CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

Censorship & Intellectual Freedom in Libraries: A Different Approach to Advocating

Intellectual Freedom in Libraries
Hope D. Alwine
University of North Carolina at Greensboro

Author Note:
Hope D. Alwine, Library & Information Science, University of North Carolina at
Greensboro
This research plan was an assignment for LIS 600: Foundations for Library and
Information Science under the instruction of Dr. Christopher Cunningham, Ph.D. at the
University of North Carolina at Greensboro

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

Abstract
Censorship in libraries of all types has plagued the institution since its founding as
people seek to change the fundamental principles of librarianship by influencing what is
to be on a librarys shelves or in its online presence. Libraries are meant to be a place
of learning and exploration as librarians provide all avenues to a path of knowledge.
The plan for action research is not to focus on the censorship aspects of libraries but
rather how to foster a more welcoming environment for intellectual freedom through an
introduction of new programs to bring new views to patrons of all ages. It moves away
from the traditional awareness of banned books as it can lead to a negative connotation
that may put patrons on the defensive. It fosters a plan for research to see which
method is better, the awareness campaign through Banned Books week or through
workshops encouraging the exploration of new material within the state of North
Carolina. Intellectual freedom is a vital part of a libraries survival and its ability to grow
and rather than focusing on the problems of censorship, libraries should promote the
principles of intellectual freedom and its role in expanding the horizons of its patrons.
Keywords: censorship, intellectual freedom, libraries, American Library Association,
North Carolina

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

Censorship & Intellectual Freedom in Libraries: A Different Approach to Advocating

Intellectual Freedom in Libraries
Arthur Schlesinger describes censorship as [T]he struggle between expression
and authority is unending. The instinct to suppress discomforting ideas is rooted deep in
human nature. It is rooted above all in profound human propensities to faith and fear
(Foerstel, 1994, p. xii-xiii). Censorship has always and will continue to plague libraries
and librarians as if there is material is on the shelf or on the Web, someone will disagree
with it and challenge it. Librarians must tread cautiously to follow the American Library
Association (ALA) guidelines of intellectual freedom while also not offending their
patrons and community. It is a tight rope that librarians must walk and when the
inevitable challenge comes, either for a physical piece of material or a digital form,
librarians must pray for the safety net to be there when the challenge knocks them off
balance.
The purpose of this action research is to propose a new method of librarians
promotion of intellectual freedom and to minimize the negative connotations associated
with censorship. Past research shows where censorship is most prominent and who is
more likely to challenge so the idea is to take this knowledge and hopefully use it to
promote new ways to view intellectual freedom. The problem of censorship will never
leave librarians and libraries everywhere but a new image can replace it. Then another
set of studies will need to be implemented to see if the change has indeed made a
difference. By changing the image of intellectual freedom to a positive connotation and
make it into a more welcoming and accepting image, then people will react differently
and be less likely to challenge material. The goal of intellectual freedom is to allow

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

patrons to explore new ideas and welcome new material, accepting different views and
giving people the whole picture rather than one side. Censorship breeds fear and
anger, making people afraid to expand their horizons but part of a libraries mission is to
introduce people to new ideas without fear of judgement.
Censorship has existed since the Roman Empire but it escalated with the
invention of the printing press by Johannes Gutenberg in 1455 (Foerstel, 1994). During
the sixteenth century, censorship became the norm as governments and the church
tried to control the masses in their favor (Grendler, 2004). The Protestant Reformation
brought about the first major wave of censorship as Martin Luthers Ninety-five Theses
was banned first Pope Leo X in 1517, as it was a statement condemning some of the
Catholic Churchs practices. Government censorship followed in 1521, as governments
depended on the Church for funding and support, when Emperor Charles V issued the
Edict of Worms containing the Law of Printing which prohibited the printing,
possession or reading any of Luthers works (Foerstel, 1994). Then in 1564, the Index
librorum prohibititorum (Index of Prohibited Books) was passed, dictating what authors
and works Catholics were not allowed to print or read (Grendler, 2004).
In todays terms, European censorship in the sixteenth century was an extreme
but even in the United States, a declared country of democracy and freedom,
censorship still exists. For example, the state of Virginia is attempting to pass House
Bill 516, a piece of legislation that would allow parents to review what their children are
assigned to read for class and then have the power to refuse the assignment and force
an alternative assignment. As of April 20, 2016, the House failed to override the
governor, democrat Terry McAullfie, veto by a single vote (Virginia Legislative

