Tag: librarians

  • Arkansas wants to jail librarians. The First Amendment won’t allow it.

    Arkansas wants to jail librarians. The First Amendment won’t allow it.

    Arkansas is trying to save one of the most extreme book censorship laws in recent memory, one that would allow jailing librarians and booksellers for keeping materials on their shelves that fall under the statute’s broad definition of “harmful to minors.” 

    The state’s Act 372 not only makes it possible for librarians to be jailed for providing teenagers with Romeo and Juliet, but also allows anyone to “challenge the appropriateness” of any book in a library.

    After the law passed, a coalition of booksellers, librarians, libraries, library patrons, and professional associations persuaded a federal judge to stop the law from taking effect in Fayetteville Public Library v. Crawford County. But the state appealed. FIRE in turn submitted a friend-of-the-court brief urging the U.S. Court of Appeals for the Eighth Circuit to affirm the permanent injunction against Act 372.

    How Act 372 operates

    Arkansas’s law compels public libraries to adopt policies allowing “any person affected” by a book to challenge its “appropriateness,” forcing libraries to remove or sequester the book in an area “not accessible to minors” if the challenge succeeds. The law provides no definitions for crucial terms like “appropriateness” or “accessible,” leaving librarians to guess how to comply and inviting challenges based on personal or political objections. 

    Worse still, the process creates a one-way ratchet in favor of censorship by granting challengers the right to appeal decisions to keep a book in place while having no appeal procedure when a book is removed or segregated. ​​FIRE advocates for a fair system — call it “due process for books” — where libraries use an impartial and objective process for reviewing challenged books’ educational value and age appropriateness. And a system that permits only one side to appeal a ruling while denying appeals by the other is inherently unfair, as we’ve noted in campus Title IX hearings. Act 372’s unbalanced system empowers hecklers to reshape public collections according to their tastes, undermining libraries’ historic role as repositories of diverse ideas and viewpoints.

    These issues are worsened by a broad and unconstitutional definition of “harmful to minors.” That section threatens librarians and booksellers with up to a year in jail if they furnish, present, provide, make available, give, lend, show, advertise, or distribute to a minor any material considered harmful—without distinguishing between materials inappropriate for young children and those suitable for older teens. By grouping all minors into one category and failing to define key terms, Act 372 effectively criminalizes access to classic and educational works that may include mature themes. 

    Why Act 372 is unconstitutional

    FIRE has consistently stated it’s entirely proper for public school libraries to consider whether books are age-appropriate for their collections based on various factors. But Act 372 falls far short of that commonsense standard by employing a broad definition that applies to all public libraries, as well as private bookstores, and by treating all minors the same, from first graders to high school seniors. 

    To understand why Act 372’s “harmful to minors” definition does not meet constitutional standards, one must consider the Supreme Court’s precedents in this area. For decades, the Court has been cautious to ensure that merely labeling sexually suggestive materials as obscene does not give the government blanket authority to censor speech. That’s because works that are obscene are considered unprotected speech—for both adults and minors—and essentially freely regulable or sanctionable. But what about sexually explicit material that is not obscene and thus protected?

    In Ginsberg v. New York, the Court recognized the state’s limited power to restrict minors’ access to sexually explicit content, while emphasizing it remains constitutionally protected for adultsIn Miller v. California, the Court formulated a rigorous test for obscenity that ensured works with serious literary, artistic, political, or scientific value would not meet the test simply because they involve sex. Taken together, GinsbergMiller, and cases flowing from them acknowledge that states may use a variable obscenity test based on the viewer’s age, while ensuring that adults can access non-obscene materials. 

    The Supreme Court further clarified the issue in Virginia v. American Booksellers Association, where it cautioned against laws that aim to protect minors but could potentially limit free speech. The law in question survived only after the Virginia Supreme Court narrowed its definition of “harmful to juveniles” to cover works judged as harmful to older teens, and only when someone knowingly put that material where kids could easily see it. Without this clarification, the law would have been unconstitutionally overbroad and vague.

    The standard for obscene-for-minors or “harmful to minors” material has thus generally coalesced around a version of the Miller obscenity test tailored to the underaged to require that: the material taken as a whole must appeal primarily to a prurient interest in sex as to minors; it must portray hardcore sexual conduct in a manner patently offensive to the average adult under contemporary community standards for minors; and it must lack serious literary, artistic, political or scientific value for minors.

