Kelli Carr 991628323

CIMT 509 Summer I 2011

Proficiency Four Option #1

Kelli Carr CIMT 509/Summer I 2011 Proficiency #4-Option # 1

Option #1:Tues

Develop a single detailed outline for a one to two hour teacher in-service program designed to systematically inform teachers about censorship in school libraries your content should include, but not necessarily be limited to: what censorship is (and isnt); who the censors typically are; the implications of censorship with regard to the materials selection process; a brief overview of the history of censorship in school libraries; Banned Books Week (ALA observance); how to handle parental complaints if received; implications for administrative policy and practice; separating the personal from the professional in terms of fighting censorship; and implications for the curriculum. Depending on your writing and organizational style, I would advise either a sentence outline or a paragraph outline. Preface your outline with a two or three paragraph narrative regarding how you will conduct the in-service, i.e. what media and methods will you use to make your presentationexamples that come to mind include ice breakers, description(s) of presentation materials, handouts/support materials, active learning exercises during the in-service, etc. Aside from the obvious, your outline should also include such things as: sample policy and procedure statements from other schools; and resources for further information (a brief annotated bibliography for three or more resources, print and/or web-based). The exceptional treatment of this project option will show depth of thought for each aspect of what the project calls for, not skimp on details, be well-organized and creative. Preface This particular in-service would be conducted for teachers who are media specialists using MS PowerPoint. You will see that the outline is set up so that you see the key points that would be on each slide, and below the key points you will see my speaker notes. I found this to be the easiest style for to express the flow of my presentation, and if I have to use this in the future, the actual presentation is already put together sans the pictures on the slides! These participants would be familiar with each other as they have been in other staff developments together. Because they work at different schools, I thought it would be fun to start with an Ice Breaker that would be a little bit tricky unless you knew about the person. I think that in a staff that works together, it would be too easy to find the

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false answer. I would open up the in-service by showing clips of books, music, and articles that have been banned or have been targeting by censors. I remember being in high school when a rap group was banned and they used my school as a venue to speak out. They even performed one of their songs, Banned in the USA. People walked away with a better understanding of their music and their group. I would like for the participants to take a piece of chart paper, and together as a group, come up with a definition for censorship and what it types of media they are aware of that have been banned. After the section talking about Banned Books Week, I would like for them to get together again, with the chart paper, and come up with ideas of how to go about promoting the week in their schools and in the district. I would have a member of each group give their ideas, and then have all of the participants vote on about five good ideas. I know, as a classroom teacher, that most teachers dont know about this week. I think that letting them know about it would be a good idea. I would also like to share some of the historical court cases about censorship that I found. Lastly, I would like to have them have a group discussion at their tables about what to do should they have a censor complain about materials in their collections. I would do this so that they could compare policies and procedures in their schools, and to see if they aligned with district policies and procedures. I would like to give them a handout to take away that has some pointers on what to do, what the district recommends, and contact information for finding out answers to their questions about censorship and complaints if they are new media specialists. I would conclude with thanking them for attending the in-service, give them the opportunity to use whole or part of my presentation to share with their staff, and offer to direct them to more information about censorship should they need it.

Outline I. Icebreaker Slide Key Points: Fact or Fiction The participants tell three things about themselves. Two of the states are facts and one false. The other participants have to guess which one of the three statements is the false statement. Speaker Notes: (Have the slide up as the participants walk in so that they can start thinking about what they are going to say). Tell your three statements to the participants as you will be the first one to model. Give them time to guess which one is false.

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II.

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IV.

