Reviewed By: Sarah Pace, Emily Phillips, David Fournier, Elysse Fink
Link to article: http://www.inthelibrarywiththeleadpipe.org/2014/the-right-to-read-the-how-and-why-of-supporting-intellectual-freedom-for-teens/
It is not news that teenagers are developing and exploring their world. In her article, The Right to Read: The How and Why of Supporting Intellectual Freedom for Teens (2014), Emily Calkins shares her opinion on what perspective libraries ought to take concerning the intellectual freedom of teenagers:
“It’s not that caregivers should stop being involved in their children’s’ library use and
reading habits when their children reach adolescence. There may be times, however, when a young person wants or needs information to which her guardian might want to restrict access. Because of the developmental needs of adolescence and libraries’ commitment to intellectual freedom, libraries should support the intellectual freedom for teenagers rather than the right of guardians to control their children’s intellectual lives.”
Libraries have intellectual freedom in mind and in their very hearts. This fact is evident based on the ALA’s very own Library Bill of Rights. So it is that teens should be afforded the same rights. During those tumultuous years of adolescence, one is becoming sexually active and should be offered fair and honest information regarding the ins and outs of sex. This is just one example that highlights Calkin’s larger point–that information ought to be free and open to everyone and that a person or entity has no right to censor information. Sure a parent can discourage materials in their own house, but they cross a line by saying that other teens/adolescents cannot have access to this information thus limiting that groups’ intellectual freedom.
Method and Unanswered Questions-
Calkins is concerned in this essay with the ability of librarians to assist young adults in a time of personal growth. Establishing self-sufficiency and independence is a crucial rite of passage for young adults. Challenging and questioning the beliefs of their family and culture is an integral part of this, and is not something that can easily be done at home with parents watching their every move. Even more so, teens’ intellectual freedoms are limited when parents censor their information pursuits, so they must find a place in which they can safely fulfill that need.
Calkins only briefly touched on how “young adult” and “adolescent” are defined, footnoted at the end of the article. A first unanswered question would be to explore that concept more thoroughly from a psychological standpoint, as well as an informational one. Are the information needs of a 12 year old different than an 18 year old? How can the library acknowledge and support this difference?
Second, Calkins discusses library policy in regards to protecting the privacy of adolescents, suggesting several variations of library card policies and how they affect access. Are teen’s accounts private, or do caregivers have access to information about their teen’s check-outs? If so, then how are teens supposed to feel protected? A possible solution to this is an honor system collection by providing access to materials to teens that don’t need to be checked out with a library card. This allows teens to take out what may serve their information wants and needs without intimidation and embarrassment. The legal ramifications of these policies for the library, with regards to a minor being able to be the sole party responsible for an account which may have financial liabilities are not discussed. This is not a deal breaker for being able to offer young adults full privacy, but it is a very real legal reality that the library needs to be able to deal with.
A discussion of how to have conversations with parents regarding the privacy of their teens was also missing. Discussing these issues with the staff was brought up, but many of the suggested policies will greatly anger some parents, especially as these policies directly contradict their parental rights with most other institutions and may come as a surprise. How to approach these conversations in a calm, professional manner, with talking points on how to best support the library’s position, or at least resources on how to prepare for this would have been helpful.
A similar question, how do we talk to adolescents about their privacy rights in ways that are relevant and which connect with the realities of their lives was missing. Young adults will not read a policy brochure that lists their rights, and many of these ideas may be very foreign to some. How do we open this conversation in a meaningful way?
Calkins concludes by acknowledging that the theoretical side of intellectual freedom is often the easiest part; librarians agree not to censor materials and leave the decision-making about who can or can’t read something up to the patron or their guardian. But not wanting to leave it at that, Calkins outlines practical suggestions on how libraries can practically support intellectual freedom for teen patrons, beginning with due diligence: research and familiarize oneself on the library’s policies regarding minors. Next review the collection to see if it includes materials for a variety of patrons. Go a step further and train staff on intellectual freedom. Other creative (albeit not fully researched) suggestions put forth were to develop an “honor system collection” for Teen Self Help titles and to partner with community organizations to promote intellectual freedom and access to information. Relatively simple steps for a librarian that could make a huge difference in a teen’s life.