    Unlike the Virginia Supreme Court, the Arkansas Supreme Court adopted a much broader interpretation of “harmful to minors” that treats all minors under 18 the same. As a result, libraries and local bookstores could be penalized simply for providing older minors with access to books that would be objectionable only to the youngest children. In other words, books older minors have a right to read under the First Amendment.

    This would require librarians to put classics like Romeo and Juliet or Catcher in the Rye behind adults-only walls. Further, Act 372’s challenge system also subjects the availability of library books to a “heckler’s veto” by anyone who objects to the material. But the very purpose of public libraries is to provide everyone access to a broad marketplace of ideas. If Act 372 stands, librarians will be forced to choose between their professional duty to provide the community with a wide range of books and the threat of imprisonment if any of those books might be inappropriate for a 5-year-old.

    What’s at stake

    FIRE is asking the Eighth Circuit to affirm the district court’s ruling striking down Arkansas’s Act 372, because if the state can jail librarians for letting kids read books, it won’t stop at Arkansas. The First Amendment doesn’t allow governments to censor ideas under the guise of “protecting children,” and we’re fighting to make sure it never does.

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  • Efforts to Restrict or Protect Libraries Both Grew This Year – The 74

    Efforts to Restrict or Protect Libraries Both Grew This Year – The 74


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    State lawmakers across the country filed more bills to restrict or protect libraries and readers in the first half of this year than last year, a new report found.

    The split fell largely along geographic lines, according to the report from EveryLibrary, a group that advocates against book bans and censorship.

    Between January and July 2025, lawmakers introduced 133 bills that the organization deemed harmful to libraries, librarians or readers’ rights in 33 states — an increase from 121 bills in all of 2024. Fourteen of those measures had passed as of mid-July.

    At the same time, legislators introduced 76 bills in 32 states to protect library services or affirm the right to read, the report found.

    The geographic split among these policies is stark.

    In Southern and Plains states, new laws increasingly criminalize certain actions of librarians, restrict access to materials about gender and race, and transfer decision-making power to politically appointed boards or parent-led councils.

    Texas alone passed a trio of sweeping laws stripping educators of certain legal protections when providing potentially obscene materials; banning public funding for instructional materials containing obscene content; and giving parents more authority over student reading choices and new library additions.

    Tennessee lowered the bar to prosecute educators for sharing books that might be considered “harmful to minors.”

    A New Hampshire bill likewise would’ve made it easier for parents or the state attorney general to bring civil actions against school employees for distributing material deemed harmful to minors, but it was vetoed by Republican Gov. Kelly Ayotte.

    In Nebraska, a new law allows for real-time alerts for parents every time a student checks out a book. South Dakota requires libraries and schools to install filtering software. New laws in Idaho heighten the requirements to form library districts and mandate stricter internet filtering policies that are tied to state funding.

    In contrast, several Northeastern states have passed legislation protections for libraries and librarians and anti-censorship laws.

    New Jersey, Delaware, Rhode Island and Connecticut have each enacted “freedom to read” or other laws that codify protections against ideological censorship in libraries.

    Connecticut also took a major step in modernizing libraries in the digital age, the report said, becoming the first state in the nation to pass a law regulating how libraries license and manage e-books and digital audiobooks.

    Stateline reporter Robbie Sequeira can be reached at [email protected].

    Stateline is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Stateline maintains editorial independence. Contact Editor Scott S. Greenberger for questions: [email protected].


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  • Helping students evaluate AI-generated content

    Helping students evaluate AI-generated content

    Key points:

    Finding accurate information has long been a cornerstone skill of librarianship and classroom research instruction. When cleaning up some materials on a backup drive, I came across an article I wrote for the September/October 1997 issue of Book Report, a journal directed to secondary school librarians. A generation ago, “asking the librarian” was a typical and often necessary part of a student’s research process. The digital tide has swept in new tools, habits, and expectations. Today’s students rarely line up at the reference desk. Instead, they consult their phones, generative AI bots, and smart search engines that promise answers in seconds. However, educators still need to teach students the ability to be critical consumers of information, whether produced by humans or generated by AI tools.

    Teachers haven’t stopped assigning projects on wolves, genetic engineering, drug abuse, or the Harlem Renaissance, but the way students approach those assignments has changed dramatically. They no longer just “surf the web.” Now, they engage with systems that summarize, synthesize, and even generate research responses in real time.