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

Information System, 2016). Discussions are still being held as to how to push the
legislation through or to seek another avenue through school board reform. Either way,
censorship is still alive and influencing what material can be offered to both adults and
children.
Definition and Organization
The number of examples of censorship are beyond count but what exactly is
censorship? Censorship is defined as [the] prohibition of the production, distribution,
circulation, or display of any work deemed objectionable by a governing authority
because of language, content, or other ideas it views as dangerous and detrimental to
its readers (Jones, 2015, LOC10795). In layman terms, censorship is the removal of a
piece of material as it is deemed unfit to be widely circulated. While the definition
stays the same, how censorship is enacted has many different faces. For example, in
the digital age, censorship is enacted through filters on the Internet to avoid people from
access of undesirable material such as pornography or excessive violent websites. The
concept of the internet is to have the free exchange of ideas and products without any
fear of retribution and it has backfired to become a channel of misdirection,
misinformation, deception and the user must become adept at ensuring what is correct
information and what sights are safe to traverse in without being hacked or have their
identity stolen (Gorman, 2015).

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

Figure 1

Michael Gorman made the statement Therefore, in considering intellectual

freedom issues, we should always be aware that we are not dealing with good and evil
thought both may well be present but with a complexity of views, many of which are
sincerely held (Gorman, 2015). Figure 1 is some statistics from the ALA in their records
of challenges and the graph indicates the types of challenges that have been common
in the last twenty years (American Library Association, Statistics, 2013). Intellectual
freedom is viewed as the opposite of censorship, it is the pathway that allows every
person to learn whatever they wish, making it a principal right given to humans. It is
protected through the First Amendment of the Bill of Rights of the United States

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

Constitution and the basis on which intellectual freedom is found. The concept of
intellectual freedom is purposely kept vague through the ALA as if it had stricter
conditions in which it is defined, then it cannot continually be adapted to changing
conditions (Gorman, 2015).
Unfortunately, the history of combating censorship has not been a constant show
of support for librarians fighting challenges. The Cold War riddled the country with fear
concerning new ideas that could bring down the democratic society many had fought
and died for. The sting of being left hung out to dry still taints the ALAs effectiveness in
its fight for intellectual freedom as librarians continue to fear for their jobs if they do not
comply to some form of censorship either through collection development or removal of
material due to community pressures. It has not been until recently in which librarians
and others defending intellectual freedom had a strong supporter in their corner.
Ernestine Rose, at the 1939 Annual Conference in San Francisco, moved to
adopt a form of Forrest Spauldings, librarian of the Des Moines Public Library, Librarys
Bill of Rights (American Library Association, Intellectual Freedom Manual, 2010, p. 5051). It is a statement giving a general description of what rights the library has to use in
its librarys such as the freedom to represent all sides of an argument in the librarys
collection despite personal or community influenced views. Since the initial adoption of
the Library Bill of Rights, many interpretations have been adopted as libraries and the
United States changed through the entry into the digital age as well as the acceptance
of many more different groups into the fold. The Library Bill of Rights is the basic policy
regarding intellectual freedom in relation to libraries but it is only a set of guidelines.
The current Library Bill of Rights can be found in Appendix 1.

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

The Intellectual Freedom Committee (IFC) and the Office for Intellectual
Freedom (OIF), two subsets within the ALA, were created to help carry out the
advocacy for intellectual freedom and to aid with the fight against challenged material.
The responsibilities of the OIF is as follows The goal of the office is to educate
librarians and the general public about the nature and importance of intellectual freedom
in libraries and to support librarians, teachers, and administrators undergoing a material
or service challenge (American Library Association, Office for Intellectual Freedom,
2008). In December 1, 1967, the OIF was put in place to implement ALA policies that
were in relation to intellectual freedom. The IFC was created in 1940 to safeguard
the rights of library users in accordance with the Bill of Rights and the Librarys Bill of
Rights, as adopted by the Council (American Library Association, Intellectual Freedom
Manual, 2010). The IFC is an eleven-member committee with a two-year term consisted
of ALA members appointed by the Council Committee on Committees along with the
president elect (American Library Association, Intellectual Freedom Committee, 2009).
Previous Research Conducted on Censorship and Intellectual Freedom
Several studies have been done on intellectual freedom and censorship within
the field of library and information science, most of the research focuses on challenges
and the how, when, where, and why pertaining to those challenges. Others are studies
on the history of challenges such as Judith Serebnicks study done in 1979 where she
found that during the 1950s most of the censorship that occurred originated with the
librarians themselves with collection development and a lack of promotion. The
statistics reveal librarians were doing more censoring over parents and principals.
Another study done by M.J. Pope in 1973 as a doctoral thesis revealing that librarians

