Reactions to a K-12 Banned Books Collection

Christin Hope
The University of North Carolina at Greensboro










June 17, 2014
Proposal
LIS 661.01D- Library and Information Science Research
Nora J. Bird, Ph.D., Professor
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Abstract
This proposal will analyze past studies and literature to suggest reactions from students,
parents, teachers, faculty, and librarians to the presence of an established banned books
collection in a kindergarten through twelfth (K-12) grade academic library environment. An
established banned books collection is an assortment of books that due to conflicting content
have been removed from the librarys shelves and are only available for checkout with a
guardians approval. The groups that are primarily involved with the establishment of a banned
books collection are: students, teachers, faculty, parents and librarians. The problem that is
presented with banned books in elementary, middle and high schools is that students, teachers,
faculty and librarians find the books content enjoyable and academically enriching; where-as,
parents find the content immoral and unreadable for their student; ultimately, engaging in the
process of permanently removing the book from the shelf.
Having a banned books collection will allow parents and guardians primary decision,
where- as students, teachers and faculty will have the choice of the books availability to read,
and librarians the freedom of continually promoting others to read. Ultimately, each group will be
satisfied by having a banned books collection within the school library. Within this proposal one
will see that the suggestive reactions of those involved with the establishment of an academic
banned books collection will prove the project successful through analyzed past studies and
literature.
The communicative action theory will be used throughout this study. The communicative
action theory was once used in a quarterly conflict resolution study amongst varying groups for
a mediation practice at Kennesaw State University. Jason MacLeod (2011) wrote in an article
that the communicative theory is the use of language as a medium for a kind of reaching
understanding, in the course of which participants, through relating to a world, reciprocally raise
validity claims that can be accepted or contested. The theory will also be used in this study to
mediate different reactions to the presence of a banned books collection.
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Ahead, one will see that the problem statement and literature review will present
background information of the primary groups different reactions to the collection within K- 12
th

grades throughout United States schools. However, to gain a concise and clear understanding
of the study data from only groups within K-12
th
grades in Charlotte Mecklenburg Schools will be
collected, this portion will be explained in the methods and results section.
Problem Statement
Different groups such as students, teachers, faculty, parents and librarians will have
different and similar reactions to a banned books collection in a school library. Analyzing
previous studies and literature will support various reactions from the aforementioned groups to
the presence of a banned books collection. The reason the reactions should be studied is to
overcome the problems and controversy of banning library books. It is important to understand
that permanently removing library books from shelves can create a negative effect and reaction
for students. During a study of censorship, Stephanie Kummerer (2001), English Instructor at
Northern Illinois University, stated, By banning many classic books, some life lessons may be
ignored (p.1). Students, teachers, librarians and school faculty view the process of permanently
banning a book as limiting a students freedom to read and restricting the ability to gain literary
value. However, parents have a different reaction and view the process as necessary. Jennifer
Anderson, a parent, that attended the Community High School District 117 School Board
meeting, commented in Ruth Fullers (2009) article in the Chicago Tribune. To an award-
winning book The Absolutely True Diary of a Part- Time Indian Andersons reaction was, "I
can't imagine anyone finding this book appropriate for a 13- or 14-year-old. I have not met a
single parent who is not shocked by this. This is not appropriate for our community" (p.1).
However, an article written in Time.com by Sharon Coatney (2000), a school librarian, had this
reaction to banned books in elementary, middle and high schools, The hardest part of the job is
to constantly keep in balance all viewpoints, not push my own agenda (p.1). As one can see
the controversy between those affected is apparent. The reaction of banning books is difficult for
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librarians because most try to keep everyone content, those that oppose and those that do not.
Therefore, having a banned books collection will please librarians by keeping books on shelves
but also having the collection restricted from students who parents dislike banned books.
The importance of the established banned books collection is that it will please parents,
teachers, librarians, students and faculty. With the established banned books collection being in
kindergarten through twelfth grade school libraries, parents will have final decision on whether
their child will have access to the collection. If a parent does not agree with a banned books
content then he/she will not give the schools library permission to allow the student to check out
the book. However, if another parent, student, librarian, teacher and/ or faculty member believe
that the banned books content has literary value then the parent can give the schools library
permission to allow the student ability to check out the banned book. Generally, if parents have
a negative reaction to a book and prefer it to be banned they will not give their student
permission to read the book. However, the reactions of a few individuals or a group of parents
should not be the deciding factor for an entire student body.
