2. Censorship, analysing Lilis(2010 & 2013).

Picture books for confronting topics

The companion articles by Lillis (2010 & 2013) encouraged me to think about what censorship is, the different types of censorship and how to respond. She argues that  picture books enable learning about confronting issues. I felt that Lillis demonstrates a particularly positive and practical approach, that helped in grappling with the complex issue of censorship. The link to my review can be found here.

Lillis does not mention self-censorship, which is avoiding selection or use of controversial titles (Freedman & Holly, 2001), yet this serious issue seems to be what her article best addresses. By presenting the case that discussing confronting issues, helps children to critically accept reality, she provides convincing rationale for the professional to avoid self-censorship. Censoring isolates victims, because society then lacks understanding of their plight, and also leaves children open to horrifying news from various sources, without the opportunity for thinking discussion (Lillis, 2010 & 2013). Vygotsky's theory of social learning proposes an essential role for discussion in learning and development (Lillis 2013; Pound, 2006).  Lillis (2010 & 2013) then describes how various picture books on homelessness and war can be used to scaffold thinking and critical literacy.

I learned that self-censorship needs to be consciously resisted. I learnt how prevalent it is in Australia and America, and that it has blocked well reviewed titles from finding an audience (Dillon & Williams, 1994; Whelan, 2009a&b). Many prefer to self-censor rather than face challenges where the somewhat esoteric principle that democracy is based on free information flow (Australian Library and Information Association, 2007; United Nations, 2014) is pitted against a parent's righteous indignation and real concern for their child. Unsurprisingly challenges win two thirds of the time (Dillon & Williams, 1994), even though they may be homophobic (Brockenbrough, 2009; Hanna,2009), racist (Gainer, 2012) or ludicrous (Leung, 2006).

With regard to professional practice, I would use well considered collection development policies (particularly relating to selection and de-selection)  to avoid self-censoring. It would be important to have:

• a publically ratified collection development policy that clarifies selection and de-selection criteria,
• specified challenge procedures that involve community and professional support,
• regular weeding of the collection so that it reflects selection criteria.

A further approach is to actively promote critical literacy and the freedom to read. For example through:

•  including freedom to read statements in policy documents,
• promoting books that have been banned, as is done during the American Banned Books Week, 
• displays representing both sides of a question and raise community awareness of confronting issues - perhaps linked to United Nations international days.

My future learning could involve becoming more informed about:

• collection development policies for challenge, selection and de-selection, that both cater to community needs and also promote freedom to read, 
• using frequently challenged titles such as those discussed in Scales (2001) and  Lesesne and Chance (2002)  to promote intellectual growth,
• trends in censorship of books for children and young adults,
• wider  print and online censorship trends, particularly in Australia, as discussed by Moore (2012) and Pennell, Pryde and Stinson (2011).

References

Australian Library and Information Association. (2007). Statement on free access to information. Retrieved from https://www.alia.org.au/about-alia/policies-standards-and-guidelines/statement-free-access-information

Brockenbrough, M. (2009, November 5). The Luv Ya Bunches Controversy. Western Washington Society of Book Writers and Illustrators. Retrieved from
http://chinookupdate.blogspot.com.au/2009/11/luv-ya-bunches-controversy.html

Dillon, K., Williams, C.L. (1994). Censorship, children and school libraries in Australia: Issues of concern. Emergency Librarian, 22(2), 8-15.

Freedman, L. & Johnson, H. (2001).  Who’s protecting whom? I Hadn’t meant to tell you this, a case in point confronting self-censorship in the choice of young adult literature. Journal of Adolescent and Adult Literacy, 44(4), 356-369.

Gainer, J. (2012). Critical thinking: Foundational for digital literacies and democracy. Journal of Adolescent & Adult Literacy, 56(1), 14-17.

Hanna, J. (2009, July 2). Library fight riles up city, leads to book burning demand. CNN/com/US. Retrieved from
http://edition.cnn.com/2009/US/07/22/wisconsin.book.row/

Lesesne, T.S. & Chance, R. (2002). Hit list for young adults. Chicago: American Library Association.

Leung, C.C. (2006, April 1). The Bottom line in kid's books is udderly unreal. The Age, p12.

Lillis, K. (2010). Middle school teachers and picture books: The Notion of censorship. Literacy and Learning: The Middle Years, 18(3), 9-14. 

Lillis, K. (2013). Picture books and the concept of war: Connecting children to their world. Literacy and Learning: The Middle Years, 21(2), 29-34.

Moore, N. (2012). The Censors library. St Lucia, Queensland: Queensland University Press.

Pennel, R., Pryde, P. & Stinson, E. (2011). Banning Islamic books in Australia. Melbourne: Melbourne University Press.

Pound, L. (2006). How children learn. London: Practical Preschool Books.

Scales, P. (2001). Teaching banned books: 12 guides for young readers. Chicago: American Library Association.

United Nations. (2014).  Article 19. The Universal declaration of human rights. Retrieved from http://www.un.org/en/documents/udhr/

Whelan, D.L. (2009a, February 1). SLJ self-censorship survey. School Library Journal. Retrieved from http://www.slj.com/2009/02/collection-development/slj-self-censorship-survey/

Whelan, D.L. (2009b, February 1). A Dirty little secret: Self-censorship. School Library Journal. Retrieved from http://www.slj.com/2009/02/censorship/a-dirty-little-secret-self-censorship/#_