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Journal articles on the topic 'Banned books'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 July 2024

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1

van der Vlies, Andrew. "Reading Banned Books." Wasafiri 22, no. 3 (November 2007): 55–61. http://dx.doi.org/10.1080/02690050701565810.

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2

Cauley, Kate. "Banned Books behind Bars: Prototyping a Data Repository to Combat Arbitrary Censorship Practices in U.S. Prisons." Humanities 9, no. 4 (October 30, 2020): 131. http://dx.doi.org/10.3390/h9040131.

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“Banned Books Behind Bars” is a social justice project that aims to shed light on the complex problem of information access in prison and to explore potential prototypes for possible solutions to some of these obstacles, in particular access to books and printed information. The United States is home to five percent of the world’s population but a staggering twenty-five percent of the world’s total prisoners. For many incarcerated individuals, access to information is a struggle: censorship, book banning, and lack of adequate library facilities or collections are common. Over the course of conducting preliminary research, this project evolved through the research process of ideation. Through the participatory action research method, qualitative interviews with volunteers from banned books organizations helped to identify potential digital tools meant to aid in the fight against the First Amendment violations that incarcerated individuals face daily. Furthermore, the interviews clarified that the first step toward creating an impactful digital project involves converting various forms of unstructured data, including newspaper articles, prison censorship forms, and state published banned book lists, into structured data. Through this discovery, “Banned Books Behind Bars” became an endeavor to standardize practices of data aggregation amongst banned books organizations throughout the country. Gathering concrete data about the practice of banning books within prisons requires an elevated level of transparency. Incarcerated individuals, their families, and prison reform activists need a platform for reporting data on censorship practices, and, ultimately, for bringing awareness to the arbitrary application of censorship guidelines within the complex world of incarceration. The final prototype is a digital repository, created with Airtable software, which offers authoritative dataset consolidation for activists and organizations working to deliver books to prisoners.
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3

Watts, James W. "The Fear of Inspirational Books." Postscripts: The Journal of Sacred Texts, Cultural Histories, and Contemporary Contexts 14, no. 2 (December 15, 2023): 196–208. http://dx.doi.org/10.1558/post.26651.

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Banning books from public and school libraries has sharply increased in the USA in recent years. I analyze the phenomenon of book banning from the theoretical perspective of how books get ritualized in different textual dimensions. Book bans have a long cultural history in shaping literary and religious canons. Comparison with book burning shows some similar and some distinctive strategies behind book banning. Like book burning, book banning aims to draw public attention and to offend political opponents. In contrast to ritualized destruction of iconic books, however, book banning attacks the expressive dimension of reading texts by trying to prevent access to them. Whereas book burnings aim to offend opponents’ sensibilities, book bans aim to prevent inspiration to imagine different social arrangements and personal identities. That goal is apparent from the disproportionate focus on banning books with multi-cultural and LGBTQIA+ themes. The ban acts as a warning against embracing certain opinions and identities. However, analyzing book banning as ritual also draws attention to well-developed, ongoing traditions of counter-ritualizing by many libraries. They publicize banned book lists and encourage reading them during “Banned Books Week” and similar events. Through this ritual analysis of iconic and expressive texts, book banning emerges as a traditional site of cultural conflict over the means and goals of textual inspiration.
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4

Aucoin, Jessica. "Censorship in Libraries: A Retrospective Study of Banned and Challenged Books." SLIS Connecting 10, no. 2 (2021): 82–100. http://dx.doi.org/10.18785/slis.1002.09.

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This study surveyed the ALA’s Top 100 Most Banned and Challenged Books lists from the past 30 years to see if there was a change in the themes and age groups of the books that are being challenged or banned.
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5

Bickford, John Holden, and Devanne R. Lawson. "Examining Patterns within Challenged or Banned Primary Elementary Books." Journal of Curriculum Studies Research 2, no. 1 (May 25, 2020): 16–38. http://dx.doi.org/10.46303/jcsr.02.01.2.

