Showing posts with label intellectual freedom. Show all posts
Showing posts with label intellectual freedom. Show all posts

Friday, February 21, 2014

Life in Pictures

The month of February has been pretty eventful thus far....

At the beginning of the month, I visited John King Books on Lafayette Boulevard with fellow librarian and friend, Jeanette.
 It was my very first visit. A pilgrimage of sorts. I bought a few books -- one of which The Fight for America by Joseph McCarthy which is a fabulous addition to my intellectual freedom collection.

My last post focused on the need for multicultural literature -- February is African American history month. As you can surmise, this month's YA display features African American literature and historical materials. I created this graphic:

Here are some various pictures from work:
While working on weeding the YA collection, I discovered
this awesome note inside Or Give Me Death by Ann Rinaldi
when checking its circulation

My doll, Verity, joins the staff at CADL
And a couple of pictures of my coworkers and I:



On Monday, I toured Loutit District Library in Grand Haven, Michigan. I'll be uploading pictures and some notes from my visit in the near future.

Sunday, June 9, 2013

I'm Back...

After a month since my last post, I am pleased (and relieved) to write that peace has returned to both my personal and professional lives; therefore, it's safe to say: I'm back!

Blog:
Thanks to talented graphic artist Mallory Rock, I now have the perfect blog header! During my hiatus, I wrote a few blog posts. I'll share them here:


Library school:
On Thursday, May 9, alongside my SLIS colleagues, I participated in commencement at Wayne State University. It was a very memorable day as I've never before 'walked' for any of my commencements -- including high school. One of my favorite SLIS instructors, Sue Todd, was even present backstage while we waited for our names to be called.

After graduation, I had lunch at the Raven Cafe in Port Huron -- the perfect place for a bookish nerd to celebrate. Here are some pictures from the day...

Camille Chidsey and I

 
My "librarian" charm bracelet from Anne

Career:
I'm now a Library of Michigan certified Level 2 Public Librarian!

Tuesday, May 28, 2013

Kicked to the Ditch

This morning, I renewed my membership to the American Library Association for the first time as a professional and not as a student. It was certainly a bittersweet moment which left my checking account a bit lighter...

What you are about to read is nothing new in the Michigan LIS-world -- a common complaint, which now I can officially join the ranks. With my ALA membership, two divisions (PLA and YALSA), and round table renewal, my overall cost was less than renewing my entire membership with the Michigan Library Association.

Setting cost aside and just browsing the conference notes from colleagues, I have come to the unfortunate conclusion that the Michigan Library Association is geared more towards larger suburban and urban public libraries than smaller, rural libraries.

Newsflash? No...

Taking a gander at statistics compiled from the public library survey (2012), almost 60% of Michigan's public libraries are on the smaller end of the spectrum: Class 1 - 3. Am I missing something? Or is MLA?

At $170.00 for an unaffiliated individual membership (meaning that my employing institution is not a member and I am not getting a discount), I damn well want my State organization to at least acknowledge the existence of small, rural libraries and subsequently offer workshops/seminars that are relevant.

Kicked to the curb. Hold on...  

It's so rural where I live that we don't even have curbs. 
How about this: kicked to the ditch.

With my savings, I opted to join the Freedom to Read Foundation -- a cause near and dear to my heart -- and will likely attend a few workshops hosted by the Historical Society of Michigan.

I wonder if they will miss me... Doubtful.

Source
Library of Michigan. (2012). Michigan public library survey statistics. Retrieved from
http://www.michigan.gov/libraryofmichigan/0,2351,7-160-18668_61707---,00.html


Author's Note: I've considered trying to be part of the solution by collaborating with area libraries in order to develop a conference presentation which will target small, rural libraries; however, it seems that MLA membership is pretty sparse in this region... Thoughts: Lack of interest? Or do they feel as though they haven't been adequately represented?

Sunday, February 17, 2013

A Chapter Closes: A Reflective Essay

LIS 6010: LIS Leader Paper on Everett Thomson Moore
Since beginning my studies in the School of Library and Information Science (SLIS) in the spring of 2010, I have experienced much growth and development as an information professional. Through my tenure as a MLIS candidate, I have mastered the competencies as outlined in the program’s ten learning outcomes and found selecting just three to elaborate upon considerably challenging; therefore, the three outcomes in which I selected, to demonstrate my proficiency, are very near and dear to my heart as well as align with my studies of concentration, public libraries and services to children and young adults. They are as follows: “[to] articulate the importance and value of the profession and its basic ethics such as intellectual freedom, information access and dissemination and apply these concepts to the advancement of the profession”, “[to] recognize the value of professional ethics, teaching, service, research, and continuing education to the advancement of the profession”, and “[to] develop and apply current management and leadership theories and practices” (SLIS, 2012). At the close of this essay, I will share my philosophy of the information profession as well as my aspirations for the future.

The School of Library and Information Science facilitated growing my understanding of “…the importance and value of the profession and its basic ethics such as intellectual freedom, information access and dissemination…” (SLIS, 2012) by way of the course, Introduction to the Information Profession (LIS 6010). Via several readings for the course, mainly those by Lingo (2003), Preer (2008), and Robbins (2007), I was formally introduced to the topic of intellectual freedom and learned about the many dangers censorship can pose to the free and unrestricted access to information which is of central importance in the information profession – a topic that has inspired a deep passion. I found the Code of Ethics and the Library Bill of Rights by the American Library Association (ALA) moving and enlightening – particularly the following statements:
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 (Code of Ethics, 2008). We uphold the principles of intellectual freedom and resist all efforts to censor library resources (Code of Ethics, 2008). 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 (Library Bill of Rights, 1996). 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. Libraries should challenge censorship in the fulfillment of their responsibility to provide information and enlightenment (Library Bill of Rights, 1996). Libraries should cooperate with all persons and groups concerned with resisting abridgment of free expression and free access to ideas (Library Bill of Rights, 1996).
In fact, it was the above readings which inspired me to choose Everett Thomson Moore, a fighter for intellectual freedom, as my library leader – an assignment for LIS 6010. Through my research of Moore’s professional life, I learned about the banning of books in American public libraries, the firing and ostracization of librarians due to challenges to library materials, the chilling effects of McCarthyism during the Cold War, and the development of the Freedom to Read Foundation as well as the Office of Intellectual Freedom.

Another assignment in LIS 6010 required visits to two libraries for comparison and analysis, for added depth I selected two rural libraries (Class 2 and 3) and a larger suburban institution which serves as the main branch of a Class 6 library system. Among the list of questions I prepared to ask the directors, I inquired about the community’s reception of Harry Potter and Twilight as well as if the library had experienced a challenge or banned any library materials. I found the experience to be incredibly enlightening as I was able to see, firsthand, the difference in philosophies between the directors pertaining to access to information and intellectual freedom, collection development policies, as well as the varied dynamics of the communities.

“[To] recognize the value of professional ethics, teaching, service, research, and continuing education to the advancement of the profession” (SLIS, 2012) is the second learning outcome in which I’ve mastered proficiency in and believe is invaluable to the field of library and information science. It is via research, that practitioners are able to gain insight into potentially problematic areas in the field and adapt findings discovered by researchers in order to implement change at their institutions. While much of the published research in the field of library and information science focuses on academic libraries, I hope to someday complete a study that focuses on public libraries.

Reading for LIS 7340: Collection Development
Through my experiences and readings in Introduction to the Information Profession (LIS 6010) as well as Collection Development and Selection of Materials (LIS 7340), I felt compelled to develop a research proposal for the course Research in Library and Information Science (LIS 7996) which would focus on the topic of intellectual freedom and censorship. Being interested in small and rural libraries, selecting whom to study presented little challenge to me. Libraries that serve smaller populations, deemed Class 1 – 3 institutions, make up almost 60% of Michigan's public libraries yet in order to receive state aid they are not required to hire directors with a MLIS degree and out of the directors serving at these institutions only 23.7% actually hold professional credentials in librarianship (Library of Michigan, 2012). While conducting the literature review for my research proposal, I learned via studies conducted by Curry (1997) and Pooley (2008) that even directors holding professional credentials have identified themselves as having little or no training in dealing with censorship and intellectual freedom issues – yet the consequences of poorly handling a challenge could result in damaged relations with the community, termination of employment, and even the possibility of a lawsuit. While the ALA has set forth the Code of Ethics which seeks to give guidance on the topic of censorship and intellectual freedom, Fiske (1959) identified in her study that many selectors are actually practicing forms of self-censorship when making collection development decisions. Thus the goal of my proposed study sought to explore the state of collection development policies and practices as well as training pertaining to intellectual freedom and censorship in Class 1 – 3 public libraries in Michigan. My proposed study has the potential to provide the field of library and information science insight into developing training efforts to bridge any identified gaps in the knowledgebase and comfort level of its practitioners.