The uniqueness of analyzing the reactions of students, parents, teachers, librarians and
faculty members to the presence of a schools banned books collection is to confirm the need of
its existence to eliminate controversy. Although the various groups reactions to banned books
may be opposing, the reaction to a banned books collection will be agreeable. This analysis of
the different groups reactions is appropriate and relevant in todays K-12 school libraries.
Approximately, once a year there is a book that is written and published for K-12 school aged
students that is forced to be banned from academic libraries. For example, in 2013 the book
series The Hunger Games written by Suzanne Collins was one of the top ten banned books on
the American Library Association list of the year. The Hunger Games suitable for ages thirteen
and older was primarily banned for religious views and the capability to be unsuitable for the
age group. Even though some may have a disagreeing reaction to the book, permanently
removing books from shelves goes against most librarians and librarys goal. Most libraries goal
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and mission is to offer the freedom to read and access of information from books. Therefore, the
reaction to a permissible banned books collection is acceptance amongst librarians, students,
teachers, parents and school faculty within K-12 school libraries.
Literature Review
The group that will have the most reaction and influence on the continuance of the
banned books collection are parents. A students parent will be the deciding factor of whether
the banned books collection should stay or be removed from his/ her students school library.
Parents usually disagree with a student reading a banned book. This reaction can lead a parent
to disagree with the presence of a banned books collection in a schools library. For example,
on a Banned Books Week website (2014) it presented the controversy in the book Their Eyes
are Watching God by Zora Neale Hurston Parents of students in Advanced English classes in
a Virginia high school objected to language and sexual content in this book (p.1) However,
since the collection can only be accessed with a parents approval the parents reaction can
become agreeable to the presence of a banned books collection. For instance on a Parents
Against Bad Books in Schools (2014) website it was stated that Parents should be aware of
what their children can or must read in the school to decide whether it is appropriate for them or
not (p.1).
Even though the collection is only retrieved through parents permission there is another
reason why parents may disapprove of its presence. The other reason is that parents may not
have the ability to monitor the book once it is checked out. If a book is checked out by a student
with permission then the book can be retrieved by a student without permission. However, if this
situation occurs with a parent that does not give his/her student permission to access the
banned books collection students are often exposed to the banned books, allegedly immoral,
life-like situations. To prove that parents should not be disturbed by their student possibly
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getting a banned book once it is checked out from a student with permission, an Eric M. Meyers
(2009) article supports that fact. Meyers and his colleagues described pre-teens behavior in
gaining everyday information and student abilities to make their own decisions in an article. The
social constructivist metaphor is based in the developmental theory of Vygotsky, developed and
refined in theories of situated action and learning conceived of adolescence as a critical period
in the development of childrens mental and social functioning. Qualitative changes in social
development and meaning-making define this period. Preteens begin to think conceptually and
to take steps toward the formation of higher mental processes. They also begin to grasp their
own personality, the outward reality that surrounds them, and the self in relation to broader
social structures (p.306). Parents reactions should not be that of disturbance towards a
banned books collections. The banned books collection is their opportunity to show their child
that even though I disagree with this book, I will not try limiting another parents child from the
freedom of reading what they want to read.
Students K-12 will have the most impact with the presence of a banned books collection.
For example Sharon Cromwells article on banning books describes the different impacts that a
banned book may have on students. Cromwell (2004) states that, Challenges to curriculum
content have torn apart communities. On the one hand, advocates of banning certain books
maintain that children in grades K-12 will be harmed if we don't protect them from inappropriate
materials. Opponents are equally heated in insisting that censorship of books and other
curriculum materials violates the academic freedom and diversity of thought protected by the
U.S. Constitution (p.1). A banned books collection may have a positive or negative impact on
students. Even though, students have the option of making their own decisions it up to the
collaboration of parents, teachers and librarians to ensure if the books content will have a
negative or positive reaction after the student has read the book. Some students that do have
the ability to positively and educationally interpret a banned book should look to the approval of
adults when wanting to gain information from a banned book. As Meyers (2009) describes the
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importance of adult influence on childrens perspective in gaining information, These
researchers found that adults can be supportive and provide confidence and validation to
children even when they do not provide technical assistance with the search (p.307). If groups
such as: parents, teachers, faculty and librarians can come together and agree to a students
ability to positively interpret the banned books content then the student should be able to have
access to the collection. In the English Journal, Jane Agee (1999), gave an example of positive
effects of parent collaboration with teachers and faculty with students reading banned books.
