At the core of my philosophy of librarianship is my staunch belief in the importance of intellectual freedom. I believe that every student should have access to any material they choose, no matter the perceived ‘level’ of the material. In the case of young children, it is ultimately the responsibility of the child’s parent to determine the appropriateness of the media their child is exposed to (every facet of a young child’s life is regulated by their parents-their media consumption is no different)-my philosophy pertains to those children who enjoy some autonomy in their everyday lives, even if it is minimal.

In light of my convictions, the position of school librarian may, at first glance, seem to be a limiting one. There are many who have input into the books and materials that exist within a school’s media center: state, district, and local school officials; school administration and faculty; and reactionary parents ultimately help to determine the content of a school’s collection. District officials decide that a book’s themes are too ‘adult’? Sorry, you can’t add it to your collection. A parent has an objection to a book based on something she heard from a neighbor? Voice that objection loudly enough, and ‘poof’, the book disappears from the school library shelves. Nowhere are collections MORE censored than in the school library-which is precisely why I need to be there.

I’m not some rogue librarian determined to fill my elementary school collection with copies of Lolita and Tropic of Cancer. I do believe that there should be guidelines to follow with regard to a school library collection. Books such as those by Nabokov and Miller, while undoubtedly classics, contain adult themes, and are inappropriate for elementary and middle school collections (perhaps most high school collections, as well, depending on many subjective factors). My library will contain only those books generally regarded as suitable-I’m not looking for a fight.

It has been my experience that children will ‘self-censor’, becoming disinterested in works they do not understand or are uncomfortable with-an opinion shared by many, including my childhood hero, author Judy Blume. To be certain, children are intrigued by material they have been told is ‘dirty’-my elementary school library eliminated National Geographic for this very reason. However, give an uninitiated child a copy of Joyce’s Ulysses, and I’m fairly certain they’ll give it right back.

As the school librarian, my duty is to foster the love of learning in the school’s students, and to provide them with materials that reinforce that ardor. Ultimately, I’ve accomplished my goal if the students recognize the existence of an entire world of knowledge, and have the desire to explore it, in whatever form that takes. While my limited collection may not contain the specific material a student seeks, I hope to embolden that student to pursue that search; to maintain that spirit of inquiry and inquisitiveness throughout her education and beyond.

In this current climate of political correctness run amok, where the opinions of few dictate the agenda of all, it’s comforting to know that the library is a place of refuge. A place where independent thought is not only encouraged, but celebrated. My wish is that the students who visit my library will leave with enthusiasm and passion, and appreciate the significance and power that it carries.

Why a school library? Author John Green gets it:

“Adult librarians are like lazy bakers: their patrons want a jelly doughnut, so they give them a jelly doughnut. Children’s librarians are ambitious bakers: ‘You like the jelly doughnut? I’ll get you a jelly doughnut. But you should try my cruller, too. My cruller is going to blow your mind, kid.’ “

Just wait until you try my Boston Cream.