Burning, Banning and Falsifying

Burning, Banning and Falsifying

Book burning and its sibling, book banning, are a dark testament to the dangers of censorship and serve as a stark reminder of the importance of free speech, access to information and the value of diverse ideas and perspectives.

What happens when words written hundreds of years before your birth or during your lifetime are made unavailable to you? How does this impact your ability to learn, consume information and understand the context of your community and society at large? While the idea of burning books in a public square may feel like something out of a dystopian novel, history has proven time and time again that censorship is a real and present power tactic used by those seeking to control the behaviors and thoughts of others.

In this module, we’ll look at book burnings and bannings in societies around the world. Then we will focus on the suppression of one specific book, The Diary of a Young Girl. Even in 2024, that text is the subject of heated debate, and you guessed it, has been banned in America.

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Antebellum South and Caribbean

In the 1800s, Christian missionaries made changes to the Bibles they gave to enslaved Africans in the Caribbean and the United States to match their own particular theological agendas. They left out many parts of the traditional Bible that could have encouraged enslaved Africans to rebel. Passages about freedom and liberation were omitted from what became known as the Slave Bible. The Slave Bible was used to convert enslaved Africans to Christianity; however, they were banned from learning the full true story of their captors' religion.

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China (Qin Dynasty, Cultural Revolution, Contemporary)

In ancient China, during the Qin Dynasty in the third century BCE, Emperor Qin Shi Huang wanted to make sure people followed him without any disagreement. The emperor, in a strategic maneuver to solidify his authority and quell any form of opposition or disagreement, had all books not dealing with practical matters, history, or prophecy burned. In more recent times, from 1966 to 1976, there was a period called the Cultural Revolution in China, led by Mao Zedong. During this time, books and cultural artifacts that did not mirror the government's beliefs were removed. This deliberate eradication of books and various cultural artifacts was a means of executing an extensive ideological purge. This censorship went beyond simply banning books displayed or sold; they also launched targeted campaigns against authors whose work was deemed counterrevolutionary. This move towards restricting knowledge has continued centuries later in the modern era at the hands of the contemporary Chinese government, as books of the ruling party were removed from a state-run library and burned in 2019.

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Medieval Europe

In the 1500s, during Europe’s Protestant Reformation, religion was at the center of debates, fights and even deaths. Many people know of Martin Luther, a famous Protestant reformer who publicly burned books of church laws as a symbol of his defiance of the authority of the Catholic Church. But have you heard of the Index Librorum Prohibitorum, a list of books created in 1557 by Pope Paul IV that Catholics were prohibited from reading?

“The Index of Prohibited Books, Index Librorum Prohibitorum, established in 1557 by Pope Paul IV, was a list of books that Catholics were prohibited from reading on pain of excommunication. The books were prohibited because they contained material considered dangerous or contrary to faith or morals…[it] was abolished by Pope Paul VI in 1966 because it was considered to be contrary to the teaching of Vatican II concerning freedom of inquiry”, according to the New Catholic Encyclopedia.

Even prominent thinkers and personalities like Galileo Galilei and René Descartes had their works suppressed.

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Nazi Germany

In Nazi-controlled Germany, a series of important events shaped the regime's genocidal ideology and policies. One significant event was the Nazi book burning that happened on May 10, 1933, in Berlin's Opera Square. Thousands of people gathered to witness this event. The Nazis organized these book burnings, which were carried out by like-minded college students. They did it to suppress certain ideas and promote their own ideology. The main targets of these book burnings were books written by Jewish people, political dissenters and anyone the Nazis considered "un-German." They called out the names of Jewish authors as they burned their works, trying to erase and eradicate Jewish influence and undermine their cultural contributions. They also burned books by political dissenters who criticized the Nazi regime, aiming to silence opposing voices. Burning books was a way for the Nazis to control what people thought and advance the ideological agenda of the Nazi regime.

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Soviet Russia

In the past, the Soviet Union, led by powerful figures like Joseph Stalin, used different tactics to control the information people had and to stop any disagreement. They implemented a series of measures including book-censorship campaigns with the aim of exerting control over information dissemination to stifle any form of dissent. Even though the government-run libraries were already meant to share government-approved messages, they still regularly removed materials found distasteful or contradictory to party interests. Eventually, this list of banned books numbered in the thousands. By controlling what books people could read, Stalin's Soviet Union could control and shape public perceptions of the world, with the aim of preserving its authority.

