Abstract:
This paper examines the extent of censorship of print materials in New Zealand secondary school libraries to determine whether the education of students and the professionalism of librarians is being compromised by materials being withdrawn after a challenge, or by the practice of "self censorship. Respondents from seventy-six secondary school libraries throughout New Zealand were surveyed as to the existence of collection development policies, the number of challenges received in the past five years, and the outcome of the "most significant" challenge. Questions were also asked about labelling, restrictions, and whether the library held resources on controversial issues. The results indicate that both the number of challenges a school receives, and the outcome of these challenges, are linked to variables such as the type and location of the school, and the involvement of the principal. Other factors, such as the use of collection development policy, were found to be less important. The survey also found that while some school libraries had restrictions in place, most had a balanced coverage of controversial issues. Where coverage was unbalanced or limited, this was influenced by factors such as school philosophy and lack of available material, although in some cases respondents admitted to an unwillingness to become engaged in controversy.