    In 1997, a keyword search might yield a quirky mix of werewolves, punk bands, and obscure town names alongside academic content. Today, a student may receive a paragraph-long summary, complete with citations, created by a generative AI tool trained on billions of documents. To an eighth grader, if the answer looks polished and is labeled “AI-generated,” it must be true. Students must be taught how AI can hallucinate or simply be wrong at times.

    This presents new challenges, and opportunities, for K-12 educators and librarians in helping students evaluate the validity, purpose, and ethics of the information they encounter. The stakes are higher. The tools are smarter. The educator’s role is more important than ever.

    Teaching the new core four

    To help students become critical consumers of information, educators must still emphasize four essential evaluative criteria, but these must now be framed in the context of AI-generated content and advanced search systems.

    1. The purpose of the information (and the algorithm behind it)

    Students must learn to question not just why a source was created, but why it was shown to them. Is the site, snippet, or AI summary trying to inform, sell, persuade, or entertain? Was it prioritized by an algorithm tuned for clicks or accuracy?

    A modern extension of this conversation includes:

    • Was the response written or summarized by a generative AI tool?
    • Was the site boosted due to paid promotion or engagement metrics?
    • Does the tool used (e.g., ChatGPT, Claude, Perplexity, or Google’s Gemini) cite sources, and can those be verified?

    Understanding both the purpose of the content and the function of the tool retrieving it is now a dual responsibility.

    2. The credibility of the author (and the credibility of the model)

    Students still need to ask: Who created this content? Are they an expert? Do they cite reliable sources? They must also ask:

    • Is this original content or AI-generated text?
    • If it’s from an AI, what sources was it trained on?
    • What biases may be embedded in the model itself?

    Today’s research often begins with a chatbot that cannot cite its sources or verify the truth of its outputs. That makes teaching students to trace information to original sources even more essential.

    3. The currency of the information (and its training data)

    Students still need to check when something was written or last updated. However, in the AI era, students must understand the cutoff dates of training datasets and whether search tools are connected to real-time information. For example:

    • ChatGPT’s free version (as of early 2025) may only contain information up to mid-2023.
    • A deep search tool might include academic preprints from 2024, but not peer-reviewed journal articles published yesterday.
    • Most tools do not include digitized historical data that is still in manuscript form. It is available in a digital format, but potentially not yet fully useful data.

    This time gap matters, especially for fast-changing topics like public health, technology, or current events.

    4. The wording and framing of results

    The title of a website or academic article still matters, but now we must attend to the framing of AI summaries and search result snippets. Are search terms being refined, biased, or manipulated by algorithms to match popular phrasing? Is an AI paraphrasing a source in a way that distorts its meaning? Students must be taught to:

    • Compare summaries to full texts
    • Use advanced search features to control for relevance
    • Recognize tone, bias, and framing in both AI-generated and human-authored materials

    Beyond the internet: Print, databases, and librarians still matter

    It is more tempting than ever to rely solely on the internet, or now, on an AI chatbot, for answers. Just as in 1997, the best sources are not always the fastest or easiest to use.

    Finding the capital of India on ChatGPT may feel efficient, but cross-checking it in an almanac or reliable encyclopedia reinforces source triangulation. Similarly, viewing a photo of the first atomic bomb on a curated database like the National Archives provides more reliable context than pulling it from a random search result. With deepfake photographs proliferating the internet, using a reputable image data base is essential, and students must be taught how and where to find such resources.

    Additionally, teachers can encourage students to seek balance by using:

    • Print sources
    • Subscription-based academic databases
    • Digital repositories curated by librarians
    • Expert-verified AI research assistants like Elicit or Consensus

    One effective strategy is the continued use of research pathfinders that list sources across multiple formats: books, journals, curated websites, and trusted AI tools. Encouraging assignments that require diverse sources and source types helps to build research resilience.

    Internet-only assignments: Still a trap

    Then as now, it’s unwise to require students to use only specific sources, or only generative AI, for research. A well-rounded approach promotes information gathering from all potentially useful and reliable sources, as well as information fluency.

