Intellectual Freedom Competencies for Students

In response to Dr. Moeller's podcast lecture for the week of May 13th, I decided to focus on her questions pertaining to the Intellectual Freedom Competencies for Students portion of the American Library Association (ALA) document, "Intellectual Freedom Core Competencies" for my first blog entry.

1. Are these reasonable assumptions to make?

Maybe a better word to use here would be "expectations." In other words: Are they reasonable expectations to make? To answer this question directly, Yes, I believe they are reasonable expectations to make. I will elaborate on this a bit further in question #4.

2. Where do you think technology fits?

I believe it is key for the student/librarian to understand that the Bill of Rights (especially the First and Fourth Amendments) are applicable as far as the rapidly changing world of technology is concerned too. For example, film, audio, video, computers, and the Amazon Kindle.

3. Do you agree with these competencies?

For the most part, I do agree with these competencies. In short, I think they are a good start. However, I believe they should be a part of a "living" document that will expand and grow in the future (as the need arises).

4. Are these competencies realistic to expect of library school students?

The short answer is, "Yes." Many of these competencies should have been developed along the "educational path" of most Americans. For example, one should have learned about the First Amendment to the U.S. Constitution in their jr. high/middle school government class. In addition, many of these other topics are discussed in other classes along the way, including U.S. history, political science, journalism, etc.

5. Does it reflect one political persuasion? If so, which one?

Since the ALA is a liberal organization, I would have to state that it does reflect a more democratic persuasion. However, I do not believe there is any direct political connection.

6. What would you add or eliminate to these competencies?

At this juncture, I would not eliminate anything. However, I do not particularly care for the wording of the third point:

III. The student knows about the history of intellectual freedom within the American Library Association. He or she understands key ALA policy documents related to intellectual freedom, and is aware of the responsibilities of professional librarians with regard to intellectual freedom.

Of course I support the ALA and its mission; however, the issue of intellectual freedom goes beyond the ALA. I would feel more comfortable with this wording:

The student knows about the history of intellectual freedom; he or she understands key policy documents related to intellectual freedom, and is aware of the responsibilities of professional librarians with regard to intellectual freedom.