Assignment Three- Action Research Plan

Banned Library Book Collection in a High School

Beth Martin
LIS 600.01
November 02, 2013
Submitted by: Christin Hope









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Part of the Charlotte Mecklenburg Librarys (CML) vision is the Opportunities for
personal success in reading and learning for everyone (Charlotte Mecklenburg Library, 2013).
Part of the CMLs mission is Expanding minds (Charlotte Mecklenburg Library, 2013). The
chance for everyone to learn, gain success or expand a mind through reading is the underlining
purpose of most libraries in the United States. High school libraries within the U.S. are often
challenged with banned books. Taking away banned books can possibly diminish the chance of a
student learning or expanding his or her mind through reading. The issue of high school banned
library books is shown to be continuous throughout the years. This research paper will explore
and investigate the issue of keeping high school banned library books to develop a plan to solve
the ongoing issue.
Problem Identification
High school banned library books is an issue that should be investigated. The issue
should be investigated because students should have the opportunity of having all material
available relevant to their age. Having all books available in the library can guarantee that their
knowledge and learning experience will increase. The issue of banned books should be addressed
to find out why the books are being banned and how those involved can collaborate to keep
banned books in a high school collection. Why should high school books not be banned? The
freedom to choose and the freedom to express ones opinion even if that opinion might be
considered unorthodox or unpopular (Gastwirt, 1988). Some may say that the freedom to
choose a book to read is the joy of reading. Although in high school libraries when students
choose a book many have to factor in parents influence, students ages, community influence,
teachers curriculum and much more. Due to the previously mentioned factors a student may not
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be able to choose a book of choice. High school students between the ages of 14 to 18 should be
able to choose their own item to read because of the freedom to choose.
Banned Books and the Universal Availability by an Annoyed Librarian is written in an
extremely straight-forward manner that shows the writers frustration of banned books. It is
evident from the authors choice of presenting his or her name that banned books has become an
issue that should be addressed. However, what was the writer of this article purpose? What did
the writer want the reader to gain from reading the article? The same can be asked about a high
school banned book. Before the book is challenged to be banned: what was the authors purpose
or what did the writer want the high school reader to gain from reading this book? Having books
banned have also changed some authors choice to publish. Whereas both governmental
intimidation and the fear of censorship cause authors who seek to avoid controversy to practice
self-censorship, thus limiting our access to new ideas (Librarian, 2008). A young adult author
and high school librarian have similar job descriptions. One may notice that a high school
librarian and young adult author work to provide interesting items with content available for the
suitable age group. As Baskin wrote in her article about young adult content For young-adult
novels, there are no bounds in terms of topic; you can write about sexuality, homosexuality,
abuse, drunk driving, incest or rape. But it is not about finding an issue and then creating a story
around it. It is about finding the right voice, finding the right character, and telling his story
(Baskin, 1997). Baskin and the Annoyed Librarian have similar views in relation to banned
books and young adult readers. High school students could find a book that is of interest;
however, if the book is challenged to be banned it will diminish that interest for the student.
Whereas, the freedom to read is essential to our democracy, and reading is among our greatest
freedoms (Librarian, 2008). Parents, community and school leaders should encourage the
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students wanting to read. Reading a book should not be seen as an immoral act because the
ultimate goal is that the student is reading, increasing vocabulary and knowledge skills. As stated
earlier, high school librarians and young adult authors work to provide available and suitable
content for the age group. Before a book is banned the content should be questioned: Are high
school students dealing with this issue today? How can high school students relate to this issue?
If taught properly can high school students learn a valuable lesson from this book? For example,
a young adult author may write about a character that is a high school student being bullied and
being called extremely vulgar names. A parent may see this book as unethical but the authors
purpose of writing the book was for the teenager. May be the teenager that would like to read the
book is being bullied and have not told his or her parents. The teenager may be able to read and
relate to the character in the book gaining insight on how to overcome the circumstance. From
reading the article Banned Books and the Universal Availability it is understandable that all
books may not fit the value of the reader. However, the article also made it clear that censoring
books can take away from the readers experience and right of free reading. But the peculiar
evil of silencing the expression of an opinion is, that it is robbing the human race; posterity as
well as the existing generation (Librarian, 2008). The article discussed many reasons why
banned books are accepted universally. The purpose of the article was to show that banned books
also have literary value. This article did not offer any solutions or methods to correct the banned
books problem, even in high schools, but it did describe the reasoning behind not banning books.
