See August 11th posting for instructions. Assignment Due October 8th.
Also look for celebrations in your local area.
Friday, September 08, 2006
645-- Why is Intellectual Freedom so important today?
645: Reading Reflection 1
Why is Intellectual Freedom so important today?
This is the topic for our first reading reflection. If you don't have access to the Intellectual Freedom Manual yet, please feel free to use the resources on the ALA, OIF site. http://www.ala.org Also, look at the news, at newspapers, and magazines. What are the intellectual freedom topics in the news? What values are at stake? As people devoted to encouraging free and wide access to information, what are the possible roles for us to take in public discourse as well as in our professional work? Think also of other historical periods and the many conflicts about who owns and who may have access to information, to books, to movies, to health information. When in Western history did ordinary people start learning to read? Needing to read? What about women? Slaves? What about the use of Latin in the Catholic Church until recently? Other examples? What about other countries today? Think, for example, of China and Internet access. This week we will be doing a lot of brainstorming about the scope and shape of the subject of our concern this semester. Think about the issues that interest you most. Throughout the term we will use small discussion group in our discussion forum area to share ideas. With five or six people in your groups, you will be able to share in a more meaningful way. Take a look at the Discussion Forums for additional instructions.
Why is Intellectual Freedom so important today?
This is the topic for our first reading reflection. If you don't have access to the Intellectual Freedom Manual yet, please feel free to use the resources on the ALA, OIF site. http://www.ala.org Also, look at the news, at newspapers, and magazines. What are the intellectual freedom topics in the news? What values are at stake? As people devoted to encouraging free and wide access to information, what are the possible roles for us to take in public discourse as well as in our professional work? Think also of other historical periods and the many conflicts about who owns and who may have access to information, to books, to movies, to health information. When in Western history did ordinary people start learning to read? Needing to read? What about women? Slaves? What about the use of Latin in the Catholic Church until recently? Other examples? What about other countries today? Think, for example, of China and Internet access. This week we will be doing a lot of brainstorming about the scope and shape of the subject of our concern this semester. Think about the issues that interest you most. Throughout the term we will use small discussion group in our discussion forum area to share ideas. With five or six people in your groups, you will be able to share in a more meaningful way. Take a look at the Discussion Forums for additional instructions.
645: Due Dates
Just in case you are looking here for Due Dates. Due Dates will be at the end of the weeks.
Reading Reflection 1- Due 9/17 (midnight)
Reading Reflection 2- Due 9/24
Reading Reflection 3- Due 10/1
Banned Book Assignment- Due 10/8
etc.
Reading Reflection 1- Due 9/17 (midnight)
Reading Reflection 2- Due 9/24
Reading Reflection 3- Due 10/1
Banned Book Assignment- Due 10/8
etc.
Monday, September 04, 2006
645--Let's Go Live!
Time for the Fall Semester to begin. I look forward to seeing you all on the course site. For anyone not in the class, please continue to hang out on the blog. I welcome comments and will enable comments for the next few weeks. If there are commercial or inappropriate comments, I will disable comments.
645: Intellectual Freedom and Libraries: I'm learning how to use the course site, so please feel free to email me if you are having trouble finding what you need. I prefer to be called Dr. Marti or Dean Smith (depending upon the setting). I'll comment more on forms of address soon. MMS
645: Intellectual Freedom and Libraries: I'm learning how to use the course site, so please feel free to email me if you are having trouble finding what you need. I prefer to be called Dr. Marti or Dean Smith (depending upon the setting). I'll comment more on forms of address soon. MMS
Saturday, September 02, 2006
645: Lecture Notes-- Week 1: Intellectual Freedom Today
Week 1-- Lecture Notes: Intellectual Freedom Today
- Why Intellectual Freedom and Librarians/Libraries?
- Why is this course of interest to you?
- Hot topics in the news: Look anywhere and you will find these issues.
Welcome to the fall semester and our work together. I'm delighted to be teaching this course. Let me suggest that you take a look at my vita for something on my background and experience. Of most importance for this class is my continuing interest and commitment to the principles of intellectual freedom and the role of librarians in their local settings and in professional leadership. Intellectual freedom is often misunderstood and sometimes underestimated in importance. Why do librarians make such a big deal, actually offer a class on the subject? Is intellectual freedom so important? What about intellectual property rights and national security? Why don't we put intellectual freedom on the back burner in order to protect valid intellectual property rights and to assure national security? Why should we not curtail our speech and expression in a time of terrorism?
The way I see it, librarians have a special angle on these issues. We have a point of view that comes from seeing from inside the power of information, knowledge, learning, and understanding. We know the power of words and the importance of protecting personal expression and public speech. Think about your own unique experiences that have brought you to this class. Why do you care about intellectual freedom? In this class you will be able to learn some of the basics of the traditions and current controversies. You will be able to put your learning together in your own personal way to guide your professional practice. This course is for you and your professional development as well as for all of you as a group. We learn by being willing to share our understanding and perspectives and sometimes to disagree with each other. Let's try to learn ways to discuss controversial issues in a respective manner. As professionals in the field, we will be called upon to offer calm, informed leadership to staff, within professional associations, and to the public. In this class we will help each other with preparations for these challenging opportunities.
What are the key issues for you?
645: Intellectual Freedom and Libraries
645: Intellectual Freedom and Libraries
Welcome to the Fall semester and Intellectual Freedom and Libraries. Please use the blog to get started with the course. I have just gotten access to the course shell and will be learning how to use it in the next few days. If you all have used the course ware before, I'll appreciate your suggestions on organizing our work together. Looking forward to working with you all. Dr. Marti Smith
Final Syllabus: September 5, 2006
September 5, 2006
SYLLABUS: INTELLECTUAL FREEDOM AND LIBRARIES
Fall, 2006
University of Wisconsin—Madison
SLIS
Dr. Martha M. Smith (Dr. Marti)
Dean of Library and Educational Services
Alvernia College
Reading, PA, 19607
610-796-8395
Email: marti.smith@alvernia.edu
Or msmith@infoethics.org
Blog: http://infoethicist.blogspot.com
Course Learning Objectives:
(Adapted from the syllabus of Dr. Rebecca Knuth, University of Hawaii)
1. To understand the First Amendment as it pertains to censorship of information in general and libraries in particular with particular attention to current issues in the profession and in society.
2. To understand the conceptual and practical bases of intellectual freedom and the core
philosophical principles of anti-censorship adhered to within librarianship.
3. To understand and be able to apply intellectual freedom policies (particularly those of the American Library Association) to daily life and professional practices including collection development, reference and technical services, and leadership in the community and beyond.
4. To understand the history of contemporary censorship in American libraries in relation to other challenges to inclusive service and social responsibility.
5. To become familiar with the positions of pro-and anti-censorship coalitions and with current controversies including the “family-friendly” library movement.
6. To be familiar with cases of censorship, controversies that have received media attention (art and censorship, censorship of violent music lyrics and children’s TV, hate speech, flag burning), patterns of book banning.
7. To be familiar with the issues of access to government information and copyright and alternatives including the Open Source movement and the Creative Commons.
8. To be familiar with censorship issues concerning sexual materials and pornography (including pornography on the internet).
9. To be familiar with internet filtering initiatives and laws, particularly as pertaining to libraries.
10. To be able to articulate professional positions for oneself and to plan constructive action and provide leadership in professional settings.
