Competency A
Articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom.
Introduction
The foundations of professional librarianship rests upon the concept of intellectual freedom, “which accords to all library users the right to seek and receive information on all subjects from all points of view without restriction and without having the subject of one’s interest examined or scrutinized by others” (Morgan, in OIF, p.3). Intellectual freedom is defined within the American Library Associations’ (ALA) Library Bill of Rights (LBOR), and interpretations thereof, which encompass the Core Values of Librarianship and the Code of Ethics, all of which relate and serve the greater purpose as stated within the U.S. Constitution, specifically Amendments One and Four (ibid, p.3). As the profession confronts new issues and challenges, for example The USA PATRIOT Act, professional statements, policies and principles reflect the direction, unify and recognize essential values, and promote advocacy of the profession.
While these principles may be universal to the profession, different types of libraries have a greater applicability and exposure due to the user they serve. Public libraries are the cornerstone of librarianship, and are also the “front lines” for “protecting the right to free expression and the corollary right to access the expression of others” (Morgan, in OIF p.7). My personal library experiences began in the public library, and continue there today as a member of the Modesto Friends of the Public Library and volunteer. But how has public opinion of the library, or trends in our economy, changed the public’s relationship to the public library? Do they still see it as a democratic civilian’s privilege, or a government luxury funding overpaid information retrievers in a Google world? Librarians balance the overarching tenants of intellectual freedom while meeting and exceeding users’ information needs, protecting public access to commercial-free information in this Google world, and do it all within the constraints of an ever-dwindling publicly funding environment. On my behalf, promotion and outreach to the community, while emphasizing these ethics, values and principles, is a personal and professional goal.
Ethics and Values
Ethics and values are the policies that underpin the profession. According to the American Library Association, the Code of Ethics (ALA 1995) promotes the, “values of intellectual freedom that define the profession of librarianship into broad principles that may be used by individual members of that profession as well as by others employed in a library as a framework for dealing with situations involving ethical conflicts” (OIF, 2010, p.305). Ethical dilemmas occur when there is a conflict of values, (OIF, p.218), so a statement of the profession’s values is essential to the underpinning of this code. Values are the intrinsic elements to the Code of Ethics and professional principles. Those values promoted by the profession are reflected in the statement Core Values of Librarianship (ALA, 2004). Gorman provides a definition of the ambiguity of values, in that “values are [sic] beliefs, albeit beliefs that are shared by members of a group may or may not be based on faith (otherwise known as a lack of verifiable evidence), and have been held for a period of time” (Gorman, in Haycock, p.17), often referred to as core values. Values provide a premise and a measurement to judge our growth, state what we as a profession believe in and what the essential basis of our work is (ibid, p.18). Both of the Code of Ethics and Core Values of Librarianship are documents essential to the ideals and responsibilities important to the profession as it responds to the changing environment of librarianship.
Foundational Principles of Librarianship
As a profession we confront new issues continually, for example challenged material or internet filtering, and strive to uphold those principles through a united understanding of our values and principles, exemplified by such documents as the Library Bill of Rights, and the Freedom to Read statement (OIF 2004). Principles, as defined by Webster’s Collegiate Dictionary, “are basic truth, law, or assumption; moral or ethical standards or judgments as a whole” (2001), and are evident in documents such as Libraries: An American Value (1999), which summate specific actions on the part of the profession in order to ensure an enduring legacy of the library. Whether through a group or individual, censorship takes many shapes and can often be masked behind those who only wish to help or protect, and are motivated through “doctrinal or partisan disapproval” (OIF, p.100).