Proactive strategies are also important in establishing a climate that encourages teachers to
include more culturally diverse texts in the literature curriculum. Brown and Stephens advise
teachers, librarians, administrators, and parents (or others from the community) to form an
Intellectual Freedom Group whose purpose is to coordinate a range of educative activities.
Including censorship issues in a secondary school English curriculum is another strategy for
bringing critical questions about students' right to read into the classroom in a proactive way
(p.68). However, if the groups cannot agree on the students ability to positively interpret the
books content then the students access should be and the parent will make that decision. The
reaction of the student with denied access to a banned books collection that notice their peers
having access may be that of dissatisfaction. To avoid this reaction amongst students the
parents, teachers, librarians, and school faculty should thoroughly explain that through
collaboration with parents students may or may not have access to the collection. Some
students reaction may be to challenge the decision. If so, the student should be directed to talk
with his or her parent for clarification because the parent will make the final decision of whether
to allow the student access to the banned books collection.
Teachers and school faculty will also be affected by the presence of a banned books
collection. Teachers may have the reaction of acceptance with the presence of a banned books
collection in a K-12 school library. Teachers often go against the decision to ban books. In
response to the Banned Books Week celebration, Ashley Samsa (2013), an English teacher,
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wrote an article about her view on banned books during this week. Samsa states, Its Banned
Books Week, which means its time to draw students attention to books frequently challenged in
schools and libraries. Its also an opportunity to celebrate reading freedom by reading a few
banned or challenged books- either with students or just for ourselves- allowing these books to
open our hearts and change the way we view the world (p.1). Faculty also has their objections
to banning books and will have positive reactions to the presence of a banned books collection
in the schools library. When being interviewed by a WCNC staff member, Craig Fishcer, (2014)
a faculty member, parent and professor, made a comment on Watauga County Board of
Education decision on keeping a banned book The House of Spirits on school librarys
shelves. Fishcer stated, I completely understand parents who look at the book and say this is a
little too adult for my kid and opt for the alternative, but I dont understand removing it
completely from the curriculum and not allowing anybody to read it. Its a slippery slope. Once
you start taking books out of one curriculum, you can take other books out (p.1). With teachers
and school faculty not wanting books to be permanently removed from K-12 libraries their
reaction will be certain that a banned books collection is an added benefit to the school.
Other than teachers and faculty members, school librarians are the group that may
handle and deal with the most questions and inquiries regarding the banned books collection.
With the banned books collection being in a school librarians primary environment, outside of
parents, teachers and faculty, many may go to the librarian for clarification. On the aspect of the
freedom to read and intellectual freedom K-12 school librarians will react encouraging to the
presence of the banned books collection. To support this reaction the American Library
Association (ALA) has a few priorities in that some librarians view as a way to promote
intellectual freedom. A few of the ALA priorities (1988) are the ALA Council voted
commitment to five Key Action Areas as guiding principles for directing the Associations
energies and resources: Diversity, Equity of Access, Education and Continuous Learning,
Intellectual Freedom, and 21st Century Literacy (p.1). With most librarians supporting
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intellectual freedom with the freedom to read the presence of a banned books collection will
have a positive reaction by librarians. However, some librarians may have a negative reaction to
the presence of a banned books collection. Librarians may have to do background research on
why and where the book was originally banned and create the forms/ system for students ability
and inability to gain access to the collection. Doing the background research and creating the
system to allow or block a students ability to check out banned material may be demanding for
school librarians. Wikipedia (2014) describes a librarians research responsibilities Example of
librarian responsibility: researching topics of interest for the constituencies (p.1). After the
system is created and librarians are aware of the history and reasons for past, current and
possibly future banned books the librarian should develop a content reaction to the collection.
Furthermore, will be an ongoing process and should not be the opinion of every librarians
reaction to a banned books collection because some may enjoy doing research and generating
systems for the schools library. The background research of the banned books held in the
librarys collection is beneficial for the librarians to be prepared to answer questions from
parents, teachers, students, and faculty.
The methods used to communicate and understand the reactions to the presence of a K-
12 banned books collection are through qualitative research using questionnaires, a consensus
group and ending with a content analysis.