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Contemporary Period

Our modern era is not free from censorship. The booking bannings of our times have mainly been linked to religious extremism. Groups like Al-Qaeda and ISIS have resorted to this practice as a means to eliminate literature they deem to be contrary to their interpretation of Islamic teaching. In the United States, some Christian extremists have also led a similar campaign of book banning to promote and enforce nationalist interpretations of the Bible.

DISCUSSION QUESTIONS

  1. What common motivations can be identified across these different historical and cultural contexts for burning or censoring books? Are there any unique motivations in each case?
  2. How did the censorship and burning of books influence society, culture and politics in each of these historical periods? What long-term effects can be observed?
  3. In what ways did ideology play a central role in the decision to censor or burn books? How did ruling authorities use ideology as a tool of control?
  4. Reflect on the importance of freedom of expression and the implications of suppressing literature and ideas. How are these historical examples relevant to contemporary discussions about censorship, information control and freedom of expression?

DISCUSSION QUESTIONS

  1. What common motivations can be identified across these different historical and cultural contexts for burning or censoring books? Are there any unique motivations in each case?
  2. How did the censorship and burning of books influence society, culture and politics in each of these historical periods? What long-term effects can be observed?
  3. In what ways did ideology play a central role in the decision to censor or burn books? How did ruling authorities use ideology as a tool of control?
  4. Reflect on the importance of freedom of expression and the implications of suppressing literature and ideas. How are these historical examples relevant to contemporary discussions about censorship, information control and freedom of expression?

ACTIVITY

Timeline – The Diary of a Young Girl

Let’s follow the history of a banned book. Click through the timeline to learn more about the ways the life story of Anne Frank has been banned.

ACTIVITY

Timeline –
The Diary of a Young Girl

Let’s follow the history of a banned book. Click through the timeline to learn more about the ways the life story of Anne Frank has been banned.

June 1947 — The Diary of a Young Girl is published

"Anne’s diary is a compelling self-portrait of a typical teenager living under abnormal conditions — a mischievous, fun-loving chatterbox who is forced by circumstances to forego most of the pleasures of adolescence and grow up quickly. It’s a fascinating, poignant and important book, written by a young girl of great spirit and sensitivity."
from a review of The Diary of a Young Girl by Toni Child in 1952.

Source: Newspapers.com

1982 — Anne Frank’s diary is questioned in Wise County, Virginia

The first attempts to ban Anne Frank's diary came in 1982 from parents in Wise County, Virginia, who objected to the detailed descriptions of Frank's anatomy, her romantic feelings for the same gender and her repressed sexual feelings. Since then, there have been other attempts to ban the diary, such as pushes in 1983 in Alabama, 1998 in Texas, 2010 in Virginia and 2013 in Michigan.

Source: BannedLibrary.com

Credit: Kingsport Times-News (Kingsport, Tennessee) · 12 Oct 1982, Tue · Page 10

September 2017 — Anne Frank’s diary is adapted into a graphic novel titled Anne Frank’s Diary: The Graphic Adaptation

The nonprofit foundation established by Anne Frank's father, Otto Frank, authorized the publication of the graphic novel written by Ari Folman and illustrated by David Polonsky. The 148-page adaptation was published in France on September 18, 2017.

Source: Anne Frank Fonds

October 2017 —
Graphic Diary of Anne Frank is published in the Netherlands and Germany

In a BBC interview, Ari Folman, the author of the graphic adaptation tells readers that he is dedicated to preserving the significance of Anne’s legacy. He firmly believes that the graphic novel provides an ideal solution for the upcoming generation.

Source: BBC

May 2018 —
Newly uncovered pages from Anne Frank’s diary reveal risqué jokes

During a news conference in Amsterdam, Ronald Leopold, executive director of the Anne Frank House, states, “Inside a secret annex above her father’s office, Anne Frank edited passages from her first diary, the book that captured a teenager’s experience of the Holocaust. What she hid underneath brown-gummed paper on two pages was revealed on Tuesday — five crossed-out phrases, four risqué jokes and 33 lines about sex education and prostitution… Anne Frank writes about sexuality in a disarming way. Like every adolescent she is curious about this subject,” said Leopold.

