By Rebecca Ballenger, Associate Director, Worlds of Words Center
It is with great pleasure that we write to express our heartfelt thanks to our community for your support of our first-ever crowdfund campaign. We exceed our campaign goal, raising a total of $14,583!
Photo by Brie Bussell
By Rebecca Ballenger, Associate Director, Worlds of Words Center
We keep all the thank you letters we receive from our K-12 visitors. They often share their favorite part of their Worlds of Words Center field trip in these letters. We love these notes! It’s fun to read their thoughts around the exhibits they experience. They almost always mention books, and sometimes we get the best portraits of our staff. The gratitude expressed in these letters has a huge impact on our team.
By Rebecca Ballenger, Associate Director, Worlds of Words Center
The Worlds of Words Center exhibits allow people of all ages to embark on journeys that open windows on the world. Sometimes that world is right here in Arizona.
By Deanna Day, Washington State University, WA, and Barbara A. Ward, University of New Orleans, LA
In this final blog post—our fourth on this topic—we discuss the current situation in states that seem to be leading the charge in challenging or banning children’s books. We also consider community members and libraries who are standing up and speaking out for the freedom to read.
States with Many Book Challenges
It’s not hard to see that there are great divisions in the world of book challenges and banning, and there are some unexpected consequences to the recent publicity surrounding increased book challenges. For instance, one town, Kalispell, Montana, won’t be celebrating Banned Book Week this year since the ImagineIF library trustees have determined that the event is too divisive. The Library Board members are concerned about the influence of the American Library Association on the annual event, thus choosing to forgo any involvement in the occasion. Banned Book Week, which celebrates the freedom to read, has been in existence since 1982. Continue reading
By Rebecca Ballenger, University of Arizona, Tucson, AZ
The Worlds of Words Center of Global Literacies and Literatures in the University of Arizona College of Education announces the launch of its first ever crowdfunding campaign on October 2. The campaign aims to raise $10,000 to fund a year of exhibits that will spark the imaginations of visitors to the center.
Students from Paulo Freire Freedom School explore the exhibit, Around the World in 70 Maps.
“We are excited to launch our first crowdfunding campaign,” says UArizona Regents Professor and director of the WOW Center, Kathy Short. “This is a great opportunity to support our mission of sharing global stories. With help from the community, we can continue to provide enriching exhibits that inspire people of all ages.” Continue reading
By Deanna Day, Washington State University, WA, and Barbara A. Ward, University of New Orleans, LA
In this column we continue to explore recent trends in censorship and book banning by highlighting how authors feel about their books being challenged. Additionally, we offer some ideas for classroom teachers interested in supporting children’s rights to read by teaching about censorship and book banning.
It isn’t just teachers, librarians, and school board members who are put into the position of defending certain books. The recent attacks on books featuring certain types of stories have even had a chilling effect on the publishing industry, with some publishing houses shying away from topics that might be deemed controversial. Many authors of children’s and young adult books are finding themselves on the defensive because their books have drawn negative attention from parents and community members. Author Jason Reynolds, who has written a number of books that have been challenged such as Stamped: Racism, Antiracism and You (2020), a remix of the adult title Stamped from the Beginning: The Definitive History of Racist Ideas in America (2016) by Ibram X. Kendi and All American Boys (2015), cowritten with Brendan Kiely, emphasizes that limiting access to books limits kids’ curiosity and that banning books sends the message that kids shouldn’t ask questions. “Books don’t brainwash. They represent ideas,” he said. Continue reading
By Deanna Day, Washington State University, WA, and Barbara A. Ward, University of New Orleans, LA
In this WOW column, we will continue to explore the complex issues surrounding book challenges by focusing on the differences between book selection and book censorship or banning. It’s helpful first to define some terms and provide some historical context before revisiting the responsibilities of educators and sharing four picture books that have been challenged by parents in the past. Continue reading
By Deanna Day, Washington State University, and Barbara A. Ward, University of New Orleans
As books in libraries and parts of school curriculum suddenly become hot button topics, it seems important to address censorship and book banning. The next four columns of WOW Currents will seek to make sense of this complicated, increasingly controversial issue. The first week we will discuss supporting children’s rights to read and intellectual freedom. The following week we will advocate for selecting books carefully versus banning or “stealth censorship.” In the third week’s column we will share suggestions and ideas for teachers in supporting the rights of youngsters to read. The fourth week we conclude our exploration of this important literacy issue by looking at how some communities have begun pushing back against the current waves of book challenges and banning. Continue reading
By Kathy G. Short, University of Arizona, Tucson, AZ
Global news reports are constantly documenting increasing temperatures, extreme weather, and natural disasters from around the world. The 2023 K-12 global recommended book lists indicate an increase in books on climate change, endangered animals, and conservation of the environment. The books are set in different parts of the world and depict both the problems and possible responses. Continue reading