The books that are being banned can continue to offer a way to help students whether the book is
fiction or non-fiction. Next, one can see a short review of literature on a method for high
schools accepting banned books.
Short Review of Literature
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Banned Books: A Study of Censorship by Jennifer Rossuck is a peer- reviewed article
about an educational course on banned books and the curriculum that was used for high school
students. It was amazing to come across an article that described a class on the educational value
of banned books. I created a senior English elective in my all-girls school in Tacoma,
Washington, called simply, Banned Books (Rossuck, 1997). One can think of many
controversial outcomes to the class being created. Will parents not agree with the course? Will
other teachers, school officials, community members agree with the course? However, the
teacher had a positive outcome from creating the class. It has become an immensely popular
course, and I have taught it every year since 1992 (Rossuck, 1997). The class showed that
banned books can increase knowledge and even creative thought processes in students. The class
elective had a curriculum. The curriculum vaguely consisted of: Unit 1. Discussing the issue of
why books are banned, analyzing losing the freedom of speech from banned books, technologys
role in shaping social values; Unit 2. Analyze/ actively read a banned book, identify every reason
for why the book was or can be banned, analyze what literary purpose the controversial passage
or part has, have a mock school board meeting where students will debate banning or keeping the
book, the students will individually create a 20 minute outlined oral presentation deciding why
he or she would ban or keep the book; Unit 3 and Unit 4 repeats Unit 1 and 2 with a different
banned or challenged book. Cohesively, the elective is a way for students to logically read a
banned book while learning. The teacher analyzed why the course has become popular and
valuable amongst students. One reason for its popularity, I believe, is that students put to a
practical, real- world use of the literary analysis and critical thinking skills they have been
working on since ninth grade (Rossuck, 1997). The next section will explore and investigate a
previously attempted solution to keep banned high school books within the schools library.
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Previously Attempted Solution
The idea of keeping high school banned books within the online catalog and on the
shelf can become very controversial. On an online questions and answers blog, Yahoo Answers,
one student questioned If it was okay to run an illegal library from his or her locker at school?
(Nekochan, 2009). The student mentions that while attending a strict private school the principal
and school teacher council released a list of books that were no longer allowed to be read. After
receiving the list the student was appalled because a large number of the books were classics
and others that are my favorites (Nekochan, 2009). The student then challenged the authority of
the school by bringing one of the banned books the Catcher in the Rye to school to see if any
disciplinary action would occur. While doing this another student in English class asked if he
could borrow the banned book because he heard it was good. After being asked from students
numerous times about reading the books the eager student then decided to open an empty locker
full of banned books where students can read and check out books secretively. This solution to
keep banned books does offer a negative example of going against the students school authority.
However, there was a major lesson in this solution. If the books were not banned, bringing
attention to the books then may be the students would not have gone this route. If this is being
done within high schools then it should become a need for those in authority to solve the issue.
To refrain from students going against parents, teachers, school officials and librarians those
groups should form a way to solve the problem instead of influencing students to create their
own solutions. The next section will explain a new plan of action to solve the issue of keeping
banned books in high school libraries.
Plan of Action and Time Frame
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From the attempted solution that the high school student developed in starting a locker
library the same solution librarians can use to start a banned books section and collection. To
develop this plan there are certain methods or procedures to use. The librarian would take a calm
approach to the matter explaining the necessity of keeping banned books in the library. Providing
the locker library solution could be a great example to further show why a banned collection
should be made in libraries. The librarian wishing to cover the plan to keep banned books inside
of libraries will have to commit to the project and ensure that it is successful. The idea of having
a banned books collection within a high school library can help the students and those that
disagree with banned books. The banned books being available in an enclosed, monitored area
can comfort those that disagree with banned material. Before presenting the plan to the librarian
overseer the librarian should conduct research and the history of banned books. The research
should also include background information of the community and the students of the school.
The librarian will have to learn and observe the community to hopefully gain a perspective on
how the students, teachers, school officials and parents will perceive the new solution. After
gathering research then the librarian should continue to collect data, conduct observations and
the put forth effort to get permission for the plan. Depending on the research, the time frame to
collect date, communicate and execute the plan could take approximately a year to two years to
complete. Data collection will be the next presented section to show possible data that is needed
to complete the plan of action.

