Against the Grain

Volume 28 | Issue 4 Article 9

2016 in the --The aD rk Side of Dystopia Candace K. Vance Murray State University, [email protected]

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Recommended Citation Vance, Candace K. (2016) "Censorship in the Library--The aD rk Side of Dystopia," Against the Grain: Vol. 28: Iss. 4, Article 9. DOI: https://doi.org/10.7771/2380-176X.7453

This document has been made available through Purdue e-Pubs, a service of the Purdue University . Please contact [email protected] for additional information. Censorship in the Library: The Dark Side of Dystopia by Candace K. Vance (Murray State University, Murray, KY 42071; Phone: 270-227-8196)

at Conroy in My Life stresses Censorship can also lend legitimacy to particular class of students, but hopefully in the the importance of helping students “ex- over time. Kidd states that censorship future the process will be closer to the NCTE’s perience the inevitable transformation has a way of enshrining certain books, estab- method of dealing with complaints and P 5 that occurs through reading…we must do lishing them as literature. Does that mean future classes will benefit. everything we can to offer and then protect Captain Underpants will become a literary In our school system’s middle school we 1 the book that just might change their lives.” classic? We’ll have to wait and see, but when hope future challenges will more appropriate- An important role of libraries is ensuring every we look at lists of banned books over the last ly follow the procedures in the NCTE’s and reader can find that life-changing book. century,6 many of them are now considered NCAC’s guidelines. The parent who voiced Unfortunately, sometimes that transfor- classics, begging the question of whether con- her concern about the book said it went against mational book isn’t available because it was troversy lends credence to a book, pushing it her family’s values. She based this opinion on thought too difficult, dark, or challenging for into the realm of “greatness”…or at least giving the cover art and scanning the book, as did the a particular audience. Although “too dark” or it a degree of “social merit”7 Principal. The complainant was not required “too challenging” are often heard, especially One genre which has withstood its fair share to read the book or file a written complaint. in regards to dystopian novels, the most sited of challenges is the Young Adult Dystopian Requiring complaints be made in writing after reasons for a book to be challenged according novel. These novels have a history of making actually reading the book can often diffuse to ALA’s most banned books are sexual con- parents or other concerned citizens uneasy. the situation. No committee was in place to tent, offensive language, or unsuited to age Complainants may not be exactly sure how to review the complaint. A committee charged group,2 usually evident in a very small portion voice their concern, resorting to questioning with resolving challenges can also help dif- of the book. its age appropriateness or the depth of fuse impulsive complaints. No rationale One study conducted by Strothman and darkness. Dystopian books are dark. for choosing the book was on file and the Van Fleet set out to determine if there is a con- Of course they’re dark, but are they concerned parent was not offered an nection between transformational books and too dark? alternative selection for her child to banned books. They analyzed 298 statements My personal experience with read. The book was simply removed describing books in the “Books That Inspire” book challenges didn’t occur in my from the whole class at her request. exhibit at the University of Oklahoma. The job as a librarian. I became an ac- The book in question was one reasons academics found particular books in- cidental advocate for a school sys- in the Neil Shusterman Unwind spiring fell among twenty-six recurring themes. tem’s students’ right to read when series. In these books parents can For the inspiring books in the exhibit that had a book was censored in my son’s decide to retroactively abort their also been challenged, the authors compared the seventh grade classroom. He had children between the ages of 13 exhibit statements regarding why the book was read Neal Shusterman’s, Unwind, and 18 and donate their organs and inspiring to statements regarding why it was when he was in fifth grade. When body parts to others. The storyline challenged. Were there any similarities in the he was in seventh grade, his reading is not for the faint of heart. It’s statements? Is the reason it was inspiring to teacher assigned the second book in far removed from Nancy Drew some people the same reason it was offensive to the Shusterman series, UnWholly. and the cover art in the series can others? The hypothesis was partially supported When a parent complained about the be somewhat terrifying. But like because there were similar reasons stated for book being too dark and disturbing, the other dystopias, its merit rests in certain books on why it inspired or why it was Principal immediately removed it from its appeal to readers and in its offensive. But in many cases, the reason for the classroom, bypassing any type of formal ability to have them recognize the danger of inspiration was broader than the reason for review. I included book reviews in support of blindly following societal rules which requires challenging. Inspirational themes included the book when I wrote the Principal and offered critical thought. “relationships and understanding others,” an argument as to why one parent’s complaint The very definition of dystopian novels “the individual in society,” or “intellectual should not result in the removal of a book from can raise concern. Fredric Jameson refers to 3 influence and appeal,” to name a few. These the whole classroom. I also spoke to the School dystopia as a “near future novel” which tells the are fairly broad concepts, difficult to define Based Decision Making Council, along with the story of an imminent disaster — ecology, over- and almost impossible to quantify, helping to complainant. When my efforts failed, Millie population, plague, drought, the stray comet or explain the precarious position many librarians Davis from the National Council of Teachers nuclear accident — waiting to come to pass in find themselves. How does one defend a book of English (NCTE) and Svetlana Mintcheva our own near future, which is fast-forwarded with complex themes and abstract concepts from the National Coalition Against Cen- in the time of the novel.8 against two or three concrete sentences with sorship (NCAC) offered to help persuade the If exciting, challenging books are not objectionable content? administration and school board to reconsider. available, students will not develop the hab- Lester Asheim described