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With "triggered" as Google's most searched word of 2016, trigger
warnings have become a prevalent yet controversial concept in
American higher education and society. As the debate over the value
and place of triggering material continues, Trigger Warnings:
History, Theory, Context provides the historical context and
theoretical analysis of the use of trigger and content warnings in
academia. This important edited collection examines the history,
theories, and ethics of trigger warnings and presents case studies
from instructors and students describing instances when trigger
warnings were and were not used. By exploring the issue through
several scholarly lenses and providing examples of when trigger
warnings may or may not be used effectively, Trigger Warnings
provides rigorous analysis of the controversy
Requests for the removal, relocation, and restriction of books-also
known as challenges-occur with some frequency in the United States.
Book Banning in 21st-Century American Libraries, based on thirteen
contemporary book challenge cases in schools and public libraries
across the United States argues that understanding contemporary
reading practices, especially interpretive strategies, is vital to
understanding why people attempt to censor books in schools and
public libraries. Previous research on censorship tends to focus on
legal frameworks centered on Supreme Court cases, historical case
studies, and bibliographies of texts that are targeted for removal
or relocation and is often concerned with how censorship occurs.
The current project, on the other hand, is focused on the why of
censorship and posits that many censorship behaviors and practices,
such as challenging books, are intimately tied to the how one
understands the practice of reading and its effects on character
development and behavior. It discusses reading as a social practice
that has changed over time and encompasses different physical
modalities and interpretive strategies. In order to understand why
people challenge books, it presents a model of how the practice of
reading is understood by challengers including "what it means" to
read a text, and especially how one constructs the idea of
"appropriate" reading materials. The book is based on three
different kinds sources. The first consists of documents including
requests for reconsideration and letters, obtained via Freedom of
Information Act requests to governing bodies, produced in the
course of challenge cases. Recordings of book challenge public
hearings constitute the second source of data. Finally, the third
source of data is interviews with challengers themselves. The book
offers a model of the reading practices of challengers. It
demonstrates that challengers are particularly influenced by what
might be called a literal "common sense" orientation to text
wherein there is little room for polysemic interpretation (multiple
meanings for text). That is, the meaning of texts is always clear
and there is only one avenue for interpretation. This common sense
interpretive strategy is coupled with what Cathy Davidson calls
"undisciplined imagination" wherein the reader is unable to
maintain distance between the events in a text and his or her own
response. These reading practices broaden our understanding of why
people attempt to censor books in public institutions.
Requests for the removal, relocation, and restriction of books-also
known as challenges-occur with some frequency in the United States.
Book Banning in 21st-Century American Libraries, based on thirteen
contemporary book challenge cases in schools and public libraries
across the United States argues that understanding contemporary
reading practices, especially interpretive strategies, is vital to
understanding why people attempt to censor books in schools and
public libraries. Previous research on censorship tends to focus on
legal frameworks centered on Supreme Court cases, historical case
studies, and bibliographies of texts that are targeted for removal
or relocation and is often concerned with how censorship occurs.
The current project, on the other hand, is focused on the why of
censorship and posits that many censorship behaviors and practices,
such as challenging books, are intimately tied to the how one
understands the practice of reading and its effects on character
development and behavior. It discusses reading as a social practice
that has changed over time and encompasses different physical
modalities and interpretive strategies. In order to understand why
people challenge books, it presents a model of how the practice of
reading is understood by challengers including "what it means" to
read a text, and especially how one constructs the idea of
"appropriate" reading materials. The book is based on three
different kinds sources. The first consists of documents including
requests for reconsideration and letters, obtained via Freedom of
Information Act requests to governing bodies, produced in the
course of challenge cases. Recordings of book challenge public
hearings constitute the second source of data. Finally, the third
source of data is interviews with challengers themselves. The book
offers a model of the reading practices of challengers. It
demonstrates that challengers are particularly influenced by what
might be called a literal "common sense" orientation to text
wherein there is little room for polysemic interpretation (multiple
meanings for text). That is, the meaning of texts is always clear
and there is only one avenue for interpretation. This common sense
interpretive strategy is coupled with what Cathy Davidson calls
"undisciplined imagination" wherein the reader is unable to
maintain distance between the events in a text and his or her own
response. These reading practices broaden our understanding of why
people attempt to censor books in public institutions.
As discussions about the roles played by information in economic,
political, and social arenas continue to evolve, the need for an
intellectual primer on information ethics that also functions as a
solid working casebook for LIS students and professionals has never
been more urgent. This text, written by a stellar group of ethics
scholars and contributors from around the globe, expertly fills
that need. Organized into twelve chapters, making it ideal for use
by instructors, this volume from editors Burgess and Knox:
thoroughly covers principles and concepts in information ethics, as
well as the history of ethics in the information professions;
examines human rights, information access, privacy, discourse,
intellectual property, censorship, data and cybersecurity ethics,
intercultural Information ethics, and global digital citizenship
and responsibility; synthesizes the philosophical underpinnings of
these key subjects with abundant primary source material to provide
historical context along with timely and relevant case studies;
features contributions from John M. Budd, Paul T. Jaeger, Rachel
Fischer, Margaret Zimmerman, Kathrine A. Henderson, Peter Darch,
Michael Zimmer, and Masooda Bashir, among others; and offers a
special concluding chapter by Amelia Gibson that explores emerging
issues in information ethics, including discussions ranging from
the ethics of social media and social movements to AI decision
making. This important survey will be a key text for LIS students
and an essential reference work for practitioners.
Featuring case studies and questions for further study and inquiry
in each major chapter, this book introduces the key concept of
intellectual freedom to those about to enter the profession,
providing a concise overview of principles, ongoing and current
debates, and best practices. Enshrined in the mission statement of
ALA, intellectual freedom is one of the core values of the
information professions. The importance of ensuring information
access to all, and the historical, social, and legal foundations of
this commitment, are powerfully explored in this essential primer.
Designed to function as both an introductory text for LIS students
as well as a complementary resource for current professionals, this
book provides a cohesive, holistic perspective on intellectual
freedom. Extending beyond censorship to encompass such timely and
urgent topics as hate speech and social justice, from this book
readers will gain an understanding of the historical and legal
roots of intellectual freedom, with an in-depth examination of John
Stuart Mill’s “On Liberty” and Article 19 of the U.N
Declaration of Human Rights, and its central concepts and
principles; the intersection of intellectual freedom, freedom of
expression, and social justice; professional values, codes of
ethics, ALA’s Library Bill of Rights, and Freedom to Read/View
Statements; pro- and anti- censorship arguments and their use in
impeding and facilitating access to information; book banning and
internet filtering; privacy and its relationship to information
services; U.S. case law and precedents; the basics of U.S.
copyright law, including fair use, and how it differs from
international copyright law; and emerging global issues and their
impact on future intellectual freedom.
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