Support yourself

• Reread professional literature on the subject of "Student's Right to Read". See the Texas Library Association's Intellectual Freedom Handbook and follow up on some of the items on the bibliography.

• Examine your own motives for withholding approval of some kinds of books. Consider how you hope other professionals deal with works they find troubling.

• Write to yourself explaining what you feel about the Freedom to Read. Sometimes one feels vaguely uncomfortable but needs to give some hard thinking to clarify reasons for possible objections.

Support Students

• Bring to bear your professional preparation, experience in judging literature and knowledge of students as readers.Remind yourself what kinds of reading are popular with students and the power of books to generate excitement and memorable experiences with literature.

• Question yourself:  am I handing over unnecessary power to possible critics?

Support Authors

• Imagine a conversation with the author and what you might say.

• Remember the work of literature is not to purify the world but to report truthfully.

Fear Less

• Support literature that is compelling, sincere and honest, that opens doors to understanding the world.

Children and youth are consumed by questions about who they are and where they place themselves within their world.  Children cannot make informed choices regarding any topic if their use of materials is restricted.  Children's creativity, imaginative spirit, and curiosity must not be stifled by would-be censors.

Harriet Selverstone, "Censorship: Issues and Solutions.
Children and Books, ninth edition. Zena Sutherland. Longman, 1997

TBA, adhoc Committee, Spring 1999, Linda R. Rivera, member