Competency A
“Demonstrate awareness of the ethics, values, and foundational principles of one of the information professions, and discuss the importance of intellectual freedom within that profession.”
Statement of Competency A
Libraries and information organizations are essential institutions in our society. At their core, these institutions seek to facilitate interaction with the human record by providing access to, assistance with, and guidance of it (Gorman, 2008). These institutions also act as moral agents that provide spaces and places for individuals to freely obtain the ideas and expressions of others. Historically, the library as institution has been the most prevalent and recognized establishment in which the ideas and expressions of others have been collected, organized, preserved, and disseminated. Today, because of the impressive and widespread technological advances in computers and the Internet, information is disseminated in a variety of different information professions beyond the traditional concept of a library. Despite the differences in all these professions, there are shared values and ethics that form the bedrock upon which all of these various information professions lie. As Michael Gorman (2008) argues, all informational professionals “should be familiar with the interaction between humans and the human record, no matter where those policies and techniques are applied, and those applications must be informed by the agreed ethics and values of our profession” (p. 15). Because of the large variety of these professions and the narrow scope of this document, I am unable to provide an overview of every such information profession here. Instead, I seek to focus my discussion about the values and ethics of one particular information profession, that of librarianship.
To understand the foundational principles of this particular information profession we first must take a look back at the rise of the modern American library. The modern conception of the library in the United States arose in conjunction with the creation of the first public library in Boston, Massachusetts in the early 1850s (Rubin, 2008). Other forms of libraries also existed in America at this time, such as circulating and social libraries, but use of these was limited to only small groups of members who could pay their fee. The Boston Public Library instead possessed a different set of features that now characterize the modern public library, including open and free access to the public, management by a publicly appointed board, and funding by the public (Rubin, 2008). As Rubin (2010) notes, “As the new professions of social work, public education, nursing, and librarianship emerged at the end of the nineteenth century, they served as important counterbalances to self-interested, commercial motivations, and unhealthy social byproducts of the industrial revolution” (p. 11). The characteristics that distinguished the Boston Public Library from other forms of libraries at the time continue to be pervasive hallmarks that characterize the spirit of public libraries and librarianship today - specifically, the idea that the purpose of public libraries was to serve the common, average citizen. This purpose has manifested itself in a variety of missions and service responses for the public library including a source of education and learning, a place for personal pleasure and entertainment, and an archive of societal and cultural materials.
Values and ethics are important to any profession because they serve as a necessary framework for the conduct, policies, and services provided and carried out by it (Rubin, 2010). These values and ethics serve as a foundation of beliefs that are shared and practiced by those within the profession. The definition and dissemination of these foundational values are important for a variety of reasons. Gorman (2008) argues that a set of values can help to provide a “yardstick” against which services and plans can be judged, and that they can also help provide a basis for discussion and a basic premise needed to work with others in the field. Change is a constant force in our world and society; library professionals rely upon a set of core values in order to navigate the unknown terrain of the future, and to not deviate from the foundational tenets of the vocation.
The oldest and largest professional library organization in the United States, the American Library Association (ALA), has worked to articulate many of the foundational principles, values and ethics of the profession. These are outlined within a variety of key documents that everyone in the profession must be intimately familiar with, and use to guide the day-to-day activities of their particular information occupations. One such key document of the profession is the ALA Code of Ethics (2008). According to the ALA (2008), the Code of Ethics “states the values to which we are committed, and embodies the ethical responsibilities of the profession in this changing information environment” (para. 2). The principles expressed in the code are used to guide ethical decision making in the profession, and are laid out in the following eight broad statements:
I. We provide the highest level of service to all library users through appropriate and usefully organized resources; equitable service policies; equitable access; and accurate, unbiased, and courteous responses to all requests.
II. We uphold the principles of intellectual freedom and resist all efforts to censor library resources.
III. We protect each library user's right to privacy and confidentiality with respect to information sought or received and resources consulted, borrowed, acquired or transmitted.
IV. We respect intellectual property rights and advocate balance between the interests of information users and rights holders.
V. We treat co-workers and other colleagues with respect, fairness, and good faith, and advocate conditions of employment that safeguard the rights and welfare of all employees of our institutions.