Data Collection
Before establishing a banned book collection and section within a high school library
there should be data collected. In order to accomplish the plan data is needed to see if banned
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books can successfully stay inside of a high school library without controversy. The data
collected will consist of:1. Research, 2. Permission, 3. Group discussion, 4. Establish the
collection, 5. Observation and Feedback which will be explained in the next few sections.
1. The Research
Researching the history of banned books should be the librarians first task.
During this portion of research the librarian should question why books are banned.
Finding this information the librarian can use sources such as: interviews (students,
teachers, parents, etc.), internet, books, peer reviewed articles, etc. After having a clear
understanding of why the books are banned. The librarian should use other resources
finding where banned books would or have made an impact. For example, the librarian
could use Randolph County as a resource. In recent news in Randolph County, NC the
book Invisible Man written by Ralph Ellison was in question of being banned from
libraries. The librarian could talk with the people of the Randolph community and
schools to get their perspective on the issue. The librarian would want to find out their
challenges, how did banning the Invisible Man start, did anyone offer any solutions
before banning the book, etc. Randolph County, NC would be a great resource because
the community has experienced this issue.
After finding the reasoning and background of banned books, the librarian
should research the schools environment. The school that should be studied is the
school that the librarian wishes to start the banned books collection. The librarian
should find out if banned books were ever a problem in the school. When doing this the
librarian should research if students, teachers, parents, community members, school
officials ever encountered the issue on banned books. If so, how did this particular
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community and high school handle the situation? Understanding the surrounding
schools environment, community and the history of banned books throughout United
States high schools is vital to complete before asking permission from the librarians
supervisor.
2. Permission
A librarian should have to report to a supervisor before gaining permission in
establishing a banned book collection. The librarian should write a request for the
collection and see if the school requires any forms necessary to start a new project.
After filling out all of the necessary paper work the librarian should write a letter to the
supervisor explaining the reason of starting a banned book collection. The reason
would be to increase literary value by having all available material in the schools
library upon request. Setting up a meeting date and time with the supervisor should be
the next step. The supervisor may be the librarians principle. In this case the librarian
should make an appointment with the principle to discuss the data collected and ask for
a request to build the collection. The form of request for a meeting with the principle
will follow this format:









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Supervisor Permission/ Meeting Request Template:

Date

Principal___________,

As lead librarian at (Schools Name) I am asking for permission to have a meeting with
you to discuss the establishment of a banned book collection.

For the past two years I have been researching the school and the community history of
banning books.

I would like to have the meeting to implement the project of establishing a banned book
parental reserved collection in the high school library. This will increase the availability
and literary value for only 10
th
, 11
th
and 12
th
grade students,

I would like to discuss this educational enrichment project with you further. Please contact
me at (librarians direct number) or e-mail (librarians work e-mail) with available times at
your earliest convenience.

Thank you,

Librarians Name (type)

Librarians signature



During the meeting, the principle may consider the budget and space of the new
collection. The librarian can come to an agreement with the supervisor that if the
budget will allow for a created space behind the service desk then the banned books can
be retrieved from the current school library books vendor. If the principle agrees to
allow the collection to be built then the librarian can have a group discussion.
3. Group Discussion
The main participants in the group discussions should be: the students,
teachers, parents, school officials, community members, community leaders, etc.
Having this wide range of partakers will ensure that the librarian will gain insight from
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opposing and supporting views on creating a high school banned book collection.
Notice of the group discussion can be sent via school employees e-mails, a letter for
students, a letter for parents, information on schools website, contact via phone and e-
mail for community leaders, flyers placed in public libraries, light poles, etc. With
changing the receivers name, a generic letter, e-mail and/or flyer to inform those about
the group discussion will read:
Generic Letter for Group Discussion Template:

Dear_______:

You are invited to (Schools Name) on (date) at (time) to give your opinion on
(Schools Name) library creating a banned book collection. We welcome
everyones opinion. Please come out to support the community and let your voice
be heard.