Texts and Suggestion Readings:
Office for Intellectual Freedom. American Library Association. Intellectual Freedom Manual. 6th ed. Chicago: American Library Association, 2002.
(Optional) Karolides, Nicholas J., Margaret Bald and Dawn B. Sova. 100 Banned Books: Censorship Histories of World Literature. New York: Checkmark Books, 1999.
(Optional) Bradbury, Ray. Fahrenheit 451. The book and the movie. Note that they are different.
University Policies, Academic Integrity, and Students with Special Needs:
Please refer to stated university policies and consult the instructor if you have any concerns. In this class, we will follow all university policies.
Assignments and Grade Percentages:
¨ 10 Reading Reflections and Responses—5% each (50%)
¨ Banned Book Assignment and Engagement in Discussion (10%)
¨ Editorial Assignment/Short Story Assignment and Critiques (10%)
¨ Electronic Pathfinder or Blog and Critiques (30%)
¨ Optional: Wikipedia contributions (personal and professional pride)
Class Schedule:
(Detailed readings and assignment instructions will be provided separately.)
9/ 5: Week 1: No assignment due.
9/11: Week 2: Reading Reflection 1 due.
9/18: Week 3: Reading Reflection 2 due.
9/25: Week 4: Reading Reflection 3 due.
10/2: Week 5: Banned Book Assignment due.
10/9: Week 6: Reading Reflection 4 due. E-pathfinder/Blog topic due.
10/16: Week 7: Reading Reflection 5 due.
10/23: Week 8: Reading Reflection 6 due.
10/30: Week 9: Reading Reflection 7 due.
11/6: Week 10: Editorial/Short Story due.
11/13: Week 11: Reading Reflection 8 due.
11/20: Week 12: Reading Reflection 9 due.
11/27: Week 13: Reading Reflection 10 due.
12/4: Week 14: E-pathfinder/Blog due.
12/11: Week 15: Final Reflections and Action Planning.
Weekly Readings and Assignments:
Week 1: Preview the Intellectual Freedom Manual, 6th edition; ALA, Office of Intellectual Freedom, http://www.ala.org ; American Civil Liberties Union http://www.aclu.org ; The Creative Commons and other sites and sources related to intellectual freedom.
Week 2: Reading Reflection 1 due. Why is Intellectual Freedom So Important Today?
Intellectual Freedom Manual, Part 1:
Fahrenheit 451 (optional)
Reading Reflection 1: How does the history of the struggle to defend intellectual freedom inform our learning for today? Use specific examples from the readings. What are the issues of most interest to you?
Week 3: Reading Reflection 2 due.
Intellectual Freedom Manual, Part 2.1-17
Fahrenheit 451—The book and/or the movie (Optional)
Reading Reflection 2: Select two or three of the readings on interpretations of the Library Bill of Rights and explain the real life situations where these interpretations would apply. Also suggest why some people would have objections to these interpretations and how you might find a practical solution in real life. Remember that the Library Bill of Rights describes the ideal. In everyday life, we all make decisions about how to apply these ideals to our own situations.
Week 4: Reading Reflection 3 due.
Intellectual Freedom Manual, Part 2 and the USA Patriot Act
Reading Reflection 3: Consider the Library Bill of Rights in light of the USA Patriot Act. How do librarians make the case for patriotism by defending the open and private access to a wide variety of information in our collections? Note the specific content in the Universal Declaration of Human Rights on information rights and freedom of expression. . Should these documents be displayed in libraries? How?
Week 5: Banned Book Assignment due.
Week 6: Reading Reflection 4 due. E-pathfinder/Blog topic due.
Intellectual Freedom Manual, Part 3.1-6
See also The American Civil Liberties Union; the Electronic Frontier Foundation; and other key web sites.
Reading Reflection 4: The Freedom to Read documents like the Library Bill of Rights are challenged by the USA Patriot Act and by the various bills and laws that seek to address patron privacy, children’s use of the Internet, and intellectual property right, particularly copyright. Based on your reading and thinking, create a list of five to eight answers to frequently asked questions that could be used by a public library staff. For example, “Why don’t we give parents a list of books read by their children?” Another example: “Can the homeless sleep in the library? Take a bath? Cook?” (See also IFM, Part 4.5)
Week 7: Reading Reflection 5 due.
Intellectual Freedom Manual, Part 3.7-11
Search for relevant articles in the library and information science databases.
Reading Reflection 5: In addition to the readings from the Intellectual Freedom Manual, look for Internet Use Policies in your area or in another familiar setting. Identify the common features and the find out what problems are faced in real life practice? Use documentation from three to five professional articles illustrating problems and practices.
Week 8: Reading Reflection 6 due.
Intellectual Freedom Manual, Part 4
See also the Social Responsibility Round Table and the Progressive Librarians Guild.
Reading Reflection 6: The Office of Intellectual Freedom has been involved in many legal cases over the years. Look at the OIF website and note the scope of the current cases. To what extent should local librarians (including yourself) become involved in the legal and political issues before us today? Should librarians run for office? Write letters to the editor? Participate in protests?
Week 9: Reading Reflection 7 due.
Intellectual Freedom Manual, Part 5
Family Friendly Libraries
Focus on the Family
Lester Asheim, “Selection not censorship.” Various versions.
Reading Reflection 7: Using the principle of selection not censorship, of inclusiveness not exclusiveness, consider how to present the case against censorship to library boards, city/county government, religious groups, and other community groups. Find two or three specific cases in the professional literature to consider.
Week 10: Editorial/Short Story due.
Week 11: Reading Reflection 8 due.
Intellectual Freedom Manual, Part 6: Working for Intellectual Freedom
Reading Reflection 8: Using the LIS literature, find three examples from the last twenty years that describe successful campaigns against censorship. Look specifically for the roles of the library staff members. Did anyone lose a job? Almost? Why is preparation for challenges to intellectual freedom so important?
Week 12: Reading Reflection 9 due. Intellectual Property Rights vs. Intellectual Freedom; The Creative Commons and the Digital Millennium Copyright Act
Reading Reflection 9: Consider alternative approaches to protecting intellectual property rights. How are digital content resources on the web changing the stakes for publishers and other content providers? What new business models are being tried?
Week 13: Reading Reflection 10 due. The Digital Divide and Intellectual Freedom.
Reading Reflection 10: Consider groups in society who are traditionally disadvantaged by lacking access to or interest in/motivation to use technology. You may want to revisit the Universal Declaration of Human Rights and global institutions such as IFLA and UNESCO. What can a local library, a for-profit organization, or a professional association do to address the digital divide, locally or globally?
Week 14: E-pathfinder/Blog due.
Week 15: Final Reflections and Action Planning
SYLLABUS: INTELLECTUAL FREEDOM AND LIBRARIES
Fall, 2006
University of Wisconsin—Madison
SLIS
Dr. Martha M. Smith (Dr. Marti)
Dean of Library and Educational Services
Alvernia College
Reading, PA, 19607
610-796-8395
Email: marti.smith@alvernia.edu
Or msmith@infoethics.org
Blog: http://infoethicist.blogspot.com
Course Learning Objectives:
(Adapted from the syllabus of Dr. Rebecca Knuth, University of Hawaii)
1. To understand the First Amendment as it pertains to censorship of information in general and libraries in particular with particular attention to current issues in the profession and in society.
2. To understand the conceptual and practical bases of intellectual freedom and the core
philosophical principles of anti-censorship adhered to within librarianship.