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Public schools and public libraries often receive challenges—suppression or removal requests—to particular books, which can lead the book being banned. Research has examined challenges to books with multicultural themes and individuals, noted that authors of color are disproportionally targeted, and recognized the remarkable number of challenges to books deemed to be classic. This qualitative content analysis research utilized both with inductive and deductive elements—open coding and axial coding—to examine challenged books intended for primary elementary students. The theoretical framework blended critical multiculturalism, gay and lesbian identity, and radical politics in children’s literature. Findings included patterns based on era, frequency and location of challenge, demography of challenger, and oft-challenged themes, specifically sexuality (sexual reproduction and diverse sexualities), inappropriate humor, danger, death, racial and religious diversity, mysticism and wizardry, racially or culturally insensitive elements, concerning interpersonal dynamics, and evolution. Meaning is extracted for teachers, librarians, administrators, and researchers.
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6

Suico, Terri, Kathryn Caprino, Anita Dubroc, Lisa Hazlett, and Ann Marie Smith. "Banned and Challenged." Study & Scrutiny: Research on Young Adult Literature 6, no. 1 (August 26, 2023): 205–16. http://dx.doi.org/10.15763/issn.2376-5275.2023.6.1.205-216.

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Reviews with rationales for four challenged trade books that deserve a place in our libraries, classrooms, and in the hands of our students: New Kid by Jerry Craft, Lawn Boy by Jonathan Evison, Attack of the Black Rectangles by Amy Sarig King, and You Can’t Say That!an anthology edited by Leonard S. Marcus.
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7

Shaji, Siby. "Embracing the Forbidden Pages: The Importance of Children Reading Banned Books." Praxis International Journal of Social Science and Literature 6, no. 8 (August 25, 2023): 112–28. http://dx.doi.org/10.51879/pijssl/060814.

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This article delves into the significance of children engaging with banned books, illuminating how such literature fosters a multifaceted learning experience. By navigating through various thematic lenses, this discourse reveals the manifold advantages of allowing young readers to explore these controversial texts. From cultivating independent thought and fostering diversity appreciation to nurturing resilience and championing freedom of expression, the analysis showcases the profound impact of banned books on children's cognitive and emotional development. Through their portrayal of real-life challenges and provision of diverse perspectives, these books serve as windows into the complexities of the human experience. Additionally, the article underscores their role in addressing mental health struggles, fostering empathy, and humanizing marginalized individuals. By exploring these subheadings, this study offers a comprehensive exploration of how embracing banned books equips children with the tools to better understand themselves, their peers, and the world around them.
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8

Bolintineanu, Alexandra, and Jaya Thirugnanasampanthan. "The Typewriter Under the Bed: Introducing Digital Humanities through Banned Books and Endangered Knowledge." KULA: Knowledge Creation, Dissemination, and Preservation Studies 2 (November 29, 2018): 22. http://dx.doi.org/10.5334/kula.30.

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In 2017, I taught an Introduction to Digital Humanities course for undergraduate students at the University of Toronto. The course’s unifying theme was banned books. What moved me to focus the course in this way was the illegal typewriter that lived under my childhood bed: I grew up in formerly communist Eastern Europe, where typewriters were tightly controlled by the government. Yet my family owned an illegal, unregistered typewriter, hidden under my bed behind the off-season clothes, because they saw the ability to write and disseminate one’s thoughts as a technology of survival.In the Intro to DH course, students explored the intellectual landscape of the digital humanities by thinking about banned books throughout history. They examined early printed books of astronomy; early printed books of the lives of saints; illicitly typewritten and photographed Soviet samizdat; endangered climate change research data rescued by the Internet Archive; and American Library Association data about banned and challenged books for children and young adults. This article reflects on using the lens of banned books and endangered knowledge to focus an Introduction to DH course and encourage students to interrogate critically how a variety of technologies—from codex to printing press to typewriter to the internet—create, transmit, preserve, and repress knowledge and cultural memory.
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9

Rossuck, Jennifer. "Banned Books: A Study of Censorship." English Journal 86, no. 2 (February 1997): 67. http://dx.doi.org/10.2307/819679.

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10

Kipp, Margaret E. I., Jihee Beak, and Ann M. Graf. "Tagging of Banned and Challenged Books." KNOWLEDGE ORGANIZATION 42, no. 5 (2015): 276–83. http://dx.doi.org/10.5771/0943-7444-2015-5-276.