The eighth guiding principle of the ALA’s Code of Ethics states, “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” (para. 5). By way of conducting library visits for Introduction to the Information Profession (LIS 6010), reference observations for Access to Information (LIS 6120), and additional visits for Survey and Analysis of Literature for Children Preschool to Grade 3 (LIS 6510), Young Adult Literature (LIS 6530), as well as Programming and Services for Children and Young Adults (LIS 7250), it became abundantly apparent to me that librarians in which I encountered truly support the notion of “fostering aspirations of potential members of the profession” (ALA, 2012). With each visit in which I conducted, several assignments required multiple observations, I was warmly welcomed by staff, invited behind-the-scenes, and not only left the building with a plethora of information, but felt completely inspired by my experiences. Thanks to these visits, I have developed professional relationships with several area library directors whom have acted as mentors throughout my MLIS candidacy.

Suzanne Todd
The third and final learning outcome in which I have mastered proficiency in is, “[to] develop and apply current management and leadership theories and practices” (SLIS, 2012). I should start off by defining the difference between management and leadership: “The manager’s job is to plan, organize and coordinate. The leader’s job is to inspire and motivate” (The Wall Street Journal). While I have learned immensely from all of my classes, I have a special appreciation for the courses that were taught by two adjunct instructors who were actively practicing librarianship in the field – Beth Walker (College for Creative Studies) and Suzanne Todd (Eastpointe Memorial Library). It was these instructors, regardless of the particular course being taken, who shared front line stories which provided more insight and reality than any carefully concocted case study that could likely be found in a management textbook.

One assignment in Library Administration and Management (LIS 7040) required the class to read an article, What’s My Motivation? (Rogers, 1976), that provided a scenario which is all too common in today’s libraries: budget cuts and staff lay-offs. In the case study, a very vocal staff member spoke up at a meeting and essentially asked the question, “What’s my motivation?” In her lecture, Walker provided an example in which an employee proclaimed that she, being Beth Walker (the supervisor), was responsible for motivating her. Walker’s reply was along the lines of, “She is not responsible for motivating the individual person, but for creating an environment that is conducive to motivation.” My own thoughts on the case study which touches upon both management and leadership techniques:

I felt as though the Library Director, Mary Lawless, was incredibly reactive rather than proactive during the transition process. While I understand that each person has their individual differences and personality which in turn gives different perspectives, Mosca’s reaction demonstrated that she did not understand the organization’s interim goal: the library operating rather than shutting off the lights and closing the doors. If Lawless had spent a little time laying some foundation work with her staff, such as clearly explaining the organization’s financial crunch, developing a game plan for the additional responsibilities, consistently employing recognition and positive reinforcement with her management-style, perhaps the Mosca-situation might not have occurred because the “unknown” would have already been answered. “Fear of the unknown” is how I chalk up Mosca’s behavior behind her interruption.

What is an LIS professional? What are the characteristics, qualities and knowledge that will be most important to you as an LIS professional? To answer the first question, I must cite Preer (2008), who in her book, Library Ethics, cited Melvil Dewey:
The time was when a library was very like a museum, and the librarian was a mouser in musty books, and visitors looked with curious eyes at ancient tomes and manuscripts. The time is when the library is a school, and the librarian is in the highest sense a teacher, and the visitor is a reader among the books as a workman among his tools. Will any man deny to the high calling of such a librarianship the title of profession? (p. 9).
While the ALA Code of Ethics and the Library Bill of Rights are certainly a part of my philosophy, the five laws of library of science developed by Shiyali Ramamrita Ranganathan in 1931, also play a significant role in shaping my professional paradigm. The five laws are as follows: 1) Books are for use. 2) Books are for all. 3) Every book its reader. 4) Save the time of the reader. 5) The library is a growing organism (Haycock & Sheldon, 2008). In other words (and in the context of a modern public library and my own interpretation), the library and its many resources are for the public to use and the whole package needs to be easily accessible – the building, staff, and of course, the collection. The materials selected for the library should reflect the entire community in which the library is charged with serving – not just the frequent donor or the loquacious patron. Each reader has his/her own preferences and tastes; therefore, it is imperative that the library’s staff abstain from judging as well as be cognizant as to which formats are preferred by the community. In addition to having helpful, approachable, and knowledgeable library staff, saving the time of the reader also entails keeping the collection organized, easily accessible, and refreshed. And, finally, in order for the public library to survive, it must be viewed as a growing organism – changing and evolving to meet the needs of the community – otherwise it will become irrelevant and subsequently extinct.

Another statement which has profoundly affected my professional paradigm is one that I encountered while enrolled in Introduction to the Information Profession (LIS 6010). In her book, Library Ethics, Preer (2008) quoted the esteemed Lester Asheim:
Selection, then, begins with a presumption in favor of liberty of thought; censorship, with a presumption in favor of thought control. Selection’s approach to the book is positive, seeking its values in the book as a book, and in the book as a whole. Censorship’s approach is negative, seeking vulnerable characteristics wherever they can be found – anywhere within the book, or even outside it. Selection seeks to protect the right of the reader to reader; censorship seeks to protect – not the right – but the reader from himself from the fancied effects of his reading. The selector has faith in the intelligence of the reader; the censor has faith only in his own (p. 79).
I am truly grateful for the professional relationships which have developed through the course of my studies. While I have aspirations of directing a rural public library and conducting research in the public library arena, I also feel compelled to give back to the field which has been both warm and welcoming to me as a new professional; therefore, I am very passionate about the notion of teaching as an adjunct instructor at Wayne State University as well as hosting practicum students in the future. In closing, as an information professional, I pledge to uphold both the Library Bill of Rights and the Code of Ethics as set forth by the American Library Association.

References
American Library Association. (2006). Code of Ethics. Retrieved from http://www.ala.org/advocacy/proethics/codeofethics/codeethics

American Library Association. (1996). Library Bill of Rights. Retrieved from
http://www.ala.org/advocacy/intfreedom/librarybill

Curry, A. (1997). The limits of tolerance: Censorship and intellectual freedom in public libraries. Lanham, MD: Scarecrow Press.

Fiske, M. (1959). Book selection and censorship: A study of school and public libraries in California. Berkeley, CA: University of California Press.

Haycock, K., Sheldon, B. (2008). The portable MLIS: Insights from the experts. Westport, CT:
Libraries Unlimited.

Library of Michigan. (2012). Michigan public library survey statistics. Retrieved from
http://www.michigan.gov/libraryofmichigan/0,2351,7-160-18668_61707---,00.html

Lingo, M. (2003). Forbidden fruit: The banning of the Grapes of Wrath in the Kern County Free
Library. Libraries & Culture, 38(4), 351-377.

Pooley, A., Birdi, B. (2008). How ethical are we? Public Library Journal, 23(1), 12-15.

Preer, J. (2008). Library ethics. Westport, CT: Libraries Unlimited.

Robbins, L.S. (1994, Fall). Anti-communism, racism, and censorship in the McCarthy era: The case of Ruth W. Brown and Bartlesville Public Library. Journal of Education for Library and Information Science, 35(4), 331-334.

Rogers, M. (1976). What’s my motivation? Library Journal, 134(10), 52-53.