VI. We do not advance private interests at the expense of library users, colleagues, or our employing institutions.
VII. We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources.
VIII. We strive for excellence in the profession by maintaining and enhancing our own knowledge and skills, by encouraging the professional development of co-workers, and by fostering the aspirations of potential members of the profession.
Adopted at the 1939 Midwinter Meeting by the ALA Council; amended June 30, 1981; June 28, 1995; and January 22, 2008.
Service, outlined in statement I of the Code of Ethics (American Library Association, 2008), is a core value of librarianship. Our profession is one that is defined by service, and we are concerned with providing the highest level of service to our users. As argued by Gorman (2008), “every aspect of our professional work, every action that we take can and should be measured in terms of service” (p. 19). Fundamental to the idea of service is that libraries have the ability to change the lives of individuals for the better (Rubin, 2008). Library professionals strive to provide excellent service to individuals, with an understanding that society, in turn, is also served for the better. An important part of service is the education of future library professionals in ALA accredited masters programs, that educate and prepare students with the foundational skills needed to perform the duties of the profession. Additionally, continuing education of current library professionals is also encouraged so they are up to date with important trends and developments of the field.
Another core value of the library profession, also outlined in statement I of the Code of Ethics (American Librarian Association, 2008), is that of access. The ALA (2004) states, “all information resources that are provided directly or indirectly by the library, regardless of technology, format, or methods of delivery, should be readily, equally, and equitably accessible to all library users” (Service, para. 1). Library professionals have a responsibility to provide equitable and free access to the various forms of information that is collected, stored, and preserved by their institutions. This core value has been a foundational tenet of the profession since the advent of the modern American library, and continues to guide our conduct, services, collections, and programs. Equitable access of information is recognized as crucially important to the knowledge, entertainment, and well-being of users. It is also important to recognize that information as we know it is evolving and changing. In the past, access to information in the library profession was primarily concerned with books and other printed formats. Today, information is widely available in a variety of formats, both physical and electronic. Librarians continue to uphold this important value in a variety of ways including providing access to information through computer terminals in their facilities, lending laptops, mobile devices, and e-readers, partnering with other institutions to provide materials through inter-library loan, and providing access to materials online. As Rubin (2010) states, the theory of access is complex, and “requires a careful balancing of interests, realizing that benefits and harms might arise” (p. 420). For example, library professionals should allow users to freely access information on library computer terminals, but should also realize that access of some content, such as pornography, in library facilities may have the potential to harm others in the nearby vicinity.
Privacy and confidentiality, outlined in statement III of the Code of Ethics, is another foundational value of the profession. The ALA notes that, “protecting user privacy and confidentiality is necessary for intellectual freedom and fundamental to the ethics and practice of librarianship.” Gorman argues that privacy is important for practical reasons because “the relationship between those in our profession and society at large is based on trust.” Citizens will not use our institutions if they cannot have access to information free from scrutiny and monitoring. Rubin notes that “respect for privacy is a fundamental concept in a democratic society.” Because of the prevalent use of computers in our institutions, both in providing users with access to information and also facilitating our daily operations, lack of privacy is an even more pertinent concern due to evolving security threats in these technologies.
Lastly, intellectual freedom, outlined in statement II of the Code of Ethics (American Library Association, 2008), is one of most important values of the library profession. James LaRue (2007) defines intellectual freedom as “the belief in the fundamental dignity of individual inquiry and the right to exercise it” (p. 4). At their core, libraries exist as places where people can obtain the expressions of others. As such, library as institutions serve as a public forum in which individuals can select the ideas that they want to explore (Rubin, 2008). The support of intellectual freedom is based on two fundamental documents, the First Amendment of the United States Constitution and the ALA Library Bill of Rights (LaRue, 2007). As LaRue (2007) states “a significant purpose of the First Amendment is to advance the equality of all individuals in our society, specifically through the ability to speak and advocate for various perspectives” (p. 14). The ALA Library Bill of Rights was adopted in 1939 by the ALA as our professions “basic policy statement on intellectual freedom involving library materials” (LaRue, 2007, p. 16). Since then there have been updates on the document, and the present-day version of it was adopted in 1980. The Library Bill of Rights is as follows:
The American Library Association affirms that all libraries are forums for information and ideas, and that the following basic policies should guide their services.
I. Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves. Materials should not be excluded because of the origin, background, or views of those contributing to their creation.