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11

Al-Jubar, Mohammed Abd. "Iraq: More books banned than read." Index on Censorship 20, no. 4-5 (April 1991): 40. http://dx.doi.org/10.1080/03064229108535107.

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12

Rossuck, Jennifer. "Banned Books: A Study of Censorship." English Journal 86, no. 2 (February 1, 1997): 67–70. http://dx.doi.org/10.58680/ej19973338.

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Describes how a course on censorship taught at an all-girls high school in Tacoma, Washington, drew on current event controversies to initiate discussion. Outlines the course’s four units and uses Ray Bradbury’s “Fahrenheit 451” to frame course questions.
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13

Levithan, David. "Bookended: A Note from a Banned Author." English Journal 112, no. 5 (May 1, 2023): 98–99. http://dx.doi.org/10.58680/ej202332434.

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In developing a bibliography to highlight the work of the Interracial Books for Children Bulletin, published from 1966 to 1989, a professor of information science foregrounded the early efforts of librarians to diversify books for young readers.
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14

Urquhart, Zach, and Pearson Urquhart. "Fahrenheit 450." Study & Scrutiny: Research on Young Adult Literature 6, no. 1 (August 26, 2023): 138–65. http://dx.doi.org/10.15763/issn.2376-5275.2023.6.1.138-165.

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In this article, we use what we are dubbing “Conversation through Poem” to explore the lived experiences of a father and his daughter, a young adult who has read many of the books that are frequently labeled controversial and banned in schools and libraries. We wrote a series of poems to reflect on how and to what degree reading controversial books has had positive or negative effects. With Parsons’ Reproduction Theory (1959) as a framework, our discussion and reflection through poetry suggests that rather than indoctrinating young people, reading “controversial” books leads to an understanding an openness, as well as showing the need for the voice of young adults in the very conversations surrounding banned books.
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15

Reissman, Rose. "In My View: Banned Books and Responsible Citizenship." Kappa Delta Pi Record 33, no. 3 (April 1997): 109–11. http://dx.doi.org/10.1080/00228958.1997.10518705.

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16

Librarian, Annoyed. "Chapter Seven—Banned Books and Their Universal Availability." Journal of Access Services 5, no. 4 (October 6, 2008): 597–609. http://dx.doi.org/10.1080/15367960802175067.

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17

Long, Sarah Ann. "Banned Books Week: a celebration of intellectual freedom." New Library World 107, no. 1/2 (January 2006): 73–75. http://dx.doi.org/10.1108/03074800610639058.

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18

McKoy Lowery, Ruth. "But These Are Our Stories! Critical Conversations about Bans on Diverse Literature." Research in the Teaching of English 58, no. 1 (August 1, 2023): 34–47. http://dx.doi.org/10.58680/rte202332609.

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The field of children’s literature has been adversely affected by the current alarming resurgence of book banning across the United States. Book banning has become the grandstanding stage for individuals on different political platforms to institute their desire to silence issues and people; most of these banned books share experiences that differ from mainstream white society. In their zest to muzzle others and create a dogmatic uniformity to a majority white mainstream, some parents and their political allies have targeted books they deem inappropriate, books that celebrate the kaleidoscope of races, cultures, and mores that make up the US. This essay examines the current wave of banning children’s books and the reasoning behind this trend. I argue that this trend of reader suppression seeks to silence minoritized voices and prevent critical conversations. Finally, I make a call to action for educators to share diverse stories so young readers, especially Black and Brown children, can see representations of themselves in books and other media.
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19

Schoenhals, Michael. "Weeding out the ‘Gang of Four’." Index on Censorship 17, no. 6 (June 1988): 12–14. http://dx.doi.org/10.1080/03064228808534469.