Walker, B. (2011, April). What’s my motivation: Case study. Retrieved from http://blackboard.wayne.edu

Wall Street Journal. (2012). What is the difference between management and leadership?
Retrieved from http://guides.wsj.com/management/developing-a-leadership-style/what-is-the-difference-between-management-and-leadership

Wayne State University – School of Library and Information Science. (2012). Mission and goals.
Retrieved from http://slis.wayne.edu/about/mission.php

Wednesday, January 30, 2013

Road Trip: Miniature Book Exhibit

On 12.10.2012, Janet and I took a road trip to the Library of Michigan in Lansing to check out the miniature book exhibit put on by the Miniature Book Society. Naturally, we took some time to browse the stacks...our beloved Z class. Here's a few photos from our visit:

Monday, December 31, 2012

A Part-Time Indian

Yesterday, I finished reading The Absolutely True Diary of a Part-Time Indian by Sherman Alexie.

As you can probably surmise, I was pretty irritated when I read an article about a recent challenge to this book in the West Valley School District.

Alicia Davis, a parent (and elementary school teacher in the district), expressed her concerns about the book -- citing a specific passage in which a racial slur was used against the book's protagonist. The slur was also offensive to African Americans. Davis read the book herself and came to the conclusion: "I just would not want my 12th-grader reading something like this in public school."

While I admit, the passage upset me, too...but I realize that was the very point of it. The Absolutely True Diary of a Part-Time Indian is classified as a piece of contemporary realistic fiction which is known to focus on tough issues such as suicide, anorexia, racism, and bullying.

Alexie wanted to give the reader a true taste as to what Junior was experiencing in his life as a freshman in an all-white high school -- not a sugar-coated one. This is a story about a boy who experiences bullying and who is struggling with his identity -- all while attempting to hide his poverty from his classmates. Alexie touches upon at least two major issues, bullying and identity struggles, which I can see high school students nodding their heads in collective agreement.

Three cheers to Joshua McKimmy, the English teacher:
"Our job as English teachers is to promote reading and to give kids access to life through reading. If kids are just given the classics all the time — I wasn’t a student like that; I wouldn’t read classics or anything...Then I read some young adult books that I could identify with, and then I’ve become a reader because of those books...The book is a gateway for reluctant readers, and more, it deals with issues his students are very familiar with as teenagers...They really identify with Junior’s problems...One of his main problems is that he exists in the Indian world and the white world...Kids struggle with identity; that’s kind of what high school is."
Earlier today, I worked on my reflective essay (a requirement for graduation) and cited a quote by Lester Ashiem which is very relevant to this situation:
Selection, then, begins with a presumption in favor of liberty of thought; censorship, with a presumption in favor of thought control. Selection’s approach to the book is positive, seeking its values in the book as a book, and in the book as a whole. Censorship’s approach is negative, seeking vulnerable characteristics wherever they can be found – anywhere within the book, or even outside it. Selection seeks to protect the right of the reader to read; censorship seeks to protect – not the right – but the reader from himself from the fancied effects of his reading. The selector has faith in the intelligence of the reader; the censor has faith only in his own (Preer, 2008, p. 79).
My thoughts:
To the concerned parents: Would you rather have your child check this book out at the public library (which is very likely) and read it without the supervision, guidance, and subsequent classroom discussion? This is a teaching moment...an opportunity for growth and perspective taking. USE IT.

 I wish that I had something more profound to say about the book, but alas, I am still feeling under the weather. I thoroughly enjoyed the read and wholeheartedly concur with a colleague (Jaema) when she stated that she wished the book was longer. Like Chbosky's The Perks of Being a Wallflower, I found this piece particularly moving and felt empathy for the protagonist. If YA lit, and/or contemporary realistic fiction is your thing, this book should definitely be on your radar.

Relevant links:
American Indians in Children's Literature: Reviews of Part-Time Indian
Sherman Alexie: Why the Best Kids Books are Written in Blood
American Library Association: Top Ten Challenged Books by Year, 2001 - 2011
Hermionish: On Contemporary Realistic Fiction
Darkness Too Visible
Gurdon: My 'Reprehensible' Take On Teen Literature

Wednesday, December 19, 2012

The Perks of Being a Wallflower

Two hours ago, I finished The Perks of Being a Wallflower by Stephen Chbosky. It's been on my radar for awhile now, but I just haven't had the freedom to make much progress on my list of books for pleasure reading as of late.

With the likes of Megan Cox Gurdon and her infamous article about the dangers of contemporary YA fiction, it should come as no surprise that The Perks of Being a Wallflower landed itself among the top ten on ALA's Top 100 Banned/Challenged Books list for the 2000-2009 decade. (Read an earlier post I wrote about Gurdon's article.)

Sherman Alexie, author of the YA novel, The Absolutely True Diary of a Part-Time Indian, said in an article for WSJ titled, Why the Best Kids Books Are Written in Blood:
Does Mrs. Gurdon honestly believe that a sexually explicit YA novel might somehow traumatize a teen mother? Does she believe that a YA novel about murder and rape will somehow shock a teenager whose life has been damaged by murder and rape? Does she believe a dystopian novel will frighten a kid who already lives in hell?
In which Gurdon responded with the following in her second article on the subject:
No, I don't. I also don't believe that the vast majority of American teenagers live in anything like hell. Adolescence can be a turbulent time, but it doesn't last forever and often—leaving aside the saddest cases—it feels more dramatic at the time than it will in retrospect. It is surely worth our taking into account whether we do young people a disservice by seeming to endorse the worst that life has to offer.
Fall of 1999
My own thoughts? I don't believe that by publishing "edgy" fiction for young adults that adults or society is "endors[ing] the worst that life has to offer." In the case of The Perks of Being a Wallflower, Charlie experiences a range of events in which I personally encountered while in high school including the suicide of a classmate and dating violence.

I loved the book and found it to be powerful, perspicacious, and moving. In fact, I wish I would've read it back when it was first published in 1999 as it would've given me much comfort during such a tumultuous time in my life. (The crazy part: Back in the day, I likely shelved it many times while working as a Page at Oxford Public Library.) I believe that YA has the power to save hence my support of the YA Saves Project.

My favorite passage:
"And we could all sit around and wonder and feel bad about each other and blame a lot of people for what they did or didn't do or what they didn't know. I don't know. I guess there could always be someone to blame. Maybe if my grandfather didn't hit her, my mom wouldn't be so quiet. And maybe she wouldn't have married my dad because he doesn't hit her. And maybe I would never have been born, so I don't know what to say about it all especially since my mom seems happy with her life, and I don't know what else there is to want.

It's like if I blamed my aunt Helen, I would have to blame her dad for hitting her and the friend of the family that fooled around with her when she was little. And the person that fooled around with him. And God for not stopping all this and things that are much worse. And I did do that for a while, but then I just couldn't anyone. Because it wasn't going anywhere. Because it wasn't the point.

I'm not the way I am because of what I dreamt and remembered about my aunt Helen. That's what I figured out when things got quiet. And I think that's very important to know. It made things feel clear and together. Don't get me wrong. I know what happened was important. And I need to remember it....So, I guess we are who we are for a lot of reasons. And maybe we'll never know most of them. But even if we don't have the power to choose where we come from, we can still choose where we go from there. We can still do things. And we can try to feel okay about them" (pp 210-211).
Favorite quotes:
"And in that moment, I swear we were infinite."
"And I guess I realized at that moment that I really did love her. Because there was nothing to gain, and that didn't matter."

"I think the idea is that every person has to live for his or her own life and then make the choice to share it with other people. Maybe that is what makes people 'participate.'"

"I am both happy and sad at the same time, and I'm still trying to figure out how that could be."

"I just want you to know that you’re very special… and the only reason I’m telling you is that I don’t know if anyone else ever has."

"I just hope I remember to tell my kids that they are as happy as I look in my old photographs. And I hope that they believe me."

"I walk around the school hallways and look at the people. I look at the teachers and wonder why they're here. If they like their jobs. Or us. And I wonder how smart they were when they were fifteen. Not in a mean way. In a curious way. It's like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report due on top of that. Or wondering who did the heart breaking. And wondering why."
And I leave you with one of my favorite censorship quotes by Lester Asheim:
"Selection seeks to protect the right of the reader to read; censorship seeks to protect—not the right—but the reader from himself from the fancied effects of his reading. The selector has faith in the intelligence of the reader; the censor has faith only in his own."

Here's a playlist of songs I put together from the book -- "Charlie's Mixtape"

Friday, November 30, 2012

Practicum: Complete

Utterly exhausted...
Yesterday evening, I officially completed LIS 7640 -- my public library practicum: I logged my last few hours at CADL, wrote a blog post about my activities and observations, and published a summary of my overall experience!

I wrote:
My practicum experience mainly focused on surveying both the legal community as well as the library's patrons as to their legal information needs, reviewing and then weeding the library's legal collection, and creating a pathfinder of legal resources. For these projects, I utilized knowledge and skills acquired from LIS 7340 (Collection Development with Dr. Holley).
My secondary projects involved creating three annotated bibliographies for the library's young adult department -- Hunger Games Read-Alikes, Exploring Books Across Genres: A Guide to Teen Lit for Girls, and Exploring Books Across Genres: A Guide to Teen Lit for Guys. For these projects, I utilized knowledge and skills acquired in LIS 6530 (Young Adult Literature with Suzanne Todd) and LIS 7250 (Programming for Children and Young Adults with Suzanne Todd).
I am very satisfied with my experience and I am aware that my site supervisor is satisfied as well: "You give me new faith in the profession and what it is and will be. Thanks for everything you’ve done and especially the joy and enthusiasm you bring." Dievendorf provided me with a copy of my evaluation and it honestly brought tears to my eyes -- it was that touching. While CADL is not currently hiring, I have been asked if I would be interested in working on additional projects for the library. I am honored and have already made arrangements to do so.
As part of our final practicum posting, it was optional to provide a picture. Before leaving, I made a point to take snap a picture (via my webcam) which I've embedded in this post. I would have much rather used this picture (which I snapped on my way to my practicum earlier in the week):

So...now all I have left is finishing up my research proposal for LIS 7996. Currently, I am over halfway done writing the literature review and then I will be onto methodology, analysis of the data, limitations, and possibilities for future research.

In the next day or so, I'll share photos from my practicum experience -- mostly snapshots of various books in which I encountered while working. Only the bibliophiles out there will likely appreciate them.

Sunday, November 25, 2012

Proposal Writing

Last night, shortly before calling it a day, I received feedback from Dr. Charbonneau concerning the outline I submitted for my research proposal in LIS 7996 which just happens to be the capstone project. 

With the proposal due in just two weeks (12/9 @ 9p), in the spirit of being proactive, I spent the better part of the day working on the draft -- mostly the introduction which included: statement of the problem (my topic); conceptualization of censorship, intellectual freedom, challenges, expressions of concern, oral complaints, written complaints, public attacks; and the purpose of the study. (Nearly three pages of content.) Tomorrow, I will focus on laying out the research questions and the literature review.

It is my sincere hope to actually conduct the proposed study with my friend and LIS colleague, Janet Curtiss.

Unfortunately, after an unexpected BoS while working on my outline last week, I've been dealing with Office 2007 stability issues on my laptop, Patton, ever since. I haven't been able to successfully format my document without the program locking up. I'm currently downloading Office 2010 from the School of Library and Information Science in hopes of rectifying the issue. I really don't want to work on this project upstairs in my office on the desktop. *fingers crossed* (Thank you, Jaysen, for tech support and listening to me rant earlier.)

Breakfast for the brain: cheese omelet, hash browns, and rye toast

Thursday, November 22, 2012

Surreal

As far as library school goes, I am down to a mere three weeks of class left. It's surreal... In some ways, it feels like just yesterday that I started graduate school...yet, when I look at my personal and professional growth, it feels like a decade has passed rather than 2.5 years.

I remember how nerved up I was first visiting campus in December of 2009, as a prospective student, gathering information and vacillating about applying for admission into the program. And now, in just a couple of months, I'll be applying for graduation. I might have mentioned this before, but I've never "walked" for any of my degrees, including high school, and would like to participate in the big Spring graduation with my LIS friends and colleagues. Totally geeked!

Speaking of my LIS friends and colleagues as well as professors, I am ever grateful for them and the experiences in which we've shared together throughout the course of my tenure as a MLIS candidate.

So what have I been up to this semester?
  • Trustee: Earlier this week, I was notified by the Sanilac County Board of Canvassers that I received a sufficient number of votes and have been elected to the position of Watertown Township trustee. My term began on Tuesday, November 20 at 12:00p and will run through 2016. 
    • I'll be officially sworn in at the next township board meeting on Tuesday, December 4. Look for an update with photos from that experience.
  • Practicum (LIS 7640): I've been spending time at Caro Area District Library working on projects for the Tuscola County Law Library which entailed reviewing/weeding the 340s, surveying patrons and the legal profession as to their various information needs, exploring/comparing databases of court forms, and building a comprehensive legal resources pathfinder for the community. (For viewing and/or download: cadl.legalresources.pathfinder)
    • In addition to the law library content, I custom tailored two YA bibliographies for CADL in which I developed for LIS 6530 (YA Lit) and LIS 7250 (Programming for Children and YA) -- Hunger Games Read-Alikes and Exploring Books Across Genres: A Guide to Teen Lit for Girls. (For viewing and/or download: cadl.hungergames and cadl.exploring)
    • Yesterday, the library director, who has supervised my experience, sent me a copy of the student evaluation she turned into the practicum coordinator -- a glowing review -- which made me quite misty-eyed when I read her comments and the body of the email.
  • LIS 7996: I've been working my way through the readings, assignments, and lectures. Last week, I submitted the outline for my research proposal and am currently awaiting feedback. 
    • My topic: Since Class 1 - 3-sized libraries make up 60% of Michigan's public libraries, my proposed study aims to explore the presence (or lack thereof) collection development policies and training pertaining to censorship/intellectual freedom in Class 1 – 3 public libraries in Michigan which will help to paint a picture showing the importance of increasing training and the availability of workshops on the issue.
    • Earlier this month, I made a post about studying for the midterm. Here's how I did -- cut/paste from an email: "Well done on your LIS 7996 midterm exam. You got a perfect score! The midterm was worth 25 points." Rock on!
  • Reading: I haven't had much time for pleasure reading this semester; however, I have managed to squeeze in the Fifty Shades trilogy by E.L. James, The Kill Order by James Dashner (the newly released prequel to The Maze Runner trilogy), and Shadows by Ilsa J. Bick (sequel to Ashes). Currently, I am reading A Discovery of Witches by Deborah Harkness. Next in my queue: The Guernsey Literary and Potato Peel Society by Mary Ann Shaffer and Annie Barrows and A Clash of Kings by George R. R. Martin (Book 2 in 'A Song of Ice and Fire' series).

Thursday, August 23, 2012

Fifty Shades of Grey

I just finished reading Fifty Shades of Grey by E.L. James. My favorite part: the ending. Ana was incredibly brave, strong, and honest -- characteristics in which I admire -- and to be completely honest, I felt that it was, singularly, the best written portion of the novel. I promised a review, but I don't think I can write one for this piece.

Will I read the other two books? Yes, even though this genre is not really my cup of tea as I much prefer historical fiction.

Would I buy this book for a public library? Yes. I am a firm believer that a public library's purpose is to serve the entire community and there is certainly an interest. In the words of Jo Godwin, "A truly great library contains something in it to offend everyone."

Now onto Tess of the d'Urbervilles by Thomas Hardy...

Tuesday, August 14, 2012

Adventures in the Z Class

Yesterday, I seized the day by visiting the Library of Michigan while I am still on break between semesters and got lost in the Z class for a few hours browsing my favorite topic: censorship and intellectual freedom.

Between interviewing directors and practicing librarians as well as reading a fabulous book titled True Stories of Censorship Battles in America's Libraries -- edited by Kathy Barco and Valerie Nye -- I seem to have a pretty good grasp on the patron-side of challenges and censorship which prompted me to explore materials from the view of  librarians that are actually pro-censorship. So...I picked up Censorship: Opposing Viewpoints and read Thomas Storck's essay titled, A Case for Censorship: Defending the Poor from the Jaded Rich. 

Needless to say, I was pretty floored and as a result ended up logging into Facebook to capture a sentence in the essay's introduction. My status update read, "There is something wrong with the following sentence: 'Storck, a librarian in Washington, D.C., insists that censorship can both prevent harmful acts and facilitate society's intellectual pursuit of truth.'"