What is Censorship? Slide Key Points: Exclusive Creates Barriers Absence of Intellectual Freedom Speaker Notes: Censorship is the process of excluding by not choosing to include material in ones collection. Censorship creates barriers that do not allow for the expression of intellectual freedom which is a violation of the First Amendment. When there is censorship ones rights to intellectual freedom are not observed, in fact, they are violated. Intellectual Freedom is a persons right to view materials on the Internet or other visual media, read books and other digital material, and participate meetings and group activities that support their beliefs. Censorship is limiting the availability of materials based on a group or individual belief system. By limiting the materials that are available you are exercising exclusion. What Censorship is not Slide Key Points: Balanced Collections Providing materials that show both sides of controversial topics Offering facilities to groups no matter the reason Offering privacy to patrons Speaker Notes: It is the librarys responsibility to provide collections that are balanced in nature of the materials that it has in its collection. A balanced collection is created through evaluation processes that tell the media specialists where the collection may be too strong in materials and lacking materials in another part of the collection. It is also the librarys responsibility to make sure that in specific parts of the library, such as Social Sciences, that the collection offers books that provide multiple view points on a specific topic, as it is not the selectors right to only choose books that support his/her beliefs. The library should make meeting rooms, study spaces, technology, and other materials available to all members of the academic population not matter the reason for the use of such. Finally, it is the media centers obligation to its patrons to keep records of books checked out and Internet sites search a private matter. What do censors look like? Slide Key Points: Parents Members of students families Teachers Students

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V.

VI.

Principals Support Staff Community members Library Support Staff and Volunteers Librarians Speaker Notes: According to Kay Bishop, the author of The Collection Program in Schools, Reichman (1993) says the list of censors is long and is not limited to the irrational, belligerent individual. The censor could be a well intended person looking after the best interest of the students. Most of the censors are not aware of intellectual freedom and the impact they have on it. They often question educational material with little to no motive. Implications of Censorship Slide Key Points: Historical events are misunderstood People may be afraid of conflict Creates conflict on what is morally acceptable Distorts perception of world views Speaker Notes: The items listed on this particular slide are just to get you thinking about what censorship creates or what could arise from practicing exclusion of materials. Historical events such as wars could be misunderstood if the collection provides such things as propaganda material that shows only one side of the war or one viewpoint of a war. Without offering materials that show both view points, there may be the implication that this was purposefully done. There is an implication that certain materials are not selected for a collection because it may cause conflict. It is not the media specialists responsibility to build a collection based on what might happen as a result of having multiple view points on a subject or vice versa. There is an implication that censorship in a collection of materials may cause people to protest a collection based on the moral beliefs if one is implied by the chosen materials. And lastly, there is the idea that censoring materials or not having certain materials as part of a collection may distort the way students view the world around them and how they view the global world. History of Censorship and School Libraries Slide Key Points: Courts have ruled that students have First Amendment rights Students have the right to information Library Bill of Rights 1939 American Library Association Acceptable use of the Internet

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VIII.

Speaker Notes: Courts have ruled that students have First Amendment rights, but they are limited in their freedom of speech to some degree. We will look at some of these cases. Students have not always had the right to information, but it has been a topic of controversy as to why they should. The historical view point of censorship as changed with the adoption of the Library Bill of Rights adopted in 1939. Librarians have become more sensitive to the rights of the users of the materials and the rights to have certain materials in a collection and the rights to privacy of viewed material. The acceptable use of the Internet has also changed the history of censorship in school libraries. Some schools adopt a policy that protects students from information that may be deemed harmful, while other schools do not implement such policies. Banned Books Week Slide Key Points: September 24-October 1, 2011 Importance of First Amendment Draws attention to censorship Books featured have been targets of attempted banning Speaker Notes: Banned Books Week is held annually the last week of September. It highlights the importance of the First Amendment. It highlights the benefits of open access and promotes intellectual freedom. The books that are highlighted during this week are books that have been the target of potential banning. Some of the books remain victims of banning and some books are saved from being taken out of collections. According to the ALA, it is important that teachers, librarians, and booksellers promote the importance of Banned Book Week and the right to intellectual freedom in order to prove the benefits of a varied collection. Handling Parental Complaints Slide Key Points: Calm and open stance upon receiving complaint Selection Policy and Procedures Manual Complainant Forms and Procedures Speaker Notes: The school media specialist should keep a calm and open mind when they are receiving a complaint for or against material that is available in a collection. The media specialist should be able to provide the complainant with a copy of the Selection Policy and Procedures manual. In this manual it will explain that the librarian selections materials based on principles of the Library Bill of Rights as they are supported and promoted by the American Library Association. The complainant should be informed that the decision to select or deselect an item will be considered using the Library Bill of Rights, the Request for Consideration form filled out by the