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The arrest of the ‘Gang of Four’ in 1976 was followed by a ban on books ‘peddling the black wares’ of the fallen gang. Books which called Deng Xiaoping the ‘arch unrepentant biggest capitalist roader within the Party’ were recalled for changes. And books previously banned were put back on public sale, thereby generating queues of buyers outside the bookshops
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20

Scarbrough, Burke, Ben Pieper, and Hayley Vetsch. "Engaging Banned and Challenged Books through Role-Play Simulation." English Journal 108, no. 2 (November 1, 2018): 74–83. http://dx.doi.org/10.58680/ej201829880.

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21

Woods, Isobel. "‘Our Awin Scottis Use’: Chant Usage in Medieval Scotland." Journal of the Royal Musical Association 112, no. 1 (1987): 21–37. http://dx.doi.org/10.1093/jrma/112.1.21.

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In September 1507, James IV of Scotland issued a licence to the Edinburgh printers Chepman and Millar to produce, among other books, mass books, manuals, matin books and breviaries ‘efter our awin Scottis use’. This same licence (see Appendix 1) prescribes that these new books be used throughout Scotland and that all imports according to Salisbury use be banned. This Scottish use, therefore, was considered to be a separate entity – but what was it?
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22

Suico, Terri. "A Review of Defending Frequently Challenged Young Adult Books, Teaching Banned Books, and Books Under Fire." Study & Scrutiny: Research on Young Adult Literature 6, no. 1 (August 26, 2023): 197–204. http://dx.doi.org/10.15763/issn.2376-5275.2023.6.1.197-204.

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This in-depth review of three of Pat R. Scales’ books provides summaries of the books as well as insight regarding their value for educators and librarians given the current issues surrounding censorship.
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23

Niccolini, Alyssa D. "Precocious Knowledge: Using Banned Books to Engage in a Youth Lens." English Journal 104, no. 3 (January 1, 2015): 22–28. http://dx.doi.org/10.58680/ej201526504.

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This piece looks at how banned books can offer an illuminating glimpse into social constructions of “healthy” and “normal” adolescent development. Unease with—certain materials and topics in the secondary classroom can offer productive points of inquiry for both teachers and students.
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24

Remy, Johannes. "Despite the Valuev Directive: Books Permitted by the Censors in Violation of the Restrictions Against Ukrainian Publishing, 1864-1904." East/West: Journal of Ukrainian Studies 4, no. 2 (September 19, 2017): 113. http://dx.doi.org/10.21226/t2wk89.

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In 1863, the Russian imperial government decreed restrictions on book publishing in Ukrainian. The restrictions were then revised and were endorsed on several later occasions. They banned nonfiction literature directed at common people, children’s literature, and translations from Russian. The restrictions were in force until the all-Russian revolution in 1905, although they were formally repealed only in 1907. This article discusses the books the censors authorized for publication despite the fact that their publication violated the restrictions on Ukrainian publishing. In the years 1863-1904, 125 such books were published in all. Most of them appeared during three periods: 1874-76, 1882-83 and 1896-1904. In the first period, most books were permitted by a corrupt censor in Kyiv who received bribes from the local Hromada, a Ukrainian society. In the second period, minor concessions to Ukrainian publishers were deemed politically expedient. In the third period, the censors took the general usefulness of the book into account; if they deemed the book useful, they permitted it even though its publication violated the restrictions. Ukrainian activists used these opportunities because they facilitated popular enlightenment in the Ukrainian national spirit through book publishing.
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25

Berglind, Natalie. "The Great Banned-Books Bake Sale by Aya Khalil (review)." Bulletin of the Center for Children's Books 77, no. 1 (September 2023): 20–21. http://dx.doi.org/10.1353/bcc.2023.a904446.

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26

Schwartz, Marcy. "The Right to Imagine: Reading in Community with People and Stories / Gente y Cuentos." PMLA/Publications of the Modern Language Association of America 126, no. 3 (May 2011): 746–52. http://dx.doi.org/10.1632/pmla.2011.126.3.746.

