Facing The Censor

Will you be ready when the censor comes? Your library has prepared written policies, copies are kept at the public desk, and the staff understands and supports the principles of intellectual freedom. The thought of receiving a request or demand to censor the collection will raise anxiety in any library staff person. The ALA Intellectual Freedom Manual tells us:

The term "censor" often evokes the mental picture of an irrational, belligerent individual. Such a picture, however, is misleading. In most cases, the one to bring a complaint to the library is a concerned parent or a citizen sincerely interested in the future well-being of the community. Although complainants may not have a broad knowledge of literature or of the principles of freedom of expression, their motives in questioning a book or other library material are seldom unusual. Any number of reasons are given for recommending that certain material be removed from the library. Complainants may believe that the materials will corrupt children and adolescents, offend the sensitive or unwary reader, or undermine basic values and beliefs. Sometimes, because of these reasons, they may argue that the materials are of no interest or value to the community.

Although an attempt to stereotype the censor would be unfair, one generalization can be made: Regardless of specific motives, all would-be censors share one belief--that they can recognize "evil" and that other people must be protected from it. Censors do not necessarily believe their own morals should be protected, but they do feel compelled to save their fellows. [7]

A spirit of calm confidence is essential in handling a complaint about a book or other library materials. This confidence should be based on responsible selection by a professional staff following the guidelines of an adopted selection policy and having a commitment to the principles of the Library Bill of Rights.

Everyone has the right to criticize, to express a personally held opinion. The person who is complaining should be listened to respectfully and given the same rights of expression that the library is upholding.

When a complaint occurs:

1. Ask the complaining patron to read the materials selection policy.
2. Explain the responsibility of librarians to serve people with diverse information needs, tastes, and requirements for varied viewpoints.
3. Do not argue.
4. If there is an impasse, refer the patron to the director or to the librarian responsible for selection of the particular item. Explain that someone who is directly responsible for selection would want to discuss the matter with her or him, so that the patron will not feel shunted from one person to another.
5. The director/librarian should restate the responsibility to provide diversity of library materials and reiterate that all material is chosen by professional librarians who select on the bases of total content and the library's needs.
6. If the patron continues to press for withdrawal of the material, the director/ librarian may provide a complaint form or may document the complaint, being sure to have it verified by the complainant. Since this is a serious matter that will require special attention and work on the part of the staff and others, the complaint must be clear and detailed.
7. A reasonable, specific time should be set for a response.
8. The written complaint should be examined and a well-reasoned response outlined, with supportive documents at hand. Whether the response is made informally by phone, or at a meeting in the library, will depend on many factors such as administrative style, library-community relations, etc.
9. The patron who remains dissatisfied after speaking with the director should be referred to the governing authority: City Council, Board of Trustees, School Superintendent, etc.
10. Should the pressure to remove materials threaten to escalate further, the sooner the matter is brought to the public's attention the better, because it is the public's rights that are being threatened.
    1. The staff should be the first to be informed. Their understanding and support are paramount. Depending on the size of the library and/or the system, an explanatory memo and a meeting (or unit meetings) allowing for questions and discussion will convey necessary information.
    2. The Board of Trustees, Superintendent of the school or whatever the responsible body, must be informed. The details and depth will depend upon the severity of the complaint. Since this body was involved with establishing the selection policy and affirming support for the Library Bill of Rights, their active involvement and support should be expected.
    3. Alert the Intellectual Freedom Committee of the California Library Association through the Executive Director of CLA. The Committee can help in discussing the problem knowledgeably, and can help to mobilize support throughout the state.
    4. Alert the local coalition, if established, or the several supportive organizations (see suggested list). Provide information. Work with the group on procedures to handle the matter, e.g., letters to the editor, town meeting, newspaper coverage, ad hoc support group, Friends of the Library, etc.
11. Keep a written record of what happens--phone calls received, what was said, by whom and when. If supportive, the names are needed for meetings and supportive work. If critical, the complaints must be known to be answered. A good record is useful when speaking in public and providing information to news media.

No librarian wants to be involved in confrontations with members of the community. However, a forthright defense of everyone's democratic right to all kinds of information will earn the respect and support of the community. A changing social and political atmosphere can cause periodic outbreaks of these repressive efforts. Librarians should not allow themselves to feel or be isolated; they are part of a continual effort to expand access to knowledge for everyone. Meeting the challenge will strengthen the library's and community's commitment to free expression, the people's right and respect for the individual. That is a worthy goal.

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Last Modified: Friday, March 5, 1999

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