Chris Dunning- Pasco Superintendent
1. Please share your thoughts related to the importance of the school library/media center and the role of a certified, trained librarian/media specialist in schools.
School libraries, or media centers as they are often called, are the heart of a school. They are spaces for learning, exploration, and discovery. They provide access to a wealth of knowledge and resources that can enrich the educational experience of our students. In our increasingly digital world, they also serve as hubs for technology and digital literacy. The role of a certified, trained librarian or media specialist is crucial in this context. These professionals are not just custodians of books and resources; they are educators, guides, and tech-savvy facilitators who can help students navigate the vast landscape of information. They teach critical thinking, promote literacy, and foster a love of reading. They also collaborate with teachers to support curriculum and enhance student learning. As Superintendent, I would advocate for the continued support and enhancement of our school libraries and media centers. I would like to investigate getting back our certified, trained librarian/media specialist in every school, as they play a vital role in our educational ecosystem.
2. Florida school libraries/media centers have always supported parents' rights to direct their students' education. How would you balance parental rights and student access to library materials, especially given that some books trigger different reactions among parents, all of whom deserve rights?
I firmly believe in the importance of parental involvement in their children’s education. Parents have the right to guide their children’s learning and development, and this includes their exposure to various materials in our school libraries. At the same time, it is crucial to maintain the integrity of our libraries as spaces for exploration, discovery, and learning. Balancing these two aspects can indeed be challenging, especially considering the diverse views among parents. Some books may trigger different reactions, and it’s important to respect these perspectives while also ensuring that our students have access to a wide range of materials. One potential solution could be the implementation of a “parental consent” shelf. This would be a special section in the library where books deemed sensitive or controversial could be placed. Access to these books would be granted only to students who have received explicit permission from their parents. This approach respects parental rights and allows them to have a say in what their children can access, while also preserving the educational value of our libraries. However, it’s important to note that this would not be a decision made in isolation. Any such changes would involve discussions with educators, parents, and students. We would also need to consider the potential implications on students’ freedom to read and learn. I am committed to working collaboratively with all stakeholders to find solutions that respect parental rights, support student learning, and uphold the values of our educational community.
3. Students have access to reading material through captive classroom instruction, read-alouds and novel studies, as well as through self-selection in libraries where they choose their own book. How would you differentiate between the appropriateness of reading material in a captive classroom vs. self-selection in the school library?
In a classroom setting, the reading material is often chosen by the teacher and district curriculum guides, learning objectives, and the developmental level of the students. These materials are used for direct instruction, read-alouds, and novel studies. The appropriateness of these materials is determined by their relevance to the curriculum, their educational value, and their suitability for the age and maturity level of the students. On the other hand, the school library is a place for students to explore their interests and broaden their horizons. The books here are self-selected, allowing students to choose what they want to read based on their interests, reading level, and curiosity. The appropriateness of these materials is more subjective and depends on the individual student. However, the selection should still be guided by principles of age-appropriateness and respect for community standards. Balancing these two aspects is crucial. While we want to encourage students to explore and discover new books on their own, we also need to ensure that the materials they have access to are appropriate and beneficial to their learning. As Superintendent, I would work closely with educators, librarians, and parents to ensure that our policies reflect this balance. We would work together to create guidelines that respect the different purposes of classroom instruction and library exploration, while also considering the needs and rights of our students and their families.
4. As written in Florida House Bill 1069, “Parents shall have the right to read passages from any material that is subject to an objection. If the school board denies a parent the right to read passages due to content" deemed unsuitable as defined in the bill, the school district must discontinue use of the material. If a reader is denied, explain why you would interpret the law by supporting or opposing a fair and public review of the book, as outlined in each district's objection policy.
The bill clearly states that parents have the right to read passages from any material that is subject to an objection. If a parent is denied this right due to content deemed unsuitable, the school district must discontinue the use of the material. This provision underscores the importance of parental involvement in their children’s education and the respect for community standards. However, it’s crucial to balance this with the educational objectives of our schools and the professional judgment of our educators and librarians. Books can often challenge us, provoke thought, and encourage critical thinking. They can expose students to diverse perspectives and experiences, which is a vital part of education. In the event of a reader being denied, I would support a fair and public review of the book, as outlined in each district’s objection policy. This process should be transparent, inclusive, and respectful of all viewpoints. It should involve educators, librarians, parents, and even students where appropriate. This approach ensures that decisions are not made unilaterally or hastily, but are the result of careful consideration and discussion. While I respect the intent of the bill to protect students and uphold community standards, I believe it’s essential to preserve the integrity of our libraries as places of learning and exploration. We must strive to create an environment that respects parental rights but also fosters intellectual freedom and the love of reading in our students. This is why providing a 'Parent Consent Shelf' would allow all families to have a say in their child's education without impacting other families' decisions.