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In Córdoba, Argentina, a library of books once banned by the military junta's censors (1976–83) now resides at a center called the Espacio para la Memoria (“Space for Memory”). The site, where prisoners were once held and tortured, houses workshops inviting schoolchildren to think about this terrifying period in their history. Under the junta, even children's books were banned, and after reading a few of these titles with the children who visit the center, the workshop leaders ask them why they think the books were prohibited. One of the reasons the censors gave for prohibition was that these books offered “unlimited fantasy.” To explore this idea, in one workshop the kids sang the song “The Backward Kingdom” (“El reino del revés”), by the well-known Argentine singer María Elena Walsh. After hearing the charming lyrics (birds swim, fish fly, babies have beards, 2 + 2 = 3, etc.), students brainstormed to generate their own inside-out or upside-down examples. One child mentioned raining up, another suggested that big kids nap while little kids play, and a third proposed cars driving on the sidewalk while kids play in the street. Upset by this disorder, one of the children exclaimed, “No, that's impossible!” until the boy who imagined cars on sidewalks explained, “But we're just imagining!” His classmate responded, “Oh, okay, in that case it's possible.”
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27

Morve, Roshan K. "Voice of Protest against Choice of Politics: A Study of Selected Texts in South African Literature." Asian Journal of Humanity, Art and Literature 3, no. 1 (June 30, 2016): 39–44. http://dx.doi.org/10.18034/ajhal.v3i1.304.

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This paper interrogates the nature of protest literature as well as their issues and problems while addressing the discourse on apartheid South Africa underlined the politics. In this paper, I explore the connection of banned books of history with the present time. In South Africa: the numbers of the books banned, and these books never become part of a literary form. As a result, it also claims to the Censorship Act (have an authority to ban the books). This paper relates to examine the relationship between these two major research queries, which underpins as under two contexts as: (i) Protest literature and (ii) Racial discrimination. The racial discrimination needs for understanding the problems and struggle in South African. It also ignites to the fight for human rights of the people, who suffer from inequality and struggling for their identity crisis. South African novels represent the problems and concerns of people who belong to the marginal group. However, this paper focuses on South African protest literature, which demands to the end of racial discrimination, unequal educational system and segregation as divided land policy represents through the discourses. This paper has significant to demand for equality and justice through the protest literature also it demands of non-racial society as well. I come to conclude, it can be inferred in apartheid and the post-apartheid government failed to give equal rights to all.
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28

Diaz, Stephanie, Eva Murray, and Mary Lubbers. "Idea Lab." Journal of Library Outreach and Engagement 2, no. 1 (July 12, 2022): 98–102. http://dx.doi.org/10.21900/j.jloe.v2i1.965.

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In 2021, the American Library Association’s Office for Intellectual Freedom (OIF) tracked 729 challenges to school, library, and university collections. Considering that in 2020 the OIF recorded 156 challenges, last year’s increase was dramatic enough to catch the attention of news outlets and social media users across the United States. As a result, libraries of all kinds were positioned to make often difficult decisions about how to respond to the public’s heightened focus on banned books. In this issue of JLOE, the Idea Lab highlights two libraries, a true community library that was caught off guard by extraordinary media attention, and a public library that deftly responded to local book challenges.
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29

Davidson, Jim. "The Censor's Library: Uncovering the Lost History of Australia's Banned Books." Journal of Australian Studies 38, no. 2 (April 3, 2014): 247–49. http://dx.doi.org/10.1080/14443058.2014.904721.

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30

Li, Rachel, Via Lipman, and Lisa Scherff. "High School Matters: “We Can’t Be Sheltered”: Why Banned Books Matter." English Journal 113, no. 3 (January 1, 2024): 14–16. http://dx.doi.org/10.58680/ej2024113314.

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31

Albright, Meagan, and Ashley J. Brown. "Intellectual Freedom: Incorporating Intellectual Freedom and Information Literacy into Programming." Children and Libraries 18, no. 2 (June 19, 2020): 37. http://dx.doi.org/10.5860/cal.18.2.37.

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Raising awareness of intellectual freedom and information literacy is important, and not just during Banned Books Week. Just like sneaking healthy food into a kid’s meal, these techniques for incorporating these topics will enrich the work you already do as a librarian without disrupting your programming routine. (Note: see sidebar on the next page for ready-made program ideas).
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32

Walc, Krystyna. "Kilka uwag o księgach, nie tylko uczonych, w prozie Andrzeja Sapkowskiego." Literatura i Kultura Popularna 27 (December 29, 2021): 247–59. http://dx.doi.org/10.19195/0867-7441.27.17.