    Students must be taught to move beyond the first AI response or web result, so they build the essential skills in:

    • Deep reading
    • Source evaluation
    • Contextual comparison
    • Critical synthesis

    Teachers should avoid giving assignments that limit students to a single source type, especially AI. Instead, they should prompt students to explain why they selected a particular source, how they verified its claims, and what alternative viewpoints they encountered.

    Ethical AI use and academic integrity

    Generative AI tools introduce powerful possibilities including significant reductions, as well as a new frontier of plagiarism and uncritical thinking. If a student submits a summary produced by ChatGPT without review or citation, have they truly learned anything? Do they even understand the content?

    To combat this, schools must:

    • Update academic integrity policies to address the use of generative AI including clear direction to students as to when and when not to use such tools.
    • Teach citation standards for AI-generated content
    • Encourage original analysis and synthesis, not just copying and pasting answers

    A responsible prompt might be: “Use a generative AI tool to locate sources, but summarize their arguments in your own words, and cite them directly.”

    In closing: The librarian’s role is more critical than ever

    Today’s information landscape is more complex and powerful than ever, but more prone to automation errors, biases, and superficiality. Students need more than access; they need guidance. That is where the school librarian, media specialist, and digitally literate teacher must collaborate to ensure students are fully prepared for our data-rich world.

    While the tools have evolved, from card catalogs to Google searches to AI copilots, the fundamental need remains to teach students to ask good questions, evaluate what they find, and think deeply about what they believe. Some things haven’t changed–just like in 1997, the best advice to conclude a lesson on research remains, “And if you need help, ask a librarian.”

    Steven M. Baule, Ed.D., Ph.D.
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  • MackinVIA Earns Prestigious Platinum Modern Library AwardFrom LibraryWorks For Its 10th Consecutive Yea

    MackinVIA Earns Prestigious Platinum Modern Library AwardFrom LibraryWorks For Its 10th Consecutive Yea

    Burnsville, MN – January 16, 2025 – Mackin, a leader in providing print and digital
    educational resources for PK-12, is proud to announce that its free digital content management platform, MackinVIA, has earned the Platinum Award in LibraryWorks’ 10th annual Modern Library Awards (MLAs). This prestigious accolade marks MackinVIA’s 10th consecutive win, solidifying its position as a top choice for digital content management in schools worldwide.

    The MLAs, which celebrate the best products and services in the library industry, are awarded based on an unbiased voting process involving over 80,000 librarians from public, K-12, academic, and special libraries. Judges evaluated submissions on a range of criteria, including functionality, value, and customer service. MackinVIA received an outstanding score of 9.25, a testament to its continued excellence and innovation.

    “We’re honored to receive the Platinum Award for the 10th year in a row,” said Troy Mikell, Director of Marketing and Communications at Mackin. “Since launching MackinVIA over a decade ago, we’ve continually focused on creating a powerful, user-friendly platform for educators and students. Our relentless drive for improvement and exceptional customer service has fueled MackinVIA’s success, and it’s thrilling to see that effort recognized once again.”

    MackinVIA is accessible by more than 9 million students worldwide, providing access to over 4 million eBooks, audiobooks, read-alongs, databases, and video resources. Its digital platform offers a dynamic and comprehensive solution for PK-12 schools looking to streamline content management and improve student engagement.

    Jenny Newman, Publisher and MLA Program Manager, noted, “MackinVIA’s consistent excellence in functionality and service is what has kept them at the forefront of the industry for over 40 years. Their innovative approach continues to break barriers and set new standards.”

    About Mackin
    For over 40 years, Mackin has provided PK-12 grade libraries and classrooms with access to nearly 4 million printed and digital titles. The 24-time, multi-award-winning, digital content management system, MackinVIA, along with divisions Mackin Classroom, MackinMaker, Mackin Learning, and the brand-new, whole school resource management system, MackinVision, help to create a truly unique and robust educational resource company that schools and educators have relied on, year after year. For more information, visit www.mackin.com or call 800-245-9540.

    About LibraryWorks
    LibraryWorks helps library administrators make informed decisions regarding technology, automation, collection management, staffing, and other key areas that support efficient library operations. Their resources empower libraries to implement best practices, monitor trends, evaluate products and services, and more.

    About the Modern Library Awards (MLAs)
    The MLAs recognize outstanding products and services that enhance library operations and improve the user experience. Entries are judged by library professionals based on their relevance, functionality, and impact on the library sector.

    eSchool News Staff
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