Book Banning in Florida and the Role of School Librarians

Florida has ranked No. 1 in the United States when it comes to banning books for the past three years, with 2,300 books removed or restricted from public school libraries.

What’s driving these numbers are small, grassroots organizations made up of vocal, media-savvy members. Moms for Liberty is one of the best known to school and public librarians.

Moms for Liberty has chapters in every state, with a particularly active Florida chapter that has been aided by legislation easing restrictions on banning books under Governor Ron DeSantis. Moms for Liberty created and regularly updates a document it calls the Book of Books, with a content-based rating system the organization created. The document is meant to serve as a template that parents can use to make complaints about a book to school boards and school district administrators.

In some cases, book challenges have gone beyond heated public debates, escalating to harassment and even death threats against school librarians.

That kind of escalation hits home for me because I’m a former public librarian. I spent my career in libraries serving small, rural communities in southwestern Georgia – the same libraries I grew up in. Now, as an information science professor in Wisconsin, I educate students on how to build and maintain physical and digital collections as librarians, archivists and museum curators.

One thing I emphasize to my students is that creating a collection involves building in processes for the community to give feedback – even by challenging books.

School libraries have long served as sanctuaries and supportive spaces for vulnerable students. They are meant to serve as access points to diverse, unique and insightful materials that help students connect with learning in a new way. A school library collection is intended to offer students both a mirror that reflects their own experience of the world and a window that allows them to see that there’s a bigger world out there.

School librarians help teachers with instructional technology in their classrooms, teach students how to use databases and online resources, and build the school community’s information literacy skills. They help schools meet district instructional goals, state education standards and national school library standards.

The required qualifications to work as a school librarian vary state by state. In Florida, school librarians must have a bachelor’s degree, a minimum of two years of professional library experience and demonstrated successful professional work experience as a full-time library staffer.

But beyond their qualifications and functions in the classroom, a school librarian’s role also requires leading and engaging the community as an advocate for the importance of the library.

Unlike public libraries, which have elected or appointed boards, school libraries are governed by district policies decided by school boards and school administrators. This means local funding, changes among school board members and local politics have significant implications for school libraries.

Still, school librarians are not without some power to affect policies in their districts. Every state and even every school district has its own unique ways of operating, but typically, school librarians are tasked with writing or at least consulting on the policies the school board approves. A school librarian has to know their local policies and procedures and build collaborative relationships with the decision-makers in their district.

And of course, librarians excel at knowing and taking advantage of resources at their disposal. These include the American Association of School Librarians’ collection of position statements covering a range of issues like selecting materials and appropriate staffing in school libraries. The American Library Association also provides a free tool kit covering selection, maintaining the library’s collection and ways to encourage a student to check out new books. All of these policies serve to help protect school libraries when battling book banning.

I emphasize several best practices with my students that serve as guideposts, regardless of their individual district’s characteristics. Well-crafted, transparent policies defend school librarians and their collections against arbitrary book challenges, restrictive protocols for readers and eroding intellectual freedom.

First of all, proactive communication ensures that everyone in the school and the community knows the library’s role, procedures and contacts. When policies are visible and accessible, they become tools for strengthening collaboration rather than afterthoughts.

A transparent collection development policy serves as a how-to manual for library staff on building and maintaining physical and digital collections. It also provides a basis for explaining their choices if part of that collection is challenged.

And finally, it’s best practice for every district to have a standing committee of parents, educators and district officials to oversee book challenges. A school librarian can brief them on the district’s collection policy so that they understand what criteria are considered when books are added to the school library’s collection. This gives them context in which to evaluate the books being challenged. A standing committee also ensures that challenges will be addressed in a timely fashion.

District officials often feel enormous pressure to respond to the loudest voices at a school board meeting, even if they don’t represent the majority of parents. A standing committee and clear procedure for challenges help to alleviate that pressure by providing a venue for those voices to be heard and weighed against the interests of other library users. This helps to safeguard the collection’s integrity against persistent minority voices.

I don’t remember my first trip to a school library. But I still remember one of the first picture books I ever checked out: “A Chocolate Moose for Dinner” by Fred Gwynne. I fell in love with this delightful and cleverly written book, full of puns, word play and hilarious illustrations. And it’s that love of reading that all librarians want to nurture.

Collection development policies are not simply paperwork. They are the backbone of a school library’s integrity, supporting librarians as they curate collections that meet educational goals, nurture the school as a community and provide students with books they are excited to read.