Source: NPR

March 2019 —
Teen Vogue interviews authors of Anne Frank’s Diary: The Graphic Adaptation

"We hope younger readers can find a connection between Anne’s experience during World War II and the current situation in so many war zones. If it inspires just a few readers to action, to help those who can't help themselves, we feel that we’ve done our job." — Ari Folman, Teen Vogue

August 2022 — HEATED DEBATES AND PUBLIC PROTEST AS A TEXAS SCHOOL DISTRICT CHALLENGES THE ANNE FRANK GRAPHIC NOVEL

  • A Texas school district reviews ban of the Anne Frank graphic novel, along with other books

    The Keller Independent School District in Texas evaluates a list of 41 books that the school board has proposed for removal from school libraries. One of these books is the Anne Frank graphic novel adaptation.

    Source: USA Today

  • School librarians order the removal of copies of Anne Frank’s graphic novel in Keller, Texas

    Jennifer Price, the director of curriculum and instruction at Keller ISD, sends an email to teachers and librarians on August 16, 2022 informing them that they have one day to take the "challenged" books off the school shelves. "By the end of today, I need all books pulled from the library and from classrooms. Please collect these books and store them in a location," the email reads.

    Source: Insider

  • A Texas school district reverses the decision to ban an adaptation of Anne Frank’s diary after facing public backlash

    The initial banning decision leads to significant public protest, particularly from Jewish groups, prompting the Keller Independent School District's executive committee to reverse their decision, announcing that the adaptation will be reinstated on the shelves. Speaking at a public meeting, Keller ISD board president Charles Randklev criticizes the media and external critics for their coverage and misinformation regarding the recent controversy over the removal and subsequent reinstatement of Anne Frank's diary in the school district's curriculum. He asserts that the board's intentions were to protect children from explicit content and promote transparency in the procurement and challenge processes.

    Source: JTA

  • A Texas school district reviews ban of the Anne Frank graphic novel, along with other books

    The Keller Independent School District in Texas evaluates a list of 41 books that the school board has proposed for removal from school libraries. One of these books is Anne Frank's graphic novel adaptation.

    Source: USA Today

  • School librarians ordered to remove copies of Anne Frank’s graphic novel in Keller, Texas

    Jennifer Price, the director of curriculum and instruction at Keller ISD, sends an email to teachers and librarians on August 16, 2022 informing them that they have one day to take the "challenged" books off the school shelves. "By the end of today, I need all books pulled from the library and from classrooms. Please collect these books and store them in a location," the email read.

    Source: Insider

  • A Texas school district reverses the decision to ban an adaptation of Anne Frank’s diary after facing public backlash

    The initial banning decision led to significant public protest, particularly from Jewish groups, prompting the Keller Independent School District's executive committee to reverse their decision, announcing that the adaptation would be reinstated on the shelves. Speaking at a public meeting, Keller ISD board president Charles Randklev criticizes the media and external critics for their coverage and misinformation regarding the recent controversy over the removal and subsequent reinstatement of Anne Frank's diary in the school district's curriculum. He asserts that the board's intentions were to protect children from explicit content and promote transparency in the procurement and challenge processes.

    Source: JTA

April 2023 —Activist group causes Anne Frank’s Diary: The Graphic Adaptation to be banned in Florida School District

  • In Florida, Moms for Liberty voices complaints about Anne Frank’s graphic adaptation on Twitter
  • ​​​​​​A Florida school bans an adaptation of Anne Frank’s diary because Moms for Liberty deems it “sexually explicit”

    A school in Florida removes a graphic novel adaptation of Anne Frank's diary from its library due to objections from a group of parents, known as Moms for Liberty, who found its content "sexually explicit." The book is withdrawn from the library at Vero Beach High School in Indian River County.

