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anonymous

Censorship in the classroom: Understanding controversial issues - 0 views

www.learnnc.org/3997

censorship

shared by anonymous on 13 Oct 10 - No Cached
  • anonymous on 13 Oct 10
     
    "Censorship in the classroom: Understanding controversial issues\n\nhttp://www.readwritethink.org/lessons/lesson_view.asp?id=203\n\nA lesson plan for grades 9-12 English Language Arts and Information Skills\nLearn more\n\n * Learn more about banned books, biases, censorship, language arts, media, persuasive writing, propaganda, reading, stereotypes, and writing.\n\nHelp\n\nPlease read our disclaimer for lesson plans.\nLegal\n\nPrint\n\n * Print\n\nShare\n\n * Email\n * Delicious Delicious\n * Digg Digg\n * Facebook Facebook\n * StumbleUpon StumbleUpon\n\nIt is important for young people to understand their individual rights and what they, as citizens, can do to protect these rights. In addition, young people need to understand the way in which bias and stereotyping are used by the media to influence popular opinion. In this ReadWriteThink lesson, students examine propaganda and media bias and explore a variety of banned and challenged books, researching the reasons these books have been censored. Following this research, students choose a side of the censorship issue and support their position through the development of an advertising campaign.\nNorth Carolina Curriculum Alignment\nEnglish Language Arts (2004)\nGrade 9\n\n * Goal 3: The learner will examine argumentation and develop informed opinions.\n o Objective 3.01: Study argument by:\n + examining relevant reasons and evidence.\n + noting the progression of ideas that substantiate the proposal.\n + analyzing style, tone, and use of language for a particular effect.\n + identifying and analyzing personal, social, historical, or cultural influences contexts, or biases.\n + identifying and analyzing rhetorical strategies that support proposals.\n\nGrade 10\n\n * Goal 3: The learner will defend argumentative positions on literary or nonliterary issues.\n o Objective 3.01: Examine controversial is
anonymous

Guideline on Censorship: Don't Let it Become an Issue in Your Schools - 0 views

www.ncte.org/...dontletitbecome

shared by anonymous on 13 Oct 10 - Cached
  • Teachers should be encouraged to think through a rationale for any book to be read to or by the entire class. For primary teachers, who may read aloud many picture books to their classes each week, a written rationale is not practical. However, teachers should be prepared to explain their choices, stating why the book was chosen and what the objectives are in terms of the problems, needs, or interests of their individual class.
  • Obviously, the teacher should be thoroughly familiar with all assigned selections. In short, professional responsibility means not only selecting print and nonprint materials, but also possessing a willingness and ability to defend the choices made.
  • Appropriateness Factors to be considered in assessing the appropriateness of books are children's interests, the age level and/or maturity of children in relation to the book being considered, and the content, format and illustration.
  • ...2 more annotations...
  • Breadth of Coverage Books may present problems of stereotyping with respect to sex and to race. Religion, politics, and questions of morality or patriotism are issues about which there are considerable differences of opinion. The importance of such books may lie mainly, or only, in their historical viewpoint and should be presented as such to children who read them. Teachers and librarians should be aware of these considerations and should make every effort to provide materials which present alternate points of view. Historically there have always been those who have recognized the offensiveness of these materials. Children, like adults exposed to new ideas, can accept or reject them, based on input from all viewpoints. All opinions require protection under the First Amendment.
  • IF and AFTER censorship problems arise (and before a formal complaint procedure is initiated), here are some approaches and considerations: Be sure to inform your principal of any complaint, and how you plan to handle it. Urge your principal to read or view the material objected to. Afterwards, share with him/her your reasons for using the material with children. Also, try to get a school board member and a local minister, rabbi, or priest to read or look at the material. If a parent complains about material, insisting on an immediate discussion about it, defer such a discussion; make an appointment with him/her for a later time. At the same time, assure the parent that you have a concern for the child's interest. Neither you nor the parent should be in the position of discussing material without careful consideration beforehand of the factors that are to be discussed. Do not defend materials on the spur of the moment. Apart from being unfair to all concerned, and particularly to children, it is your professional duty to present your views thoughtfully and with consideration. Reread or review the material in question, even though you may already be familiar with it. Identify its strengths. Put down in writing why you believe it is proper and useful in your teaching program. Collect reviews of the material from such publications as Language Arts, English Journal, Bulletin of the Center for Children's Books, Horn Book, School Library Journal, and other professional publications. There may be three to five parents, other than the complaining parents, who may be particularly supportive of your teaching objectives. Request that they read or view the material being questioned and invite their written reactions, addressed to you and your principal
anonymous

Document View - ProQuest - 0 views

proquest.umi.com/pqdweb

proquest censorship

shared by anonymous on 13 Oct 10 - No Cached
  • The number of incidents in which individuals or groups attempt to remove a resource from libraries or classrooms varies.* Between 2001 and 2008, there were 3,736 challenges reported to the ALA Office for Intellectual Freedom.* ALA estimates this is only 20-25% of actual challenges since many are unreported.
    • anonymous
      anonymous on 13 Oct 10
       
      Rarely are these reported! I'd like to find an easy way for school librarians and teachers to report challenges!
anonymous

Document View - ProQuest - 0 views

proquest.umi.com/pqdweb

proquest censorship ILA

shared by anonymous on 13 Oct 10 - No Cached
  • he ALA Office for Intellectual Freedom (OIF) staff reach out to members and non-members by providing support during actual or potential challenges to books, Internet resources, magazines, and other library materials. Being a member of a state library association can reduce the feeling of isolation and provide networking opportunities for personal exploration of dilemmas relating to selection and access to resources in a library media program.
    • anonymous
      anonymous on 13 Oct 10
       
