Public Libraries and Schools: Social Conservationists Social or Activists?

While significant progress has been made in terms of "talking the talk" of social activism in public libraries and public schools, there are still numerous barriers to "walking the walk." Lack of institutional support has left public libraries and librarians vulnerable. Richard E...

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Bibliographic Details
Published inATA Magazine Vol. 88; no. 3; p. 8
Main Author Huber, Holly
Format Trade Publication Article
LanguageEnglish
Published Edmonton The Alberta Teachers' Association 01.04.2008
Subjects
Activism
Beliefs
Citizenship
Critical thinking
Democracy
Discourse Modes
Individual Characteristics
Intellectual Freedom
Language Arts
Librarians
Libraries
Library Personnel
Marital Status
Physical Characteristics
Place of Residence
Public Education
Public Libraries
Public schools
School Libraries
Sexual Orientation
Social activism
Social change
Social Responsibility
Social Studies
Social studies education
Socioeconomic Background
Thinking Skills
Canada
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Summary:While significant progress has been made in terms of "talking the talk" of social activism in public libraries and public schools, there are still numerous barriers to "walking the walk." Lack of institutional support has left public libraries and librarians vulnerable. Richard Ellis, a Canadian librarian, has commented on the CLA Code of Ethics: '"Generic goodness' and 'best efforts' directives ... lack tangible guidelines and require interpretations" (Samek 2001, 16). Although the CLAs "Statement on Intellectual Freedom" (1985) and Code of Ethics (1976) delineates the ethos of librarianship, without professional protection, there is little guarantee that members will follow the ideals of these documents. Perhaps the greatest barrier to creating socially active citizens who are critical inquirers and open to multiple perspectives is the nature of children and how their "childish" nature relates to and understands citizenship itself. It is in this area that no parallel exists between public libraries and public schools. Schools, by the nature of their "clientele" must act in a way that demonstrates an understanding of children's unique construction of knowledge and moral understandings at different stages of their development. In his article, "Children as Citizens: Towards a Contemporary Notion of Child Participation," Jans (2004, 28) observes: In her study "When Central High Students Speak: Doing Critical Inquiry for Democracy" Otoya-Knapp describes the social change and activism that can result from the debate of controversial issues. Her year-long project relates how six classes of urban Grade 9 students "engaged in critical inquiry about their experiences and how they are affected by race, class, gender, and power issues" (Otoya-Knapp 2004, 149). Drawing on the work of [Dewey], among others, Otoya-Knapp comments: "if students are to learn or grow, teaching and learning should be related to students' lives within the concerns that surround their community and society" (2004, 149).
ISSN:0380-9102