    Source: Business Insider

  • In Florida, Moms for Liberty voices complaints about the Anne Frank graphic adaptation on Twitter
  • ​​​​​​A Florida school bans an adaptation of Anne Frank’s diary because Moms for Liberty deemed it “sexually explicit”

    A school in Florida removes a graphic novel adaptation of Anne Frank's diary from its library due to objections from a group of parents, known as Moms for Liberty, who found its content "sexually explicit." The book is withdrawn from the library at Vero Beach High School in Indian River County.

    Source: Business Insider

May 2023 —Florida’s Governor signs House Bill 1069, mandating that school boards cease using any material parents are not allowed to read aloud

This bill enhances the procedures for transparency and assessment of materials in public school libraries and classrooms, as well as the process for parents to restrict their child's access to materials and raise objections. It mandates the temporary suspension of materials accused of containing pornography or sexually explicit content. Furthermore, it obliges district school boards to discontinue the use of any material that parents are not permitted to read aloud.

Source: The Florida Senate

House Bill 1069 and why it’s so easy to get books banned with this law

June 2023 —
Gov. Ron DeSantis says, “Not a single book removed in Florida,” calls banning storyline a “hoax.”

“There’s not been a single book banned in the state of Florida,” states Governor Ron DeSantis of Florida during a Twitter Spaces presidential campaign launch on May 24, 2023. “You can go buy or you can use whatever book you want,” DeSantis explains. He assures readers that books align with state standards and are suitable for various age groups.

Source: Tampa Bay Times

June 2023 —
House Bill 900 in Texas causes school librarians to remove books

  • Texas passes House Bill 900 on June 12, requiring book vendors to assign ratings to books based on the presence of depictions or references to sex

    In school libraries, books with a "sexually explicit" rating will be removed from bookshelves, and students who wish to borrow school library books categorized as "sexually relevant" would need to obtain parental permission first.

    Source: Legiscan

  • Texas Gov. Greg Abbott signs House Bill 900

    Governor Greg Abbott enacts a law that forbids sexual content in school libraries. This law, part of Abbott’s ongoing “parental empowerment” initiative, is represented by House Bill 900, which restricts schools from acquiring books that are considered “sexually explicit, extensively vulgar or not educationally appropriate.”

    Source: Statesman

  • School libraries in Texas are required to clear shelves of sexually explicit books with new law (HB 900) in place

    Republican Representative Jared Patterson of Frisco, Texas states that his bill took 18 months to develop, with the primary challenge being to persuade people that the materials he aimed to prohibit in school libraries even existed. He explains, "concerned parents brought books to me that were so radically explicit in nature that, again, you couldn't show it on television or read it on the radio because of FCC guidelines," Patterson says, referring to the Federal Communications Commission. "Yet, it's in the children's library at school."

    Source: WFAA

  • Texas passes House Bill 900 on June 12, requiring book vendors to assign ratings to books based on the presence of depictions or references to sex

    In school libraries, books with a "sexually explicit" rating will be removed from bookshelves, and students who wish to borrow school library books categorized as "sexually relevant" need to obtain parental permission first.

    Source: Legiscan

  • Texas Gov. Greg Abbott signs House Bill 900

    Governor Greg Abbott enacts a law that forbids sexual content in school libraries. This law, part of Abbott’s ongoing “parental empowerment” initiative, is represented by House Bill 900, which restricts schools from acquiring books that are considered “sexually explicit, extensively vulgar or not educationally appropriate.”

    Source: Austin American-Statesman

  • School libraries in Texas are required to clear shelves of sexually explicit books with new law (HB 900) in place

    Republican Representative Jared Patterson of Frisco, Texas states that his bill took 18 months to develop, with the primary challenge being to persuade people that the materials he aimed to prohibit in school libraries even existed. He explains, "concerned parents brought books to me that were so radically explicit in nature that, again, you couldn't show it on television or read it on the radio because of FCC guidelines," Patterson says, referring to the Federal Communications Commission. "Yet, it's in the children's library at school."

    Source: WFAA

July 2023 —
School book vendors voice concerns about House Bill 900

Book vendors wishing to sell books to public schools in Texas will be required to “rate all the books they sell based on sexual content.” In a CNN interview, one vendor explains that while she can manage to read about 30 books annually, it’s impractical for her to read and assess the thousands of books she could potentially sell to a school. Furthermore, she lacks the financial means to hire someone else for this task.

