Libraries of all types are very invested in intellectual freedom, and the freedom of all people to read what they want.

This is an issue relevant to and important in every library. And one person working to give us guidelines in this area is interveiwed here, about her work and her new book. We give an excerpt here from the ALA’s Intellectual Freedom Blog; you can read the whole article here.

“In 2019, 19% of materials challenges reported to the Office for Intellectual Freedom took place in school libraries. Librarians working in schools need to be equipped to handle challenges when they arise. They also need pre-service preparation and ongoing professional development on a range of intellectual freedom topics, including privacy and emergent technologies. 

One scholar-practitioner working in this area is April Dawkins, Assistant Professor in the Library and Information Science Department in the School of Education at University of North Carolina Greensboro. Her areas of teaching include school librarianship, intellectual freedom, and young adult literature. She was a writer and news editor for the Intellectual Freedom Blog, and worked on the ALA’s Selection and Reconsideration Policy Toolkit for Public, School, and Academic Libraries. She earned her MLS from NC Central University and her PhD in Library & Information Science from University of South Carolina.

I recently interviewed April Dawkins about the newly-released Intellectual Freedom Issues in School Libraries, which she edited for ABC-CLIO, and her work on intellectual freedom topics. 

How did you become interested in intellectual freedom as your area of scholarship?

AD: I was concerned as a practicing high school librarian for 15 years. I remember I added the first LGBTQ books to the collection at my first school. I did a display of new acquisitions, including LGBTQ titles. A faculty member saw and asked, “What is this, and why did you buy it?” We had a frank discussion about intellectual freedom, and about the presence of LGBTQ titles. He didn’t agree with me, but he said, “You are the expert here.” The discussion was important.

We discuss this in our young adult materials class at UNC Greensboro. I felt fairly prepared to handle a materials challenge, but as I talk with other librarians, I see this is an area of great concern….

Can you describe the primary topics covered in the new book?

AD: This book is a compilation of articles from the archives of School Library Connection, School Library Monthly, and Library Media Connection. I selected the articles, organized them, and edited to bring them up to date in terms of statistics, citations, or statements from ALA. I tried for minimal overlap in the topics. The publishers first approached Helen Adams, who I acknowledge in the beginning. 

There are seven sections. We start with an overview of what intellectual freedom is. It’s about more than censorship. Freedom of speech, expression, privacy, accessibility and making sure the resources you are providing are available to everyone, technology and who has access and who doesn’t. Policies and procedures. Policies give you a safety net. Librarians need something to stand on.

I would like to see the most expansion in terms of future work in the section on technology. Broadband is a big issue in this country. Access, equity, and privacy as it relates to technology. Most schools have not thought about the ramifications for student privacy. Like reading student overdue notices aloud: it’s done from a place of convenience, and intending to promote responsibility, but it should not be done.”

You can read the entire article here!