3. To understand and be able to apply intellectual freedom policies (particularly those of the American Library Association) to daily life and professional practices including collection development, reference and technical services, and leadership in the community and beyond.
4. To understand the history of contemporary censorship in American libraries in relation to other challenges to inclusive service and social responsibility.
5. To become familiar with the positions of pro-and anti-censorship coalitions and with current controversies including the “family-friendly” library movement.
6. To be familiar with cases of censorship, controversies that have received media attention (art and censorship, censorship of violent music lyrics and children’s TV, hate speech, flag burning), patterns of book banning.
7. To be familiar with the issues of access to government information and copyright and alternatives including the Open Source movement and the Creative Commons.
8. To be familiar with censorship issues concerning sexual materials and pornography (including pornography on the internet).
9. To be familiar with internet filtering initiatives and laws, particularly as pertaining to libraries.
10. To be able to articulate professional positions for oneself and to plan constructive action and provide leadership in professional settings.
Texts and Suggestion Readings:
Office for Intellectual Freedom. American Library Association. Intellectual Freedom Manual. 6th ed. Chicago: American Library Association, 2002.
(Optional) Karolides, Nicholas J., Margaret Bald and Dawn B. Sova. 100 Banned Books: Censorship Histories of World Literature. New York: Checkmark Books, 1999.
(Optional) Bradbury, Ray. Fahrenheit 451. The book and the movie. Note that they are different.
University Policies, Academic Integrity, and Students with Special Needs:
Please refer to stated university policies and consult the instructor if you have any concerns. In this class, we will follow all university policies.
Assignments and Grade Percentages:
¨ 10 Reading Reflections and Responses—5% each (50%)
¨ Banned Book Assignment and Engagement in Discussion (10%)
¨ Editorial Assignment/Short Story Assignment and Critiques (10%)
¨ Electronic Pathfinder or Blog and Critiques (30%)
¨ Optional: Wikipedia contributions (personal and professional pride)
Class Schedule:
(Detailed readings and assignment instructions will be provided separately.)
9/ 5: Week 1: No assignment due.
9/11: Week 2: Reading Reflection 1 due.
9/18: Week 3: Reading Reflection 2 due.
9/25: Week 4: Reading Reflection 3 due.
10/2: Week 5: Banned Book Assignment due.
10/9: Week 6: Reading Reflection 4 due. E-pathfinder/Blog topic due.
10/16: Week 7: Reading Reflection 5 due.
10/23: Week 8: Reading Reflection 6 due.
10/30: Week 9: Reading Reflection 7 due.
11/6: Week 10: Editorial/Short Story due.
11/13: Week 11: Reading Reflection 8 due.
11/20: Week 12: Reading Reflection 9 due.
11/27: Week 13: Reading Reflection 10 due.
12/4: Week 14: E-pathfinder/Blog due.
12/11: Week 15: Final Reflections and Action Planning.
Weekly Readings and Assignments:
Week 1: Preview the Intellectual Freedom Manual, 6th edition; ALA, Office of Intellectual Freedom, http://www.ala.org ; American Civil Liberties Union http://www.aclu.org ; The Creative Commons and other sites and sources related to intellectual freedom.
Week 2: Reading Reflection 1 due. Why is Intellectual Freedom So Important Today?
Intellectual Freedom Manual, Part 1:
Fahrenheit 451 (optional)
Reading Reflection 1: How does the history of the struggle to defend intellectual freedom inform our learning for today? Use specific examples from the readings. What are the issues of most interest to you?
Week 3: Reading Reflection 2 due.
Intellectual Freedom Manual, Part 2.1-17
Fahrenheit 451—The book and/or the movie (Optional)
Reading Reflection 2: Select two or three of the readings on interpretations of the Library Bill of Rights and explain the real life situations where these interpretations would apply. Also suggest why some people would have objections to these interpretations and how you might find a practical solution in real life. Remember that the Library Bill of Rights describes the ideal. In everyday life, we all make decisions about how to apply these ideals to our own situations.
Week 4: Reading Reflection 3 due.
Intellectual Freedom Manual, Part 2 and the USA Patriot Act
Reading Reflection 3: Consider the Library Bill of Rights in light of the USA Patriot Act. How do librarians make the case for patriotism by defending the open and private access to a wide variety of information in our collections? Note the specific content in the Universal Declaration of Human Rights on information rights and freedom of expression. . Should these documents be displayed in libraries? How?
Week 5: Banned Book Assignment due.
Week 6: Reading Reflection 4 due. E-pathfinder/Blog topic due.
Intellectual Freedom Manual, Part 3.1-6
See also The American Civil Liberties Union; the Electronic Frontier Foundation; and other key web sites.
Reading Reflection 4: The Freedom to Read documents like the Library Bill of Rights are challenged by the USA Patriot Act and by the various bills and laws that seek to address patron privacy, children’s use of the Internet, and intellectual property right, particularly copyright. Based on your reading and thinking, create a list of five to eight answers to frequently asked questions that could be used by a public library staff. For example, “Why don’t we give parents a list of books read by their children?” Another example: “Can the homeless sleep in the library? Take a bath? Cook?” (See also IFM, Part 4.5)
Week 7: Reading Reflection 5 due.
Intellectual Freedom Manual, Part 3.7-11
Search for relevant articles in the library and information science databases.
Reading Reflection 5: In addition to the readings from the Intellectual Freedom Manual, look for Internet Use Policies in your area or in another familiar setting. Identify the common features and the find out what problems are faced in real life practice? Use documentation from three to five professional articles illustrating problems and practices.
Week 8: Reading Reflection 6 due.
Intellectual Freedom Manual, Part 4
See also the Social Responsibility Round Table and the Progressive Librarians Guild.
Reading Reflection 6: The Office of Intellectual Freedom has been involved in many legal cases over the years. Look at the OIF website and note the scope of the current cases. To what extent should local librarians (including yourself) become involved in the legal and political issues before us today? Should librarians run for office? Write letters to the editor? Participate in protests?
Week 9: Reading Reflection 7 due.
Intellectual Freedom Manual, Part 5
Family Friendly Libraries
Focus on the Family
Lester Asheim, “Selection not censorship.” Various versions.
Reading Reflection 7: Using the principle of selection not censorship, of inclusiveness not exclusiveness, consider how to present the case against censorship to library boards, city/county government, religious groups, and other community groups. Find two or three specific cases in the professional literature to consider.
Week 10: Editorial/Short Story due.
Week 11: Reading Reflection 8 due.
Intellectual Freedom Manual, Part 6: Working for Intellectual Freedom
Reading Reflection 8: Using the LIS literature, find three examples from the last twenty years that describe successful campaigns against censorship. Look specifically for the roles of the library staff members. Did anyone lose a job? Almost? Why is preparation for challenges to intellectual freedom so important?
Week 12: Reading Reflection 9 due. Intellectual Property Rights vs. Intellectual Freedom; The Creative Commons and the Digital Millennium Copyright Act
Reading Reflection 9: Consider alternative approaches to protecting intellectual property rights. How are digital content resources on the web changing the stakes for publishers and other content providers? What new business models are being tried?
Week 13: Reading Reflection 10 due. The Digital Divide and Intellectual Freedom.
Reading Reflection 10: Consider groups in society who are traditionally disadvantaged by lacking access to or interest in/motivation to use technology. You may want to revisit the Universal Declaration of Human Rights and global institutions such as IFLA and UNESCO. What can a local library, a for-profit organization, or a professional association do to address the digital divide, locally or globally?