Thomas Storck (1994) posits: 
"For, human nature being what it is, it is naive to think we can freely read and view things that promote or portray evil deeds without sometimes feeling encouraged to commit such deeds. And if this is the case, then censorship can sometimes be a necessity...[case for censorship]...It can be stated in the following simple thesis: ideas lead to actions, and bad ideas often lead to bad acts, bringing harm to individuals and possible ruin to societies. Just as the state has the right to restrict and direct a person's activities when he is a physical threat to the community, so also in the matter of intellectual or cultural threats, the authorities have duties to protect the community." (Pages 18-19)
Further... 
"The ideal censor is not some ill-educated, parochial bigot, but someone of liberal education and continued wide reading, someone with a grasp of first principles and enough experience and wisdom to see how they should be put into practice." (Page 23)

"A final point that must be noted is the connection between anti-censorship arguments and the free market...It is primarily the rich who promote and subsidize ideas and art that undermine traditional ways of life, and it is primarily the poor who suffer on that account. Society exists to protect and promote the welfare of all, but especially of the poor and the workingman. To exalt the free and irresponsible expression of the individual is to take up a position contrary to the community's duty of protecting the poor...Only those with sufficient money and ennui have the time or resources to produce ideas or art that corrupt or debase." (Page 23 - 24)

My thoughts...
I wholeheartedly concur with the sentiments of Lester Asheim -- "Selection seeks to protect the right of the reader to read; censorship seeks to protect—not the right—but the reader from himself from the fancied effects of his reading. The selector has faith in the intelligence of the reader; the censor has faith only in his own."

While some might be disgusted by the availability of a book they deem 'morally bankrupt', I align myself with good old Ranganathan and his 5 laws of library science -- specifically: (2) Every reader his (or her) book; and, (3) Every book its reader. We live in a free society and people have the right to read what they wish to read...and not be censored by some "well meaning" individual. I wholeheartedly believe that a good public library will truly have something to offend everyone...and if it doesn't...then it's someone's private library.

Monday, July 16, 2012

Mein Kampf

The American Library Association runs a listserv called ifaction which is short for Intellectual Freedom Action. Recently, via the listserv, Erin Sommerfeld shared an interesting article on Mein Kampf which was originally published in The Chronicle of Higher Education: Defusing Mein Kampf by Paul Hockenos

Other posts I've made about the infamous Mein Kampf by Adolf Hitler:
Mein Kampf: A Case Study
Meeting Mein Kampf

Saturday, June 16, 2012

Note to Self: Defending a Book

While watching this week's lecture, I felt the need to write a note to my (future) self:
When practicing collection development, every book in which you choose to purchase should be able to be defended if a patron so happens to decide to challenge the item. If you can't defend it -- don't purchase it.

Saturday, June 9, 2012

This Week in Review

This has been a pretty crummy week with the untimely deaths of Pamela Mantey and Andrea Costa whom were both battling downright aggressive cases of cancer. As a result, I've been feeling pretty down in the dumps.

Here's an attempt to capture my bookish thoughts and actions from this week:
  • Since Andrea is the daughter of a close family friend, RB and I will be making a donation to Eastpointe Memorial Library in her name for the youth department. 
  • Ray Bradbury passed away on Tuesday at the age of 91. 
  • Wednesday marked 68 years since the invasion of Normandy, France (aka D-Day).
  • I have three possible sites for my practicum this fall -- now I'm left just to wait-and-see as to where I'll be assigned. Per SLIS policy, as a student I can only recommend -- the practicum coordinator has the final say.
    • Frustration: Because I am interested in rural libraries, I'd like my practicum site to be in a rural community -- preferably in the Thumb area. Unfortunately, it's the policy of the SLIS that the supervising librarian hold an MLIS. Fact: the majority of rural librarians in this area do not have a MLIS (and in some cases not even a Bachelor's degree). 
      • I am disappointed because to follow the policy means that I am deprived of the opportunity of interning under a number of very kind and rural experienced librarians who would love to share their knowledge and experience! 
    • The 30Y.30L project really helped me network and talk to directors about the possibility of hosting my practicum.
  • In this week's YA Lit lecture, instructor Sue Todd made the following statement when introducing a piece of literature to the class. She said, "This book is not for everyone, but it deserves a place on library shelves for those that may be dealing with these issues." I loved the statement and plan on incorporating it into my library-speak. Thanks, Sue!
  • Historical fiction novels in verse helps to mix up and refresh a genre that is commonly labeled as "stuffy" with the tween and teen crowd. It also can engage the reluctant reader as well as inspire young people to learn more about historical events.
    • Fact: my favorite genre is historical fiction. (Big surprise, right?!)
  • Before Lit to Film Club this week, I met up with fellow MLIS candidate, Camille, and had dinner in downtown Rochester at the historic Red Knapp's Dairy Bar. It was great to finally meet her and the conversation was first rate: archives, books, and libraries. She attended Club with me!
  • I didn't end up reading this month's selection for Lit to Film Club -- The Botany of Desire: A Plant's-Eye View of the World by Michael Pollan. I read the first section on apples and felt incredibly guilty spending any amount of time reading for pleasure when I had a stack of books glaring at me for the YA Lit class I'm taking this term. 
    • Yet I still attended the Club and found myself really getting into the documentary. When I have more time, I definitely plan on picking up the book again.
  • For my YA Lit class, I had to select a different author to focus on for my project. Unfortunately, Veronica Roth is too new of an author and hasn't published five books as of yet. I am now focusing on Ursula K. Le Guin instead.
    • I read the first two books in the Earthsea series last fall semester when I was taking LIS 7560: Vampires, Wizards, and Superheroes -- A Wizard of Earthsea and The Tombs of Atuan.
    • Over the past two weeks, I've worked my way through the series and actually started the last book yesterday afternoon -- The Other Wind.
    • I used MeL to interloan Conversations with Ursula K. Leguin edited by Carl Freedman.
  • I am working on a new bibliography -- supernatural / paranormal YA fiction. 
  • When I'm feeling down, besides reading a good novel or playing my drum set, I love going for a country drive in my truck with the roof open and windows down. On Thursday, I ended up cruising over to Frankenmuth and informally touring their library -- James E. Wickson Memorial Library. (I'll create a separate post at a later time to share my thoughts and observations.)

Sunday, June 3, 2012

On Contemporary Realistic Fiction

Earlier today I read an article published by the Wall Street Journal which got me pretty fired up: Darkness Too Visible by Megan Cox Gurdon. The tagline: "Contemporary fiction for teens is rife with explicit abuse, violence and depravity. Why is this considered a good idea?"

Maybe Amy Freeman lives under a rock and doesn't visit Barnes and Noble all that often, but based on her inept description of the YA area, "it was all vampires and suicide and self-mutilation, this dark, dark stuff," it certainly sounds like she lives under one. Why? As a frequent customer of BN as well as the public library, the YA genre is not all about vampires, suicide, and cutting; however, popular reads right now tend to be a bit more weighty and focus on issues beyond finding the perfect dress for prom. BN typically stocks bestselling fiction and well as those works which have received favorable reviews from trending sources such as Publishers Weekly and Booklist. Another student aptly labeled their post on the discussion board "supply and demand" -- the heavier and deeper types of books are selling and they're selling for a reason.

The library context...
In 1931, Ranganathan created the 5 laws of library science -- two of the laws are pertinent to this situation:
(2) Every reader his (or her) book -- "This law suggests that every member of the community should be able to obtain materials needed. Ranganathan felt that all individuals from all social environments were entitled to library service, and that the basis of library use was education, to which all were entitled. These entitlements were not without some important obligations for both libraries/librarians and library patrons. Librarians should have excellent first-hand knowledge of the people to be served. Collections should meet the special interests of the community, and libraries should promote and advertise their services extensively to attract a wide range of readers" (Wikipedia).
(3) Every book its reader -- "This principle is closely related to the second law but it focuses on the item itself, suggesting that each item in a library has an individual or individuals who would find that item useful" (Wikipedia).
In my personal statement which I included with my application for admission into this program, I cited an overwhelmingly heavy caseload of incest cases which involved teenage girls as victims -- their perpetrators: fathers and brothers. It was absolutely heart-wrenching to see these cases come in -- many of them had withheld their stories for years. As of result of what they were going through, several of these young women had turned to abnormal coping strategies such as substance abuse, cutting, eating disorders, pulling out hair, and promiscuity. In counseling sessions with adult victims of domestic violence, a great many of them cited being sexually abused as children or young adults. And these are just the cases in which the victims have come forward and chosen to speak out -- how many are out there walking around holding onto their nightmare-reality? Chances are that there is an overwhelming number of victims and survivors out there -- their friends and non-offending family members are commonly referred to as secondary victims and they too are affected by the trauma.

We live in a pretty ugly world today. In reality, I think it's been ugly for ages but now people are choosing to break their silence which has likely prompted the changes in today's contemporary realistic fiction which now not only includes stories about sexual abuse, but also the realities of 'coming out', bullying, teen sex / pregnancy, eating disorders, substance abuse, cutting, and suicide.

If Freeman isn't comfortable with her child reading certain materials, than she simply doesn't have to purchase them; however, to complain about the mere availability of such materials smacks of ignorance and only facilitates in thwarting those experiencing certain situations from having access to information which could possibly offer comfort and encouragement. If she's looking for a good, safe, "clean" read for her teen than I would strongly suggest sticking to the Inspirational / Christian Fiction genre. However, chances are pretty high that Freeman's teen knows someone or has personally experienced a situation spelled out in a piece of today's contemporary realistic fiction.

Here are some statistics that pertain only to the dating violence aspect:
  • About one in three high school students have been or will be involved in an abusive relationship.
  • Forty percent of teenage girls ages 14 to 17 say they know someone their age who has been hit or beaten by a boyfriend.
  • A survey of 500 young women, ages 15 to 24, found that 60 percent were currently involved in an ongoing abusive relationship and all participants had experienced violence in a dating relationship.
  • One study found that 38 percent of date rape victims were young women from 14 to 17 years of age.
(Source: Alabama Coalition Against Dating Violence)

Saturday, May 19, 2012

Giveaway Winner Announced


Earlier this morning, the Little Women Pencil Giveaway came to a close. I'd like to thank everyone who took time out of their busy lives to share their favorite books with me. I really enjoyed reading the entries and was pleased to see a few banned books cited! (I *love* banned books!)

And without further ado, the randomly selected winner is... *drum roll*

Christie Williams!

Her response to the "bookish inquiry"
so tough!! i'll go with "the perks of being a wallflower". i just loved how real this book was. all the beatle references helped as well! ;)
A big thank you goes out to artist Heather @ Shades of Tangerine for making this giveaway possible. And thanks again for your entries! 

P.S. The Perks of Being a Wallflower is cited as #10 on the American Library Association's Top 100 Banned/Challenged Books: 2000 - 2009.

Friday, May 11, 2012

Reflections of a Former Potty Mouth

Rather than inundating my social network with bookish thoughts, concerns, and rants, I think it'll be better if I saved them for this blog... which I'll then share in link form on Facebook. (?!?!)

Three-quarters of the way through reading the graphic novel Persepolis: The Story of Childhood by Marjane Satrapi for an upcoming book talk project, I watched the lecture for my young adult lit class which was published yesterday morning. Much to my dislike and subsequent dismay, I took note that all materials selected for the course need to have been published within last 5 years. With the exception, of course, those materials selected for the classics project. Persepolis was published in 2002. Fail, fail, fail! 

Thankfully, while browsing at BN yesterday evening, I stumbled upon Tina's Mouth: An Existential Comic Diary by Keshni Kashyap which was published in January of 2012. It looked really interesting which is why I purchased it for my private collection. I was especially intrigued by the fact that the book gave the perspective of an Indian-American high school girl coming of age.

While I would've loved this graphic novel if it had been published when I was back in high school; however, as an adult I am now flinching at the idea of promoting it for young adults via a book talk for a class project. Why? Lots of references to sex and drugs...not to mention a heap of naughty words including the infamous 'f-word.' I'll admit that while working in the male-dominated criminal justice field, I could cuss along with the best of them and had even taken to being creative with my vocabulary (note: it gave me cred with the boys -- they didn't view me as 'too girly'). I've since cleaned up my mouth...for the most part. However, in the role of a librarian, I can already imagine the complaints teachers and parents might have over this particular selection...  On the flip side, Booklist gave the work a starred review and Kirkus said, "A charming, hip, illustrated coming-of-age tale."

A young JC...
Setting aside the use of explicit language, I'm already half-way through this book and am very impressed by how Kashyap shows Tina coping with life's various challenges (e.g. losing her best friend) in a realistic fashion that is sure to hit home with today's teens. In reflection, I think that this book would've been one of my favorites and definitely a comfort read for me back in the day. Confession: I think it's already one of my new favorites.

Citing the wise Ranganathan via the Five Laws of Library Science,
"Every reader his [or her] book and every reader its book." 
Conclusion: I am going forth and using this [insert string of expletives] book for this project! (Hahaha.) Stay tuned for the book talk...

Monday, April 16, 2012

Case Study Presentation

Image courtesy of Papiersammler.com
Mein Kampf: Volume I and Volume II
Last night, I gave my live case study presentation of Mein Kampf by Adolf Hitler for LIS 7790 (The History of Books, Printing, and Publishing). At the beginning of my presentation, I included a disclaimer that I should probably share here, as well, for clarification purposes,
"I am neither a fan of Herr Hitler or a supporter of the Nazi Party or any associated political ideologies. I selected this topic because I have always been intrigued by World War II and more recently, censorship and intellectual freedom issues during the Third Reich. With that said, this is a sensitive and controversial topic -- as they say on TV: 'viewer discretion is advised.'"
Worth noting, I feel that my presentation went quite well; however, what I really want to note (and remember) are the kind words and compliments my fellow classmates expressed after the presentation. It was both heartwarming and gratifying -- I'd like to say 'thank you.'

Saturday, April 14, 2012

An Account of Fahrenheit 451

Notes before reading...

For the Three Js:
Jaema, Janet, and Jarod

While all books tell a story, every book typically has a back story that details the unique account of its origin; Fahrenheit 451 by Ray Bradbury is no different. The development of Fahrenheit 451 was neither a straight or direct path, but rather involved a series of short stories – some that were published in pulp and slick magazines and others that were stored away in a three-ring binder. Each piece brought Bradbury closer to the final product, but none as close as The Fireman in 1951 which later morphed into Fahrenheit 451. Surprisingly, when Fahrenheit 451 was complete, Bradbury was struggling with a title for the novella. When the 40th anniversary of Fahrenheit 451 occurred in 1993, Nancy Pate, a book critic for the Orlando Sentinel, shared the story of Bradbury's struggle which ultimately resulted in the book's name.
Wanting to know the exact temperature at which books burned, Bradbury called the chemistry departments at several universities, all to no avail. He also asked several physics professors, none of whom knew the exact temperature. It wasn't until he called the nearest fire station that Bradbury got the answer he was looking for – and the title for Fahrenheit 451.
The compelling topic of Fahrenheit 451 is a journey through magazine archives, American history, and the life of a very creative and ingenious man.

Biographical Sketch
In a northern suburb of Chicago – Waukegan, to be exact – Ray Douglas Bradbury was born on August 22, 1920 to Esther Moberg Bradbury and Leonard Spaulding Bradbury. The Bradbury family continued to live in Waukegan until 1932 and then briefly located to Tucson, Arizona where Ray described his time in an interview with Wayne Johnson (1980) as being, "...one of the greatest years of my life because I was acting and singing in operettas and writing, beginning to write my first short stories." In the preface to the Match to Flame: The Fictional Paths to Fahrenheit 451, Bradbury elaborated on this time:
When I was twelve, my folks traveled with me and my brother out to Tucson. Every night when we stopped at a wayside motel I hit the ground running to the nearest library to see if they had the Oz books, or some of the Edgar Rice Burroughs Martian stories, or even stories by H.G. Wells. In many cases these books were not present, because they were not considered intellectual enough and not bright enough to be passed on to children.

I learned at that time that there were certain controls on libraries and during that time I learned the tragic facts about the burning of the libraries in Alexandria two thousand years ago. I know it's hard to believe that a twelve year old would be hurt by this knowledge, but by that time I was such a library person that it sank deep into my mind that this was a terrible thing to have happen in the history of mankind. Then, when I was fifteen, Hitler burned books in the streets of Berlin.
Just a year later in 1934, the Bradbury family permanently relocated to Los Angeles, California where Ray later graduated from high school and began selling newspapers in order to pay for a typewriter. In the early years of Bradbury's career, much of his work was featured in pulp magazines such as Weird Tales and Planet Stories – the term "pulp" is derived from the low-quality paper that was used in producing low-cost publications primarily for the working class. Naturally, as time progressed, Bradbury honed his craft and was published in what is commonly known as "slick" magazines, or those that are printed on a higher quality, glossy-type paper, which are sold for a premium in comparison to the pulp-variety. Bradbury's stories could be found in periodicals such as Collier's, Charm, Mademoiselle, The Saturday Evening Post, Maclean's, Esquire, Harper's, McCall's, Life, and even Playboy. Genre-specific publications such as The Magazine of Fantasy & Science Fiction (commonly known as F&SF) and Galaxy Science Fiction also featured Bradbury.

Development of Fahrenheit 451
After working in magazines and even a few short story anthologies, Bradbury published – Dark Carnival, The Illustrated Man, and The Martian Chronicles – but could no longer ignore the subject of book burnings, a topic he had a passion for since he learned of the destruction of libraries in Alexandria. It was this interest that led to the development of a series of short stories that evolved and coalesced into something much bigger – Fahrenheit 451. It was in the limited edition book Match to Flame in which Bradbury stated that earlier in his career he often credited The Pedestrian as the direct progenitor of Fahrenheit 451; however, he amended his sentiment and cited a collection of short stories, many of which had never been published, as the origins of the novella. The stories are as follows: The Reincarnate, written in 1942 - 1943; Pillar of Fire, written in 1947; The Library, written in 1947 ; Bright Phoenix, written in 1947 - 1948, which was developed from Tiger, Tiger, Burning Bright; The Mad Wizards of Mars, first published in 1949, and later in 1950 as The Exiles; The Pedestrian, written in 1950, which helped to create The Fireman; Carnival of Madness, published in 1950, also known as Usher II developed from a 1946 piece titled The Castle; The Mechanical Hound, a fragmentary piece with an unknown date; Bonfire, written in the late 1940s; The Cricket on the Hearth, written in 1951; The Garbage Collector, written in 1952; The Smile, written no later than 1947; Where Ignorant Armies Clash by Night, written in 1947; and Long After Midnight, written in 1950, and later renamed The Fireman.

It is certainly worth noting that in March of 2010, a small Michigan specialty publisher by the name of Subterranean Press published a book that is more affordable for the masses, A Pleasure to Burn: Fahrenheit 451 Stories, which consists of polished versions of the stories that were included in Match to Flame – sans the essays, facsimiles, sketches, and notes. A Pleasure to Burn included three additional "bonus" stories: The Dragon Who Ate His Tail, Sometime Before Dawn, and To the Future.

Unlike many authors who write their stories at home or in a cafe, such as Stephen King or J.K. Rowling, Ray Bradbury wrote Fahrenheit 451 on a rented typewriter in a university basement. In 2000 when Bradbury was recognized by the National Book Foundation with the Medal for Distinguished Contribution to American Letters, he provided an amazing account of the process:
So when it comes to a novel like Fahrenheit 451, I don't know how many of you know, but I wrote it in the library, the basement at UCLA. This is 50 years ago. I had no money to rent a proper office. I had a large family at home and I needed to have a place where I could go for a few hours. I was wandering around the UCLA campus and I looked down below and I listened and down in the basement I heard this typing. So I went down in the basement of the UCLA library and by God there was a room with 12 typewriters in it that you could rent for 10 cents a half-hour. And there were eight or nine students in there working away like crazy, so I moved in there one day with a bag of dimes and I began inserting dimes into the machine and the machine released the typewriter and you'd have half an hour of fast typing. I ran upstairs in between sessions.

Can you imagine what it was like to write Fahrenheit 451 in the library where you could run upstairs and feel the ambiance of your beloved writers; and you could take books off the shelf and discover things that you might want to put in your book as a quote and then run back down and finish writing another page. So over a period of nine days I spent $9.80 and I wrote Fahrenheit 451.
Just after Bradbury completed Fahrenheit 451, he was approached by the editor of Playboy who was looking for a story. At that particular time, the magazine was just getting started with its first edition being published in December of 1953. Prior to the novel being published by Ballantine, Bradbury claims to have sold it to Playboy for $400. The story was subsequently serialized and published in the second through fourth issues of the magazine thus giving new meaning to the ever-popular line, "I like the articles."

Publication of Fahrenheit 451
Tracking down the publication history of Fahrenheit 451 proved to be somewhat of a challenge as the majority of publications concerning the novella focus almost exclusively on literary analysis. Fortunately in 2011, a forward-thinking graduate student at Indiana University by the name of Amanda Kay Barrett produced an impressive and stunning descriptive bibliography for Bradbury's Fahrenheit 451 – which just happened to be reviewed by Jonathan R. Eller, chair of the English department, and co-editor of Match to Flame: The Fictional Paths to Fahrenheit 451. The following paragraphs will summarize Barrett's findings in order of edition.

Fahrenheit 451 was first published in 1953 by Ballantine Books which is now an imprint of the Random House Publishing Group. The so-called first edition of the book -- which included the controversial expurgated "edition" – had a total of seventeen issues; one issue was actually bound in asbestos, and five Canadian printings for a total of forty-seven printings that ran well into 1977. The second (1954) and third (1957) editions were published overseas in London by Rupert-Hart Davis, The Science Fiction Book Club, Corgi-Transworld, and Panther-Granada.

In 1967, New York-based Simon and Schuster published the fourth edition of Fahrenheit 451. Two editions, the fifth in 1968 and the sixth in 1972, were published in Canada by MacMillan and Fitzenry and Whiteside respectively. The seventh edition in 1976 was published exclusively in London by Grafton-Collins, Flamingo-HarperCollins, HarperCollins, and Voyager-HarperCollins. The conglomerate Ballantine / Random House / Del Ray published the ninth (1979), tenth (1981), and eleventh (1981) editions of the novella. In 1982, The Limited Editions Club of New York published the twelfth edition.

London-based Collins Education / HarperCollins published the thirteenth edition in 1985, which was subsequently reprinted in 1989, 1991, and 1994. Once again returning to domestic soil, the fourteenth edition was published in 1988 by Ballantine / Random House which consisted of nine issues that ran into August of 1996. Printing of the fifteenth edition (1988) returned overseas; however, this time by Chivers Press in Bath, England and it was set in large type. The sixteenth edition (1991) was published by Easton Press in Norwalk, Connecticut which had three issues running to 2000.

The remaining editions of Fahrenheit 451 were published as follows: seventeenth edition (1993) – Simon and Schuster as well as Quality Paperback Book Club in New York; eighteenth edition (1994) – Buccaneer Books in Cutchogue, New York; nineteenth edition (1997) – G.K Hall in Thorndike, Maine; the twentieth edition was titled Fahrenheit 451 and Related Readings (1998) – McDougal Littell / Houghton Mifflin in Evanston, Illinois; twenty-first edition (2005) – Long Beach Public Library Foundation / Angel City Press in Long Beach, California; twenty-second edition (2005) – Graham in Los Angeles, California; twenty-third edition (2005) – Angel City Press in California; twenty-fourth edition (2008) – Wheeler Publishing in Detroit, Michigan; and, last but not least, the twenty-fifth edition (2008) which Barrett labeled as the "Banned Books edition" was published in the United Kingdom.

Despite much resistance from Bradbury, Fahrenheit 451 was released in e-book format in November of 2011. In interviews over the years, Bradbury has adamantly expressed disdain for the e-book movement and stated that they "smell liked burned fuel." According to Italie (2011), Bradbury's long-time agent, Michael Congdon, stated that the rights for the book were soon going to expire and "a new contract wouldn't be possible without e-book rights... He understood and gave us the right to go ahead." In press associated with the release of the e-book format, cumulative publication statistics have been cited at over ten million copies sold and translation in more than thirty-three languages. Impressive.