Promotion of Intellectual Freedom
Promotion of intellectual freedom is democracy in action. Historically, intellectual freedom was not part of the library tradition, but was a reaction to the catalyst of censorship and challenged material in the library (Krug, in Haycock, p.12-13) spurring libraries to promote free and equitable access to all materials and all people. Communicating the library’s role in upholding intellectual freedom should be of central concern to every library and librarian (Clark, in Haycock, p.386). A communication plan is recommended in order to: confront challenges to the library, relate to social and political attitudes, and assess forces at local and national levels (ibid, p.386). Factors of importance are: the audience, the message, spokespeople, delivering the message, working with the media, dealing with controversy, and calling upon the professional association to help (ibid, p.387-92). The importance of this aspect is underscored by examples of libraries confronted by “partisan or doctrinal disapproval” (OIF p.100) and, unfortunately, saying the wrong thing or releasing information to the media and it destroying a program or loosing a challenged material complaint. With proliferation of Internet media outlets, many of which are public opinion blogs or comment pages, a poor image in a community can mean the difference between being funded or being closed.
Evidence
The first artifact I submit will demonstrate a thorough understanding of the LBOR through an analytical essay relating Challenged Material and The Freedom to Read statement (LIBR 234 – Essay on Library Bill of Rights – Challenged Materials and Freedom to Read) through a LIBR 234 Intellectual Freedom Seminar. Understanding the history and foundations of the Library Bill of Rights (LBOR) is an important aspect to intellectual freedom and is fundamental to the profession of librarianship. It embodies both the past and the future of the profession. I explored the topic of challenged material and discovered that intellectual freedom is nowhere more contentiously debated than in instances of challenged or censored material. There are many different pressures on the library: as a public forum it is open for the use of the information seeker, and is therefore open to public expression of opinion or complaint, a “right of the people to petition the Government for a redress of grievances” (U.S. Constitution). During my interviews, the librarians stated that The Freedom to Read document underpinned much of their library policy regarding challenged material and collection development. Addressing expression and defining “permissible and impermissible expression” is a difficult task to undertake, but by defining the principles, the Freedom to Read document could be drafted based upon these foundations. An overarching objectivity was present in the interviews I analyzed—that same objectivity can be found during the reference interview and during the challenged material process.
The next artifact I demonstrate an in-depth knowledge relating to Internet filtering and the challenge this poses to intellectual freedom (LIBR 234 – Essay on Intellectual Freedom and Filering). I evaluate Internet filtering within the scope of a public library and the application of the Child Internet Protection Act (CIPA) related to filtering and funding, explored through a series of interviews and synthesis for LIBR 234 Intellectual Freedom Seminar. Filtering is a hot-button issue amongst libraries and intellectual freedom advocates. Ensuring the free flow of information and the unimpeded access to expression is a challenge to all library institutions. The library I interviewed was the Stanislaus County Public Library, an organization that applies filtering software, and as stated in their policy, Internet Use - Public: Filter Statement (Stanislaus County Library, 2009). Filtering software is installed at the Stanislaus County Library’s thirteen branches in accordance with the Child Internet Protection Act (CIPA). Enacted in December 2000, CIPA requires, “public and school libraries that wish to receive certain federal discounts or grants for Internet access to apply policies that include proof of installation of technology protection measures, that is, filtering or blocking software” (OIF, 2010, p.39-40). Stanislaus Library would like to remove all filters, but cannot accept the repercussions of refusing any funding, even funding that denies services, in these anemic economic times. The library does have the option to unblock certain websites at the request of the (adult) patron, but children must be supervised by an adult at all times while using a computer (there is grey area for older children ages 12-17).
Conclusion
Articulating the ethics, values and principles of intellectual freedom is essential to the promotion of the profession. Understanding and applying those same principles is often challenging. Those challenges can be addressed through cohesive policy and procedure, flexibility and willingness to offer limited compromises in order best serve the community, and to continuously to advocate those freedoms and rights of all patrons as both a personal and professional goal.
References
Office for Intellectual Freedom: American Library Association (2010). Intellectual Freedom Manual, 8th Ed. American Library Association, Chicago.
RUSA. (2008). Definitions of Reference. Retrieved February 20, 2012, from http://www.ala.org/rusa/resources/guidelines/definitionsreference
RUSA. (2003). Professional Competencies for Reference and User Services Librarians. Retrieved February 21, 2012 from http://www.ala.org/rusa/resources/guidelines/professional.