Week 14: E-pathfinder/Blog due.
Week 15: Final Reflections and Action Planning
Sunday, August 20, 2006
Draft Syllabus, August 20, 2006
DRAFT, August 20, 2006
SYLLABUS: INTELLECTUAL FREEDOM AND LIBRARIES
Fall, 2006
University of Wisconsin—Madison
SLIS
Dr. Martha M. Smith (Dr. Marti)
Dean of Library and Educational Services
Alvernia College
Reading, PA
19607
610-796-8395
Email: marti.smith@alvernia.edu
Or msmith@infoethics.org
Blog: http://infoethicist.blogspot.com/
Course Learning Objectives
1. To understand the First Amendment as it pertains to censorship of information in general and
libraries in particular.
2. To understand the conceptual and practical bases of intellectual freedom and the core
philosophical principles of anti-censorship adhered to within librarianship.
3. To understand and be able to apply intellectual freedom policies (particularly those of the
American Library Association) to daily life and professional practices.
4. To understand the history of contemporary censorship in American libraries.
5. To become familiar with the positions of pro-and anti-censorship coalitions.
6. To be familiar with cases of censorship, controversies that have received media attention (art and
censorship, censorship of violent music lyrics and children’s TV, hate speech, flag burning), and
patterns of bookbanning.
7. To be familiar with the issues of access to government information and copyright.
8. To be familiar with censorship issues concerning sexual materials and pornography (including pornography on the internet).
9. To be familiar with internet filtering initiatives and laws, particularly as pertaining to libraries.
Texts:
Office for Intellectual Freedom, American Library Association. Intellectual Freedom Manual. 6th ed. Chicago: American Library Association, 2002.
(Optional) Karolides, Nicholas J., Margaret Bald and Dawn B. Sova. 100 Banned Books: Censorship Histories of World Literature. New York: Checkmark Books, 1999.
(Optional) Bradbury, Ray. Fahrenheit 451. The book and the movie. Note that they are different.
Assignments and Grade Percentages:
10 Reading Reflections and Responses—5% each (50%)
Banned Book Assignment and Engagement in Discussion (10%)
Editorial Assignment/Short Story Assignment and Critiques (10%)
Electronic Pathfinder or Blog and Critiques (30%)
Optional: Wikipedia contributions
Class Schedule (Detailed readings and assignment instructions will be provided soon.)
9/ 5: Week 1: No assignment due.
9/11: Week 2: Reading Reflection 1 due.
9/18: Week 3: Reading Reflection 2 due.
9/25: Week 4: Reading Reflection 3 due.
10/2: Week 5: Banned Book Assignment due.
10/9: Week 6: Reading Reflection 4 due. E-pathfinder/Blog topic due.
10/16: Week 7: Reading Reflection 5 due.
10/23: Week 8: Reading Reflection 6 due.
10/30: Week 9: Reading Reflection 7 due.
11/6: Week 10: Editorial/Short Story due.
11/13: Week 11: Reading Reflection 8 due.
11/20: Week 12: Reading Reflection 9 due.
11/27: Week 13: Reading Reflection 19 due.
12/4 and 12/11: Week 14 and 15: E-pathfinder/Blog due.
--------------------------------------------------------------------------------------
Brief Draft--Weekly Reading Assignments
Week 1: Preview the Intellectual Freedom Manual, 6th edition; ALA, Office of Intellectual Freedom, http://www.ala.org ; American Civil Liberties Union http://www.aclu.org ; Creative Commons
Week 2: Reading Reflection 1 due. Why is Intellectual Freedom So Important Today?
Intellectual Freedom Manual, Part 1:
Fahrenheit 451 (optional)
Reading Reflection 1: How does the history of the struggle to defend intellectual freedom inform our learning for today? Use specific examples from the readings. What are the issues of most interest to you?
Week 3: Reading Reflection 2 due.
Intellectual Freedom Manual, Part 2.1-17
Fahrenheit 451
Reading Reflection 2: Select two or three of the readings on interpretations of the Library Bill of Rights and explain the real life situations where these interpretations would apply. Also suggest why some people would have objections to these interpretations and how you might find a practical solution in real life. Remember that the Library Bill of Rights describes the ideal. In everyday life, we all make decisions about how to apply these ideals to our own situations.
Week 4: Reading Reflection 3 due.
Intellectual Freedom Manual, Part 2 and the USA Patriot Act
Reading Reflection 3: Consider the Library Bill of Rights in light of the USA Patriot Act. How do librarians make the case for patriotism by defending the open and private access to a wide variety of information in our collections? Note the specific content in the Universal Declaration of Human Rights. Should these documents be displayed in libraries?
Week 5: Banned Book Assignment due.
Week 6: Reading Reflection 4 due. E-pathfinder/Blog topic due.
Intellectual Freedom Manual, Part 3.1-6
See also The American Civil Liberties Union; the Electronic Frontier Foundation; and other key web sites.
Reading Reflection 4: The Freedom to Read documents like the Library Bill of Rights are challenged by the USA Patriot Act and by the various bills and laws that seek to address patron privacy, children’s use of the Internet, and intellectual property right, particularly copyright. Based on your reading and thinking, create a list of five to eight answers to frequently asked questions that could be used by a public library staff. For example, “Why don’t we give parents a list of books read by their children?” Anther example: “Can the homeless sleep in the library? Take a bath? Cook?” (See also IFM, Part 4.5)
Week 7: Reading Reflection 5 due.
Intellectual Freedom Manual, Part 3.7-11
Search for relevant articles in the library and information science databases.
Reading Reflection 5: In addition to the readings from the Intellectual Freedom Manual, look for Internet Use Policies in your area or in another familiar setting. Identify the common features and the find out what problems are faced in real life practice?
Week 8: Reading Reflection 6 due.
Intellectual Freedom Manual, Part 4
See also the Social Responsibility Round Table and the Progressive Librarians Guild.
Reading Reflection 6: The Office of Intellectual Freedom has been involved in many legal cases over the years. Look at the OIF website and note the scope of the current cases. To what extent should local librarians (including yourself) become involved in the legal and political issues before us today? Should librarians run for office? Write letters to the editor? Participate in protests?
Week 9: Reading Reflection 7 due.
Intellectual Freedom Manual, Part 5
Family Friendly Libraries
Focus on the Family
Lester Asheim, “Selection not censorship.”
Reading Reflection 7: Using the principle of selection not censorship, of inclusiveness not exclusiveness, consider how to present the case against censorship to library boards, city/county government, religious groups, and other community groups. What have you learned from the readings.
Week 10: Editorial/Short Story due.
Week 11: Reading Reflection 8 due.
Intellectual Freedom Manual, Part 6: Working for Intellectual Freedom
Reading Reflection 8: Using the LIS literature, find three articles from the last fifteen years that describe successful campaigns against censorship.
Week 12: Reading Reflection 9 due. Intellectual Property Rights vs. Intellectual Freedom
Creative Commons
Digital Millennium Copyright Act
Week 13: Reading Reflection 10 due. The Digital Divide and Intellectual Freedom.
Reading Reflection 10:
Week 14 and 15: E-pathfinder/Blog due.
