Archive for the ‘Objection: Graphic Violence’ Category

Defending Holes by Louis Sachar

August 6, 2009

One of my favorite books to defend is Holes by Louis Sachar.

In my six years as Intellectual Freedom Chair for the Maine Association of School Libraries (MASL), I have found myself twice in the position of having to defend Holes as quality literature for young people and it is such an easy book to defend against this charge, having won three of the major youth literature awards for the year it was published (i.e. National Book Award, Boston Globe-Horn Book Award for Fiction and the Newbery Medal), not to mention the 1999-2000 Maine Student Book Award.  Holes is one of those rare books that is both appreciated and honored by adults and loved by young people.

In January 2004, a parent objected to Holes being read aloud to a fourth grade class at the C.K. Burns School in Saco.  The complaint had to do with the book’s morality, i.e. that the book was more violent than the movie and that the book was not quality literature.

In March 2009, a family challenged Holes as a read aloud in a fifth grade class at Connors Emerson School in Bar Harbor.  Again, the parents thought the book was inappropriate for fifth graders and was not quality literature.

Below is the Book Rationale that I prepared for (the more recent challenge to) Holes:

Book Rationale for Holes by Louis Sacharimages-1

Prepared by Kelley McDaniel

Intellectual Freedom Chair

Maine Association of School Libraries (MASL)

March 3, 2009 

Title: Holes

Author: Louis Sachar

Publisher: FSG / Frances Foster Books

Date: 1998

Location: Connors Emerson School, Bar Harbor

Use: read aloud in fifth grade class to be followed by watching the movie, based on the book

Complaint
Parents do not think that book is appropriate for fifth grade class read aloud

Summary (from the publisher)

Stanley Yelnat’s family has a history of bad luck, so he isn’t too surprised when a miscarriage of justice sends him to a boys’ juvenile detention center, Camp Green Lake. There is no lake – it has been dry for over a hundred years – and it’s hardly a camp. As punishment, the boys must each dig a hole a day, five feet deep, five feet across, in the hard earth of the dried-up lake bed. The warden claims that this pointless labor builds character, but she is really using the boys to dig for loot buried by the Wild West outlaw Kissin’ Kate Barlow. The story of Kissin’ Kate, and of a curse put on Stanley’s great-great-grandfather by a one-legged gypsy, weaves a narrative puzzle that tangles and untangles, until it becomes clear that the hand of fate has been at work in the lives of the characters – and their forebears – for generations.

Honors & Awards

1998 School Library Journal Best Books of the Year

1999 ALA/ALSC Notable Books for Children

1999 ALA/YALSA Best Book for Young Adults

1999 ALA/YALSA Quick Picks for Reluctant Young Adult Readers

1999 Boston Globe Horn Book Award for Fiction – acceptance speech included 

1998 National Book Award for Young People’s Literature acceptance speech included

1999 Newbery Medal for Most Distinguished Contribution to American Literature for Childrenacceptance speech included

1999 Publishers Weekly Best Book of the Year

1999-2000 Maine Student Book Award Winner

Fanfare: The Horn Book Honor List Selected from the Books of 1998

Instructor Best Books of the 90s

Reviews –  included

Book Report, May/une 1999.  pp.66-67 – highly recommended

Bulletin of the Center for Children’s Books, September 1998.  p.29

Cricket Readers Recommend.  Cricket, July 2003.  p.16

Horn Book, September/October 1998.  pp.593-594 – starred review

New York Times Book Review, November 15, 1998.  p.52

Publishers Weekly, July 27, 1998.  p.78. – starred review

 School Library Journal, September 1998.  p.210. – starred review

Alternative Readings

The following books are similar to Holes in that the stories involve a young person (or young people) who have adventures through which they encounter unusually quirky characters and that lead to the redemption of self (selves) and the rescue or salvation of others, i.e. friends, family, society.  All of the books listed below have been adapted into feature-length films.

The Dark is Rising by Susan Cooper (The movie is titled The Seeker.)

On his eleventh birthday Will Stanton discovers that he is the last of the Old Ones, destined to seek the six magical Signs that will enable the Old Ones to triumph over the evil forces of the Dark.

Harry Potter and the Sorcerer’s Stone by J.K. Rowling

Rescued from the outrageous neglect of his aunt and uncle, a young boy with a great destiny proves his worth while attending Hogwarts School for Wizards and Witches

The Lion, the Witch and the Wardrobe by C.S. Lewis

Four English school children find their way through the back of a wardrobe into the magic land of Narnia and assist Aslan, the golden lion, to triumph over the White Witch who has cursed the land with eternal winter

A Series of Unfortunate Events by Lemony Snicket

The first three books in the series–The Bad BeginningThe Reptile Room and The Wide Window–begin to chronicle the catastrophes and misfortunes of the resourceful Baudelaire children, as they become wealthy orphans and must elude a distant relative, the greedy and dastardly Count Olaf.

