Ashley Westover

ENGL 2010
Annotated Bibliography: Book Banning
The banning of books is a hot topic within the social and cultural spheres of society. In
researching this topic, I have determined to delve into the specifics of what is immediately
perceived as an outright disregard for our unalienable right of Free Speech under the First
Amendment of the Constitution. In doing so, I have determined the unconstitutionality of such
acts; however, this does not determine ignorance towards the opposition, in fact, it aids in
better understanding the cultural diversity of the American melting pot.
"Challenges to Library Materials." American Library Association. N.p., n.d. Web. 24 June 2014.
The American Library Association is the oldest library association in the world. It
advocates for the progression of libraries and library sources, as well as the spread of
information. In this, they also seek to maintain the freedom of speech within literature,
utilizing such information as a form of education.
This article opens with Article 3 of the Library Bill of Rights, quoting: Libraries
should challenge censorship in the fulfillment of their responsibility to provide
information and enlightenment. It continues on to identify the accurate description of
challenging books. This article notes that challenging books is not merely holding
differing views from the literature itself, but rather a movement to exempt these works
from schools, libraries, and the public. In addition, this article delves into the
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terminology regarding challenging books. These terms include: expression of concern,
oral complaint, written complaint, public attack, and censorship.
This site was used in multiple facets. It aids in identifying the appropriate language
used when discussing banned books, which is the above mentioned article. However,
the site in its entirety has proven quite useful in identifying the advocacies of the
American Library Association, as well as the list of challenged and banned books. I found
this source rather enlightening to which books were in discussion of banning. In
addition, understanding the terminology behind these complaints allows me to better
understand the processes regarding banned books. The American Library Association is
one of the key proponents of anti-banning, and therefore, a natural choice for further
information regarding the matter at hand.
Information Commons. "Banned Books: Reasons for Banning Books." Reasons for Banning
Books. N.p., 20 Feb. 2014. Web. 24 June 2014.
Butler University, located in Indianapolis, Indiana, published this article, through their
LibGuide online application. This source notes their own source of Common Reasons
for Banning Books from Fort Lewis College. Butler University advocates their liberal-arts
program, and has been in the service of students since 1855.
The Butler Universitys LibGuide offers a list of common reasonings behind book
banning in their article Banned Books: Reasons for Banning Books. This list of reasons
include: racial issues, encouragement of damaging lifestyles, blasphemous
dialog, sexual situations or dialog, violence or negativity, presence of witchcraft,
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religious affiliations (unpopular religions),political bias, and age inappropriate. In
conclusion, the article states that typically, a misunderstanding of text has led to the
banning of certain literature. In doing so, we must also consider the change in
contemporary society and cultural beliefs. Most importantly, as noted by Butler
University, is educating yourself. They strongly advocate for the personal research of
these controversial issues by those questioning the integrity of literary works.
LibGuide provides a highly comprehensive, no nonsense breakdown of common
reasoning for banning books. I find this source relevant and credible, in that they are a
university, as well as their very practical methods of identifying the issues. They
maintain a lack of bias, as the information is very straightforward. Although, in closing
they add that one must make judgment on these controversial issues themselves.
However, this information will not necessarily be included within the context of this
project at least not as seen through the eyes of the University.
Petri, Alexandra. "Searching for Offense." Washington Post. 19 Oct. 2013: A.13. SIRS Issues
Researcher. Web. 24 Jun. 2014.
Alexandra Petri writes for the Washington Post, a well-known newspaper. Petri writes
about the challenging of Neil Gaimans novel Neverwhere, by a parent from New
Mexico. Petri identifies the lewd references, but negates them within its contextual
references, claiming the parent had sought out the controversial issue, which was
perceived as being solely of that individuals misinterpretation. In this, Petri continues
on that there is, in actuality, far more controversial subject matter within the text. Thus
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she states her claim that without the representation of these issues, and others within
textual confines, good and worthwhile literature would cease to exist.
This particular piece is a far cry from the above listed sources. In this, we definitively
find an opinion piece with valid arguments against the banning of books. Although
they are portrayed as clearly one-sided, her position and reasoning is quite relevant.
However, they must be cross-referenced amongst other sources in order to suggest an
even greater argument, as only one specific instance of banning is addressed.
Pivovarchuk, Anna. "Flames of Folly: On Burning and Banning Books Fair Observer." Fair
Observer. N.p., 29 May 2014. Web. 24 June 2014.
The Fair Observer is a global journal, aiming to spread education and information
throughout the world. Anna Pivovarchuk is their Deputy Managing Editor and Culture
Editor. Pivovarchuk offers incredible insight into the relationship between the reader
and the book. She notes that through the use of communication, both written and
verbal, we have the ability to incorporate these thought processes into our own lives,
and thus, into the social constructs of culture. Pivovarchuk continues by making note of
book burnings across the centuries, concluding with the most recent in 2013 by Islamist
rebels. She mentions that although the U.S. is protected under the First Amendment by
our Freedom of Speech, other cultures are entirely lacking of this fundamental right.
In conclusion, Pivovarchuk broadens the spectrum to that of Internet censorship and its
continual impressions upon society.
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Anna Pivovarchuks article was particularly intriguing to me. I had never truly
considered the censorship outside of my own sphere. I understood censorship and
banning as a taking away of an unorthodox education from those that may truly benefit
from these specific methods of teaching, and especially in the mindset of America.
However, this article allowed me to reconsider, the single-mindedness of myself; it
allowed me to broaden my horizons of education. In essence, it was the realization that
I was narrowing my own spectrum. Furthermore, if, on a global level, information is not
being communicated to the far reaches of the earth what information and unorthodox
education am I, the U.S., or the rest of the world, missing out on?
Slivinski, Krystyna. "Banned Book Back in Class." Chicago Tribune. 13 Jun. 2013: 1. SIRS Issues
Researcher. Web. 24 Jun. 2014.
Krystyna Slivinski, wrote this article for the Chicago Tribune, a renowned newspaper.
Slivinski writes of the battle between a School Board and a concerned parent seeking to
ban The Perks of Being a Wallflower. While the text includes controversial themes, the
students of the middle school rallied against the banning of the book. After deliberation
of the Board, the original ruling had been overturned and the book was returned to the
shelves, along with some minor stipulations.
Krystyna Slivinski acts simply as a reporter, with a lack of bias. In particular, I found it
thought-provoking that the students fought against the banning of this book. In
addition, many others, including a well-known author, came to their aid. What I found
most interesting, was the way in which they rallied together. They created videos to
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spread the word, donned purple buttons and yellow flowers to declare their unity and
allegiance. In this, we also note their rebellion, staking their claim on their own
individuality. Whilst the students banded together to show support of the authors they
claim, a Board member offered a slightly snarky remark. Again, I find it interesting that
the students may be learning something the adults had not.
In closing, I would like to identify that a survey will be taken in regards to the banning of
books. It will be comprised of three questions including: Do you support the banning of books?
If so, why or why not? If yes, what book would you ban? If no, what book are you most
abhorred with the idea of being banned? Please note, that additional questions may be added,
or changed. In addition, I hope to find another source in favor of the banning of books I find
the opposition as interesting, if not more so that the proponent, simply because I already
understand the proponent. Furthermore, I am interested in redefining my understanding of the
human mind and its relationship to literature, its relevance on society, and its relevance for the
individual.