II. Libraries should provide materials and information presenting all points of view on current and historical issues. Materials should not be proscribed or removed because of partisan or doctrinal disapproval.
III. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment.
IV. Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas.
V. A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.
VI. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless of the beliefs or affiliations of individuals or groups requesting their use.
Adopted June 19, 1939, by the ALA Council; amended October 14, 1944; June 18, 1948; February 2, 1961; June 27, 1967; January 23, 1980; inclusion of “age” reaffirmed January 23, 1996.
This document is paramount in importance to the library profession as it affirms many of the key values that define our field. The six tenets outlined in the Library Bill of Rights directly address the necessity of providing quality information services to all. Intellectual freedom rests on the strong conviction that a democratic society can best function when all ideas can be openly expressed, and that those ideas are made available to all individuals without barriers (Rubin, 2008). An important aspect of intellectual freedom, as discussed by Rubin (2008), is that truth is valued by library professionals. This comes with the understanding by library professionals that there are different opinions and ideas about what “truth” is, that “truth” can shift and change over time, and that sometimes “truth” is unknown. Library professionals believe that the best way to come close to an understanding of truth in our world is through active and open exploration and of different points-of-view and ideas (Rubin, 2008). As such, librarians must be open-minded and tolerant of the subjects and points-of-view that they make available. What this means in real-world practice is that librarians must maintain a high-level of professionalism in resisting the clouding of personal belief and judgement over professional matters. It also requires that librarians provide complete collections with a wide variety of ideas, that they respect the individuality and diversity of users, that they provide information nonjudgmentally, eradicate barriers to access, resist censorship, and to protect the user’s right to know (Rubin, 2008). Adhering to these principles can be challenging to library professionals, and the struggle to protect intellectual freedom can be difficult. Rubin (2008) recognizes that the role of librarian requires “great courage, patience, and understanding. But as we look back, throughout history there are few occasions we laud the censorious and berate those who fought for freedom of expression” (p. 11).
Evidence
Evidence 1: LIBR-271A- Virtual Seminar: Comic Book Legal Defense Fund, presentation and discussion
Evidence 1 is a presentation and discussion that I completed for LIBR-271A: Genres and Topics in Youth Literature: Graphic Novels. For this course, each student was tasked with picking a topic related to graphic novels to explore in-depth. After this investigation, we were in charge of presenting our findings to our classmates in a creative way. Lastly, it was our responsibility to lead the class through a discussion of our particular topic and research.
For my virtual semester, I explored the non-profit organization, Comic Book Legal Defense Fund, which is concerned with defending intellectual freedom and the right to read comics and graphic novels. My Powerpoint presentation explores the role of the organization, in addition to why their work is important and necessary to libraries and librarians. Additionally, the topics of book challenges, banning, and censorship were explored, and an overview of how to handle comic and graphic novel challenges was covered.
In the discussion that I lead my classmates in, I posted a series of questions related to intellectual freedom, the Comics Code, comic censorship, handling book challenges in a library setting, and the role of libraries in these topics. I participated with my classmates in thought-provoking discussion about the role of libraries and librarians in comic and graphic novel censorship, and together explored and expounded upon the values of the profession in relationship to this topic. This virtual seminar helped me understand better a partner organization that works alongside our profession to defend intellectual freedom and everyone’s right to read. Additionally, in facilitating an important discussion about these topics with my classmates, I was able to understand more fully the values of privacy, access, and intellectual freedom. Thinking hypothetically about comic book challenges during my discussion will help me be better prepared to defend against such challenges in my future professional work.
Evidence 2: LIBR-260A- Week 8 Discussion
Evidence 2 is a discussion post that I created for LIBR-260A: Programming and Services for Children. For this particular class discussion, our professor prompted us with the questions: “What would you do if a parent of a book club member came to you with a concern that the book chosen for the upcoming meeting was inappropriate? How could you have that conversation so both you and the parent were satisfied after your talk? What reasons could appeal to the parent for you to keep the book? What options could you offer the parent?” In my post I discuss a variety of professional values, such as service, professionalism, and intellectual freedom in relationship to how I would hypothetically address a book challenge from a parent of a book club member. I mention the need for clear communication with the parent, a well-developed selection policy, and presenting evidence of the worthiness (such as book reviews and book awards) of the book for inclusion in the book club. I also discuss how important it is to never let our personal feelings cloud our professional judgements when in the midst of defending a book in a challenge. This multi-part discussion question really helped me understand the many facets of a book challenge, and the many ways I as a future library professional can broach and resolve such a situation. I learned through my discussion post that communication, professionalism, and defending intellectual freedom are all crucial aspects of protecting our user’s right to expression and ideas.
