"Because if you don't stand up for the stuff you don't like,
when they come for the stuff you do like,
you've already lost."
~ Neil Gaiman, one of my favorite authors
ReflectionOne of the most interesting discussions I remember from my McDaniel College classes involved censorship, privacy and sharing a student’s checkout information with parents or administration. We went round and round, especially when considering whether or not the student was at the elementary or secondary level.
While we may have had common sense and some developmental learner theory to back us up, it was not as powerful as having the Constitution on your side. Before engaging in such a heated discussion, I had never considered the rights patrons have when they use the media center, and how important it is that I protect them. During our library children’s literature course, we closely examined these rights and different scenarios involving them. Granted, the rules governing school libraries are slightly different, but the American Library Association (ALA) clearly states that individuals have a right to privacy and confidentiality. Media specialists are charged with upholding these rights and not allowing their own beliefs to conflict with their professional duties. Before, I didn't think about how these issues would impact the media specialist. But as I began working with the collection, making book recommendations and considering materials to order, I had to make sure my decisions were not influenced by my own beliefs and interests. Because I was working at a high school, I started recognizing how privacy in the media center was important. Students checking out controversial topics such as teen pregnancy should be assured that I am not monitoring or judging their selections, and that I will not share that information. I am a facilitator of information, not a supervisor or manipulator. As a result of these discussions and examination of ALA resources, I developed my own Reader’s First Amendment Bill of Rights. This document not only announces that students can select what they want without judgment, but it also helps create an environment that respects the individual’s use of the media center. I revised this text several times because I had to prioritize what really was essential without developing an enormous document. I determined that at the center of these rights were people. I wanted to ensure that people had open access to a variety of materials free from judgment. I posted it on my library web page, policies and procedures wiki, and in my classroom. I realize, however, that posting is not enough. I want students to be informed of their rights through a lesson or activity I develop in collaboration with our government teachers when students study the First Amendment. It would be a great extension to have students then create their own Media Center Bill of Rights that would include technology and multimedia texts as well. |
5.2 Professional ethicsCandidates practice the ethical principles of their profession, advocate for intellectual freedom and privacy, and promote and model digital citizenship and responsibility.
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