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Andrzej Sapkowski’s novels are not typical “books about books”. However, both The Witcher cycle and The Hussite Trilogy abound in themes associated with them. The characters read, own book collections, they themselves are authors of various works. From the titles listed in individual texts, one could compile quite an extensive bibliography. This fact encourages a description of the way various texts exist in the world presented by the creator of The Witcher. Education of a young protagonist is a good opportunity to present books one reads, and the use of this readings in further life. Contrary to what the reader would expect, the book collections he learns about do not belong to universities. As for the library in Oxenfurt, we only know its roof, which is used by poet Jaskier, wanting to free himself from the spies following him. The scholarly books can be found in various places, even in a hut in a remote area (behind a curtain of dubious purity), inhabited by the scholar in exile — Vysogota from Corvo. Not only universities and scholars (including wizards) have impressive book collections. Duchess Anarietta, who hosts the witcher and his team, has a huge library in her palace in Toussaint. The subject of banned books appears in The Hussite Trilogy, so the hidden library motif is the obvious motive. Some protagonists of The Witcher cycle are authors of books. It is worth emphasizing that the reader has the opportunity to learn at least fragments of the mentioned works. They are also read by other characters. Quotes from the characters’ works also appear in mottoes.
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33

Koehler, Benedikt. "The Talmud on usury." Economic Affairs 43, no. 3 (October 2023): 423–35. http://dx.doi.org/10.1111/ecaf.12599.

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AbstractA ban on usury was endorsed by Judaism, Christianity, and Islam. Usury was banned in the Books of Moses, but defined in the Babylonian Talmud as a ‘reward for waiting’. Conceptions of usury in early Christianity and Islam accorded with that of the Talmud. A misrepresentation of the Talmudic conception of usury by Jacob Neusner was refuted by Emil Cohn.
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Knox, Emily J. M. "Indoctrination and Common Sense Interpretation of Texts: The Tucson Unified School District Book Banning." Journal of Intellectual Freedom and Privacy 2, no. 2 (October 12, 2017): 11. http://dx.doi.org/10.5860/jifp.v2i2.6246.

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Throughout January of 2012, national news reports described the ongoing saga of “banning” books used in the Tucson Unified school District’s (TUSD) Mexican American Studies (MAS) Program. According to MAS students and teachers, on Friday, January 13, school officials attended class sessions and told teachers to box and remove books that were out of compliance with a recently passed Arizona law banning ethnic studies in public education institutions. TUSD administrators had decided that, in order to comply with the law, not only would the MAS program have to end but any books used in the curriculum would need to be removed from classrooms. Books on the removal list included Pedagogy of the Oppressed by Paolo Freire, Critical Race Theory by Richard Delgado and Jean Stefancic, and, famously, Shakespeare’s The Tempest. The TUSD maintained that it has not banned the books since they are still available in the libraries throughout the school system. This article, which focuses on the reasons for removing the books from the MAS program classrooms, is grounded in a social constructionist metatheoretical framework as well as the study of reading practices and previous research on book challengers. It is intended to demonstrate that those who argued for the dismantling of the program and the removal of the books employed what might be called a common sense or monosemic interpretive strategy with regard to texts and were particularly focused on the idea of indoctrination in public schools.
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Austin, Jeanie, Melissa Charenko, Michelle Dillon, and Jodi Lincoln. "Systemic Oppression and the Contested Ground of Information Access for Incarcerated People." Open Information Science 4, no. 1 (December 6, 2020): 169–85. http://dx.doi.org/10.1515/opis-2020-0013.