Methods and Results
As previously described, the suggestive data collected will be constructed by the
Communicative Action Theory. The data is collected from these specific groups: parents,
students, teachers, faculty and librarians. According to Hjorland, researcher, (2007) By
separating communication into several elements and focusing on motivation behind speech the
communication theory will be used amongst the five groups. Within this study only those
affected in the K-12 grades of Charlotte Mecklenburg Schools (CMS) will be examined.
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In conjunction with the communicative action theory using Qualitative Research the
study will aim to gather an in-depth understanding of human behavior and the reasons that
govern such behavior as explained on Wikipedias (2014) online encyclopedia. The
communicative action theory and qualitative research is best used with this study to allow one
group to understand another groups behavior through communication. As previously mentioned
the methods used for this study are: questionnaires, a consensus group and content analysis.
The study should be conducted by a librarian.
The librarian that conducts the study should be one that has had interaction with CMS
libraries, students, parents, teachers and faculty. The reason why the study should be
conducted by a librarian and not a teacher or parent is because librarians typically uphold the
mission of the freedom to read. Librarians also have been trained and educated on
strategically solving issues within libraries amongst users, supporters, administrators, etc. It is
also better to have librarians conduct the study because before, during and after school hours
the librarian will most likely always be present where the banned books collection is placed;
therefore, being able to answer questions and gain feedback from questionnaires and the
consensus group. Before conducting the methods general background research is necessary.
The general research can consist of who, where, when and why if negative or positive
complaints were made within CMS libraries or to schools about the banned books collection.
The complaints, either positive or negative, should be collected from parents, teachers,
students, faculty and other librarians. Gathering positive and negative complaints are necessary
to understand why they were made. If the librarian is able to understand the individuals
perspective it is part of qualitative research, in gaining an in- depth understanding. Analyzing the
complaints or comments can also lead the librarian into which questions to ask on the
questionnaires.
Web- based and paper questionnaires will be used for various reasons. The two main
reasons that questionnaires will be used are for the low cost and low- pressure on respondents.
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Wallace and Fleet also label these two reasons as advantages of questionnaires. Wallace and
Fleet states, An effective questionnaire- based research and evaluation project can be
conducted for the cost of stationery, postage, and the investigators time Web- based digital
questionnaires have the potential for being even more cost- effective; Individuals approached to
participate in interview- based research and evaluation may feel a sense of pressure to
respond. That pressure is greatly reduced in questionnaire research and evaluation (p.186).
The low cost is important because librarians will have to face budget encounters when first
forming the banned books collection. Gaining valid answers at low cost will be beneficial for the
library and schools budget. The questionnaires will be presented to students, teachers, faculty,
parents and also librarians (and staff). Each group will be asked the same questions and given
the same needed information; however each question will be worded differently to appeal to the
targeted group. For instance, each group will be asked Do you, your child or student has
access to the banned books collection? This one question will be asked to each group.
However, this question in the parents questionnaire will state With your consent, has your child
been given access to the school librarys banned books collection? This same question will
appear as follows on a students questionnaire form, From your parent/ guardians approval do
you have access to the school librarys banned book collection? This pattern will follow on
teacher, faculty and other librarians questionnaires, except theirs will pertain to their personal
preference. The questions asked will be behavioral and opinion questions. The librarian will
want to understand from individuals: what was the initial reaction to having a banned books
collection; what is your reaction now to having a banned books collection and what affect does
the parental consented banned books collection have on you?, etc.
During the research of these methods it is important to see and remember that the main
focus of gaining answers from different groups is gratification from students, contentment from
parents and the ability to freely establish the school and librarys mission for teachers, faculty
and librarians. With that being noted, the questionnaires are to be web- based and printed on
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paper. The reason why the questionnaires are to be web- based and printed is to hopefully gain
the participation of every individual within each group. Teachers, faculty and students may
access the questionnaire on the schools website and/ or the library computers homepage. The
value of gaining the answers to the questionnaires via web-based is that the answers can be
digitally computed and saved automatically. However, to reach parents at home and the
students that may not frequent the library, the questionnaires printed on paper will become an
advantage. The paper questionnaires can be received at the library through the librarian and
through the teacher within a classroom. The schools faculty and teachers will be aware of the
questionnaires and understand that the responses of the questionnaires are needed to
understand the reactions to the presence of the banned books collection. For the parents that
do not have computer access and are unable to retrieve the questionnaire through the web, will
receive a copy of the paper questionnaire from the student and mail. The librarian will be able to
collect the answered questionnaires at the library, through the web, and via mail (attn. lead
school librarian). Once the librarian collects the questionnaire answers the data should be
separated into positive, negative and neutral reactions. Each group (parents, teachers,
students, faculty and librarians) questionnaires will be compiled, analyzed, then separated into
whether the individual thinks that the presence of the banned books collection has had an
overall positive effect, negative effect, or neutral effect within the schools library. Noticing who
has had a positive, negative or neutral reaction to the presence of the banned book collection
will help the librarian develop and conduct the consensus group.