Please note that the collection will affect 10
th
, 11
th
and 12
th
graders only.

See you soon,
(Lead Librarians name)

For questions, comments or concerns please contact the lead librarian at (librarians
direct number), e-mail (librarians work e-mail) or letter at (schools address, attn:
Librarian- (librarians name).

The group discussion should start with the librarian welcoming all
participants and stating the purpose of starting the banned book collection. The
itinerary for the group discussion will be:





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Group Discussion Itinerary Template:

Welcome- 5 minutes

Why are you here?- 10 minutes

Why Start a Banned Book Collection?- 15 minutes

Community Members Thoughts- 30 minutes

Community Leaders Thoughts- 30 minutes

School Officials Thoughts- 30 minutes

Teachers Response- 30 minutes

Break/ Snack- 15 minutes

Parents Thoughts- 30 minutes

Students Thoughts- 30 minutes

General Important Thoughts- 30 minutes

Restrictions on Collection Access- 30 minutes

Final Thoughts- 20 minutes

Closing Remarks- 5 minutes
Before the group discussion ends the librarian should state that there will be
another group discussion on starting a banned book collection two weeks from the date.
The reason for having another group discussion is to compare the first from the second
to see if there can be an agreement. The agreement should be between those that would
like to start the collection and those that would not like to start the collection.
The most important sections of the meeting will be: Why Start a Banned
Book Collection? and Restrictions on Collection Access? The librarian should fully
explain the reason of creating a banned book collection and the restrictions for the
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collection to students. In the part of why start a banned books collection the librarian
should give resources such as the student started the collection in her locker and the
purpose of banned book week. Explaining this information the participators should
listen in hopefully understanding the value of establishing a banned book collection.
Later throughout the discussion during the Restrictions on collection access the
librarian can say this in hopes of gaining comfort for the parents that disagree with the
collection.
When building the collection there should be restrictions to the high school
students on gaining access to the banned books. If the collection is built some parents
may fear that their student will gain access to a banned book. The restrictions on the
banned books can be on individual students accounts. There can be important notes in
each students school library accounts to refrain one from checking out a banned book if
it is the parents choice. If parents agree to let the student check out a banned book then
the students account will not have that restriction. Prior to this the librarian would have
sent home a letter to parents/ guardians explaining the collection and asking the parent to
sign and choose whether to restrict or leave the students account open. The letter will be
available for sophomores, juniors and seniors and returned back to the librarian to make
the necessary changes to students accounts. Freshman will not be allowed to check out
the material because of being introduced into a new environment learning more adult
behaviors and situations that occur within high school. The banned book collection
location will be behind the service desk. This location will ensure that the books are
protected and that check out will be monitored. After data has been collected, analyzed
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and compared from the two group discussions the librarian will be able to establish the
collection.
4. Establish the Collection
During this period the librarian will be in constant contact with the supervisor for
building a space behind the circulation desk. The builders can create shelf space that
will be large enough for multiple copies of banned books. The time to build the shelves
should take around three weeks. While the shelves are being built the librarian can
compile a list of young adult novels that were banned or challenged. The librarian will
proceed to contact the high schools library vendor to receive the books. The arrival of
the books should arrive around the time that the shelves are completed, creating space
for the banned books to go behind the circulation desk. After the space is created and
the banned book collection has been established the librarian can continue his or her
observation.
5. Observation and Feedback
The background research, collection of data, group discussions, parental and
supervisor permission etc. help build the banned book collection. After the collection is
established the librarian will collect statistics on the number of checkouts of the banned
book collection for a year and receive feedback for two years. Two years is needed for
feedback and observation because during the first year the students are just learning and
becoming familiar with the collection. The second year of observing the number of
checkouts and receiving feedback is after the students have become aware and are
possibly checking out the material more often, without questioning the collection.
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Keeping the statistics for the number of banned books being checked out is important.
The importance is because what if there is not a high number of checkout banned
books? The feedback can be from the students, parents, school officials, community
members, etc. The feedback is to understand what effect the banned book collection has
had and should the collection continue or not. A feedback form can be given once a
year with a contact name and number if any questions or concerns. The following will
show the feedback forms for the different groups:





















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Student Feedback Letter Template


Feedback: Banned Book Collection

Dear (Students Name):

Your feedback on the new banned book collection is needed. In the year of_________,
you participated in a group discussion forum to include banned books into (High
Schools Name) library collection. As an understood policy, the books are restricted
based on parental request. Throughout this academic year research and collection of
data is being noted and taken into consideration. Your feedback is needed to decide if
this banned book collection will continue at your schools library.

