Abstract:
Research problem: Robust collection management is needed if a school library is to meet its aims. Self-censorship by librarians threatens this as it excludes material that would otherwise suit the collection. The literature that exists tends to be anecdotal and lack depth, and largely has not addressed the context of New Zealand, which leaves two notable knowledge gaps. Additionally, commonly-cited strategies for addressing self-censorship, such as the adoption of a collection management policy, have been found by some researchers to have little effect in practice, but relatively few studies have addressed this so far.
Methodology: The study was gathered qualitative data through one-on-one interviews with nine high school librarians throughout New Zealand. Data was analysed through theme coding and content analysis.
Results: Collection management in New Zealand’s high school libraries is fairly robust, and self-censorship is not as widespread as one might be lead to believe by existing literature. The main reasons for the self-censorship that did occur were the feeling that the school community did not support particular material, and the anticipation of receiving challenges. Self-confidence in one’s ability to handle challenges appears to mitigate the latter factor. The presence of collection management policies, formal procedures for challenges, and statements on intellectual freedom did not appear to have any effect on the lack or presence of self-censorship.
Implications: This study contributes to the fledgling body of knowledge about self-censorship in New Zealand’s school libraries. It provides further support for literature which has noted that self-censorship cannot be completely eliminated through the adoption of collection management policies, formal challenge procedures, and statements on intellectual freedom, but rather, must be addressed through active, principled day-to-day practice.