SYLLABUS: INTELLECTUAL FREEDOM AND LIBRARIES
Fall, 2006
University of Wisconsin—Madison
SLIS
Dr. Martha M. Smith (Dr. Marti)
Dean of Library and Educational Services
Alvernia College
Reading, PA
19607
610-796-8395
Email: marti.smith@alvernia.edu
Or msmith@infoethics.org
Blog: http://infoethicist.blogspot.com/
Course Learning Objectives
1. To understand the First Amendment as it pertains to censorship of information in general and
libraries in particular.
2. To understand the conceptual and practical bases of intellectual freedom and the core
philosophical principles of anti-censorship adhered to within librarianship.
3. To understand and be able to apply intellectual freedom policies (particularly those of the
American Library Association) to daily life and professional practices.
4. To understand the history of contemporary censorship in American libraries.
5. To become familiar with the positions of pro-and anti-censorship coalitions.
6. To be familiar with cases of censorship, controversies that have received media attention (art and
censorship, censorship of violent music lyrics and children’s TV, hate speech, flag burning), and
patterns of bookbanning.
7. To be familiar with the issues of access to government information and copyright.
8. To be familiar with censorship issues concerning sexual materials and pornography (including pornography on the internet).
9. To be familiar with internet filtering initiatives and laws, particularly as pertaining to libraries.
Texts:
Office for Intellectual Freedom, American Library Association. Intellectual Freedom Manual. 6th ed. Chicago: American Library Association, 2002.
(Optional) Karolides, Nicholas J., Margaret Bald and Dawn B. Sova. 100 Banned Books: Censorship Histories of World Literature. New York: Checkmark Books, 1999.
(Optional) Bradbury, Ray. Fahrenheit 451. The book and the movie. Note that they are different.
Assignments and Grade Percentages:
10 Reading Reflections and Responses—5% each (50%)
Banned Book Assignment and Engagement in Discussion (10%)
Editorial Assignment/Short Story Assignment and Critiques (10%)
Electronic Pathfinder or Blog and Critiques (30%)
Optional: Wikipedia contributions
Class Schedule (Detailed readings and assignment instructions will be provided soon.)
9/ 5: Week 1: No assignment due.
9/11: Week 2: Reading Reflection 1 due.
9/18: Week 3: Reading Reflection 2 due.
9/25: Week 4: Reading Reflection 3 due.
10/2: Week 5: Banned Book Assignment due.
10/9: Week 6: Reading Reflection 4 due. E-pathfinder/Blog topic due.
10/16: Week 7: Reading Reflection 5 due.
10/23: Week 8: Reading Reflection 6 due.
10/30: Week 9: Reading Reflection 7 due.
11/6: Week 10: Editorial/Short Story due.
11/13: Week 11: Reading Reflection 8 due.
11/20: Week 12: Reading Reflection 9 due.
11/27: Week 13: Reading Reflection 19 due.
12/4 and 12/11: Week 14 and 15: E-pathfinder/Blog due.
--------------------------------------------------------------------------------------
Brief Draft--Weekly Reading Assignments
Week 1: Preview the Intellectual Freedom Manual, 6th edition; ALA, Office of Intellectual Freedom, http://www.ala.org ; American Civil Liberties Union http://www.aclu.org ; Creative Commons
Week 2: Reading Reflection 1 due. Why is Intellectual Freedom So Important Today?
Intellectual Freedom Manual, Part 1:
Fahrenheit 451 (optional)
Reading Reflection 1: How does the history of the struggle to defend intellectual freedom inform our learning for today? Use specific examples from the readings. What are the issues of most interest to you?
Week 3: Reading Reflection 2 due.
Intellectual Freedom Manual, Part 2.1-17
Fahrenheit 451
Reading Reflection 2: Select two or three of the readings on interpretations of the Library Bill of Rights and explain the real life situations where these interpretations would apply. Also suggest why some people would have objections to these interpretations and how you might find a practical solution in real life. Remember that the Library Bill of Rights describes the ideal. In everyday life, we all make decisions about how to apply these ideals to our own situations.
Week 4: Reading Reflection 3 due.
Intellectual Freedom Manual, Part 2 and the USA Patriot Act
Reading Reflection 3: Consider the Library Bill of Rights in light of the USA Patriot Act. How do librarians make the case for patriotism by defending the open and private access to a wide variety of information in our collections? Note the specific content in the Universal Declaration of Human Rights. Should these documents be displayed in libraries?
Week 5: Banned Book Assignment due.
Week 6: Reading Reflection 4 due. E-pathfinder/Blog topic due.
Intellectual Freedom Manual, Part 3.1-6
See also The American Civil Liberties Union; the Electronic Frontier Foundation; and other key web sites.
Reading Reflection 4: The Freedom to Read documents like the Library Bill of Rights are challenged by the USA Patriot Act and by the various bills and laws that seek to address patron privacy, children’s use of the Internet, and intellectual property right, particularly copyright. Based on your reading and thinking, create a list of five to eight answers to frequently asked questions that could be used by a public library staff. For example, “Why don’t we give parents a list of books read by their children?” Anther example: “Can the homeless sleep in the library? Take a bath? Cook?” (See also IFM, Part 4.5)
Week 7: Reading Reflection 5 due.
Intellectual Freedom Manual, Part 3.7-11
Search for relevant articles in the library and information science databases.
Reading Reflection 5: In addition to the readings from the Intellectual Freedom Manual, look for Internet Use Policies in your area or in another familiar setting. Identify the common features and the find out what problems are faced in real life practice?
Week 8: Reading Reflection 6 due.
Intellectual Freedom Manual, Part 4
See also the Social Responsibility Round Table and the Progressive Librarians Guild.
Reading Reflection 6: The Office of Intellectual Freedom has been involved in many legal cases over the years. Look at the OIF website and note the scope of the current cases. To what extent should local librarians (including yourself) become involved in the legal and political issues before us today? Should librarians run for office? Write letters to the editor? Participate in protests?
Week 9: Reading Reflection 7 due.
Intellectual Freedom Manual, Part 5
Family Friendly Libraries
Focus on the Family
Lester Asheim, “Selection not censorship.”
Reading Reflection 7: Using the principle of selection not censorship, of inclusiveness not exclusiveness, consider how to present the case against censorship to library boards, city/county government, religious groups, and other community groups. What have you learned from the readings.
Week 10: Editorial/Short Story due.
Week 11: Reading Reflection 8 due.
Intellectual Freedom Manual, Part 6: Working for Intellectual Freedom
Reading Reflection 8: Using the LIS literature, find three articles from the last fifteen years that describe successful campaigns against censorship.
Week 12: Reading Reflection 9 due. Intellectual Property Rights vs. Intellectual Freedom
Creative Commons
Digital Millennium Copyright Act
Week 13: Reading Reflection 10 due. The Digital Divide and Intellectual Freedom.
Reading Reflection 10:
Week 14 and 15: E-pathfinder/Blog due.
Friday, August 11, 2006
Blogs for Intellectual Freedom and Libraries
Blogs
Lawrence Lessig
http://www.lessig.org/blog/
Rory Litwin
http://libraryjuicepress.com/blog
Look for others and add them in the comments.
Lawrence Lessig
http://www.lessig.org/blog/
Rory Litwin
http://libraryjuicepress.com/blog
Look for others and add them in the comments.
Intellectual Freedom Manual, 7th ed. 2005
Compare the Table of Contents with the 6th edition.
