During a recent cross-curricular planning meeting discussing an upcoming unit on the impact of technology on our lives, we began to discuss the concept of censorship with regards to access to information. We questioned our school's policy on internet controls and the filters in place to keep our students "safe". In order to push the depth of our students' thinking we came up with a provocatively debatable question.
Should access to information be controlled?
As Banned Books Week comes to a close, I thought this was quite a powerful and pertinent question; books, once considered one of the highest forms of technology, continue to be censored and banned. But, why?
During our school's past two Teacher Talks, where teachers present workshops on areas of interest, our Deputy Head of School and Junior School Teacher Librarian both alluded to the concept of censorship. Our teacher-librarian shared the amazing wealth of information, access to books and technology, and how easily accessible they all are just from the JS Library Blog.
This past Thursday, our Deputy Head of School spoke about the Self-system Theory, which emphasizes how motivation for students relies on three basic psychological needs—competence, autonomy, and relatedness.
Sitting in the library listening to the teacher talk and looking around the library, I saw how well our library fosters student autonomy. When you walk in, you always see such wonderful displays of books. Recently, I walked in and saw this unassuming collection of books. Within this collection of books, one has been on the American Library Association Top 10 Most Challenged Books across the United States since its publication in 2005. Can you guess which one?
Yup, it’s And, Tango Makes Three. This adorable true story of two male penguins at the Bronx Zoo who father a baby penguin named Tango has been banned not only in countless schools and counties, but in other countries, as well.
But, at Munich International School, And, Tango Makes Three sits front and center asking students to check it out.
Censorship of books is not new and won’t stop in the foreseeable future, but to what degree do we unknowingly ban books for our students? When we’re in the library with our students, do we subconsciously or consciously ban books our students want to read because the books are too hard or too easy or they’ve read those books before or they’re only reading fiction books?
I hope not at all. Libraries should be sanctuaries of freedom, openness, expression, and comfort. If you walk a little further into our library, you’ll see The Rights of the Reader Poster by Daniel Pennac on which he states that every reader has certain inalienable rights.
I’ve been wondering, how do we support these rights? What do these look like in the Junior School? How do we provide choice? How do we foster student autonomy? How often do we allow students to stop reading books? How do we foster a love of reading?
These questions are supremely important because as Daniel Pennac writes, “What we need to understand is that books weren’t written so that young people could write essays [or answer comprehension questions] about them, but so that they could read them if they really wanted to.”
Let’s make sure we’re helping them really want to read.
And, on a lighter note, if you question the technological impact of books, watch an oldie but a goodie: