THE ALAN REVIEW Winter 2007

89

Defending Books:A Title Index

“. . . It takes a village to raise a child, but it takes only one complaint to raze a curriculum.” —Reid & Neufeld 1999, p.1

It is imperative, for ex-

ample, that they have

written rationales avail-

able to parents and the

community for each book

taught in a classroom,

although no books should

be required reading.

Back in the winter of 1993, I contributed anarticle, “Defending Books: A Title Index,” toThe ALAN Review, encouraging teachers to find

reviews and write their own rationales for books usingideas from the published ones (Sacco1993). A ratio-nale is defined by Jean Brown and Elaine Stephens(1994) as the articulation of reasons for using aparticular literary work, film, or teaching method (1).The sources of book rationales in that 1993 article arepresently out of print even though they are still veryuseful and should not be weeded from teacher orlibrary collections. It appears from examining thereports of book challenges by Charlie Suhor and MillieDavis that books with rationales sent by NCTE aremore likely not to be banned thanthose that do not have rationalesalthough empirical data on thislikelihood are not currently avail-able.

Since that 1993 piece of mine,many excellent, newer sources ofrationales have come into print ofchallenged and/or more recentlypublished books. Therefore, Iprepared an up-to-date title index(see Appendix A, An Index toRationales) to the best sources ofrationales presently in print to helpeducators locate rationales and toassist them in writing their own

before the censor appears. The titles that comprise theindex are predominately young adult fiction withclassics and a few films, plays, poetry books, andnonfiction. For the sake of brevity, the children’sbooks have not been indexed as well as an additional700 or more rationales that are available from theNational Council of Teachers of English when achallenge occurs. New rationales are frequently addedto NCTE’s database. Every teacher and educatorshould become familiar with the rationales indexedand documents at the NCTE’s Anti-Censorship Centerwebsite as well as American Library Associations’Intellectual Freedom Manual (2006). An educator doesnot have to be an NCTE member to go to NCTE’s

website and fill out the “Report ACensorship Incident Form” to reporta censorship problem or call 1-800-369-6283, ext. 3634 to get theexcellent assistance of Millie Davis,NCTE Director of Communicationsand Affiliate Services, if films andvideos, teaching methods, orliterary works are challenged.

I continue to help as many astwenty teachers each year withcensorship challenges, but only oneteacher in the past five years wasprepared with written rationale.Teachers are well-advised to beproactive as they select the litera-

Margaret T . Sacco

THE ALAN REVIEW Winter 2007

90

Once a book is used in

classroom teaching, teach-

ers should collect student

work to prove that their

educational objectives

were achieved. All this

information should be put

in a file to defend the

book if it is challenged.

ture that enters their classrooms and may also findthemselves better prepared to teach. It is imperative,for example, that they have written rationales avail-able to parents and the community for each booktaught in a classroom, although no books should berequired reading. Students should be able to selecttheir reading from an approved English departmentbook list. The instructional materials should be

selected to meet thewritten educationalobjectives and philosophyof the English departmentas well as specific literarycriteria stated on anevaluation form. Eachmember of the Englishdepartment should readand evaluate each bookand sign and date theevaluation form. In pointof fact, Don Gallo oncerecounted the experienceof a Connecticut curricu-lum specialist who suc-cessfully defended Bridgeto Terabithia by using

evaluations forms to prove that teachers judiciouslyselected the book for classroom teaching.

If a book is selected for use, all available ration-ales, photocopies of the reviews that recommend thebook and entries of the books in recommendedbibliographies should be collected. Once a book isused in classroom teaching, teachers should collectstudent work to prove that their educational objectiveswere achieved. All this information should be put in afile to defend the book if it is challenged. Additionally,since teachers with censorship problems are vulner-able to being formally reprimanded, educators shouldinsist that their teachers’ union put an academicfreedom clause in their teaching contracts prohibitingreprimands from being placed in their personnel filesif they receive a censorship challenge. Instructionalmaterials policies must be written stating that thecomplainant must prove in writing that the materialchallenged is inappropriate to insure intellectualfreedom.

Writing Rationales

Ken Donelson (1991) gives his usual wisdom toeducators when he suggests that one of the bestrationales for writing rationales is that “they forceteachers to write and have their writing available tothe public.” He insists that a good rationale answersthe following questions:(1) Why would you want to use this work with this

class at this time?(2) How do you believe this work will meet your

announced objectives?(3) What problems of style, texture, tone, and theme

exist for students in reading this work and how willyou meet those problems?

(4) Assuming that the objectives are met, how will thestudents be different for having read and discussedthis work? (18)

Additionally, there are numerous resources, articlesabout rationales with forms for teachers to fill in towrite rationales and examples to help them write arationale at NCTE’s Anti-Censorship Center.

Recommended Sources of Rationales

The resources that are annotated over the follow-ing pages should be purchased and made available toteachers in English departments and/or schoollibraries not only because they are examples ofexcellent defenses of books but also because they canbe used to get ideas to defend similar works or worksby the same author. For example, when I write a letterto defend the use of the offensive “n-word,” in schoolliterature, I have found individual essays defendingMark Twain’s The Adventures of Huckleberry Finnwritten by Jack M. Kean (1993) and Arlene HarrisMitchell (1993) in Nicholas Karolides, Lee Burress andJohn M. Kean’s (1993) Censored Books: CriticalViewpoints to be very useful. Additionally, there aremany valid arguments in these sources that educatorscan use to defend intellectual freedom. Educatorsshould think of well-written rationales as food for thebrain. The various writing styles used in the individualsources to defend books illustrate that there is no onebest way to write an effective rationale.(CD1) Rationales for Challenged Books, Vol.1. (CD-

ROM). Urbana, IL: The National Council of

THE ALAN REVIEW Winter 2007

91

Teachers of English and The InternationalReading Association, 1998. (NCTE, 1111 W.Kenyon Rd., Urbana, Il 61801, No. 38276members: $29.95; nonmembers: $39.95)

(CD2) Rationales for Challenged Books, Vol.2. (CD-ROM). Urbana, IL: The National Council ofTeachers of English, 2005. (No. 73314 mem-bers: $29.95; nonmembers: $39.95)

In 1995, NCTE and SLATE devised a plan tocollect rationales for educators. I made a presentationto the Standing Committee Against Censorship andSLATE suggesting the necessity of creating a databaseof rationales and offering the services of MiamiUniversity young adult literature students to contributeto the collection. M. Jerry Weiss solicited donationsfrom publishers so the rationales would be available toteachers for a modest price. Rationales for ChallengedBooks, Vol. 1 consists of over 200 rationales of over170 books and film titles appropriate for young adults.All titles are arranged alphabetically. Miami Universityyoung adult literature students wrote most of therationales. Rationales vary in length from three to overtwenty pages. There are a few children’s books,nonfiction, and films in the collection. Rationalesusually contain an introduction that identifies awardswon by the book or author; suggestion of youngestage or grade level that the book is appropriate for withan APA citation; summary of the book, theoretical andredeeming values of the book; teaching objectives;lesson plans; why the book is controversial, why thebook should not be banned; annotated alternativebooks, information about the author, and references.

In Rationales for Challenged Books, Vol. 2, 112rationales are arranged alphabetically by title andwritten by Jocelyn Chadwick’s Harvard UniversitySchool of Education graduate students and MiamiUniversity young adult literature students. Thecollection consists of less-known and well-knownyoung adult titles and classics that may be used inmiddle and high schools. Each three- to four-pagerationale frequently includes intended audience of thework; a brief plot summary, potential objections to thework and advice on how to address such objections;list of reviews of the work and awards, if any, it hasreceived, and usually alternative works are suggested.In addition, valuable resources are provided such asNCTE Guidelines on Censorship & Intellectual Free-

dom, a form for writing your own rationales, and asample presentation to a school board in defense of achallenged book.(CB1) Karolides, Nicholas J., Burress, Lee & Kean,

John M. (Eds.). Censored Books: CriticalViewpoints. Metuchen, N.J.: Scarecrow Press,1995. (ISBN 0-8108-4038-3 $44.50 pap.)

(CB2) Karolides, Nicholas J. (Ed.). Censored BooksII: Critical Viewpoints, 1985-2000. Lanham,MD: Scarecrow Press, 2002. (Scarecrow Press,4720 Boston Way, Lanham, MD 20706, ISBN0-08108-4147-9 $48.)

Both editions contain scholarly rationales of oftenchallenged poetry, nonfiction, and/or fiction forchildren and young adults that are frequently taught inschools. The rationales are well-written by acclaimedauthors, librarians, and/or scholar teachers andillustrate several ways to write an effective defense ofbooks. There are several rationales written by theauthors of the frequently censored books. The briefessays address why the books are challenged and theoutcomes and gives specific reasons why the booksshould not be banned. Censored Books: CriticalViewpoints covers controversial books challengedduring the years from 1950 to 1985 and is comprisedof two parts. Part I consists of essays by noted authorson perspectives on censorship by omission andcommission; and Part II is composed of 63 rationalesin alphabetical order. Censored Books II includesrationales of the most challenged books available tochildren and young adults from1985 to 2000 andconsists of an excellent foreword by Nat Hentoff and65 rationales that include five series titles. Therationales are in alphabetical order with an index ofauthors and titles in one alphabet.(RCM) Reid, Louann (Ed.). Rationales for Challenged

Materials. Fort Collins: CO: The ColoradoLanguage Arts, 1987. (Louann Reid, EnglishDepartment, Colorado State University, FortCollins, CO 80523-1773 $8).

The purpose of Rationales for Challenged Materi-als is to help teachers select and defend good booksand films for young adults. Educators contributed 25well-written rationales of books that would appeal toand benefit young adults. Each article containsbibliographic information; intended audience, asummary of the work, relationship of the material to

THE ALAN REVIEW Winter 2007

92

the educational program, impact on readers; potentialproblems with the work and ways to address them;references used; and alternative works. Articles aboutcensorship and resources for combating censorship areincluded. In one article, Reid suggests and annotatesthe following novels that can be used singly or aspairs or groups to teach young adults about censor-ship: Fahrenheit 451, The Day They Came to Arrest theBook, Memoirs of a Bookbat, A Small Civil War, andThe Last Safe Place on Earth.(HLC) Becker, Beverley C. & Stan, Susan M. Hit List

for Children 2: Frequently Challenged Books.2nd Ed. Chicago, IL: American Library Asso-ciation, 2002. (ALA, 50 E. Huron St., Chicago,Il 60611, ISBN 0-8389-0830-6 nonmember $25,member $22.50).

(HLYA) Lesesne, Teri S. & Chance, Rosemary. Hit Listfor Young Adults 2: Frequently ChallengedBooks. Chicago, IL: American Library Associa-tion, 2002. (ISBN 0-8389-0835-7 members$22.50 nonmembers $25.)

Both of these publications of the ALA’s Office forIntellectual Freedom contain rationales of the mostcommonly challenged books appropriate for youngadults and/or children and update the previous out-of-print editions, Hit List for Children: Frequently Chal-lenged Books (1996) and Hit List: Frequently Chal-lenged Books for Young Adults (1996). Hit List forChildren 2 offers suggestions for protecting 24 books,which includes two series and is arranged in alpha-betical order by author. In Hit List for Young Adults 2the editors suggest how to protect 20 books and theessays are arranged in alphabetical order by title. Eachentry in both books gives full bibliographical informa-tion and range in length from 1–4 pages. The essaysinclude a summary of the challenged book withinformation that defends the use of the book in thecurriculum or library; a history of its censorship withresults; reviews of the book; articles about the book;background articles; references about the author; andsources recommending the book. An appendix in HitList for Children 2 informs the reader what ALA doesto help librarians. Hit List for Young Adults 2 has thefollowing invaluable appendixes: reference worksabout authors, resources recommending challengedbooks, selected recent books on intellectual freedom,internet sites of intellectual freedom advocates,internet guides to intellectual freedom, tips for dealing

with censorship and selection, how to write a bookrationale by Gloria Pipkin, the Library Bill of Rights,and ALA’s statement, The Freedom to Read.(RTYAL) Reid, Louann, & Neufeld, Jamie Hayes

(Eds.) Rationales for Teaching Young AdultLiterature. Portsmouth, NH: Boyton/Cook,1999. (Heinemann, P. O. Box 6926, Ports-mouth, NH 03802-6926, ISBN 1-693056-04-X$23.)

Contains 22 excellent rationales of worthwhilebooks for young adults arranged in alphabetical orderand recommended for classroom teaching. Eachrationale contains bibliographic information, anexcerpt from the book, intended audience, summaryand relationship of the material to the program,impact on readers, potential problems with the workand ways to address them, references, and alternativeworks. The thought-provoking introduction andafterword should be read by all in-service and pre-service teachers. Additionally, there is an author indexof titles mentioned in the text and an index of ration-ales by recommended grade level and theme.

In addition, educators have so many otherinvaluable resources that can be used for defendingindividual works and/or justifying the use of youngadult literature in the classroom such as From Hintonto Hamlet: Building Bridges Between Young AdultLiterature and the Classics (Hertz and Gallo 2005),Adolescent Literature as a Complement to the Classicsseries (Kaywell 1993-2000), Reading Their World: theYoung Adult Novel in the Classroom (Monseau andSalvner 2000), Interpreting Young Adult Literature:Literary Theory in the Secondary Classroom (Moore1997), Teaching Banned Book (Scales 2001) andAdolescents in the Search for Meaning: Tapping thePowerful Resource for Stories (Warner 2006). Theseexcellent resources should be in every English depart-ment library.

A chart of previously challenged books and thesources for their rationales follows.

Margot T. Sacco is an associate professor in the Depart-ment of Teacher Education, at Miami University of Ohio.She has been teaching Adolescent Literature for 33 yearsand has been a member of ALAN since its beginning. Shewas a member of the Standing Committee againstCensorship for three terms. Her publications have ap-peared in The ALAN Review, The ALAN Newsletter,

THE ALAN REVIEW Winter 2007

93

Computers in Libraries, Emergency Librarian, PreservingIntellectual Freedom, Writers for Young Adults, Vol 3,Ohio Media Spectrum, ERIC: Resources in Education, andFocus: Teaching English Language Arts. She is a contribu-tor to Rationales for Challenged Books, Vol. 1 & 2 (CD-R0M) (NCTE).

Works CitedBrown, Jean E. and Stephens, Elaine C. “Rationales for Teaching

Challenged Books.” SLATE Starter Sheet. (April 1994):1-7.Donelson, Ken. “10 Steps Toward the Freedom to Read”. The

ALAN Review 20.2 (Winter 1993):14-19.Herz, Sarah K. and Gallo, Donald R. From Hinton to Hamlet:

Building Bridges Between Young Adult Literature and theClassic. Westport, Ct: Greenwood Press, 2005.

Kaywell, Joan F. Ed. Adolescent: Literature as a Complement tothe Classics (Vols. 1-4). Norwood, MA: Christopher–Gordon,1993-2000.

Kean, John M. “A Rationale for Teaching The Adventures ofHuckleberry Finn.” In Nicholas J. Karolides, Lee Burress, andJohn M. Kean, Eds. Censored Books: Critical Viewpoints.Metuchen, New Jersey: Scarecrow Press, 1993.

Intellectual Freedom Manual. 7th ed. Chicago, IL: AmericanLibrary Association, 2006.

Mitchell, Arlene Harris. “The Adventures of Huckleberry Finn:Review of Historical Challenges.” In Nicholas J. Karolides, LeeBurress, and John M. Kean, Eds. Censored Books: CriticalViewpoints. Metuchen, New Jersey: Scarecrow Press, 1993.

Monseau, Virginia R. and Salvner, Gary. Reading Their World:The Young Adult Novel in the Classroom. 2nd ed. Ports-mouth, NH: Boynton/Cook, 2000.

Moore, John Noell. Interpreting Young Adult Literature: LiteraryTheory in the Secondary Classroom. Portsmouth, NH:Heinemann, 1997.

Reid, L., & Neufeld, J. H. (Eds.). (1999). Rationales for TeachingYoung Adult Literature. Portsmouth, New Hampshire:Heinemann.

Sacco, Margo. “Defending Books: A Title Index.” The ALANReview. 20.2 (Winter 1993):39-41.

Scales, Pat R. Teaching Banned Books: 12 Guides for YoungReaders. Chicago, IL: American Library Association, 2001.

Warner, Mary L. Adolescents in the Search for Meaning: Tappingthe Powerful Resource for Stories. Lanham, MD: ScarecrowPress, 2006.

THE ALAN REVIEW Winter 2007

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m W

olfe

226-

236

Etha

n F

rom

e, E

dith

Wha

rton

XEv

er A

fter

, Ra

chel

Vai

lT

he E

xecu

tion

er, Ja

y Ben

net

tX

The

Fac

e on

the

Milk

Car

ton,

Car

olin

e Coo

ney

XFa

de,

Robe

rt C

orm

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X16

3-16

6Fa

hren

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451

, Ra

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dbur

yX

Falle

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Wal

ter

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167-

172

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3-17

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of

Stra

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Susa

n B

eth

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XFa

mily

Sec

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, N

orm

a K

lein

X

THE ALAN REVIEW Winter 2007

97

A F

arew

ell t

o A

rms,

Ern

est

Hem

ingw

ayX

237-

248

Fare

wel

l to

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zanar

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anne

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ki H

oust

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Feed

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. T.

Ande

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XFe

ll, M

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Ker

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Voic

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G

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for

Alg

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, D

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esX

249-

255

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ver, J

udy

Blu

me

X25

6-26

026

-28

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tain

head

, A

yn R

and

XFr

anny

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k th

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odm

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XFr

ench

tow

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gsta

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jam

in Z

epan

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XG

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lub,

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terr

upte

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usan

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XT

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X17

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526

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all

XG

o A

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lice,

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X26

1-26

729

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Aft

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acci

ato,

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XG

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for

the

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. Pe

ters

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Gol

den C

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ilip

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anX

The

Goo

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Pea

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268-

277

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(th

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L. S

tine

176-

181

57-5

8T

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rape

s of

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th,

John

Ste

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278-

287

The

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usan

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The

Gra

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arp,

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XT

he G

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opki

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Kat

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X18

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ardn

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187-

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row

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ole,

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XT

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arga

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X19

9-20

5T

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arm

ony

Arm

s, R

on K

oert

geX

Har

ry P

otte

r (s

erie

s), J.

K. Ro

wlin

gX

206-

212

44-4

6T

he H

eadl

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Cup

id, Z

ilpha

K.S

nyd

er21

3-22

4

THE ALAN REVIEW Winter 2007

98

Hea

rt o

f D

arkn

ess,

Jos

eph

Con

rad

XH

eart

brea

k an

d Ro

ses,

Jan

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32-3

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ello

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Lied

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Ker

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e’s

to Y

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el R

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Blu

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XA

Her

o A

in’t

Not

hing

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a S

andw

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ldre

ssX

288-

293

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Hob

bitt

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R. R. To

lkie

nX

The

Hou

se o

f Sp

irit

s, I

sabe

l Alle

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X22

5-23

3H

ouse

of

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illia

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leat

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Hou

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ango

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dra

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ner

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How

I P

aid

for

Col

lege

, M

ark

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toX

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the

Gra

cia

Gir

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ost

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ir A

ccen

ts,

Julie

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arez

XH

ow t

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t Fr

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ms,

Tho

mas

Roc

kwel

l23

4-24

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hees

e, R

ober

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mie

rX

243-

249

I H

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arga

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XI

Kn

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hy t

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aged

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ngs

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aya

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lou

X29

9-31

634

-36

I N

ever

Pro

mis

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Gre

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rgX

If B

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Str

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Cou

ld T

alk,

Jam

es B

aldw

in29

4-29

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I S

houl

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ie B

efor

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ake,

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1-17

9In

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ntr

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X13

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an, Ra

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ame,

Mon

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Hug

hes

XIr

onm

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rutc

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X55

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It’s

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ma

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2-33

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’s P

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ctly

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mal

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bie

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ris

259-

263

22-2

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ck, A

.M. H

omes

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cob

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XJo

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igza

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ontr

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sX

John

ny

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bo33

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bile

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arga

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bile

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urney

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Julie

of

the

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raig

head

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X33

8-34

226

9-27

819

-20

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fir

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ark

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haba

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X27

9-28

4

THE ALAN REVIEW Winter 2007

99

Keep

ing

Chr

isti

na,

Sue

Elle

n B

ridg

ers

XK

ill t

he T

each

er’s

Pet

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seph

Loc

keX

Kill

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Mr. G

riff

in,

Lois

Dun

can

X28

5-28

937

-38

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Kit

chen

God

’s W

ife,

Am

y Ta

nX

Lako

ta W

oman

, M

ary

Cro

w D

og &

Ric

hard

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37-4

6T

he L

ast

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sion

, H

arry

Maz

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290-

295

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Las

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fe P

lace

on E

arth

, Ric

hard

Pec

kX

The

Lat

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dra

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peto

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arnin

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ll, N

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XT

he L

earn

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Tree

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ordo

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arks

343-

350

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esso

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efor

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ying,

Ern

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J. G

aines

72-8

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Lig

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ilver

stei

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485-

489

54-5

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ater

for

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cola

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X23

-28

The

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the

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ltar

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here

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ng

Live

the

Que

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mer

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of t

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7T

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of

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XT

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athe

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wit

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panba

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27-2

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anch

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363-

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194

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Wat

son

187-

196

THE ALAN REVIEW Winter 2007

100

The

Mon

umen

t, G

ary

Paul

sen

XT

he M

oves

Mak

e th

e M

an,

Bru

ce B

rook

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27-3

6M

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Sam

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toph

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305-

323

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Lin

coln

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311-

323

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Ham

burg

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ul Z

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lX

379-

381

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on, Pa

t Con

roy

XM

y Po

sse

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ork,

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son

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ativ

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hard

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4-33

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ever

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ight

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lX

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Ker

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htjo

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htm

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ack

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3-34

3N

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y-Fo

ur, G

eorg

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rwel

lX

382-

387

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essi

on, Je

sse

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ris

XO

edip

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ex,

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Of

Mic

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en,

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X38

8-39

4O

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One

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in t

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of I

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ovic

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XO

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398-

413

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dith

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4-42

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ther

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6-15

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89-9

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X43

1-44

139

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tepp

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XT

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of

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kyX

41-4

2Pe

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mat

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Ste

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gX

The

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eon, Ja

y Ben

net

tX

The

Pig

man

, Pa

ul Z

inde

lX

344-

350

43-4

4

THE ALAN REVIEW Winter 2007

101

Plai

nso

ng,

Ken

t H

aruf

XT

he P

ower

of

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Bry

ce C

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enay

XT

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of

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XPu

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octo

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of

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rage

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mem

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hard

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XA

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turn

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-36

The

Sec

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of

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usan

Mon

k K

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XA

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Joh

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now

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6-46

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-46

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atte

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seX

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the

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lina

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380-

386

The

Sis

terh

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of t

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rave

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ts,

Anne

Bra

shar

esX

THE ALAN REVIEW Winter 2007

102

Slau

ghte

rhou

se-F

ive,

Kur

t Vo

nneg

utX

464-

470

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e D

ance

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aula

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XSn

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allin

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Dav

id G

uter

son

X39

5-40

2So

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of S

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nX

387-

394

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and

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D.

H.

Law

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XSo

ul D

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cque

line

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ace

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even

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rade

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rry

Spin

elli

XSp

eak,

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Hal

se A

nde

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X47

-48

The

Spi

rit

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se,

Will

iam

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XSp

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rudy

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124-

129

Stay

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and,

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min

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per

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