Please see the information below and check all that apply:

If you have received parental consent to use the banned book collection and would
like to continue usage.

If you have received parental consent and upon your guardians request are not
allowed to check-out books from the collection.

If you have received parental consent to use the banned book collection and would
not like to continue to usage.

If you have not received parental consent and would like for your parent to consult
with the lead librarian.

For a parent/ student consultation, questions or concerns please contact the lead
librarian at (librarians direct number), e-mail (librarians work e-mail) or letter at
(schools address, attn: Librarian- (librarians name)

Please note that the collection is for 10
th
, 11
th
and 12
th
graders only.

Please review this letter with your parent/ guardian.

Return this form to your schools librarian at your earliest convenience.







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Parent Feedback Letter Template:

Feedback: Banned Book Collection

Dear (Parents Name):

Your feedback on the new banned book collection is needed. In the year of_________,
you participated in a group discussion forum to include banned books into the (High
Schools Name) collection. As an understood policy, the books are restricted based on
parental request. Throughout this academic year research and collection of data is being
noted and taken into consideration. Your feedback is needed to decide if this banned book
collection will continue at your schools library.

Please see the information below and check all that apply:


If you have given your parental consent to let your student use the banned book collection
and would like for the student to continue usage.

If you have given parental consent to not allow your student to use the banned book
collection.

If you have given parental consent to allow your student to use the collection and would
like to now restrict your students access.

If you have not received notice of this collection and would like for your parent to consult
with the lead librarian.

For a parent/ student consultation, questions or concerns please contact the lead librarian at
(librarians direct number), e-mail (librarians work e-mail) or letter at (schools address,
attn: Librarian- (librarians name)

Please note that the collection is for 10
th
, 11
th
and12
th
graders only.

Please review this letter with your student.

Return this form to your schools librarian at your earliest convenience.





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School Official, Teacher, etc. Feedback Letter Template:

Feedback: Banned Book Collection

Dear (School Officials Name):

Your feedback on the new banned book collection is needed. In the year of_________,
you participated in a group discussion forum to include banned books into the (High
Schools Name) collection. As an understood policy, the books are restricted based on
parental request. Throughout this academic year research and collection of data is being
noted and taken into consideration. Your feedback is needed to decide if this banned
book collection will continue at your schools library.

Please see the information below and check all that apply:

If you agreed to have the banned collection in your school with parental restriction
access and would like to continue.

If you opposed having the banned collection in your schools library and would like
the collection removed.

If you opposed having the collection and now would like to have the collection.

If you have not received notice of this collection and would like to have an
information meeting with the schools librarian.

For an information meeting, questions or concerns please contact the lead librarian at
(librarians direct number), e-mail (librarians work e-mail) or letter at (schools
address, attn: Librarian- (librarians name)

Please note that the collection is for 10
th
, 11
th
and12
th
graders only.

Return this form to your schools librarian at your earliest convenience.













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Community Members, Community Leaders, etc. Feedback Letter Template

Feedback: Banned Book Collection

Dear (Community Members Name or Organization):

Your feedback on the new banned book collection is needed. In the year of_________, you
participated in a group discussion forum to include banned books into the (High Schools
Name) collection. As an understood policy, the books are restricted based on parental
request. Throughout this academic year research and collection of data is being noted and
taken into consideration. Your feedback is needed to decide if this banned book collection
will continue at the (High Schools Name) library.

Please see the information below and check all that apply:

If you agreed to have the banned collection at (High schools name) with parental
restriction access and would like for the collection to continue.

If you opposed having the banned collection at (High schools name) library and would like
the collection removed.

If you opposed having the collection and now would like to have the collection.

If you have not received notice of this collection and would like to have an information
meeting with the (High schools name), lead librarian.