Shirley Robinson, who serves as the executive director of the Texas Library Association, an organization with over 5,000 members throughout the state, describes the definitions as "extremely unclear.” “What might be sexually relevant to one vendor could be sexually explicit to another, and yet another vendor may not feel like the book needs to be rated in either of those categories.”

Source: CNN

August 2023 —
Moms For Liberty gathers parents, guardians and advocates, hoping to make a statement about the books children could be exposed to in the classroom.

“We were looking at the books in the schools and doing keyword searches like rape, incest, pedophilia, bestiality, and then we were able to find, you know, books in our schools with those,” Jennifer Pippin, head of the Moms For Liberty Indian River County chapter, said.

Source: WDPE

Tense discourse over books, African American history standards at school board meeting

August 2023 —
Texas House Bill 900, which forces vendors to rate sexually explicit books, is momentarily suspended.

“A federal judge said Thursday he will stop a new Texas law aimed at keeping sexually explicit materials off of school library shelves on the eve of the law going into effect, according to state attorneys and lawyers for a group who sued over the proposal. District Judge Alan D. Albright indicated during a hearing that he will grant a temporary injunction sought by a group of book groups and sellers, including two Texas bookstores, who sued the state over House Bill 900 in July, the group’s lawyers said in a statement. Albright will issue a written order in one to two weeks; in the meantime, the state cannot enforce the law, according to the statement.” — The Texas Tribune

“During a brief online status conference on August 31, federal judge Alan D. Albright said he will issue a preliminary injunction blocking enforcement of HB 900, Texas’s controversial new book-rating law.” — Publishers Weekly

September 2023 — Teacher removed from classroom for using Anne Frank’s Diary: The Graphic Adaptation after Texas House Bill 900 goes into effect.

REFLECTION QUESTIONS

  1. How do the events in this timeline challenge the perception of the United States as a country of free speech and freedom of expression? What are some key moments on the timeline that highlight the tension between free speech and censorship?
  2. What are some possible reasons for publishing The Diary of a Young Girl as a graphic novel?
  3. How did Anne Frank’s Diary: The Graphic Adaptation reach a different audience and what impact did it have on readers?
  4. Why was Anne Frank’s Diary: The Graphic Adaptation banned in Texas and Florida? How did the reasons for banning the book align or conflict with principles of free speech?
  5. How did the development and passage of House Bill 900 in Texas and House Bill 1069 in Florida impact the availability of certain books in school libraries? What legislation in your community is similar?
  6. How did the public react to the banning of books and the implementation of these laws? Were there varying opinions, and if so, what were the main arguments on both sides?
  7. Consider the impact of these events on education. How might the removal or restriction of certain books affect students’ understanding of history, social issues and diversity?
  8. How can media literacy be a valuable skill for understanding and critically analyzing such events? How can individuals navigate information and different perspectives in a media-saturated world?

REFLECTION QUESTIONS

  1. How do the events in this timeline challenge the perception of the United States as a country of free speech and freedom of expression? What are some key moments on the timeline that highlight the tension between free speech and censorship?
  2. What are some possible reasons for publishing The Diary of a Young Girl as a graphic novel?
  3. How did Anne Frank’s Diary: The Graphic Adaptation reach a different audience and what impact did it have on readers?
  4. Why was Anne Frank’s Diary: The Graphic Adaptation banned in Texas and Florida? How did the reasons for banning the book align or conflict with principles of free speech?
  5. How did the development and passage of House Bill 900 in Texas and House Bill 1069 in Florida impact the availability of certain books in school libraries? What legislation in your community is similar?
  6. How did the public react to the banning of books and the implementation of these laws? Were there varying opinions, and if so, what were the main arguments on both sides?
  7. Consider the impact of these events on education. How might the removal or restriction of certain books affect students’ understanding of history, social issues and diversity?
  8. How can media literacy be a valuable skill for understanding and critically analyzing such events? How can individuals navigate information and different perspectives in a media-saturated world?