this dilemma The policy the school followed was inade- it of reading. The importance of students in “Not Censorship, But Selection.” “Single quate and Davis suggested that I ask the School developing into readers cannot be ignored. words and unrelated passages can be used to Board to consider replacing it with the NCTE’s “Wide, independent reading develops fluen- damn a book…the major theme, the total pur- position statement and policy for handling cy, builds vocabulary and knowledge of text pose, the effect of the work as a unified whole book complaints. The NCAC issued a letter structures, and offers readers the experiences have been ignored in order to focus on a word to the school board in support of reinstating the they need to read and construct meaning with or phrase or sequence. In other words, four more challenging texts”9 College students 4 book and adopting the NCTE’s policy. The letters have outweighed 500 pages.” School Board and General Counsel did not who aren’t readers haven’t developed the Kenneth Kidd proposes a different theory change the policy, but indicated the Principal reading skills or the critical thinking skills of why many repeatedly challenged books are and Superintendent had followed the wrong necessary to succeed in college or become also considered among the most popular. A policy. They contended the policy they should life-long learners. book which has been challenged or banned have followed was very similar to the NCTE’s. YA Dystopian novels involve different lev- automatically becomes an object of interest. The process took time and when the Board els of critical thinking. At the center of many, If a book has been removed from a school, and General Counsel had made a decision, the such as Hunger Games, Unwind, The Giver, it will suddenly be on the waiting list at the school year was over and it was too late for the and The Declaration children serve as sacrifice public library. book to be reinstated. We failed to help that continued on page 23 22 Against the Grain / September 2016 Censorship in the Library ... from page 22 Only One and scapegoats.10 Readers learn to make com- parison between fictional and historical societies and how important it is for a society not to repeat prior mistakes. The cornerstone of scapegoating is sacrifice to end violence. A conflict always RESULTS begins with an issue — a difference of opinion, an argument.”11 Once a conflict “turns into a Search ENGINE war, the issue doesn’t matter anymore, because now it’s about one thing and one thing only: how Can Do All This! much each side hates the other.”12 In a school or a library where a book is challenged or banned, it may be a reaction to a tragedy in the community — suicide, violence, racism. The community looks for a scapegoat — often finding it in a book which represents the tragedy. In our school system, the concerned parent said one reason she objected to the Shus- terman book was because of the recent preteen suicide in the community. In making the book the scapegoat, she was theoretically trying to contain the violence in the book by removing it. Librarians and teachers must handle such concerns carefully, preventing them from turning into a situation where sides form. A difference in opinion can easily become divisive, until it’s no longer about the book, but about the battle between sides. Discovery of concept interactions What can librarians do in the face of a chal- lenge? The American Library Association Use Quertle’s Artificial Intelligence-driven offers these strategies for dealing with concerns or challenges. Certain libraries may best prepare Discovery Platform for actionable information by having a well-thought out rationale written for books with a history of being challenged. A rationale is the articulation of the reasons Real Results Real Relevant Real Fast for using a particular literary work, film, or Not available Easily explore full text Exactly what you teaching method. Rationales should include a anywhere else documents, NIH grants, need right away patents and more bibliographic citation and the intended audience, brief summary of the work and its educational significance, potential problems with the work and how these can be handled, as well as alter- native works an individual student might read.13 Libraries should also have sound policies in Just say YES to Quetzal place when challenges occur, including a require- ment that concerns or complaints be made in Contact us: [email protected] writing with an indication the complainant read Check us out: Quetzal-Search.info ® the book. Libraries should have a sound selec- tion policy in place also. Policies can indicate the Schedule a free trial today. support of intellectual and academic freedom.14 Free training and support. By The NCTE has position statements and policies ® on their website, as well as guidelines concerning different situations.15 Once a concern has been raised, librarians should discuss the issue with the complainant, also include the provision that titles will not If the issue has not been resolved, has at which time the rationale should be shared be removed unless the policy and procedures gone public, or has been pushed up the chain with them, if one is available. This is a very are followed, nor until the process has been of command, the challenge can be reported important time in the process. Diplomacy and completed.16 online to the NCAC or NCTE. Librarians understanding are key. Adults have the right to According to the NCAC the following can fill out the “Report a Censorship Incident question whether or when their own children practices should also be followed when a Form,”18 or call Millie Davis, NCTE Senior should be exposed to certain books or ideas, but book is challenged: the complainant should Developer, Affiliated Groups and Public Out- they do not have the right to determine whether be clearly defined, not anonymous. Com- reach. Someone from these organizations will or when it’s appropriate for other readers. plainants must have read the entire work and contact the reporter and ask for more detail The policy should also include the provision include specific reasons for the objection, such concerning the situation. These organiza- for a committee made up of librarians, adminis- as calls upon a broader knowledge or range tions offer a range of services, from advice, trators, faculty or teachers and possibly commu- of experience than students typically possess. to writing letters to administration, boards, nity members. The committee should base their Complaints should request a specific remedy. or media outlets in support of the challenged decision on the educational value of the title. And complaints should never provide grounds book. Other allies include the American 17 Their decision should stand. The policy should for disciplining librarians. continued on page 24

