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Primarily online resources guide learners from understanding book censorship cases to practicing proactive responses through discussion, activities, and role playing. The program addresses gaps in state standards and teacher competency testing, supporting teacher candidates when parents question book choices. It also provides historical context, realistic research input, and a collaborative process embedded in a young adult literature course.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/collaboratively-teaching-intellectual-freedom-to-education-students-a-teaching-unit-on-proactive-book-challenges/601644/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/collaboratively-teaching-intellectual-freedom-to-education-students-a-teaching-unit-on-proactive-book-challenges/601644.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main goal of the collaborative exercises for education students?","Question",{"text":112,"@type":113},"To help education students understand intellectual freedom and book challenges, then prepare them to respond proactively when books are challenged.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do the resources progress through the learning activities?",{"text":117,"@type":113},"They move from studying censorship cases and related concerns toward handling real book challenges through discussions, activities, and role playing.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is this topic important for teacher candidates, according to the text?",{"text":121,"@type":113},"Teacher candidates may feel vulnerable to questions from parents and often lack knowledge of the history of book challenges, yet they are likely to choose materials that can face objections.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601644,1792210968,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Collaboratively Teaching Intellectual Freedom to Education Students  \nBy Nadean Meyer and Darcy Bradley  \nAbstract  \nTogether an education librarian and education professor developed a series of exercises for education students about intellectual freedom and book challenges. The resources are primarily online and they progressively work from book censorship cases and concerns to handling book challenges proactively through discussions, activities, and role playing. The education librarian offers realistic information and research expertise for an issue that is sometimes overlooked.  \nIntellectual freedom and book censorship are not often addressed in state standards for educators or the Common Core Standards (Common, n.d.) nor are questions about these topics likely found on current teacher competency tests such as the Praxis II (Reading, 2009). However, the past twenty years of American Library Association (ALA) statistics show overwhelmingly that book challenges most often appear in schools and are initiated by parents (American Library Association, 2011) . Current teacher candidates can feel vulnerable to questions from parents regarding their book choices. These level one teachers are often unaware of the history of book challenges and do not know how to handle them. At some point in their teaching lives, these teacher candidates are likely to select some resources that will be objectionable to parents, colleagues, or administrators.  \nIn these constricted educational times, it is not enough for teachers to love books and reading. They also need to be prepared to be proactive and competent in what \"right to read\" means. Through several collaborative class experiences, the authors developed a process to help teacher candidates in a young adult literature class learn about intellectual freedom and deal with book challenges. When the class is told that they are going to explore intellectual freedom and book censorship, they ask, \"What is intellectual freedom?, What is book censorship?, and What do I do when a parent complains about my book choice?\" Those questions begin our conversation with our students.  \nThe class, Literature and Literacy for Young Adults, is required as part of the teacher certification process for reading majors and minors. We developed a unit to make teacher candidates aware of their and their students'rights as readers, to help them begin to understand the politics behind book censorship, and to employ the most effective ways to face these challenges. As reading majors, these teacher candidates take up to three courses on children's and young adult literature. They often rediscover their love of reading as they can choose what they read, and explore what it means to be “teachers as readers” as well as “teachers of readers.” These new teachers read diverse titles such as Sherman Alexie's The Absolutely True Diary of a Part-time Indian, Rick Riordan's Percy Jackson series, manga titles, numerous memoirs by Chris Crutcher, Lois Lowry, and Roald Dahl, as well as other books that make the rounds through word-of-mouth, book talks, and free-wheeling book discussions.  \nWhen Darcy, a new faculty member joined the teacher education department of our university to teach the Literature and Literacy for Young Adults class, she contacted Nadean to help her explore the topic of intellectual freedom and censorship with her teacher candidates. Darcy explained that in her teaching experience, no one had ever questioned or challenged her choice of books or texts for her classes. She knew that American classics such as Huckleberry Finn and Catcher in the Rye were on lists of books that had been challenged and authors such as Judy Blume, Robert Cormier and Chris Crutcher regularly appeared on challenged lists as well. Uncertain how to approach this topic with teacher candidates, Darcy thought it was natural to work with the education librarian on this unit. Nadean, as subject librarian for education faculty, has worked in","cbCaieiqkPOPnmHN","https://ap.wps.com/l/cbCaieiqkPOPnmHN","pdf",521389,"English","# Abstract\n## Background and Need\n## Collaborative Unit Design\n## Starting with Questions, Moving to Experiences","[{\"question\":\"What was the main goal of the collaborative exercises for education students?\",\"answer\":\"To help education students understand intellectual freedom and book challenges, then prepare them to respond proactively when books are challenged.\"},{\"question\":\"How do the resources progress through the learning activities?\",\"answer\":\"They move from studying censorship cases and related concerns toward handling real book challenges through discussions, activities, and role playing.\"},{\"question\":\"Why is this topic important for teacher candidates, according to the text?\",\"answer\":\"Teacher candidates may feel vulnerable to questions from parents and often lack knowledge of the history of book challenges, yet they are likely to choose materials that can face objections.\"}]","Collaboratively Teaching Intellectual Freedom to Education Students - A Teaching Unit on Proactive Book Challenges | PDF",1792093142,18]