Table of Contents of the 7th Edition
PREFACE
ACKNOWLEDGMENTS
iINTRODUCTION CONTRIBUTORS
PART I
Intellectual Freedom and Libraries: An Overview
1. Intellectual Freedom: An Enduring and All-EmbracingConcept CANDACE D. MORGAN
2. ALA and Intellectual Freedom: A Historical Overview JUDITH F. KRUG 3. Challenges and Issues Today EVELYN SHAEVEL, BEVERLEY BECKER, and CANDACE D. MORGAN
PART II
Library Bill of Rights
1. Library Bill of Rights: The Policy History 2. Library Bill of Rights: Interpretations
2.1 Access for Children and Young People to Nonprint Formats Interpretation History
2.2 Access to Electronic Information, Services, and Networks Interpretation History
2.3 Access to Library Resources and Services regardless of Sex, Gender Identity, or Sexual OrientationInterpretation History
2.4 Access to Resources and Services in the School Library Media ProgramInterpretation History
2.5 Challenged Materials Interpretation History
2.6 Diversity in Collection DevelopmentInterpretation History
2.7 Economic Barriers to Information AccessInterpretation History
2.8 Evaluating Library CollectionsInterpretation History
2.9 Exhibit Spaces and Bulletin BoardsInterpretation History
2.10 Expurgation of Library MaterialsInterpretation History
2.11 Free Access to Libraries for Minors Interpretation History
2.12 Intellectual Freedom Principles for Academic LibrariesInterpretation History
2.13 Labels and Rating Systems Interpretation History 2.14 Library-Initiated Programs as a ResourceInterpretation History 2.15 Meeting RoomsInterpretation History 2.16 Privacy Interpretation History 2.17 Restricted Access to Library MaterialsInterpretation History 2.18 The Universal Right to Free ExpressionInterpretation History
PART III
Protecting the Freedom to Read
1. The Freedom to Read Policy Statement History 2. Code of Ethics of the American Library AssociationPolicy Statement History 3. Libraries: An American Value Policy Statement History 4. Policies and Statements Related to Access to Information and Library Services
4.1 Guidelines for the Development and Implemen-tation of Policies, Regulations and Procedures Affecting Access to Library Materials, Services and FacilitiesGuidelines History 4.2 Guidelines for the Development of Policies and Procedures regarding User Behavior and Library UsageGuidelines History 4.3 Resolution on Access to the Use of Libraries and Information by Individuals with Physicalor Mental ImpairmentResolution History 4.4 Related Policies and Statements
5. Policies and Statements Related to Confidentiality, Privacy, and Governmental Intimidation5.1 Policy on Confidentiality of Library RecordsPolicy Statement History 5.2 Suggested Procedures for Implementing “Policy on Confidentiality of Library Records”Procedures History 5.3 Confidentiality and Coping with Law Enforcement Inquiries: Guidelines for the Library and Its Staff 5.4 Policy concerning Confidentiality of Personally Identifiable Information about Library UsersPolicy Statement History 5.5 Guidelines for Developing a Library Privacy PolicyGuidelines History 5.6 Policy on Governmental IntimidationPolicy Statement History 5.7 Other Policies Related to Confidentiality and Privacy
6. Guidelines, Resolutions, and Statements Related to the Internet 6.1 Guidelines and Considerations for Developing a Public Library Internet Use PolicyGuidelines History 6.2 Other Policies and Statements Related to the Internet
7. Statements and Documents Related to Library Resources7.1 Dealing with Concerns about Library ResourcesProcedural Statement History 7.2 Other Documents Related to Library Resources
PART IV
Intellectual Freedom and the Law
1. Public Libraries and the Public Forum Doctrine THERESA CHMARA2. Minors’ First Amendment Rights to Access Information THERESA CHMARA3. Libraries and the Internet JUDITH F. KRUG4. Privacy and Confidentiality in Libraries CANDACE D. MORGAN, DEBORAH CALDWELL-STONE, AND DANIEL MACH
PART V
Preparing to Preserve and Protect Intellectual Freedom
1. Essential Preparation BEVERLEY BECKER2. Communicating the Intellectual Freedom Message LINDA K. WALLACE AND LARRA CLARK3. Responding to Organized Challenges BEVERLEY BECKER
PART VI
Working for Intellectual Freedom
1. Free People Read Freely: Knowing Where to Go for Help DON WOOD2. Lobbying for Intellectual Freedom ALA WASHINGTON OFFICE
APPENDIXNavigating the OIF Website
GLOSSARY
SELECTED BIBLIOGRAPHY
INDEX
Table of Contents of the 7th Edition
PREFACE
ACKNOWLEDGMENTS
iINTRODUCTION CONTRIBUTORS
PART I
Intellectual Freedom and Libraries: An Overview
1. Intellectual Freedom: An Enduring and All-EmbracingConcept CANDACE D. MORGAN
2. ALA and Intellectual Freedom: A Historical Overview JUDITH F. KRUG 3. Challenges and Issues Today EVELYN SHAEVEL, BEVERLEY BECKER, and CANDACE D. MORGAN
PART II
Library Bill of Rights
1. Library Bill of Rights: The Policy History 2. Library Bill of Rights: Interpretations
2.1 Access for Children and Young People to Nonprint Formats Interpretation History
2.2 Access to Electronic Information, Services, and Networks Interpretation History
2.3 Access to Library Resources and Services regardless of Sex, Gender Identity, or Sexual OrientationInterpretation History
2.4 Access to Resources and Services in the School Library Media ProgramInterpretation History
2.5 Challenged Materials Interpretation History
2.6 Diversity in Collection DevelopmentInterpretation History
2.7 Economic Barriers to Information AccessInterpretation History
2.8 Evaluating Library CollectionsInterpretation History
2.9 Exhibit Spaces and Bulletin BoardsInterpretation History
2.10 Expurgation of Library MaterialsInterpretation History
2.11 Free Access to Libraries for Minors Interpretation History
2.12 Intellectual Freedom Principles for Academic LibrariesInterpretation History
2.13 Labels and Rating Systems Interpretation History 2.14 Library-Initiated Programs as a ResourceInterpretation History 2.15 Meeting RoomsInterpretation History 2.16 Privacy Interpretation History 2.17 Restricted Access to Library MaterialsInterpretation History 2.18 The Universal Right to Free ExpressionInterpretation History
PART III
Protecting the Freedom to Read
1. The Freedom to Read Policy Statement History 2. Code of Ethics of the American Library AssociationPolicy Statement History 3. Libraries: An American Value Policy Statement History 4. Policies and Statements Related to Access to Information and Library Services
4.1 Guidelines for the Development and Implemen-tation of Policies, Regulations and Procedures Affecting Access to Library Materials, Services and FacilitiesGuidelines History 4.2 Guidelines for the Development of Policies and Procedures regarding User Behavior and Library UsageGuidelines History 4.3 Resolution on Access to the Use of Libraries and Information by Individuals with Physicalor Mental ImpairmentResolution History 4.4 Related Policies and Statements
5. Policies and Statements Related to Confidentiality, Privacy, and Governmental Intimidation5.1 Policy on Confidentiality of Library RecordsPolicy Statement History 5.2 Suggested Procedures for Implementing “Policy on Confidentiality of Library Records”Procedures History 5.3 Confidentiality and Coping with Law Enforcement Inquiries: Guidelines for the Library and Its Staff 5.4 Policy concerning Confidentiality of Personally Identifiable Information about Library UsersPolicy Statement History 5.5 Guidelines for Developing a Library Privacy PolicyGuidelines History 5.6 Policy on Governmental IntimidationPolicy Statement History 5.7 Other Policies Related to Confidentiality and Privacy