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AbstractLibrary and information science (LIS), as a whole, has not prioritized the information access of people inside of jails and prisons as a central tenet of library practice At the moment, there is growing attention given to states’ attempts to curtail book access for people inside of jails and prisons. Groups that provide free books to incarcerated people -- such as the numerous Books to Prisoners programs across the United States -- have been central to the discussions around access to information and resistance to censorship. These groups have drawn particular attention to the ways that Black, Indigenous, and people of color, as well as LGBTQ people, in prison experience ongoing oppression during incarceration because of limited access to materials relevant to their experiences. By identifying the types of information that are banned or limited, the difficulties people who are incarcerated face in seeking to access information, and the impact that access to information has in the lives of people who are incarcerated, this article explains prison censorship as a form of state-sponsored oppression, which is largely being combated by Books to Prisoners rather than LIS. The article ends by explaining LIS’ lack of attention to information access for people who are incarcerated.
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36

Lee, Seo Hyeon. "A Study on PR activities of Banned Books Week of the American Library Association : Focusing on Challenged Books." Korean Publishing Science Society 80 (December 25, 2017): 187–230. http://dx.doi.org/10.21732/skps.2017.80.187.

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37

McCleery. "Banned Books and Publishers' Ploys: The Well of Loneliness as Exemplar." Journal of Modern Literature 43, no. 1 (2019): 34. http://dx.doi.org/10.2979/jmodelite.43.1.03.

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38

Blum, Barak. "Banned from the Libraries?: Ovid's Books and Their Fate in the Exile Poetry." American Journal of Philology 138, no. 3 (2017): 489–526. http://dx.doi.org/10.1353/ajp.2017.0024.

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39

Knox, Emily J. M., and Shannon M. Oltmann. "Social Responsibility, Librarianship, and the ALA: The 2015 Banned Books Week Poster Controversy." Library Quarterly 88, no. 1 (January 2018): 5–22. http://dx.doi.org/10.1086/694870.

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40

Dawson, Jon Falsarella. "Steinbeck Today." Steinbeck Review 20, no. 2 (December 1, 2023): 282–89. http://dx.doi.org/10.5325/steinbeckreview.20.2.0282.

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Abstract “Steinbeck Today” includes contemporary notes and mentions of John Steinbeck’s works and legacy of interest to scholars, fans, and general-interest readers. In 2022 and early 2023, Steinbeck’s fiction has continued to cause controversy, most notably in popular discourse regarding banned books, while also inspiring adaptations in range of mediums, including performances of Of Mice and Men as ballet and an opera. Further, this period has seen efforts to preserve sites that are significant to Steinbeck’s life and work.
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McCray, Carissa, and Harley Campbell. "Literacy is Freedom." New Ray Bradbury Review, no. 7 (August 27, 2023): 89–100. http://dx.doi.org/10.18060/27572.

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Throughout history, books have been banned. Reasons have varied; however, the impact often remains the same. Laws and policies, violence and death often accompany destructive movements that attempt to censor individuals to ensure the group remains ignorant, docile, and obedient. Ray Bradbury’s Fahrenheit 451 offers a critique of this narrative. The critique discusses and questions how the censorship of books and publicized violence control the minds and actions of many. Within this article, there is an exploration of literary censorship in the United States targeted toward one specific group – Black Americans. From the 1730s to present-day, literacy has consistently been stymied by laws, policies, violence, and death for Black Americans. This article seeks to draw comparisons between Fahrenheit 451 and the historical patterns of censorship, as well as examine how those practices continue today. Fahrenheit 451’s narrative is a discussion of subjugation through book censorship. Literacy continues to be blocked between the intersections of education and policy for Black Americans with systems in place to sustain subordination. It is important to understand that as Black Americans continue to strive for literacy, they are also striving for freedom.
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Griffiths, Olivia. "Burning To Read: Letters from My Students in support of Banned Books Week and the Freedom to Read Foundation." Journal of Intellectual Freedom and Privacy 1, no. 2-3 (December 30, 2016): 15. http://dx.doi.org/10.5860/jifp.v1i2-3.6168.

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Iam cognizant of how lucky I am. When I decided to teach Fahrenheit 451 to my Accelerated Juniors during spring semester at St. Johnsbury Academy, the biggest administrative roadblock I faced was finding two minutes in the English department head’s schedule to ask him face to face if I could. He said yes. And that was that. I did not have to fight with school boards, parents, or neighborhood committees. The books I handed out to my students may have been a little musty—ok, maybe a lot musty—but there were no “hells” and “damns” blacked out, no pages removed, and less than five minutes after Steve Jolliffe said “yes” I left the subterranean book room with an entire box of them at my disposal.
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Freire, Paulo, and Vivian Schelling. "Transforming reality." Index on Censorship 17, no. 10 (November 1988): 17–20. http://dx.doi.org/10.1080/03064228808534552.