Documenting History

Anne Frank’s diary is an example of the importance of preserving history. In the 1900s, Anne’s writings in her diary were documented and preserved as autobiographical history. Oral history is another popular way of preserving history that many Holocaust survivors and their descendants have taken part in. Through planned and recorded interviews, individuals tell their personal experiences to share history. We can hear people’s experiences through their own words and voices, similar to reading Anne Frank’s diary.

The Breman Museum has an extensive oral history collection of first and second generation Jewish Americans as well as Holocaust survivors like Rachel Lager Wise, who told their stories and experiences of being Jewish in America as well as personal histories.

Source: The Breman Museum

Want to collect an oral history in your family or community? Our Sankofa Learning Companion contains a lesson that will take you step by step through the process.

READ BETWEEN THE LINES

READ BETWEEN THE LINES

In communities around the world, the issue of book banning and censorship in schools has become a controversial and heated debate. From classics like George Orwell’s 1984 to contemporary young adult novels like The Hate U Give by Angie Thomas, there have been increasing efforts to restrict or outright remove certain literary works from school libraries and classrooms.

Those in favor of restricting access to certain novels argue that they are protecting children from exposure to obscenity, profanity or content they deem politically or morally inappropriate. However, critics contend that these censorship efforts fundamentally undermine students’ freedom of speech, intellectual freedom and access to diverse perspectives that are crucial for developing critical thinking abilities.

At the heart of this complex issue lies the question—who gets to decide what books are appropriate or inappropriate? What processes and policies govern these high-stakes decisions that impact the education and worldviews of entire generations? How much input should parents, educators, school administrators and the community-at-large have in regulating literary materials? And perhaps most importantly, are censorship efforts disproportionately silencing or misrepresenting marginalized voices and viewpoints?

In “ORIGIN,” the character of Isabel Wilkerson, portrayed by Aunjanue Ellis-Taylor, embarks on an investigative journey as a journalist, seeking to understand how caste systems connect around the globe.

Courtesy of ARRAY Filmworks

In this next activity prepare to use some of Wilkerson’s techniques as you go beyond the rhetorical debates of “right” and “wrong” to conduct a deep-dive investigation into the quantitative data, policies, processes and stakeholders involved in book selection, approval and censorship within your own school district. By leveraging tools like statistical analysis, policy evaluation, stakeholder input and rigorous research, you will uncover facts that can elevate this important discussion.

ACTIVITY

Bear Witness: Become an Advocate for Your School Community

While there is a general criterion for school library book selection set forth by the American Library Association, each state has distinct procedures for approving books for their school libraries. Let’s examine how three very different states—California, Georgia and Michigan—approve their school library books.

  • Learn how library books are approved in your local school
  • Take action and contribute to what literature is available to students in your community
  • Make noise on the national level and take steps to ensure all learners have access to information

EXAMINE each state’s Department of Education and state bills pertaining to books in school libraries:

DISCUSSION QUESTIONS

  1. What are the common criteria or principles that each state’s Department of Education emphasizes in the selection of materials for school libraries and how do they vary?
  2. What are the key similarities and differences between SB 226 in Georgia and AB 1078 in California in terms of their objectives and impacts on book selection in school libraries?
  3. How do the differences in guidelines and bills between these states reflect their unique cultural and political landscapes and what does this tell us about the role of local context in educational decision-making?
  4. Should the responsibility of book selection in school libraries primarily fall on local school districts, or should there be a more standardized statewide approach? What are the advantages and disadvantages of each approach?

SHORT AND LONG TERM ACTIVITIES

SHORT AND LONG TERM ACTIVITIES

Looking to make a difference today?
Check out our mini-activities that can be completed in one class session, with a group or alone.

Ready to learn? Click this PDF to download or print this activity ↓

ADDITIONAL RESOURCES

LESSON 3: OVERVIEW

What
Belongs?

BACK TO OVERVIEW

LESSON 3: MODULE 2

Symbols
and Signs

EXPLORE MODULE
ORIGIN 101

CALIFORNIA

Department of Education:
District Selection Policies — Recommended Literature List (CA Dept of Education)

The California Department of Education recommends each school district have literature selection policies approved by their local governing boards. Although a few tools, like the Recommended Literature List or the ALA Workbook are provided, it is ultimately the district’s responsibility to choose literature based on these approved policies. The selection of literature and nonfiction for school libraries and classrooms should follow established policies and procedures, known as the “Library Bill of Rights,” to ensure that libraries become forums for information and ideas, free of censorship.