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

with more education were less likely to restrict material within their libraries (Rubin,
2014, p. 505).
A major study done was completed in 1980 called Limiting What Students Shall
Read which studied 1,891 librarians in public elementary and secondary schools as well
as supervisors, principals, and superintendents, across the nation, were interviewed via
mail and telephone surveys. One third of librarians in this study said they had to submit
at least one challenge in their career. In those cases, thirty percent of the challenges
resulted in the material being altered, restricted, or removed. Half of the challenges
came from parents, then teachers, and finally school board members (Kamhi, 1981). A
sampling of 6,500 U.S. school systems in 1993 by Hopkins showed that challenges
occurred in and out of the system, but most librarians who had high level of confidence
in their ability were in more support of intellectual freedom and fought for the challenged
material to remain (Rubin, 2014). The challenges that came from within the school
system such as from principals usually resulted in the removal of the material.
Dresang describes the overall state of research on intellectual freedom as more
philosophical, theoretical, and descriptive studies in her review of literature on
intellectual freedom. It is more about what can be done rather than what is done in
context to intellectual freedom (Dresang, 2006). The ALA does not give out a lot of
statistics freely on the numbers behind censorship in the United States but rather what
is being challenged and why. Eventually, they do submit reports and usually it indicates
that the number of challenges are increasing but no action research is done from the
ALA pertaining to how to get the number of challenges down. Awareness is only one

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

10

step in the fight against censorship but it will not reduce the number of challenges
alone, more propelled focus on research and action is necessary.
Action Research Plan
After studying what previous research has been done, it has come to light that to
actually studying intellectual freedom is a difficult task. Many attempts have been made
and various studies conducted, most of which were surveys and telephone interviews to
gain knowledge through anonymity but the return rate is not very high. Surveys are not
necessarily the best option for research but for what information is needed, it is
necessary. The point is to find new avenues in which to pursue intellectual freedom at
its heart. The ALA and Office of Intellectual Freedom (OIF) promote Banned Books
Week every year with large campaigns to bring awareness that censorship is still a
threat to the United States democratic society but it is not the best method. The
vocabulary associated with censorship is of a negative connotation and he plan is to
see what will happen if the focus is changed towards a positive role of intellectual
freedom in libraries.
The first step is using the previous research to find what areas need the most
help but additional research will need to be conducted in order to move forward. No
major study has been conducted in North Carolina related to intellectual freedom. It has
a very diverse population with a good network of libraries under the umbrella of the
State Library of North Carolina with plans of one day becoming a single system under
one catalog and one system. More libraries are coming to the Cardinal catalog and
Evergreen program for circulation and statistics and it will make a state-wide study
much easier. By working with the State Library and ALA, the research can come

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

11

directly from its librarians as well as use grants to make an incentive program for
completing the surveys. The incentive program will ensure a higher participation rate
than previous mail and phone studies in other studies. Examples of what incentives
could be offered for participation are drawings for prizes, free promotional material, free
rental, forgiveness of minor fees (less than a dollar).
From previous studies, it is known that school libraries and rural communities are
more likely to have more challenges than that of urban and more diverse populations.
Rather than command the study occur in a library, it will be voluntary participation but
once committed, it is important that the ALA, State Library, and OIF dedicate resources
if there are unforeseen consequences such as legal action taken against the library.
The first survey will be aimed at what is the best method are people willing to receive
new information. Are programs, displays, or other promotional methods the best for
receiving new information? Do people prefer to engage in book clubs or be able to find
their own material.
One of the major problems to intellectual freedom is people are set in their ways,
they did not wish to stray from what they have always done. Librarians are meant to
help create new avenues for people to explore new ideas and break people from their
usual molds. It is not the job of a librarian to force new material upon people. There are
traditional methods through promotions such as displays of certain genres, bookmarks
depicting new books and authors, suggested reading lists, and posters depicting scenes
from favorite books to help stir curiosity. Through the study, it will be discovered what
the most receptive way for patrons to receive new material and then tailor those results
to encouraging people to willingly step from their comfort zones.

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

12

After the first step, comes the implementation stage where with the help of
various organizations, such as the ALA, State Library and OIF, it will use the research
data and develop programs to help patrons reach out to new material.