      Being a member of the Idaho Library Association does help!
anonymous

Policy 652: Library and Resource Center Materials - 0 views

www.melbaschools.org/...index.php

policy library

shared by anonymous on 13 Oct 10 - Cached
  • However, the board also recognizes the students’ First Amendment constitutional rights. It is the policy of this district that:  1.                  The district will maintain a comprehensive district wide media program which will provide access to large and varied collections of materials;  2.                  Selection of library materials will be made by school librarians, taking into account the needs of teachers and students, and will follow the accreditation standards and procedures set forth by the Idaho State Board of Education;
  • Any decision to remove a book, material, or resource from a school library will be content neutral, based on a legitimate exercise of control over pedagogical matters: neutrality will be demonstrated. Censorship based on the content of a book or resource is considered an extreme measure; prior to removing a book or resource from a school library, other less restrictive measures will be considered, such as placing the item in question on reserved or restricted status.
anonymous

ALA | Strategies and Tips for Dealing with Challenges to Library Materials (Coping With... - 0 views

www.ala.org/...index.cfm

ala

shared by anonymous on 13 Oct 10 - Cached
  • School librarians play a key role in making sure that students have the broad range of resources and ideas they need to develop critical thinking skills. Challenges to materials provide a “teachable moment” that can help you build understanding and support for the principles of intellectual freedom, including First Amendment rights, student rights of access and professional ethics.
    • anonymous
      anonymous on 13 Oct 10
       
      Turn a challenge into a teachable moment
  • Applying the principles of intellectual freedom Connect academic freedom with intellectual freedom. Academic freedom guarantees the teacher’s right to teach and to select classroom and library resources for instruction. Make sure everyone involved understands the right of people in a democratic society to express their concerns and that all people have the right to due process in the handling of their complaints. Explain the obligation of the school district to provide intellectual and physical access to resources that provide for a wide range of abilities and differing points of view. Define intellectual and physical access when appropriate. Intellectual access includes the right to read, receive and express ideas and the right to acquire skills to seek out, explore and examine ideas. Physical access includes being able to locate and retrieve information unimpeded by fees, age limits, separate collections or other restrictions. Emphasize the need to place the principles of intellectual and academic freedom above personal opinion, and reason above prejudice, when selecting resources. Connect intellectual freedom and access. The freedom to express your beliefs or ideas becomes meaningless when others are not allowed to receive or have access to those beliefs or ideas. Stress the need for teachers and librarians to be free to present students with alternatives and choices if students are to learn and use critical thinking and decision-making skills.
    • anonymous
      anonymous on 13 Oct 10
       
      intellectual freedom
  • Protecting students and staff with a materials selection policy Update your materials selection policy. Include a formal reconsideration process for textbooks, gift materials, electronic and other resources used in classrooms, laboratories and libraries. Seek board of education approval. Be sure to include the educational goals of the school district and to relate the selection policy to these goals. Emphasize the positive role of the selection policy in clarifying the use of educational resources and in ensuring stability and continuity regardless of staff change. To ensure uniformity and fairness in dealing with complaints, delegate the responsibility for dealing with complaints and requests for reconsideration to the principal in each school. Inform all your school staff (including nurses, secretaries, cafeteria workers and custodians) about the materials selection policy and reconsideration process. Review the policy with staff at the beginning of each school year. Distribute a copy of the policy with a simple statement that explains its importance in protecting students, teachers and librarians against censorship.
    • anonymous
      anonymous on 13 Oct 10
       
      Every school library needs a material selection policy. If your library doesn't, make it a priority.
anonymous

OIF Blog » Banned Books Week Machinima Winner: Clark Abismo in SL (Miguel Mim... - 0 views

www.oif.ala.org/oif

censorship elearning digital technology web2.0 education curriculum learning tools books oif

shared by anonymous on 13 Oct 10 - No Cached
  • anonymous on 13 Oct 10
     
    "For the first time ever, ALA hosted a Banned Books Week machinima contest in Second Life. Machinima is filmmaking within a real-time, 3-D virtual environment like Second Life. The entries were inspired by this year's theme: "Think for Yourself and Let Others Do the Same." We are pleased to announce that Clark Abismo in SL (Miguel Mimoso Correia in RL) is our grand prize winner!
  • anonymous on 13 Oct 10
     
    Wow! The Power of Visual Media! Even if you aren't in Second Life, this is a must see for the potential in education and the message.
anonymous

Stotan Unplugged: In Defense of Name-Calling - 1 views

stotanunplugged.blogspot.com/...n-defense-of-name-calling.html

stotan unplugged censorship

shared by anonymous on 15 Oct 10 - No Cached
  • First, a disclaimer.  I didn’t say it because Sherman’s stunningly accomplished novel, The Absolutely True Diary of a Part-Time Indian, gets challenged and banned in “conservative” communities with chilling regularity because of realistic language, a hilarious masturbation scene and a mirthfully scathing indictment of the difficulties of a young outsider finding his way through institutional racism.  I said it because Sherman is a member of the only group in our country who can legitimately lay claim to taking their country back.
  • I’m in Chicago today, hosting the American Library Association’s Great Chicago Readout, kicking off our celebration of Banned Books Week with authors of some of the top ten banned books of 2010.  I look over the list of reasons for the challenges and bannings: religious perspective, homosexual content, sexual content, offensive language, suicide.  Human things.  Things the people who want to “take our country back” don’t want kids to talk about; human things the “conservative right” doesn’t think should be part of human education.  Wow.
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