Against the Grain / September 2016 23 National Coalition Against Censorship. Censorship in the Library ... “ Toolkit.” Last modified Endnotes from page 23 Accessed May 19, 2016. 1. Pat Conroy, My Reading Life (Nan A. National Coalition Against Censorship. Talese, 2010). Library Association, America Booksellers “Report Censorship Form.” Last modified 2. American Library Association, “Num- Foundation for Free Expression, Association Accessed May 19, 2016. ber of Challenges by Reasons, Initiator, & of American Publishers, Freedom to Read Institution, 2000-09,” accessed http://www. Foundation, First Amendment Center, and National Coalition Against Censorship. ala.org/bbooks/frequentlychallengedbooks/ the American Civil Liberties Union. “Unwholly by Neil Shusterman Removed from statistics/2000-09 (Accessed May 19, 2016). It can also be helpful to contact the author 7th Grade Class in Kentucky.” Last modified 3. Molly Strothmann and Connie Van 2014. Accessed May 19, 2016. Fleet, “Books That Inspire, Books That or publisher concerning the challenge. They Offend,” Reference & User Services Quar- may prove to be helpful allies in the process of Conroy, Pat. My Reading Life. Nan A. terly (2009). protecting the book. The National Coalition Talese, 2010. 4. Lester Asheim, “Not Censorship but Against Censorship also reports censorship National Council of Teachers of English. Selection,” Wilson Library Bulletin 28, no. incidents if you notify them.19 “NCTE Position Statements on Censorship and 1 (1953). Millie Davis from the NCTE encourages Intellectual Freedom.” Last modified 2015. 5. Kenneth Kidd, “Not Censorship but everyone to give more credit to students. Accessed May 19, 2016. Selection”: Censorship and/as Prizing,” “They can distinguish between the real world Children’s literature in Education 40, no. Ivey, Gay and Douglas Fisher. Creating 3 (2009). and fiction. Through reading, students can Literacy-Rich Schools for Adolescents. ASCD, encounter human experiences vicariously, 6. American Library Association, 2006. “Banned and/or Challenged Books from giving them the chance to think about these Jameson, Fredric. The Seeds of Time. the Radcliffe Course: Top 100 issues without ever having to actually expe- Columbia University Press, 1996. Novels of the 20th Century,” http://www. rience them or, in some cases, in preparation ala.org/Template.cfm?Section=bbwlinks&- for experiencing them.”20 Libraries that are Kidd, Kenneth. “Not Censorship but Template+?ContentManagement/Content- properly prepared to handle challenges can Selection: Censorship and/as Prizing.” Chil- Display..cfm&ContentID=136590 accessed better protect everyone’s right to read. dren’s Literature in Education 40, no. 3 (2009): May 19, 2016. 197-216. 7. Kidd (2009). Lent, ReLeah Cossett and Gloria Pipkin. 8. Fredric Jameson, The Seeds of Time Asheim, Lester. “Not Censorship but Keep Them Reading: An Anti-Censorship (Columbia University Press, 1996). Selection.” Wilson Library Bulletin 28, no. 1 Handbook for Educators. Teachers College 9. Gay Ivey and Douglas Fisher, Creat- (1953): 63-67. Press, 2012. ing Literacy-Rich Schools for Adolescents (ASCD, 2006). American Library Association. “100 Shusterman, Neal. Unwind. New York: 10. Susan Louise Stewart, Dystopian Sac- Most Frequently Challenged Books by De- Simon and Schuster, 2007. rifice, Scapegoats, and Neal Shusterman’s cade.” Last modified 2015. Accessed http:// Stewart, Susan Louise. Dystopian Sacri- “Unwind,” ed. Balaka Basu, Katherine www.ala.org/bbooks/frequentlychallenged- fice, Scapegoats, and Neal Shusterman’s “Un- R. Broad, and Carrie Hintz, Contempo- books/top100 May 19, 2016. wind.” Edited by Balaka Basu, Katherine R rary Dystopian Fiction for Young Adults: Brave New Teenagers (Florence: Taylor and American Library Association. “Number Broad, and Carrie Hintz. Contemporary Dys- Francis, 2013). of Challenges by Reasons, Initiator, & Institu- topian Fiction for Young Adults: Brave New 11. Ibid. tion, 2000-09.” Last modified 2013. Accessed Teenagers. Florence: Taylor and Francis, 2013. 