Reception of Fahrenheit 451
Fahrenheit 451 was published during a very unique and tense time in American history, the infamous Cold War. The effects of the Cold War were broad and far-reaching, even touching the library and information science field as well as the publishing industry with challenges to materials that were written by communists, thought to be in favor of communism, or deemed "subversive." In July of 1950, Ruth Brown, librarian at Bartlesville Public Library in Oklahoma, was terminated from her long-time position due to two periodicals on the library’s shelves: New Republic and Soviet Russia Today. According to Robbins (2001), while overseas libraries were purged of specific materials, Dan Lacy, who had worked for the Library of Congress and made the transition to the American Book Publishers Council, diligently worked to prevent a "black list" of authors from entering the scene on American soil.

Some interpreted the publication of Fahrenheit 451 in 1953 as a direct result of the political culture and McCarthyism. In fact, while attempting to track down the publication history of Fahrenheit 451, it was challenging to move through the superabundance of literary analysis available – most of which asserted that the novella was indeed based on the premise of governmental censorship. A survey of the cataloging information located on the book's verso found the following subject headings: state-sponsored terrorism—fiction, totalitarianism—fiction, book burning—fiction, and censorship—fiction. In November of 2000, Bradbury gave an acceptance speech when he was awarded by the board of the National Book Foundation with the Medal for Distinguished Contribution to American Letters. It was in this speech that Bradbury touched on McCarthyism and Fahrenheit 451:
...But, later Ballantine Books came along and they wanted me to add some material to it so I wrote another 2,500 words. That was during the Joseph McCarthy period. He was giving a bad time to a number of people and I wrote the additional pages to Fahrenheit 451. I still needed some extra income because my family was growing, and I tried to sell it to various magazines who were afraid of the subject matter because Joseph McCarthy was making such a ruckus in the country.
In a 2007 LA Weekly article, in which Bradbury was interviewed, clarification about Fahrenheit 451 was offered for the masses:
Fahrenheit 451 is not, he says firmly, a story about government censorship. Nor was it a response to Senator Joseph McCarthy, whose investigations had already instilled fear and stifled the creativity of thousands. This, despite the fact that reviews, critiques and essays over the decades say that is precisely what it is all about. Even Bradbury’s authorized biographer, Sam Weller, in The Bradbury Chronicles, refers to Fahrenheit 451 as a book about censorship. Bradbury, a man living in the creative and industrial center of reality TV and one-hour dramas, says it is, in fact, a story about how television destroys interest in reading literature.
Karolides, Bald, and Sova (2005), capture the very essence of the novella in their summary, "One of a number of dystopic novels published after World War II, the work portrays humans as having lost touch with the natural world, with the world of intellect and with each other..."

Even the Russians had it wrong. In 1961, Bradbury partnered with librarian and intellectual freedom writer for the ALA Bulletin, Everett T. Moore, for an article about Fahrenheit 451 which closed with an interesting tidbit about an unauthorized translation. Moore wrote:
Mr. Bradbury adds, in passing, that the Russians, thinking he had written an exclusive criticism of McCarthyism in the U.S.A., pirated Fahrenheit 451 a few years ago. Published and sold in an edition of some 500,000 copies, the authorities suddenly discovered he meant tyranny over the mind at any time or place. "In sum," he says: "Russia, too. The novel has now gone underground, I hear. Which makes me, I gather, the clean Henry Miller of the Soviets."
Aside from the turbulent political climate in which the book was published, Fahrenheit 451 has experienced controversy on its own. According to Sova (2006), in 1967 when producing an edition of Fahrenheit 451 targeting high schools, Ballantine Books censored over seventy-five passages due to concerns over language and eliminated two scenes without notice to Bradbury or adding notation to the copyright information on the verso. Unfortunately, the expurgated edition of the book ran for a total of ten printings and later became the only available edition when Ballantine ceased printing the "adult" version in 1973. It wasn't until 1979 when an observant friend made Bradbury aware of the expurgated edition which was then subsequently rectified with the publisher after years of printing and book sales. After the debacle with Ballantine, Bradbury added a long coda that launched into the issue of censorship and which is known for the highly quoted passage:
In sum, do not insult me with the beheadings, finger-choppings or the lung-deflations you plan for my works. I need my head to shake or nod, my hand to wave or make into a fist, my lungs to shout or whis­per with. I will not go gently onto a shelf, degutted, to become a non-book.
Since 1980, the unexpurgated "adult" version has been the only "edition" available for sale.

The controversy didn't end there. In 1992, Joan Dann, an eighth grade English teacher at Venado Middle School located in Irvine, California, less than an hour away from Los Angeles, issued copies of the book Fahrenheit 451 to students which had portions of the text blacked out. A Seattle Times article stated that the Dann claims to not have blacked out the text in the books, but rather over the years, has asked students to cross out obscenities as they have read the novella. The article went on to offer administrative perspectives:
"I don't think that we should go through a book and mark things out," Venado Principal Bob Bruce said. "It won't happen in the future," said Irvine Unified School District Superintendent David Brown. Did Brown sense the irony involved? Yes, he said. "It's huge. That's what the book was all about."
Certainly worth noting, Fahrenheit 451 is not among the works cited on the American Library Association's "Banned and Challenged Classics" list or the "Top 100 Banned/Challenged Books: 1990 - 1999" list. However, strangely enough, the novella landed itself in 69th place on the "Top 100" for 2000 - 2009 in between Always Running by Luis Rodriguez and Harris and Me by Gary Paulsen. However, on a more positive note, Fahrenheit 451 was recognized on The Modern Library’s 100 Best Novels (The Reader’s List), as well as achieving acknowledgement from many other prestigious literary establishments.

Over the years, Bradbury has remained in the headlines and has been recognized for his prolific and successful career spanning many different mediums including film, television, and radio. In 2000, he was awarded by the board of the National Book Foundation with the Medal for Distinguished Contribution to American Letters as well as the National Medal of Arts in 2004 presented by President George Walker Bush. The Science Fiction and Fantasy Writers of America changed the Nebula award to the Ray Bradbury Award (The Ray Bradbury Award for Outstanding Dramatic Presentation). Columbia University, in 2007, awarded Bradbury Pulitzer Prize Special Citation. Also in 2007, the School of Liberal Arts at Indiana University opened The Center for Ray Bradbury Studies with Match to Flame co-editor Jonathan Eller as director. Bradbury has loved his career as a writer and in a 2009 interview with the New York Times, he said the following, “Children ask me, ‘How can I live forever, too?’ I tell them do what you love and love what you do. That’s the story on my life.”

With renewed interest in dystopian fiction, courtesy of books such as The Hunger Games by Suzanne Collins and The Maze Runner by James Dashner, yet another generation is becoming acquainted with the novella Fahrenheit 451 -- which is still very much alive after fifty-eight years of being solely in print. While releasing the novella in digital format might align with the horrors portrayed in Fahrenheit 451 and conflict with Bradbury's wishes, it insures the survival of the literary masterpiece for generations to come. May Fahrenheit 451 live forever.

Sources
  • Bradbury, R. (2012). Fahrenheit 451. New York, NY: Simon & Schuster.
  • Bradbury, R., Albright, D., & Eller, J. (2006). Match to flame: The fictional paths to Fahrenheit 451. Colorado Springs, CO: Gauntlet Publications.
  • Bradbury, R., Albright, D., & Eller, J. (2010). A pleasure to burn: Fahrenheit 451 stories. Burton, MI: Subterranean Press.
  • Johnson, W.L. (1980). Ray Bradbury. New York, NY: Frederick Ungar.
  • Karolides, N.J., Bald, M., & Sova, D.B. (2005). 120 banned books: Censorship histories of world literature. New York, NY: Checkmark Books.
  • Robbins, L.S. (2001). The overseas libraries controversy and the freedom to read: U.S. libraries and publishers confront Joseph McCarthy. Libraries & Culture, 36(1), 27-39.
  • Sova, D.B. (2006). Banned books: Literature suppressed on social grounds. New York, NY: Facts on File.