The objective is

to get people to read or watch something they normally would not. Many patrons will
tell you they tend to stay with their favorite author or genre. It is an opportunity to also
really engage the relationship between the patron and librarians, not necessarily forcing
but strong encouraging that librarians reinvest with the patrons, finding out a patrons
likes and dislikes and suggesting similar items but maybe not the same as what they
are used to. Libraries can introduce new material to patrons without them even
realizing it with new programs such as Blind Date with a Book. Blind Date with a Book
allows for patrons to view a general synopsis without any spoiler alerts and the genre as
the book is covered with either wrapping paper or simple brown paper. The idea is to
break people from their traditional authors and genres and dare to try something new.
After the pilot program in five to ten libraries in North Carolina, it will be time for
reevaluation through another survey.
To librarians, publishers, book sellers, and other similar organizations, Banned
Books Week is a celebration that no matter where the United States is in its
advancement into new technology and new ideas, the principal of freedom remains
strong and that the books listed as challenged materials have risen above their
challenges to continue to be read and enjoyed. Another viewpoint is Banned Books
Week can surround people with uneasy feelings as they remember a time when reading
banned material could result in retribution and associating themselves with such an item
could bring shame to themselves and their families. The giant red letters of banned

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

13

surrounding a piece of material bring a negative attitude that discourages people from
even considering the material.
By entering into a new relationship with patrons and participating in new
innovative programs that encourage intellectual freedom, the result will help ease the
tension associated with censorship. The second survey will then take place, seeking
new opinions on the changes and see how patrons feel about the new methods of
introducing new material. Do patrons notice the change? Are they comfortable with the
new methods? The programs will continue, along with the surveys (anonymous and
over a length of time from implementation of the programs to Banned Books Week) and
then the month of October will be dedicated to Banned Books Week. The new Banned
Books Week will introduce the books in a new light with explanations as to why they
were challenged but in a different method. For example, currently Fifty Shades of Grey
by E.L. James has been challenged on the grounds of being sexually explicit, unsuited
to age group and poorly written in such a manner that teens might want to act it out to
get a full understanding of the authors meaning (Banned Books website). Banned
Books will not be eliminated as many organizations have dedicated funds and support
to its creation and awareness.
Censorship should not be swept under the rug as people will never stop
attempting to prevent something from reaching the light of day to prevent unseen
consequences caused by material. The dedication of the program and research is to
improve library relationships with its patrons and enrich a welcoming environment for
intellectual freedom and to find the most effective methods for other libraries. There is a
caveat that the methods of one library may not be the best method for another library.

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

14

Through surveys and open communication between libraries, a single librarian can
make an educated decision on how best to proceed with their collection and awareness
for intellectual freedom.
A final survey will be submitted to patrons and libraries after Banned Book Week,
evaluating the two different approaches and determining which is more effective in its
tactics. If statistics can support higher circulation data, significant attendance to
programs and the survey data provides a positive image, then the program can be
expanded into other libraries. As mentioned earlier, this may not be the best course of
action for some libraries but if it is successful in its implementation, then its expansion
may create the type of environment where others are forced to reconsider challenging
material. The best way to combat the attitude against intellectual freedom is with
education and positive reinforcement if there are hundreds of libraries joining forces,
the censors would be forced to reconsider their stance. If there is strength against a
challenge, it has a greater chance of diminishing without any violence or repercussions
Conclusion
Libraries are one of the pillars of democracy and freedom within the United
States. Censorship both threatens and supports democracy as it is the censors right to
express themselves and it is the right of those being challenged to fight the censor.
Libraries are caught in the middle as they cannot out right shut out censorship but must
listen and accept the censors opinions despite it being against the Library Bill of Rights
and their own principles. Intellectual freedom is the light at the end of the tunnel against
oppressive censorship it offers a new world where all opinions are accepted equally
and everyone can learn what they wish from whatever format they wish. Through the

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

action research, a new dawn can rise for libraries and start to live in a new light, one
free from fear and oppression. Through education, enlightenment, and support for
freedom, the libraries of the United States can help change the face of intellectual
freedom and censorship.

