Graphic Novel Selection and the Application of Intellectual Freedom in New Zealand Secondary School Libraries

Abstract

There is a gap in our knowledge about the relationship between school library managers’ graphic novels selection and self-censorship practices. In this project, we surveyed New Zealand secondary school library managers. The survey results suggested school library managers inconsistently follow professional library standards in selection practice and that self-censorship was identifiable among 56% of the survey respondents. Many respondents also indicated that impartiality was an insignificant selection criterion. Results also indicated that school library managers were unclear as to whether intellectual freedom principles applied to people under the age of 18. We provide directions for further research and implications for practice, including our commitment to create a best-practice guide, based upon the research presented here, to assist school library managers in the development of graphic novel collections that not only meet educational standards of assisting literacy, but also align with professional library standards of intellectual freedom.

Silence in the Stacks

“…In the 2022 SLJ study, a majority of the 720 surveyed school librarians in America admitted to engaging in ex post facto selfcensorship by removing "a potentially problematic book from library shelves in the last two years without a formal review or challenge" (Yorio, 2022, p. 37): 58% on their own accord, 87% when asked by their administration, and 88% because of public scrutiny. Moodie & Calvert (2018) reported 56% of 80 survey respondents in New Zealand did not add graphic novels to their school library collections out of concern for a potential book challenge despite 80% of respondents claiming "libraries should adhere to the principles of Intellectual Freedom" (p. 135). Conversely, Rickman (2010) concluded that 4.8% of 1,069 American school librarians surveyed were engaging in selfcensorship.…”

“When the switch happened”

“…Despite this bright outlook for youth comics, some school librarians have still shown resistance to comics reading as a worthwhile reading experience. Researchers (Lo, et al, 2019;Moeller & Becnel, 2021;Moodie & Calvert, 2018) from various countries found school librarians and other educators have labeled comics reading as a fun, frivolous activity rather than the complex reading experience that it is. The popularity of comics amongst students and the resistance on the part of librarians to promote them as legitimate reading material has created a tension that is at odds with many school librarians' objective of developing positive and meaningful reading experiences for students.…”