As stated from Rob Sandelin (2014), Consensus is a group process where the input of
everyone is carefully considered and an outcome is crafted that best meets the needs of the
group It is not a unanimous agreement. Participants may consent to a decision they disagree
with, but recognize and meets the needs of the group and therefore give permission to (p.1).
During the consensus group the librarians goals are to share each groups opinions and
develop a level of satisfaction amongst each individual. The consensus group meeting will be
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held after CMS hours to ensure the participation of parents, students, teachers, librarians and
faculty. Participants may attend in-person or via web stream online. The positive, negative and
neutral reactions were data that was answered through the questionnaires from the various
groups. To start the consensus meeting the librarian will welcome the participants and thank
everyone for their time and responses to the questionnaires. The librarian will lead the
consensus meeting asking similar questions to what was on the questionnaires. The difference
is that each group will hear the other groups responses and reflect on the benefit or non-benefit
of the banned books collection within CMS libraries. At the end of the consensus meeting the
parents would have come to a level and reaction of satisfaction knowing that the collection is
only accessible with by a parent and/or guardians approval. The students will have a reaction of
gratification depending on their parent/ guardians decision. Teachers, librarians and faculty will
ultimately have the reaction of contentment knowing that they can freely continue to promote
education, literacy and reading to students. The combination of the results of the questionnaires
and the consensus group meeting will be presented in a content analysis.
The University of Washington (date unknown)describes content analysis as, Interviews,
field notes, and various types of unobtrusive data often not amendable to analysis until the
information they convey has been condensed and made systematically comparable This
process is commonly called content analysis (pg.238). Therefore, shortening the information
collected from the questionnaires and consensus meeting the different groups and outside of
the groups will see that the banned books collection is a benefit to CMS libraries. The results
from the methods used will be present in the content analysis. The analysis will show how initial
reactions from the presence of a banned books collection developed and improved. The content
analysis will also show how different groups with varying opinions were able to come to a
consensus. Depending on the librarians want to continue developing the banned books
collection there may also be a suggestion for future use.
Future Suggestion
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With approval, CMS librarians may come together to change the name of the collection.
The name of a banned books collection may bring about negative cogitation. With the history of
banned books always have a pessimistic outlook it will be beneficial for CMS librarians to
change the name of the collection. Instead of naming the collection the Banned Books
Collection, CMS librarians may decide to change the collection name to the Freedom to Read
Collection. Changing the name will create a positive reaction and reflection on the collection
while keeping the curiosity amongst CMS students to access the collection.
Conclusion
Using the communicative theory a study was conducted to understand the different
reactions to the presence of a banned books collection within a K-12 school library. Parents,
students, teachers, librarians and school faculty are the main groups that will be affected by the
presence of the banned books collection. Analyses of various literatures and studies are used to
support the different reactions of the groups used within this study. Parents being the deciding
factor of whether his or her student will be able to access the collection and books not being
permanently banned from school libraries will have a positive reaction amongst individuals.
Collecting data through questionnaires and a consensus group gave specific and
detailed results of different reactions generated from the presence of a banned books collection.
There were some parents, teachers, students, librarians and faculty members that produced a
negative reaction towards the collection. However, there were some of the same groups that
produced a positive and/ or neutral effect. Throughout the differences all groups reached a
consensus that if the banned books collection remains accessible only through parental consent
then it should remain in CMS libraries. In the end each individual within the various groups were
content. In the future, it is suggested that CMS librarians may change the name of the Banned
Books Collection to the Freedom to Read Collection to increase and keep interest and divert
negative connotations.
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The banned books collection has developed a successful and satisfied reaction amongst
individuals that are involved with CMS libraries and is likely to be used as a guide amongst
other K-12 school districts and libraries.
















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