School libraries, or media centers as they are often called, are the heart of a school. They are spaces for learning, exploration, and discovery. They provide access to a wealth of knowledge and resources that can enrich the educational experience of our students. In our increasingly digital world, they also serve as hubs for technology and digital literacy. The role of a certified, trained librarian or media specialist is crucial in this context. These professionals are not just custodians of books and resources; they are educators, guides, and tech-savvy facilitators who can help students navigate the vast landscape of information. They teach critical thinking, promote literacy, and foster a love of reading. They also collaborate with teachers to support curriculum and enhance student learning. As Superintendent, I would advocate for the continued support and enhancement of our school libraries and media centers. I would like to investigate getting back our certified, trained librarian/media specialist in every school, as they play a vital role in our educational ecosystem.
2. Florida school libraries/media centers have always supported parents' rights to direct their students' education. How would you balance parental rights and student access to library materials, especially given that some books trigger different reactions among parents, all of whom deserve rights?
I firmly believe in the importance of parental involvement in their children’s education. Parents have the right to guide their children’s learning and development, and this includes their exposure to various materials in our school libraries. At the same time, it is crucial to maintain the integrity of our libraries as spaces for exploration, discovery, and learning. Balancing these two aspects can indeed be challenging, especially considering the diverse views among parents. Some books may trigger different reactions, and it’s important to respect these perspectives while also ensuring that our students have access to a wide range of materials. One potential solution could be the implementation of a “parental consent” shelf. This would be a special section in the library where books deemed sensitive or controversial could be placed. Access to these books would be granted only to students who have received explicit permission from their parents. This approach respects parental rights and allows them to have a say in what their children can access, while also preserving the educational value of our libraries. However, it’s important to note that this would not be a decision made in isolation. Any such changes would involve discussions with educators, parents, and students. We would also need to consider the potential implications on students’ freedom to read and learn. I am committed to working collaboratively with all stakeholders to find solutions that respect parental rights, support student learning, and uphold the values of our educational community.
3. Students have access to reading material through captive classroom instruction, read-alouds and novel studies, as well as through self-selection in libraries where they choose their own book. How would you differentiate between the appropriateness of reading material in a captive classroom vs. self-selection in the school library?
In a classroom setting, the reading material is often chosen by the teacher and district curriculum guides, learning objectives, and the developmental level of the students. These materials are used for direct instruction, read-alouds, and novel studies. The appropriateness of these materials is determined by their relevance to the curriculum, their educational value, and their suitability for the age and maturity level of the students. On the other hand, the school library is a place for students to explore their interests and broaden their horizons. The books here are self-selected, allowing students to choose what they want to read based on their interests, reading level, and curiosity. The appropriateness of these materials is more subjective and depends on the individual student. However, the selection should still be guided by principles of age-appropriateness and respect for community standards. Balancing these two aspects is crucial. While we want to encourage students to explore and discover new books on their own, we also need to ensure that the materials they have access to are appropriate and beneficial to their learning. As Superintendent, I would work closely with educators, librarians, and parents to ensure that our policies reflect this balance. We would work together to create guidelines that respect the different purposes of classroom instruction and library exploration, while also considering the needs and rights of our students and their families.
4. As written in Florida House Bill 1069, “Parents shall have the right to read passages from any material that is subject to an objection. If the school board denies a parent the right to read passages due to content" deemed unsuitable as defined in the bill, the school district must discontinue use of the material. If a reader is denied, explain why you would interpret the law by supporting or opposing a fair and public review of the book, as outlined in each district's objection policy.
The bill clearly states that parents have the right to read passages from any material that is subject to an objection. If a parent is denied this right due to content deemed unsuitable, the school district must discontinue the use of the material. This provision underscores the importance of parental involvement in their children’s education and the respect for community standards. However, it’s crucial to balance this with the educational objectives of our schools and the professional judgment of our educators and librarians. Books can often challenge us, provoke thought, and encourage critical thinking. They can expose students to diverse perspectives and experiences, which is a vital part of education. In the event of a reader being denied, I would support a fair and public review of the book, as outlined in each district’s objection policy. This process should be transparent, inclusive, and respectful of all viewpoints. It should involve educators, librarians, parents, and even students where appropriate. This approach ensures that decisions are not made unilaterally or hastily, but are the result of careful consideration and discussion. While I respect the intent of the bill to protect students and uphold community standards, I believe it’s essential to preserve the integrity of our libraries as places of learning and exploration. We must strive to create an environment that respects parental rights but also fosters intellectual freedom and the love of reading in our students. This is why providing a 'Parent Consent Shelf' would allow all families to have a say in their child's education without impacting other families' decisions.