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X.

complainant, and a committee made up of the members as they are listed in the Selection Policy manual. The complainant should have the opportunity to view the Selection Policy manual and ask questions accordingly. Administrative Policy and Practice Slide Key Points: Selection Policy Manual Committee Member Budget Approval Speaker Notes: As the library media specialist it is your responsibility to make sure that the principal or administration knows that you have a Selection Policy manual that includes procedures and documents that address such things as censorship or reconsideration of materials. It is important that your building administrators know that they may be called upon to sit as a committee member if the need arises. It is also important that they know that they should first come to you and let you know that a complaint has been filed, as you would first go to him/her to address a complaint on censorship. Administration should always be up front with budget concerns as this may affect the collection in terms of what is selected or deselected, and so that it is not confused with censorship. Fighting Censorship Slide Key Points: State Legislature School Board Meetings Express your views Professional and Personal Speaker Notes: If you are going to fight for or against censorship you should stay informed about what is going on at both the local and state levels of government. You should take the opportunity to go to school board meetings where this may be a topic of interest (as it usually is). You should be aware that you can express your point of view to the mayor, senators, or representatives. Lastly, it is important that, as a media specialist, you steer away from your personal biases and values when you are confronted by a parent or when making a decision to select or deselect materials. After all, promoting intellectual freedom and put the leaners needs first is best practice. You should remain professional in selecting materials that align with the curriculum that is taught in your school, and you will always be backed by your policy, if you have a good one in place. Curriculum and Censorship Slide Key Points:

XI.

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XII.

Selecting Materials Instructional materials Curriculum Speaker Notes: It is important for the school library media specialist to select materials in a way that the collection is balanced as mentioned before. But selection can be impacted when there is conflict between what should and should not be taught in schools. It is important the LIS make people aware of selection policies, and that even though she uses the curriculum as a tool for selection, she is not going to limit the collection to a one-sided view. It is important that she understands the state approved standards that are to be taught, but that the materials cannot be censored to adhere to a specific belief because of an indicator in a standard and limited space in her facility. Sample Policy 1 Key Points Slide: Falk Laboratory School, Linda Herward Full Policy at http://tc.education.pitt.edu/library/AboutLibrary2009/SelectionPolicy.htm Items on Handout are deselecting and challenges

Library Selection Policy

I. Philosophy

At Falk School educational theory conceives the school to be a center of inquiry where students continually engage in the search for new knowledge. In this context, knowledge is perceived to be tentative, often arbitrary, and always constructed by the learner. That knowledge is tentative implies that the search for new understandings is continuous and that the generation of new ideas is always possible. That arbitrary nature of knowledge requires the learner to organize inchoate stimuli in a coherent way. The assumption that knowledge is constructed amplifies the importance of the nexus between a learner's prior knowledge and the exposure to new information. The mission of the Falk School Library is to provide the instruction, materials, and resources that will support the students in their continuing quest. V. Selection Criteria

The ability of the library to meet the needs of school community depends to a great extent on the quantity, scope, and quality of the materials available in the

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collection. The most important consideration for any item is whether it contributes to the fulfillment of the curriculum and meets the individual needs of the students and teachers. It is the obligation of the library to provide a diversity of points of view so that users may develop the practice of critical analysis. Each item is considered individually. Materials are selected for their strengths, based on criteria that are most applicable to that particular work. VIII. Intellectual Freedom

The Falk School Library supports the principles of intellectual freedom inherent in the Constitution of the United State and expressed in the Library Bill of Rights of the American Library Association (See Appendix B). IX. Procedures for Handling Challenged Materials

The school recognizes the rights of individuals to challenge materials included in the library collection. In the interest of handling all complaints fairly the following procedures will be followed: 1. The librarian and the director will work together to resolve informally difficulties concerning library materials. 2. If all parties cannot reach an agreement, the complainant will submit a completed Request for Reconsideration form to the librarian or the director. Access to the challenged material will not be restricted during the process of reconsideration. 3. The material in question will be reevaluated by a committee of school personnel chosen by the director. 4. The committee will make one of the following recommendations to the director:

The material is compatible with the philosophy and criteria of this policy and should be not restricted or removed. The material is not compatible with the philosophy and criteria of this policy and should be restricted or removed. The material should be limited to conditions specified by the committee.

