“When your values are clear to you, making decisions becomes easier.”

Roy E. Disney

Intellectual freedom is a governing principle of the information professions and at the heart of the American political system. (Buchanan, 2018) Intellectual freedom entails the fundamental right of all people to think, say, write, and espouse any idea or belief, regardless of its political, religious, or social foundation or intent. Intellectual freedom in libraries aims to protect free speech, which includes the freedom to receive information, and the right of people to assemble in a public place to receive that information. (Buchanan, 2018) In constitutional terms, this public place is called a public forum, however, today’s public forums are often to be found on the Internet. “Intellectual freedom can be defined quite simply. Individuals are entitled to think and believe whatever they wish, and that freedom to think and believe is vitiated if access to words and images conveying the thoughts and beliefs of others is restricted.” (Gorman, 2018, p. 33)

Two main documents outlining these principles of intellectual freedom are the ALA Library Bill of Rights and the ALA Code of Ethics. According to the Library Bill of Rights: Materials shall not be excluded because of origin, background, or views of those contributing to their creation; and Libraries should provide materials and information presenting all points of view on current and historical issues. (2006) With regards to the ALA Code of Ethics: We uphold the principles of intellectual freedom and resist all effort to censor library resources; and we distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources. (2017)

Info 200 - Information Communities

For my first semester in the SJSU MLIS program I took Information Communities where I examined information users and the social, cultural, economic, technological, and political forces that shape their information access and use. The course also addressed different resources and services that information professionals provide for their user communities, as well as ethical and legal professional practice. The Information Community I chose to focus on was the Conspiracy Information Community.

I learned how to define the concept of community within a framework of information creation, use, and exchange. I was able to locate, synthesize, and properly cite research and professional literature relating to specific information communities. I explored the various theories and research devoted to information use and behavior. I practiced my ability to articulate prominent issues related to diversity, special populations, emerging technologies, and ethics within the context of various information communities and environments. I was able to identify various resources and services that information professionals utilize to serve their communities, describe current and emerging technologies that impact the creation, use, and exchange of information within communities, and engage and exchange across open social platforms via various media: including text, audio, and video.

For the class I maintained a blog where I researched and explored various topics related to my information community group and reported my findings on my blog, where commenting, engagement and participation in the course blogging community kept me connected to my peers. Other assignments included an information sources survey, a literature review, and a research paper.

Blog Post: Information Community Ethics

One of my many blog posts called for a report on an ethical issue pertaining to my information community. I utilized my own research and class modules on ethical issues and intellectual freedom as resources to define and reflect on the issue. This artifact explores some of the ethical issues the conspiracy information community faces when sharing, creating or accessing information. Although this blog post was written in 2018, the ethical principles explored are just as relevant today if not more so, especially in light of the unprecedented censorship affecting our information channels.

SFPL Jails and Reentry Program: Letter #1

Little did I know that my ethical resolve of access to information for all would be tested so soon. For my first elective in the program I chose Info 210 - Reference Services and elected to participate in the San Francisco Public Library Jails and Reentry Program as my final project. I had a very interesting time participating in the program as a student reference answer provider. I answered a total of four letters and, such would be expected of individuals, each one had its own unique need and approach. Reading between the lines, each one told a story, a hope or desire, of some poor soul with a great craving, but without the freedom, to fulfill their own informational needs.

This artifact of my first letter was a real adventure. It was a long list of requests for information that unfolded like a bad movie plot of ultimate revenge. It started easy with a very sincere and polite appreciation for the SFPL Jails and Reentry Program. The first requests hit my suspicious mind, as they were a type wheelbarrow, coolers, and a cooler lock. Why would you need a locking cooler? My suspicious mind wonders. Followed by requests about a ranch jacket, a no contract cell phone, and an industrial water pump. Here it gets serious. The next request is an industrial meat grinder, followed by a request for the nastiest arrow tip I have ever seen, bloodsport gravedigger extreme cut-on contact, one with the intent solely to maim and kill. Next a professional food slicer, a specific smoker that hooks onto a trailer. But it was the last request that made me feel the most uncomfortable. The user requested up to date information on a specific business, if it was still running under the same address, etc. My prisoner revenge fantasy was now complete. I almost didn’t go back for a second letter, as I felt very much like an accomplice for providing the requested information for the first one, but I’m glad I did. Ethical decisions like the one to answer this information request are the typical of those we face daily as information professionals.

Reflection

Ethical decisions themselves are often not easy. Having a foundation of shared values, principles, and documents to rely on make those difficult ethical decisions much more clear. Going forward, I know that I have a solid foundation on which to make good ethical choices with regards to the Library and Information Science profession and intellectual freedom.

References

American Library Association. (2006). "Library Bill of Rights", Retrieved from: http://www.ala.org/advocacy/intfreedom/librarybill. Document ID: 669fd6a3-8939-3e54-7577-996a0a3f8952

American Library Association. (2017). "Professional Ethics", Retrieved from: http://www.ala.org/tools/ethics. Document ID: 39f580a8-833d-5ad4-f900-53ecfe67eb1f

Buchanan, S. (2018). Module Nine: Intellectual Freedom and American Law. [Lecture notes].

Disney, R. E. (n.d.). BrainyQuote.com. Retrieved from: https://www.brainyquote.com/quotes/roy_e_disney_183365

Gorman, M. (2018). Professional Ethics and Values in a Changing World. In K. Haycock & M. Romaniuk (Eds.), The Portable MLIS (2nd ed., 29-37). Santa Barbara: Libraries Unlimited.