The following checklist of questions is commonly used in California to develop selection policies for classroom and library literature and nonfiction books:

  • Does the district have a written instructional materials selection policy? Has it been formally adopted by the local governing board? Is it reviewed annually and revised periodically? Does it specifically address literature and nonfiction that is taught in the classroom, or does it pertain only to literature and nonfiction in the school's library?
  • Does the policy include written procedures for handling complaints? Is the policy reviewed each year by principals, teachers, teacher librarians and classified library employees?
  • Does the policy include guidelines for the use of materials other than those purchased by the district (such as materials donated by parents, teachers, or students)?
  • Is there an established procedure to inform parents of the literature and nonfiction that will be taught during the school year? Is the right of students to use an alternative assignment addressed? (The right to not read a selected text does not mean one can prevent others from reading that text.)
  • Is it standard district procedure for teachers or teacher librarians to read a book before using it with a class or a small group?
  • Do teachers or teacher librarians prepare a brief rationale justifying the use of any literary or nonfiction work in class? The rationale should answer four questions:
    • Why use this work with this class at this time?
    • Will this work meet instructional objectives?
    • If problems of style, texture, tone or theme arise for students who are reading this work, how will those problems be addressed?
    • If the instructional objectives are met, how will students benefit from having read and discussed this work?
  • If a book is challenged, does the person who raises the issue have an opportunity to talk with the teacher or teacher librarian informally before any further steps are taken?
  • Does the district have a committee dedicated to dealing with requests for reconsideration? This committee should be representative of the community and educated about intellectual freedom issues in advance of any challenges.
  • Do district personnel communicate with civic, religious, educational and political community groups?
  • How do district personnel keep informed of current legal issues that affect the selection and use of instructional materials?
  • Are selection tools available that assist teacher librarians and classroom teachers to choose quality titles?
  • Does the district have a written instructional materials selection policy? Has it been formally adopted by the local governing board? Is it reviewed annually and revised periodically? Does it specifically address literature and nonfiction that is taught in the classroom, or does it pertain only to literature and nonfiction in the school's library?
  • Does the policy include written procedures for handling complaints? Is the policy reviewed each year by principals, teachers, teacher librarians and classified library employees?
  • Does the policy include guidelines for the use of materials other than those purchased by the district (such as materials donated by parents, teachers, or students)?
  • Is there an established procedure to inform parents of the literature and nonfiction that will be taught during the school year? Is the right of students to use an alternative assignment addressed? (The right to not read a selected text does not mean one can prevent others from reading that text.)
  • Is it standard district procedure for teachers or teacher librarians to read a book before using it with a class or a small group?
  • Do teachers or teacher librarians prepare a brief rationale justifying the use of any literary or nonfiction work in class? The rationale should answer four questions:
    • Why use this work with this class at this time?
    • Will this work meet instructional objectives?
    • If problems of style, texture, tone or theme arise for students who are reading this work, how will those problems be addressed?
    • If the instructional objectives are met, how will students benefit from having read and discussed this work?
  • If a book is challenged, does the person who raises the issue have an opportunity to talk with the teacher or teacher librarian informally before any further steps are taken?
  • Does the district have a committee dedicated to dealing with requests for reconsideration? This committee should be representative of the community and educated about intellectual freedom issues in advance of any challenges.
  • Do district personnel communicate with civic, religious, educational and political community groups?
  • How do district personnel keep informed of current legal issues that affect the selection and use of instructional materials?
  • Are selection tools available that assist teacher librarians and classroom teachers to choose quality titles?