15

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

16

Appendix 1
Library Bill of Rights
The American Library Association affirms that all libraries are forums for information and
ideas, and that the following basic policies should guide their services.
I. Books and other library resources should be provided for the interest, information, and
enlightenment of all people of the community the library serves. Materials should not be
excluded because of the origin, background, or views of those contributing to their
creation.
II. Libraries should provide materials and information presenting all points of view on
current and historical issues. Materials should not be proscribed or removed because of
partisan or doctrinal disapproval.
III. Libraries should challenge censorship in the fulfillment of their responsibility to
provide information and enlightenment.
IV. Libraries should cooperate with all persons and groups concerned with resisting
abridgment of free expression and free access to ideas.
V. A persons right to use a library should not be denied or abridged because of origin,
age, background, or views.
VI. Libraries which make exhibit spaces and meeting rooms available to the public they
serve should make such facilities available on an equitable basis, regardless of the
beliefs or affiliations of individuals or groups requesting their use.
Adopted June 19, 1939, by the ALA Council; amended October 14, 1944; June 18,
1948; February 2, 1961; June 27, 1967; January 23, 1980; inclusion of age reaffirmed
January 23, 1996.

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

17

References
American Library Association. (2008, June 13). Intellectual Freedom. Retrieved April 21,
2016, from http://www.ala.org/advocacy/intfreedom
American Library Association. (2008, June 9). Office for Intellectual Freedom. Retrieved
from http://www.ala.org/offices/oif
American Library Association. (2009, October 27). Intellectual Freedom Committee
(IFC). Retrieved from http://www.ala.org/groups/committees/ala/ala-if
American Library Association. (2010). Intellectual Freedom Manual (8th ed.). Chicago,
IL: American Library Association.
American Library Association. (2013, March 26). Statistics. Retrieved May 8, 2016, from
http://www.ala.org/bbooks/frequentlychallengedbooks/statistics
Dresang, E. (2006). Intellectual Freedom and Libraries: Complexity and Change in the
TwentyFirstCentury Digital Environment1. The Library Quarterly, 76(2), 169192. doi:10.1086/506576
Foerstel, H. N. (1994). Banned in the U.S.A.: A reference guide to book censorship in
schools and public libraries. Westport, CT: Greenwood Press.
Freedom in the United States in the Twentieth Century. (1977). In C. H. Busha (Ed.), An
intellectual freedom primer (pp. 15-70). Littleton, CO: Libraries Unlimited.
Gorman, M. (2015). Intellectual Freedom. In Our enduring values revisited:
Librarianship in the 21st century (pp. 2147-2399). Chicago, IL: American Library
Association.
Grendler, P. F. (2004). Censorship. In J. Dewald (Ed.), Europe, 1450 to 1789:
Encyclopedia of the Early Modern World (Vol. 1, pp. 434-436). New York: Charles

CENSORSHIP & INTELLECTUAL FREEDOM IN LIBRARIES

18

Scribner's Sons. Retrieved April 25, 2016, from http://go.galegroup.com/ps/i.do?

id=GALE|
CX3404900191&v=2.1&u=gree35277&it=r&p=GVRL&sw=w&asid=90db3df776b6
6ac39a8f35c7ac722097
Jones, B. M. (2015). Intellectual freedom. In S. Hirsh (Ed.), Information services today:
An introduction. Lanham, MD: Rowman & Littlefield.
Kamhi, M. M. (1981). Limiting What Students Shall Read. Books and Other Learning
Materials in Our Public Schools: How They Are Selected and How They Are
Removed (Rep.). (ERIC Document Reproduction Service No. EA 014 243)
Knox, E. (2014). The Books Will Still Be in the Library: Narrow Definitions of
Censorship in the Discourse of Challengers. Library Trends, 62(4), 740-749.
doi:10.1353/lib.2014.0020
Knox, E. J. (2014). Supporting Intellectual Freedom: Symbolic Capital and Practical
Philosophy in Librarianship. Library Quarterly: Information, Community, Policy,
84(1), 8-21. doi:0024-2519/2014/8401-0002$10.00
Magi, T. J., & Garnar, M. (Eds.). (2015). A history of ALA policy on intellectual freedom:
A supplement to The intellectual freedom manual, ninth edition (9th ed.) [Kindle].
Magi, T. J., & Garnar, M. (Eds.). (2015). Intellectual freedom manual (9th ed.) [Kindle].
Rubin, R. (2014). Intellectual Freedom. In Foundations of library and information
science (4th ed., pp. 487-531). Chicago: Neal-Schuman.
Virginia Legislative Information System20. (2016, April 20). 2016 Session: HB 516.
Retrieved from https://lis.virginia.gov/cgi-bin/legp604.exe?161%2Bsum
%2BHB516