12. Neal Shusterman. Unwind. (New http://www.ala.org/bbooks/frequentlychal- Strothmann, Molly and Connie Van Fleet. York: Simon and Schuster, 2007). lengedbooks/statistics/2000-09 May 19, 2016. “Books That Inspire, Books That Offend.” 13. American Library Association, “Strat- American Library Association. “Strat- Reference & User Services Quarterly (2009): egies and Tips for Dealing with Challenges egies and Tips for Dealing with Challenges 163-79. to Library Materials,” accessed May 19, to Library Materials.” Last modified 2013. 2016. Accessed May 19, 2016. 14. Ibid. 15. National Council of Teachers of English, “NCTE Position Statements on Censorship and Intellectual Freedom,” Charleston. Several local academics from the accessed May 19, 2016. Rumors College of Charleston and the Citadel will be 16. American Library Association, “Strat- from page 8 egies and Tips for Dealing with Challenges presenting about their blogs! to Library Materials,” accessed May 19, By the way, we are considering videoing 2016. mitted funds to make this a reality. Are you or recording some of the Concurrent sessions! 17. National Coalition Against Censor- in the process of developing new, innovative, If there is one that you would especially like to ship, “Book Censorship Toolkit,” accessed and implementable ideas to improve your ac- attend and cannot, slip us an email please with May 19, 2016. ademic library or related organization? This the subject line “possible session to record 18. National Coalition Against Censor- competition wants to showcase innovation in for 2016.” ship, “Report Censorship Form,” accessed library and information management. We don’t May 19, 2016. realize how innovative we are!! fastpitch@ Yallfest is not bumping heads with the 19. National Coalition Against Censor- charlestonlibraryconference.com Charleston Conference this year unfortu- ship, “Unwholly by Neil Shusterman Re- nately! Ramune Kubilius is disappointed! Speaking of innovation, have you explored moved from 7th Grade Class in Kentucky,” Her book club just discussed the third book of accessed May 19, 2016. the ACI Scholarly Blog Index? This is an Lithuanian American YA author, Ruta Sepetys editorially-curated of scholarly 20. ReLeah Cossett Lent and Gloria who will be at Yallfest. Pipkin, Keep Them Reading: An Anti-Cen- blogs written by scholars and thought leaders sorship Handbook for Educators (Teachers in all academic disciplines. In fact, I was just PEW Research Center’s Libraries 2016 College Press, 2012). reading that the Open Library Foundation was just released September 9. The report has been established to promote open source discusses trends in public libraries. Patrons like projects for libraries and to foster support. libraries and but are unaware of all the services http://scholar.aci.info that the library provides. The large majority want libraries to have programs to teach Pat Sabosik, the general manager of the ACI Index will be running a panel in continued on page 61

24 Against the Grain / September 2016