Liberating the reading habits of children

Speakers:
Roger Sutton, editor an-in-chief, The Horn Book Magazine and The Horn Book Guide
Maggie Bush, Children’s literature Professor at Simmons College

History of access to reading for children
ALA and state library associations have protected the reading rights of children
1967 – “age” was included into the Bill of Rights
Parents and only parents may restrict their own children’s reading access
With these additions we strengthen the responsibilities of parents in what their children read

The problem:
Who are we as librarians responsible for serving?
The parents or the children

Scenario:
Janey want to read Harry Potter books
Her parents believe these books are manuals for satanic rituals
What is our responsibility in this situation?

Maggie Bush’s answer
We must advocate for the child first and foremost
Then address the parent’s concerns

One important point mentioned was that librarians need to offer any books that children may need. These may be controversial but necessary. Some librarians have made these books available without the children needing to actually check the books out. This may be in the form of a specific shelf or box in a private area.

Liberating the Reading Habits of Children

Roger Sutton, Editor in Chief, The Horn Book Magazine and The Horn Book Guide




Maggie Bush, Professor, Simmons College



How do we protect the intellectual freedom of our children?

Background:
In 1967, the ALA Bill of Rights changed article five to read the rights of an individual to the use of a library should not be denied or abridged because of his age, etc. In 1980, the entire Bill of Rights was changed (de-gendered and de-sensitized) and article five now reads: A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.

Now we have protected the rights of the children, but what about the rights of the parents? It has been determined that parents (and only parents) that have the right to keep children from the library and that if parents don't want their children in the library, they have to make sure they don't go on their own. Librarians need to serve all patrons, regardless of parental interest.

* * *
Roger poses a question to Maggie: if Janie wants to read Harry Potter, but Janie's parents don't want her to, what would she (Maggie) do as a librarian if Janie came in and asked for the book? Roger points out that the common idea is that if Janie's parents don't want her to read the books, they should come to the library with her. Maggie says that as a children's librarian she would try to help Janie out any way she could. She says that we should act as advocates for children, not gatekeepers. We should make it a practice to start with the child and affirm the child's interest in reading. Then we have to talk to the parents and take that on. We should engage the parents in a conversation about the book in question and find out eventually if they've read the book themselves.

* * *
Roger: What do you do when the parents want the child to take something (and come and tell you that that's what the child wants) and the child wants Gossip Girl (which inevitable they all do)?
Maggie: Tell them to take one of each and make sure the child gets the message (wink, wink).

* * *
Sometimes children want or need to read a book about a topic they're not comfortable letting anybody- not even the friendly librarian- know about (sexual issues, eating disorders, etc.) - make a corner, a private space, or a space that gives the illusion of privacy, for the children to read. Make sure those books are accessible, that they can be found on the catalog, that they're there and available.

Roger and Maggie's conversation continues on to address the question of if books can do good, can they do harms as well? Why don't people ask the question, “then what?” when we discuss what will happen if a child reads a book that scares them or arouses them or disturbs them? We seem to talk about books a lot more now and while this is important, we also need to let the child lead the conversation.

* * *
One audience member brings up the fact that as a librarian it makes sense to give children what they want, but as a mother, she's not sure how she feels about letting her daughter have free reign in the library and around all different kinds of books.

Another audience member brings up the question of what do you do when a popular book series crosses over age groups. For example, the Alice books by Phyllis Naylor, which start off as sixth grade appropriate books and then become racier as the series goes on.

The conversation between Mr. Sutton, Ms. Bush and the audience moves on to discuss how the age of YA books have changed, that there really weren't any YA books until 10-15 years ago and that now some of these YA books aren't really appropriate for kids under 15. Ms. Bush continues on to discuss that this also becomes an issue because now the teens these books are aimed at aren't interested in reading YA or things they might find in the children's room.

-Sarah C.

Liberating The Reading Habbits of Children

This discussion was lead by Maggie Bush and Roger Sutton.

Maggie Bush is a reviewer for the Horn Book and for School Library Journal, and a teacher at Simmons College.

Roger Sutton is the editor of Horn Book Magazine.

Rodger Sutton started off by talking about aspects of the ALA’s policy that address some of this issue.

For example, Article 5 was changed in 1967 by ALA to include age in the clause that the states that a person has a right to use a library. ALA also talks about having a collection policy to be prepared for challenges.

ALA also states that parents are the only ones who can restrict their children, but only their own children, from material and services. Librarians are responsible for providing a choice of material for the public.

Is it against the libraries mission to promote the idea that parents should limit their children’s reading? Do libraries have an obligation to allow children to have the same reading freedom as adults? Roger Sutton uses the problem if a child wants to read Harry Potter, but his parents think that it’s evil, what does a library do?

Maggie Bush says we are more an advocate for children, not a gatekeeper. Children need to be respected by their librarian. The librarian has to affirm the child’s interest, and also talk to the parent.

Some ideas for dealing with this situation include things like entering into a conversation with the parent can be useful. Ask questions, especially things like “Have you read this book?”

Parents should be encouraged to read books with children, and often get a new perspective on the work from the child. Sometimes compromise works between children and parents.

Children and teens need to be able to have privacy in their reading, says Roger. They need to be safe, and to be able to have access to books that even the librarian doesn’t know they’re reading.

If books can do good, can they also do harm? We don’t know exactly. Obviously some stories can frighten children, introduce topics that they may have trouble processing.

Maggie brought up the point that an emphasis of talking with children about what they are reading, and may be able to discuss that fear or understanding of what they are reading. This can develop the ability to deal with the subject. But it’s important, notes Roger, to let the child lead the discussion. If a parent is perceived as “Butting” in or intruding on their world and can actually make it worse between them.

The point was brought up that if a kid becomes uncomfortable with a book they will stop reading it.

Roger also made the point that YA is aimed for older teens now, some YA is aimed now for 15-18.

Maggie noted that YA lit has changed and expanded what the area covers, subject and age wise.

They also talked about how what one person finds inappropriate, another will think its fine for their kids.

It was a good talk, and some good points were raised, but not much was addressed about what to actually do about challenges, or how to balance a parents rights with a child. A lot of questions to think about, but unfortunately not too many answers.

Information on Maggie Bush can be found at

http://www.simmons.edu/gslis/about/faculty/bush.shtml

Roger Sutton’s blog is at http://www.hbook.com/blog/

-Sarah "The Dyslexic Librarian" Hodge-Wetherbe, Springfield Public Library