Evolving Perceptions of Intellectual Freedom and the Right to Read in Library Science Students: An MLS Program Self-Study.
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| Title: | Evolving Perceptions of Intellectual Freedom and the Right to Read in Library Science Students: An MLS Program Self-Study. |
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| Authors: | Becnel, Kim1 (AUTHOR) becnelke@appstate.edu, Moeller, Robin A.1 (AUTHOR) moellerra@appstate.edu |
| Source: | Journal of Education for Library & Information Science. Oct2024, Vol. 65 Issue 4, p426-439. 14p. |
| Subject Terms: | *Library school students, *Freedom of information, *Psychology of students, *Intellectual freedom, *Graduate education |
| Abstract: | To understand the effect of library science coursework on student perceptions of issues related to intellectual freedom, researchers surveyed students at the start and end of their enrollment in a Master of Library Science program. When the results were compared, the percentage of graduating students who indicated that they might rethink purchasing a resource because of non–age-appropriate content and potential parent objection was significantly higher than that of beginning students. The percentage of graduating students who identified sexual content and profanity as potential reasons not to acquire an item was also significantly higher than that of beginning students. On the other hand, graduating students were less likely to classify their own personal views as potential reasons to avoid collecting a title. Finally, a greater percentage of graduating students were uncertain about the appropriateness of restricted collections for potentially controversial items than beginning students. In the second phase of the study, researchers interviewed program graduates with at least five years of professional experience in libraries to ascertain how their work experiences and environments had affected their perception of intellectual freedom, censorship, and the right of access to information regardless of age. These librarians were strong advocates for diverse collections despite increasing external pressure to censor resources, particularly items with LGBTQ content and characters. Most felt it necessary to have some type of restricted collections so that children did not check out material above their grade or age level. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Education for Library & Information Science is the property of Association for Library & Information Science Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180361928 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Evolving Perceptions of Intellectual Freedom and the Right to Read in Library Science Students: An MLS Program Self-Study. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Becnel%2C+Kim%22">Becnel, Kim</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> becnelke@appstate.edu</i><br /><searchLink fieldCode="AR" term="%22Moeller%2C+Robin+A%2E%22">Moeller, Robin A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> moellerra@appstate.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+for+Library+%26+Information+Science%22">Journal of Education for Library & Information Science</searchLink>. Oct2024, Vol. 65 Issue 4, p426-439. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Library+school+students%22">Library school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Freedom+of+information%22">Freedom of information</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellectual+freedom%22">Intellectual freedom</searchLink><br />*<searchLink fieldCode="DE" term="%22Graduate+education%22">Graduate education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: To understand the effect of library science coursework on student perceptions of issues related to intellectual freedom, researchers surveyed students at the start and end of their enrollment in a Master of Library Science program. When the results were compared, the percentage of graduating students who indicated that they might rethink purchasing a resource because of non–age-appropriate content and potential parent objection was significantly higher than that of beginning students. The percentage of graduating students who identified sexual content and profanity as potential reasons not to acquire an item was also significantly higher than that of beginning students. On the other hand, graduating students were less likely to classify their own personal views as potential reasons to avoid collecting a title. Finally, a greater percentage of graduating students were uncertain about the appropriateness of restricted collections for potentially controversial items than beginning students. In the second phase of the study, researchers interviewed program graduates with at least five years of professional experience in libraries to ascertain how their work experiences and environments had affected their perception of intellectual freedom, censorship, and the right of access to information regardless of age. These librarians were strong advocates for diverse collections despite increasing external pressure to censor resources, particularly items with LGBTQ content and characters. Most felt it necessary to have some type of restricted collections so that children did not check out material above their grade or age level. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Education for Library & Information Science is the property of Association for Library & Information Science Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180361928 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3138/jelis-2023-0055 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 426 Subjects: – SubjectFull: Library school students Type: general – SubjectFull: Freedom of information Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Intellectual freedom Type: general – SubjectFull: Graduate education Type: general Titles: – TitleFull: Evolving Perceptions of Intellectual Freedom and the Right to Read in Library Science Students: An MLS Program Self-Study. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Becnel, Kim – PersonEntity: Name: NameFull: Moeller, Robin A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 07485786 Numbering: – Type: volume Value: 65 – Type: issue Value: 4 Titles: – TitleFull: Journal of Education for Library & Information Science Type: main |
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