State Bill: AB 1078

“California Gov. Gavin Newsom signed Assembly Bill 1078 Monday, which penalizes school boards for banning books. The new law applies to bans on books and other materials based solely on the inclusion of history related to Black, Latino, Asian, Native American, LGBTQ people and other groups, CalMatters reports. Moreno Valley Democrat and Assembly member Corey Jackson introduced the bill, which Newsom called ‘long overdue.’” —KTLA

MICHIGAN

Department of Education:
Best Practices for School Library Collections — Michigan Department of Education

The Michigan Department of Education encourages each district to establish a comprehensive school library collection development policy that includes procedures for reconsideration of materials. Utilizing resources from the ALA Selection and Reconsideration Policy Toolkit, parents, school librarians, educators and administrators are all welcome to take part in the process, as long as they follow these standard criteria for literary selection:

  • Demonstrate literary merit, quality, value and significance.
  • Cover topics, authors, series or genres that fill gaps in the current school library collection.
  • Are current, relevant, accurate and from reputable sources.
  • Include electronic and multimedia resources to help meet the needs of individual learners. Districts benefit from offering print and non-print materials that take into consideration equity of access.
  • Represent diverse viewpoints and cultures to ensure that the collection embodies the unique backgrounds of the student population, not simply of the district but of the state, country and world.

When reconsidering individual books, the procedure should be the following:

  • Include the process to submit a request for individual books and material reconsideration;
  • Include an explanation of the structure of the reconsideration committee, with membership including librarians, teachers, at least one administrator and parents/guardians on the committee;
  • Require committee members to be familiar with the school library collection development policy;
  • Be objective in the evaluation of the material in question within the scope of the school library collection development policy;
  • Require all parties to read or view all books and/or materials in question in full and not simply pull passages or parts of the work in question out of context; and
  • Be in support of the First Amendment and the freedom to read.
  • Demonstrate literary merit, quality, value and significance.
  • Cover topics, authors, series or genres that fill gaps in the current school library collection.
  • Are current, relevant, accurate and from reputable sources.
  • Include electronic and multimedia resources to help meet the needs of individual learners. Districts benefit from offering print and non-print materials that take into consideration equity of access.
  • Represent diverse viewpoints and cultures to ensure that the collection embodies the unique backgrounds of the student population, not simply of the district but of the state, country and world.

When reconsidering individual books, the procedure should be the following:

  • Include the process to submit a request for individual books and material reconsideration;
  • Include an explanation of the structure of the reconsideration committee, with membership including librarians, teachers, at least one administrator and parents/guardians on the committee;
  • Require committee members to be familiar with the school library collection development policy;
  • Be objective in the evaluation of the material in question within the scope of the school library collection development policy;
  • Require all parties to read or view all books and/or materials in question in full and not simply pull passages or parts of the work in question out of context; and
  • Be in support of the First Amendment and the freedom to read.

State Bill:
Unlike California or Georgia, Michigan does not have any solid legal grounding or bills pertaining to school library guidelines.

“In Michigan, most public libraries follow the guidelines set by the American Library Association (ALA). The ALA already holds policies protecting discrimination of content and ensures that “materials should not be excluded because of the origin, background, or views of those contributing to their creation.” However, without solid legal implications many public libraries and schools have made allowances for censorship that could be deemed both against the library guidelines and potentially unconstitutional.” —Lanthorn

GEORGIA

Department of Education:
Instructional Materials Selection and Recommendation

Georgia's Department of Education, unlike California or Michigan, does not provide specific guidelines for school library selections. However, the state provides guidelines for the instructional classroom materials that are being used. Each local board of education is responsible for reviewing materials utilized within their school district. This process involves notifying parents and guardians, enabling public comments and seeking parental input before adopting or implementing proposed instructional materials and content. Furthermore, local boards of education are mandated to publish a list of proposed instructional materials and content on their websites for public review. This listing should include details such as version numbers, state-funded course associations and identification numbers. Upon request, local boards of education must make proposed and approved instructional materials available for on-site review. Additionally, they should allow parents to review supplementary materials used by the local school system, specifying reasonable review hours.

“In April of 2022, Georgia Governor Brian Kemp signed Senate Bill (S.B.) 226, known as the “library censorship bill”, passed in the House by a 97-61 margin Friday afternoon. The bill would pave the way for the state to ban certain books from Georgia’s public schools if certain boards deem these books as inappropriate. These books are largely authored by people of color and address topics that are relevant to race, gender, identity, religion, or the Holocaust.” —Georgia Law Review

State Bill: SB 226