For an information meeting, questions or concerns please contact the lead librarian at
(librarians direct number), e-mail (librarians work e-mail) or letter at (schools address,
attn: Librarian- (librarians name)

Please note that the collection is for 10
th
, 11
th
and12
th
graders only.

Return this form to (Schools Name) librarian at your earliest convenience.







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Generic Group Discussion Feedback Letter Template:

Feedback: Banned Book Collection

To Whom It May Concern:

Your feedback on the new banned book collection is needed. In the year of_________,
a group discussion forum was held that included the students of (High School Name),
the schools officials, community leaders, etc. to include banned books into the (High
Schools Name) library collection. As an understood policy, the books are restricted
based on parental request. Throughout this academic year research and collection of
data is being noted and taken into consideration. Your feedback is needed to decide if
this banned book collection will continue at the (High Schools Name) library.

Are you a:
Student
Parent
Teacher
School Official
Community Member
Community Leader/ Official
Other: ___________

If you agree to have the banned collection at (High schools name) with parental
restriction access and would like the collection to continue.

If you oppose having the banned collection at (High schools name) library and would
like the collection to be removed.

If you would like to have an information meeting with the (High schools name) lead
librarian.

For an information meeting, questions or concerns please contact the lead librarian at
(librarians direct number), e-mail (librarians work e-mail) or letter at (schools
address, attn: Librarian- (librarians name)

Please note that the collection is for 10
th
, 11
th
and12
th
graders only.

Return this form to the (schools name) librarian at your earliest convenience.





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After the two years of receiving feedback forms, collecting statistics of checkout numbers,
observing the collection. The librarian can decide to go two ways: keep the banned book
collection or remove the collection.

Conclusion
Years of researching, collecting data, observations and receiving feedback the librarian
will have to make a decision. The librarian was able to establish a collection from the
supervisors permission. If more than half of the feedback was negative and the checkout
statistics were low compared to two years of collecting data the librarian can decide to remove
the collection. If the librarian remove the collection it will be because the students are not
receiving the material themselves; therefore, not increasing their experience or literary value in
being able to check- out a banned book. As far as, the newly created space of shelves behind the
staff desk the librarian can place other books in that area such as newly published books.
However, there is the conclusion that more than half of the feedback will be positive and check-
out statics are high. If this is the case the librarian will continue to promote the banned book
collection and continue with checking out the books to 10
th
, 11
th
and 12
th
graders. The purpose of
creating the outline of this action research project is to show that students enjoy and gain literary
value from banned books. As a supporter of banned books once said, If you choose to not pick
up the book, please do not take the opportunity away from others who may benefit in one form
or another (Sweeney, 2012). With proper provisions and observations students, parents, school
officials and community members can come to an agreement of having banned books available
for high school students.

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Sources:
Baskin, N. 1997. Six Tips for Writing Young Adult Novels. Retrieved from:
http://www.writingclasses.com/FacultyBios/facultyArticleByInstructor.php/ArticleID/77
Charlotte Mecklenburg Library. 2013. About Us. Retrieved from:
http://www.cmlibrary.org/about_us/mission.asp
Gastwirt, L., 1988, September 15. 133(15). 68. Peer Reviewed article. Retrieved from:
http://ehis.ebscohost.com.libproxy.uncg.edu/ehost/pdfviewer/pdfviewer?sid=371eaece-315b-
4708-ab61-c81ac5403258%40sessionmgr198&vid=2&hid=109

Librarian, Annoyed. 2008. Chapter Seven- Banned Books and their Universal Availability.
Journal of Access Services. 5(4). 597-609. Peer Reviewed article. Retrieved from:
http://www.tandfonline.com.libproxy.uncg.edu/doi/full/10.1080/15367960802175067

Nekochan. 2009. Yahoo Answers: Is it OK to run an illegal library from my locker at school?
Retrieved from: http://answers.yahoo.com/question/index?qid=20090305151758AA7dWwd

Rossuck, J. 1997, February. Banned Books: A Study of Censorship. The English Journal. Peer
Reviewed Article. 86(2). 67-70. Retrieved from:
http://www.jstor.org.libproxy.uncg.edu/stable/819679

Sweeney, T. 2012, October 12. Why Read Banned Books? Retrieved from:
http://www.walruspublishing.com/feature/read-banned-books/