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One of the key figures in the Popular Culture Movement, Paulo Freire is the founder of a revolutionary educational method which brought literacy — and political awareness — to thousands of the poor in Brazil. His books, which have played a key role in adult literacy movements throughout the world, have been banned by many dictatorial governments, including those of South Africa and, most recently, Haiti. Forced into exile from his own country following the right-wing coup in 1964, Freire finally returned in 1980. In São Paulo he talked to Vivian Schelling about his work
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Zirker, Angelika. "Huckleberry Finn: Aktuelle Zensur eines Klassikers?" Volume 60 · 2019 60, no. 1 (November 14, 2019): 299–315. http://dx.doi.org/10.3790/ljb.60.1.299.

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Mark Twain’s novel Adventures of Huckleberry Finn, first published in England in 1884 and a year later in the US, is paradoxical in that it is one of most frequently censored books of world literature – and, concurrently, one of the most frequently read and praised. The following article will try to explain this paradox and, in a first step, address the history of the novel’s censorship and the (various) reasons given for it. Adventures of Huckleberry Finn has undergone censorship since its first publication, and even today it is included in the list of »Banned and Challenged Books« of ALA (American Library Association). What are, in fact, reasons for banning the book? And how are these reasons questioned by defenders of the book? Which strategies are used? Since the novel’s publication, those who have completely dismissed the book and those who have appreciated it as a »masterpiece« have opposed each other. An overview of these controversies will result in a close reading of one of the most debated chapters in the novel, with a focus on the autodiegetic narrator Huck, who has been characterized as a naïve child that simply does not know any better, as a »fallible narrator«, or as a liar. But it remains doubtful whether the narrator’s weakness is the answer to the question of Huck’s alleged racism. The paper will offer alternative roads into the novel that consider both the text and the context of its origin.
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Sinitsyna, Olga. "Censorship of art books in the Soviet Union and its effect on the arts and on art libraries." Art Libraries Journal 24, no. 1 (1999): 4–10. http://dx.doi.org/10.1017/s0307472200019258.

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Although official censorship in the Soviet Union ceased over ten years ago, the effects in art and art libraries are still felt. Censored books were marked with a hexagon and relegated to closed stacks, which for many years were off limits to the public and library staff alike. Some of the banned material in the All-Russia State Library for Foreign Literature is analysed here in an attempt to establish the reason why certain items were seen by the authorities as too harmful to be acceptable for general circulation. The fate of the second “enemy” perceived by the Soviet censors, the original works of art and architecture, is also described.
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Tsai, Beth. "Contemporary Sino-French Cinemas: Absent Fathers, Banned Books, and Red Balloons by Michelle E. Bloom." French Review 91, no. 1 (2017): 241–42. http://dx.doi.org/10.1353/tfr.2017.0157.

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Tsai, Beth. "Contemporary Sino-French Cinemas: Absent Fathers, Banned Books, and Red Balloons by Michelle E. Bloom." French Review 91, no. 4 (2018): 241–42. http://dx.doi.org/10.1353/tfr.2018.0339.

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Oberg, Larry R., and Maresa L. Kirk. "Banned books, politics, and ethics: A conversation between Larry R. Oberg and Maresa L. Kirk." OLA Quarterly 1, no. 4 (1996): 9–10. http://dx.doi.org/10.7710/1093-7374.1051.

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Neri, Corrado. "Contemporary Sino-French Cinemas: Absent Fathers, Banned Books, and Red Balloons by Michelle E. Bloom." L'Esprit Créateur 56, no. 4 (2016): 161. http://dx.doi.org/10.1353/esp.2016.0050.

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Muse, Daphne. "Banned Book Week September 22–29, 2001: Look What They've Done to My Books, Mom!" Black Scholar 32, no. 2 (June 2002): 22–24. http://dx.doi.org/10.1080/00064246.2002.11413186.

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