The Spiderwick Chronicles by Holly Black and Tony diTerlizzi

The moment the Grace family moves into the dilapidated Spiderwick Estate, strange things begin to happen. Jared, a curious, adventurous boy, quickly seeks out and finds the hidden laboratory of his great great uncle Arthur Spiderwick. He unleashes a mysterious force when he locates a field guide full of the secrets of the magical creatures that inhabit the forest surrounding the mansion.  Based on the five-book series.

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In both cases, the challenges were handled informally, through personal correspondence with the complainants.

Book Challenge: Deogratias

August 6, 2009

The following was originally posted on the MELIBS listserv by Kelley McDaniel <mcdank@portlandschools.org> on Mon, 28 Jan 2008 20:11:23  under the subject: Book Challenge.

Close to the time that I was wrapping up my fall at King Middle School, a student asked me to remove a graphic novel from the library.  After a long conversation, the student asked to make a formal complaint about the book and I supplied the appropriate forms. 

The student said, “I could name three or four other students in my house who would be offended by that book.” 

I replied, “None of those students that you name would be forced to read it.  If you don’t like the book, don’t read it.  I would only have to think of one current or future student who might benefit from access to the book, in order to justify its being here.”

The student’s complaint was racist language and violence, citing a specific illustration on one page.

I felt very badly about having to hand this intellectual freedom issue off to the librarian who came in to replace me while I was on sabbatical.

The issue is still in process and I have been thinking about it a lot lately.

I can only hope that the complainant in this case puts as much energy toward fighting racism and violence and ending genocide in real life, as s/he has put into trying to censor the depiction of racism, violence and genocide in this work of fiction.

I did collect book reviews and write up a Book Rationale, which I have included below.

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deogratiasABook Rationale for Deogratias by J.P. Stassen

prepared by Kelley McDaniel, Librarian, King Middle School

December 2007

Location: King Middle School Library

Use: free and open access; used in conjunction with studies of graphic novels, genocides, Africa, Rwanda and Paul Rusesabagina

Possible Complaints: profanity, violence (including sexual violence), racist language, genocide, inappropriate subject matter for young people

Description: This graphic novel originally published in French, in Belgium, paints an emotional picture of life in Rwanda leading up to, during, and immediately following the Rwandan genocide.  The story is told, through flashbacks, from the point-of-view of a Hutu young man, who struggles to retain his own humanity while witnessing and finally, participating in the atrocities.

This book was given to me by the publisher at an ALA Conference.  I read the book and thought that it had value in the KMS library for a number of reasons:

1)     we have students from Rwanda and we have the responsibility to represent them, their history, and their experiences in the literature that we provide;

2)     our Rwandan students’ classmates and peers who want to know about and understand the Rwandan genocide deserve access to such resources;

3)     the KMS library has books, including graphic novels and literature with graphic descriptions of horrific acts of violence, about other genocides, including Apartheid, the Holocaust, the Armenian genocide, the Bosnian genocide, Pol Pot’s regime, and the genocide in Sudan;

4)     this is one of few books about the Rwandan genocide I have found that is accessible to young people;

5)     although this book is about the Rwandan genocide, it explores issues related to genocide in general, which has been a topic of study here.

I did not put Deogratias immediately into the KMS library collection; I considered it for a year.  In the end, I decided to add it to our collection based on the reasons enumerated above.

Although the book has not circulated extensively, it has been used meaningfully by members of the King Middle School community:

o     Two years ago, Paul Rusesabagina (the hero memorialized in the movie Hotel Rwanda), spoke at USM and that year, as well as the following year, I had requests for books and stories about Rwanda and the Rwandan genocide. 

o     Last year an eighth grade student was doing a project on Paul Rusesabagina and the Rwandan genocide and asked me for anything else I had on the subject.  Among other things, I gave that student Deogratias.

o     This fall, a teacher was taking a course and doing a project on graphic novels. Deogratias was one of the graphic novels that I gave to that teacher to use for an in class presentation.

Deogratias is for mature and sophisticated readers, but we do have students who can understand its content and appreciate its artistic and literary merits.

I do not question or argue with the fact that a student complained, or that the student was upset and offended by the book; as a matter of fact, I apologized for the offense that was experienced. 

I take issue with the student’s request that since that student was offended by the book, no current or future King Middle School student should be allowed access to it. 

No KMS student is forced to read a particular library book.  The KMS library advocates choice when it comes to student reading. 

Each year, in preparation for Summer Reading, I explain that there is no book in our library or on the reading list that is appropriate for everyone, but, “every book is appropriate for someone.” As a way of explaining intellectual freedom to students, I frequently use the example that I do not like hate language and am offended by it. 

“What if I borrow a book from the library and I find that it contains racist language?  What can I do?” I ask.

One student always replies, “Stop reading it and return it to the library.”

I also explain, “I like to know what you don’t like (and why), as it helps me help you find books you will like. But,” I say, “No one person has the right to say, ‘Because I don’t like it, YOU can’t read it.’   That right – the freedom to read – is up to each individual reader.  And I’m here to defend that right for you.”