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5.

The complainant will be notified in writing of the committee's decision. Sample Policy 2 Slide Key Points: Hearns Elementary School, Becky Nelson Full Policy at http://www.kysma.org/Sample_Policies.htm Handout includes parts on challenging materials

XIII.

Review of Instructional Materials

Any resident, employee of the Franklin County school district, or parent/guardian of an enrolled child may formally or informally challenge instructional materials used in the school's educational program on the basis of appropriateness. PROCEDURE A. Informal Reconsideration

The school library media specialist shall explain to the complainant the school's selection procedure, criteria, and qualifications of those persons selecting the material(s). The school library media specialist or the classroom teacher shall explain the particular place the questioned material occupies in the educational program, its intended educational usefulness, and additional information regarding its use.

B. Formal Reconsideration

If the complainant wishes to file a formal challenge, the complainant must personally obtain a copy of the school's "Request for Reconsideration of Instructional Materials" which is kept on hand in the school library media center. The form shall be fully completed, signed, and dated by the complainant and f iled with the principal with a copy to the library media specialist. The material in question will not be pulled from the instructional program during the reconsideration time .

C. Guidelines for the Reconsideration Committee

The library media specialist will alert the principal when a written complaint is submitted. A District Reconsideration Committee, appointed by the Elementary Supervisor, will include a school library

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media specialist, two classroom teachers, a parent, a district-level administrator, and a student (with signed parental permission). These participants will be neutral parties i.e. not from the school where the challenged material is in question. At the first organized meeting, the committee members will receive a copy of the challenged material. Within thirty working days of the initial meeting, the District Reconsideration Committee will convene and prepare a written recommendation to the Elementary Supervisor for the disposition of the complaint. The Elementary Supervisor will notify the site-based school council, in writing, of the committee's decision with a copy to the media specialist and the principal. The Site-based Council will vote to accept or reject the decision of the District Reconsideration Committee and will notify the complainant in writing of the Council's Decision.

Sources: American Library Association. Retrieved from http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/slmrb/slmrcontents/v olume10/lukenbill_censorship.cfm June 30, 2011. Bishop, Kay. The Collection Program in Schools, 4th edition. Libraries Unlimited, 2007. Herward, Linda. Falk Laboratory School. (2010). Retrieved July 2, 2011 from http://tc.education.pitt.edu/library/AboutLibrary-2009/SelectionPolicy.htm Nelson, Becky. Kentucky School Media Association. (2002) Retrieved July 2, 2011 from http://www.kysma.org/Sample_Policies.htm Time Management Success. 11 Easy Ice Breakers for Meetings. (2009-2011). Retrieved from http://www.time-management-success.com/ice-breakers-formeetings.html June 30, 2011.

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PROJECT SUBMISSION CHECKLIST

NOTE: The most frequently occurring problem with projects has to do with not following instructions regarding submission. These errors, particularly a few of them, are time consuming for you and for me to troubleshoot. As a result, the following checklist has been developed in an effort to eliminate the problem. Failure to include this checklist with each submitted project or failure to adhere to any submission rule will be costly in my grading of your worka deduction of 10 pts. Each item on the checklist is referenced in the course syllabus, so you might want to check there for further clarification. INSTRUCTIONS: Include this checklist as the last page of all submitted project work PLACE AN X OR A CHECK TO THE LEFT OF THE BOX FOR EACH ITEM x Named saved file appropriately, e.g. John Smith would name his word processing file for proficiency #1 as smith509prof1.doc. x Included cover sheet with prescribed information x Restated ENTIRED project statement verbatim following the cover sheet x If applicable, adhered to page length specifications x Included a header or footer with your last name and course number on each page of the project x Used Times Roman or Arial font only x Unless instructed otherwise, double-spaced body text x Incorporated pictures and/or illustrations as appropriate Comments or explanations that you need to make (optional):