6. Guidelines, Resolutions, and Statements Related to the Internet 6.1 Guidelines and Considerations for Developing a Public Library Internet Use PolicyGuidelines History 6.2 Other Policies and Statements Related to the Internet
7. Statements and Documents Related to Library Resources7.1 Dealing with Concerns about Library ResourcesProcedural Statement History 7.2 Other Documents Related to Library Resources
PART IV
Intellectual Freedom and the Law
1. Public Libraries and the Public Forum Doctrine THERESA CHMARA2. Minors’ First Amendment Rights to Access Information THERESA CHMARA3. Libraries and the Internet JUDITH F. KRUG4. Privacy and Confidentiality in Libraries CANDACE D. MORGAN, DEBORAH CALDWELL-STONE, AND DANIEL MACH
PART V
Preparing to Preserve and Protect Intellectual Freedom
1. Essential Preparation BEVERLEY BECKER2. Communicating the Intellectual Freedom Message LINDA K. WALLACE AND LARRA CLARK3. Responding to Organized Challenges BEVERLEY BECKER
PART VI
Working for Intellectual Freedom
1. Free People Read Freely: Knowing Where to Go for Help DON WOOD2. Lobbying for Intellectual Freedom ALA WASHINGTON OFFICE
APPENDIXNavigating the OIF Website
GLOSSARY
SELECTED BIBLIOGRAPHY
INDEX
Banned Books Week: September, 2006
See the ALA site on Banned Books Week
http://www.ala.org/ala/oif/bannedbooksweek/bannedbooksweek.htm
For Intellectual Freedom and Libraries Course, Fall, 2006:
Banned Books Week Assignment:
1. Review the list of challenged books and find two to five that you have read. Explore the circumstances surrounding the challenges to these books and in light of those challenges reflect on your reading of the book. How would you explain to a censor why the books should be in a library collection? You may write up your assignment as a letter to the censor with copies to the library board or as a speech to a community group. Think about making your presentation professional yet personal. You may want to refer to standard library policies about challenging materials. The letter/speech should be from 2-4 pages and may include PowerPoint slides or other graphics. However, focus on the content not on the tools. Include a final page or two reflecting upon your learning and the role of the professional in defending the right to read. We will share these online.
http://www.ala.org/ala/oif/bannedbooksweek/bannedbooksweek.htm
For Intellectual Freedom and Libraries Course, Fall, 2006:
Banned Books Week Assignment:
1. Review the list of challenged books and find two to five that you have read. Explore the circumstances surrounding the challenges to these books and in light of those challenges reflect on your reading of the book. How would you explain to a censor why the books should be in a library collection? You may write up your assignment as a letter to the censor with copies to the library board or as a speech to a community group. Think about making your presentation professional yet personal. You may want to refer to standard library policies about challenging materials. The letter/speech should be from 2-4 pages and may include PowerPoint slides or other graphics. However, focus on the content not on the tools. Include a final page or two reflecting upon your learning and the role of the professional in defending the right to read. We will share these online.
Intellectual Freedom and Libraries: Text
ALA. Intellectual Freedom Manual. 6th edition. 2002. The 7th edition was just published, but we will use the 6th edition for the course and supplement with more recent material from the web and from electronic databases. You should be able to find the 6th ed. for a reasonable price. Also, check your local libraries for various editions of the manual. Remind your favorite librarians to order the 7th edition. We will read and discuss most of the materials in the 6th edition.
Intellectual Freedom Manual
Part 1: Intellectual Freedom and Libraries: An Overview
Part 2: The Library Bill of Rights
Part 3: The Freedom to Read
Part 4: Intellectual Freedom and the Law
Part 5: Before the Censor Comes: Essential Preparations
Part 6: Working for Intellectual Freedom
Intellectual Freedom Manual
Part 1: Intellectual Freedom and Libraries: An Overview
Part 2: The Library Bill of Rights
Part 3: The Freedom to Read
Part 4: Intellectual Freedom and the Law
Part 5: Before the Censor Comes: Essential Preparations
Part 6: Working for Intellectual Freedom
Key Links for Intellectual Freedom and Libraries
Key Links for Intellectual Freedom and Libraries
American Library Association
http://www.ala.org/
Office of Intellectual Freedom
http://www.ala.org/ala/oif/Default622.htm
American Civil Liberties Union
http://www.aclu.org/
Creative Commons
http://creativecommons.org/
Progressive Librarians Guild
http://libr.org/plg/
Banned Books Online
http://onlinebooks.library.upenn.edu/banned-books.html
American Booksellers Associations
http://www.bookweb.org/
Electronic Privacy Information Center
http://www.epic.org/privacy/terrorism/hr3162.html
EFF: The Electronic Frontier Foundation
https://www.eff.org/
USA Patriot Act from the Library of Congress--Thomas
http://thomas.loc.gov/cgi-bin/bdquery/z?d107:HR03162:%5D
American Library Association
http://www.ala.org/
Office of Intellectual Freedom
http://www.ala.org/ala/oif/Default622.htm
American Civil Liberties Union
http://www.aclu.org/
Creative Commons
http://creativecommons.org/
Progressive Librarians Guild
http://libr.org/plg/
Banned Books Online
http://onlinebooks.library.upenn.edu/banned-books.html
American Booksellers Associations
http://www.bookweb.org/
Electronic Privacy Information Center
http://www.epic.org/privacy/terrorism/hr3162.html
EFF: The Electronic Frontier Foundation
https://www.eff.org/
USA Patriot Act from the Library of Congress--Thomas
http://thomas.loc.gov/cgi-bin/bdquery/z?d107:HR03162:%5D
Saturday, August 05, 2006
Assignments: Semester Project--E-Pathfinder; Website; Wikipedia Entry: Intellectual Freedom Display or Program
Semester Project:
e-Pathfinder; Website; Wikipedia Entry; Intellectual Freedom Display or Program
e-Pathfinder; Website; Wikipedia Entry; Intellectual Freedom Display or Program
Assignments: Banned Book Week
Banned Book Week Assignment
Select two books from the list of challenged books. Fill out a challenge form in the voice of a concerned patron and then write a response from the point of view of "selection not censorship."
************************************Sample form.************
Title of item: ___________________________________________
Author:_______________________________________________________
Format: (e.g. book, video, CD, etc.) ____________________________________
Did you read, view, or listen to the entire work? __________________________
What concerns you about this material?
Have you received and read the libraries policies about materials selection?
Do you represent an association or group? Please explain.
Would you like to talk with a library staff member?
How would you like to be contacted? Phone; Email; Regular mail?
Intellectual Freedom and Libraries: Assignments
Intellectual Freedom and Libraries:
Assignments Overview
September 5, 2006 (taken from final syllabus)
Assignments and Grade Percentages:
¨ 10 Reading Reflections and Responses—5% each (50%)
¨ Banned Book Assignment and Engagement in Discussion (10%)
¨ Editorial Assignment/Short Story Assignment and Critiques (10%)
¨ Electronic Pathfinder or Blog and Critiques (30%)
¨ Optional: Wikipedia contributions (personal and professional pride)
Class Schedule:
(Detailed readings and assignment instructions will be provided separately.)
9/ 5: Week 1: No assignment due.
9/11: Week 2: Reading Reflection 1 due.
9/18: Week 3: Reading Reflection 2 due.
