography

20136 Zip Code Detailed Profile. (2014, January 1). Retrieved September 14, 2014.
Cerrone, D. (n.d.). Yorkshire Elementary School - Vision & Mission. Retrieved November 30,
2014, from
http://yorkshirees.schools.pwcs.edu/modules/cms/pages.phtml?pageid=72705&sessio
nid=aec984edfc052a5b8add5e7d99393662&sessionid=aec984edfc052a5b8add5e7d99
393662
Kerby, M. (2006). Collection development for the school library media program : a beginner's
guide / Mona Kerby. Chicago, Ill. : American Association of School Librarians, 2006.
Prince William County Public School. (2013).
Bristow Run Elementary School 2012-2013 School
Profile.
Retrieved September 8, 2014, from
http://accountability.departments.pwcs.edu/modules/groups/homepagefiles/cms/100
7118/File/School%20Data%20Profiles/ElementarySchools/BristowRun.pdf?sessionid=2
568757ca22e849094b4e83be68f6c77&t=bd1c2f2355a5fbe77bc248bc87af71aa
The Freedom to Read Statement. (n.d.). Retrieved November 12, 2014.

The Students' Right to Read. (n.d.). Retrieved October 21, 2014.

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