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I am the chair of the program planning committee for our state library conference next year. My committee would like to have at least one program that deals with intellectual [...]

My third grade son participated in the summer reading program at the local public library. One book he borrowed came with a verbal warning from the librarian. I'm a middle [...]

The article presents pieces of advice on issues related to book censorship. Topics include the concern of a youth services librarian in a public library for not being allowed to have a June Pride display in the children's areas, how an elementary school librarian should answer the questions of a parent who is concerned about some books her daughter brings home, and how to deal with a teacher who refused to accept a book report because it is a novel she brought from home.

The article presents questions and answers related to how librarians should prepare for censorship and support students who oppose restricted access to books.

The article offers advice to librarians on promoting Banned Books Week. Children may be allowed to take home the books they want, then their parents can decide whether to approve their book selections or not. Given the censorship concerns of librarians, they may invite a teen council to brainstorm ways of celebrating Banned Books Week.

The article presents advice to issues and concerns related to librarians and censorship. These include a concern on a principal who demanded students to stop discussing about the book "All Boys Aren't Blue" by George M. Johnson, steps that librarians should do as school district administrators want to put reading levels on library books, and concern of a children's librarian on a pressure from a group of citizens pushing the director to issue a restricted library card for children.

The article presents questions and answers on the appropriate response by librarians when adults demand book removal from libraries.

The article presents advice related to book censorship in the U.S. Topics include the problem of a librarian whose library school course he took dealing with intellectual freedom was taught by a nonlibrarian with textbook knowledge who never discussed actual cases, the concern of a librarian whose principal asked to remove a list books, and how to deal with a principal who does not want to allow students to write the governor and express their views on his push to remove books from libraries.

The article presents issues concerning library censorship. Topics include concern on a waiting list for books like the "Junie B. Jones," "Captain Underpants" and "Bad Kitty" series, how to deal with a principal who is known for siding with students and their parents, and how to handle first grade teachers who insist that students only borrow books they can read.

The article presents advice to issues and problems related to library censorship. These include the concern of a librarian that the solutions he has considered on the loss of a large number of materials each year would violate principles of intellectual freedom, whether it is right to reprimand a library worker for making a comment to a high school student about books she was borrowing, and whether not allowing kindergartners to borrow books violate the principles of intellectual freedom.

The article presents questions and answers related to book censorship including how to deal with challenges in virtual story times, how librarians can tell parents that they cannot remove certain books from the library, and the future of classic books that have harmful and damaging stereotypes for children.

The article presents questions and answers related to censorship issues facing school and public librarians, including role of a writer's reputation in book challenges, and practice of bookstores to distinguish books for teens and young adults.

The article presents questions and answers related to librarians including the concern of a librarian that censorship was never addressed in any of her library school classes, a librarian who was accused by a parent of stunting her daughter's intellectual growth, and a problem with a guy in a public library who likes to call the staff's attention to Internet sites that patrons have viewed.

An interview with the librarian Pat Scales is presented. Particular focus is given to her observations on intellectual freedom and censorship. Additional topics discussed include her work for the ALA's (American Library Association's) Intellectual Freedom Committee, the collection development of school libraries and the book "Yaqui Delgado Wants to Kick Your Ass," by Meg Medina.

This section presents advice on various questions and concerns related to censorship. Topics include ways librarians can stop outside companies making value judgments on books, concern on labeling library books by reading level, and the move made by a principal after reading the first page of the book "What I Came to Tell You" by Tommy Hays which deals with the mother being Buddhist.

The article offers insights from librarians on censorship concerns facing libraries. One collection development librarian says there is a need to review the collection development and circulation policies of libraries with regards to handling challenged materials. An academic librarian argues that recommending the book "Little Women" does not mean that one is promoting Christianity. Another librarian points out that Laurie Halse Andersen's "Wintergirls" help address eating disorders in teens.

Answers are presented to questions from librarians regarding issues such as a mother's reaction to her daughter checking the book "Deenie" by Judy Blume out of the library, a student's sharing of an erotic novel with classmates, and an online course on children's library services.

The article presents several questions and answers relating to concerns faced by librarians including fears that a librarian has regarding censorship, the possibility that school libraries can be sued because students were not given access to information they were searching for online and steps that children's librarians should take in regards to questionable reading material.

The author discusses the lessons that she learned about an African American student named Frank in the U.S. According to the author, African American students want to know about the heroes and heroines of their race. It suggests that librarians and teachers across the country need to offer black history books on classrooms and libraries.