Evidence 3: LIBR-268- Unit 2 Discussion
Evidence 3 is a discussion post that I created for LIBR-268: History of Youth Literature. For this class discussion, we were tasked with reading two articles that explored the early days of children’s librarianship within a historical context, and the development of some of the foundational values of the profession. We were asked to identify either a policy or principle that our early pioneers “got right”, in addition to one that did not hold up when viewed through a contemporary lens. In my post I discuss the importance of the librarians who helped pioneer our field, while also being critical of their perceived role as gatekeepers and protectors of morality that was prevalent during that time. I also point out the similarity of debates that these pioneers had about particular books and formats (dime-store novels and serialized stories), to the types of arguments we continue to have about popular series books, comics, and media (i.e. video games). I argue that professionally we have come very far in becoming advocates and defenders of the right to read and view, intellectual freedom, and access, but that the struggle continues to this day. This work helped me to develop an understanding of the foundations of many values that define the profession in its historical context, while also highlighting the fact that we must continue to work and fight to defend our beliefs. This understanding will help me to think actively and critically about my own future professional work and values and ethics of the profession I strive to embody.
Evidence 4: LIBR-294- Internship Final Report and Reconsideration Letter to Library User
Evidence 4 is a final report that I created after completing an internship at a large public library in California. The purpose of the report was to expound upon my work and experiences during my time as an intern in the Collection Development department of this library. The document is organized into five different learning outcomes that I formulated prior to beginning work at my internship site. For this piece of evidence, to highlight my mastery of the values and ethics of librarianship, I emphasize my account of my participation in a Reconsideration of Library Materials committee that was formed to respond to a formal book challenge by a library user. This account appears under learning outcome I of my final internship report. Part of my responsibility as a member of the committee was to review the material in question, understand the context in which it was selected for the collection, and to also consider the needs of the users where the challenged material is located. Additionally, participation in the group required discussion and debate with other library staff members about how to handle the situation, and drafting a response letter to be sent to the library user who brought forward the material challenge. My previous pieces of evidence for this competency highlighted several issues of intellectual freedom that are important to the library profession, but this evidence provided me with crucial real-world application of all that I had previously learned in my courses. I learned the important value of service in effectively handling a material challenge in a public library setting, in addition to learning of the real-world challenges faced when upholding our professional beliefs of equitable access and intellectual freedom.
References
American Library Association (1996). Library Bill of Rights. Retrieved
from http://www.ala.org/advocacy/intfreedom/librarybill
American Library Association. (2004). Core Values of Librarianship. Retrieved from
http://www.ala.org/advocacy/intfreedom/statementspols/corevalues
American Library Association. (2008). Code of Ethics of the American Library Association.
Retrieved from http://www.ala.org/advocacy/proethics/codeofethics/codeethics
Gorman, M. (2008). Chapter 2: Professional ethics and values in a changing world. In K.
Haycock, & B. E. Sheldon (Eds.), The portable MLIS: Insights from the experts (pp. 15-22). Westport, CT: Libraries Unlimited.
LaRue, J. (2007). The new inquisition: Understanding and managing intellectual freedom
challenges. Westport, CT: Libraries Unlimited.
Rubin, R.E. (2008). Chapter 1: Stepping back and looking forward: Reflections on the
foundations of libraries and librarianship. In K. Haycock, & B. E. Sheldon (Eds.), The portable MLIS: Insights from the experts (pp. 3-14). Westport, CT: Libraries Unlimited.
Rubin, R.E. (2010). Foundations of library and information science (3rd ed.). New York, NY:
Neal-Schuman Publishers, Inc.
Evidence Files
Click to download the following files:
LIBR-271A Virtual Seminar- Comic Book Legal Defense Fund presentation
LIBR-271A Virtual Seminar- Comic Book Legal Defense Fund discussion
LIBR-260A Week 8 Discussion Post
LIBR-268 Unit 2 Discussion Post
LIBR-294 Internship Final Report
LIBR-294 Internship Final Report- Reconsideration Commitee Letter