In general, the terms "conservative" and "liberal" here do not apply to politics, Democrats, or Republicans.  Instead, conservative refers to more likely to control while liberal refers to more likely to tolerate.

• Readings: What questions do you have? Any disagreements? Onwards to application!
• What did you think about the reflection exercise?
• ALA Code of Ethics, 1998 (reprinted in EL, p. 54-55):
  
• "We uphold the principles of intellectual freedom and resist all efforts to censor library resources."
• "We distinguish between our personal convictions and professional duties ..."
  
• A placeholder for a perspective from children's literature (BF)
  
• Landmark case: Board of Education, Island Trees (NY) Union Free School District 26 v. Pico (1982) (Covered in Court Cases document mentioned above.) Quick story: 1. School Board removed 9 books because "anti-American, anti-Christian, anti-Semitic, filthy." 2. Internal committee had recommended retention. 3. 5 students challenged removal, sued. 4. District Court supported BOE. 5. Appeal - US Court of Appeals remanded for trial. 6. US Supreme Court: 5-4 reversal. 7. To avoid trial, BOE returned books.
• Optional group activity: Case studies of Legal Cases (18 examples) - Groups (look for SLM censorship cases)
• Cases are summarized in "Censorship Court Cases" - eLC 6340 Resources.
  
• Summarize your case - feel free to obtain more info if necessary
• Explain the original challenge (why was the material objectionable?)
• Using the selection policies represented (you will want a copy of your own), point out the procedure that would have circumvented the problem OR design a fix
• Current Cases and Issues
• Selection Policy requires you to set forth your position on intellectual freedom, which must be democratically derived (ratified by the Media Committee).  It can quote ALA verbatim (with reference), or adapt parts of it, parts of other referenced intellectual freedom statements, or be completely orginal.  In any case, reasoning should be clear.
• In your Selection Policy, you are also expected to set forth a proactive procedure for the prevention of censorship and self-censorship.  Your procedure to respond to challenges is part of this.  We also expect to see a deliberate approach to balancing perspectives, use of professional selection tools, and incorporation of committee advice into selection as strategies for combatting self-censorship. 
  
• Internet filtering is common in schools, and certainly a part of this discussion. Your selection policy should include the rationale behind whatever internet filtering system you use (if no more than: it's mandated by a funding source, such as E-Rate).
• MAF's take-aways:
• Know your own biases; consciously guard against making professional decisions based on them.
• Balance protection of children against empowerment. (Tough to do!)
• One parent's rightful control of their own children's information access must not dictate every child's access.
• It is amazing to discover the topics that have been censored.  Any topic can be objectionable in someone's eyes. People do have the right to object, and not to be ridiculed for their conscientious objections.
  
• Where you encounter strong tendencies to censor, ask thoughtful questions and try to dialog, rather than starting a crusade.  Your reconsideration procedure is your safety net in extreme situations.
  
• Read Fahrenheit 451 (Bradbury, 1967) and The Book Thief (Zusak, 2006).