9/25: Week 4: Reading Reflection 3 due.
10/2: Week 5: Banned Book Assignment due.
10/9: Week 6: Reading Reflection 4 due. E-pathfinder/Blog topic due.
10/16: Week 7: Reading Reflection 5 due.
10/23: Week 8: Reading Reflection 6 due.
10/30: Week 9: Reading Reflection 7 due.
11/6: Week 10: Editorial/Short Story due.
11/13: Week 11: Reading Reflection 8 due.
11/20: Week 12: Reading Reflection 9 due.
11/27: Week 13: Reading Reflection 10 due.
12/4: Week 14: E-pathfinder/Blog due.
12/11: Week 15: Final Reflections and Action Planning.
From the syllabus:
Week 1: Preview the Intellectual Freedom Manual, 6th edition; ALA, Office of Intellectual Freedom, http://www.ala.org ; American Civil Liberties Union http://www.aclu.org ; The Creative Commons and other sites and sources related to intellectual freedom.
Week 2: Reading Reflection 1 due. Why is Intellectual Freedom So Important Today?
Intellectual Freedom Manual, Part 1:
Fahrenheit 451 (optional)
Reading Reflection 1: How does the history of the struggle to defend intellectual freedom inform our learning for today? Use specific examples from the readings. What are the issues of most interest to you?
Week 3: Reading Reflection 2 due.
Intellectual Freedom Manual, Part 2.1-17
Fahrenheit 451—The book and/or the movie (Optional)
Reading Reflection 2: Select two or three of the readings on interpretations of the Library Bill of Rights and explain the real life situations where these interpretations would apply. Also suggest why some people would have objections to these interpretations and how you might find a practical solution in real life. Remember that the Library Bill of Rights describes the ideal. In everyday life, we all make decisions about how to apply these ideals to our own situations.
Week 4: Reading Reflection 3 due.
Intellectual Freedom Manual, Part 2 and the USA Patriot Act
Reading Reflection 3: Consider the Library Bill of Rights in light of the USA Patriot Act. How do librarians make the case for patriotism by defending the open and private access to a wide variety of information in our collections? Note the specific content in the Universal Declaration of Human Rights on information rights and freedom of expression. . Should these documents be displayed in libraries? How?
Week 5: Banned Book Assignment due.
Week 6: Reading Reflection 4 due. E-pathfinder/Blog topic due.
Intellectual Freedom Manual, Part 3.1-6
See also The American Civil Liberties Union; the Electronic Frontier Foundation; and other key web sites.
Reading Reflection 4: The Freedom to Read documents like the Library Bill of Rights are challenged by the USA Patriot Act and by the various bills and laws that seek to address patron privacy, children’s use of the Internet, and intellectual property right, particularly copyright. Based on your reading and thinking, create a list of five to eight answers to frequently asked questions that could be used by a public library staff. For example, “Why don’t we give parents a list of books read by their children?” Another example: “Can the homeless sleep in the library? Take a bath? Cook?” (See also IFM, Part 4.5)
Week 7: Reading Reflection 5 due.
Intellectual Freedom Manual, Part 3.7-11
Search for relevant articles in the library and information science databases.
Reading Reflection 5: In addition to the readings from the Intellectual Freedom Manual, look for Internet Use Policies in your area or in another familiar setting. Identify the common features and the find out what problems are faced in real life practice? Use documentation from three to five professional articles illustrating problems and practices.
Week 8: Reading Reflection 6 due.
Intellectual Freedom Manual, Part 4
See also the Social Responsibility Round Table and the Progressive Librarians Guild.
Reading Reflection 6: The Office of Intellectual Freedom has been involved in many legal cases over the years. Look at the OIF website and note the scope of the current cases. To what extent should local librarians (including yourself) become involved in the legal and political issues before us today? Should librarians run for office? Write letters to the editor? Participate in protests?
Week 9: Reading Reflection 7 due.
Intellectual Freedom Manual, Part 5
Family Friendly Libraries
Focus on the Family
Lester Asheim, “Selection not censorship.” Various versions.
Reading Reflection 7: Using the principle of selection not censorship, of inclusiveness not exclusiveness, consider how to present the case against censorship to library boards, city/county government, religious groups, and other community groups. Find two or three specific cases in the professional literature to consider.
Week 10: Editorial/Short Story due.
Week 11: Reading Reflection 8 due.
Intellectual Freedom Manual, Part 6: Working for Intellectual Freedom
Reading Reflection 8: Using the LIS literature, find three examples from the last twenty years that describe successful campaigns against censorship. Look specifically for the roles of the library staff members. Did anyone lose a job? Almost? Why is preparation for challenges to intellectual freedom so important?
Week 12: Reading Reflection 9 due. Intellectual Property Rights vs. Intellectual Freedom; The Creative Commons and the Digital Millennium Copyright Act
Reading Reflection 9: Consider alternative approaches to protecting intellectual property rights. How are digital content resources on the web changing the stakes for publishers and other content providers? What new business models are being tried?
Week 13: Reading Reflection 10 due. The Digital Divide and Intellectual Freedom.
Reading Reflection 10: Consider groups in society who are traditionally disadvantaged by lacking access to or interest in/motivation to use technology. You may want to revisit the Universal Declaration of Human Rights and global institutions such as IFLA and UNESCO. What can a local library, a for-profit organization, or a professional association do to address the digital divide, locally or globally?
Week 14: E-pathfinder/Blog due.
Week 15: Final Reflections and Action Planning
Social Responsibilities Round Table and the Progressive Librarians
Social Responsibilities Round Table and the Progressive Librarians:
The Hot Issues for Today
What are the hot topics you find in the news? Take a look at activities and concerns of the Social Responsibilities Round Table and the Progressive Librarians Group. Check out the blog Library Juice by Rory Litwin. We'll discuss there issues in the discussion area.
Intellectual Freedom: Syllabi, Resources, and Assignments
Intellectual Freedom: Syllabi, Resources, and Assignments
In the next few weeks I'll be posting materials for the fall course, Intellectual Freedom and Libraries, University of Wisconsin--Madison
If you are going to be taking the class, please send me an email at marti.smith@alvernia.edu I've just taken a new job as the Dean of Library and Educational Services at Alvernia College in Reading, PA.
For Intellectual Freedom and Libraries: Some Beginnings
- Required Readings: ALA. The Intellectual Freedom Manual, 6th edition. The 7th edition is just out, but it is very expensive. Most of the readings for the class will be from the Manual and from databases in the library and from websites.
- Fiction and Movies: Sensitize yourselves to the issues with some of these novels, stories and films:
- Fahrenheit 451, novel and film. This is one of the most important books and films on the subject of restricted access to information. Focused on book burning in an authoritarian society, the book and the film are slightly different.
- The Handmaid's Tale: novel by Margaret Atwood and film. More chilling today than when the movie was made. This was filmed in North Carolina at Duke and at St. Mary's where I was the library director. Main character is a librarian. Very profound experience.
- 1984: novel by George Orwell and film. Repression and censorship.
- More to come.
Wednesday, May 10, 2006
Medical Leave-- Surgery
Since April 18th, I've been away from my regular life due to surgery. I'm healing well and expect to be back actively blogging soon. In the meantime, please visit my daughter April's blog http://www.mprize.org/blogs April's CR Diary It's about eating healthy, the light side of life-extension research, and her love, Michael Rae. The two of them will be on CNN in mid-May--See Paula Zahn Now.
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