Earle McAuley- Escambia District 4
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.
As a public-school English teacher with 22 years of experience across four states, I've seen the immense value of a well-resourced school library and a certified librarian/media specialist. I currently teach AP Literature and Composition to seniors as well as English I Honors; I also serve on our school's Library Committee, approving new book selections and sponsor of our school’s Literature Club. Access to diverse books is essential for students. A trained media specialist, given the autonomy to curate materials, plays a crucial role. “Library Day,” where students have the freedom to choose their own books, is an invaluable activity. The excitement of a new book and the guidance of a caring librarian who knows their interests can be incredibly powerful. For example, a librarian remembering a student's favorite author and setting aside a new release for them can make a lasting impact. Like all aspects of education, a good media specialist focuses on building relationships and can be transformational in a child's life. Effective resource use should prioritize encouraging reading over restrictions. A trained media specialist ensures age-appropriate materials, dispelling concerns about inappropriate content. School libraries and media centers, guided by specialists, foster a love for reading and educational growth. We must enhance students' access to diverse and engaging books.
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?
Common sense must prevail. Balancing parental rights and student access to library materials is crucial, as diverse reactions to books are inevitable. While parents should have a say in their children's education, it should not impede other children's access to information. Rating systems like “My Book Ratings” are popular but flawed. As Book Riot editor Danika Ellis points out, such systems often assume all parents share similar views, ignoring that many parents support access to LGBTQ+, BIPOC, and diverse books. There is a difference between pornography and literature though admittedly it can be hard sometimes to differentiate based on an excerpt or two. That is why professionals need to be able to do their jobs. For example, I have no problem with Persepolis, but I would not give Gender Queer to my middle schooler. However, if a parent wants their child to read Gender Queer, that is completely up to each parent to decide. All reading is valuable. Even if a child dislikes a book, it can spark meaningful conversations. If a book is upsetting, it provides a safe space to discuss difficult topics, preferable to encountering them unprepared in real life. Fiction offers a safer way to explore emotions and experiences. To ensure children are reading suitable material, parents can utilize existing resources: children's librarians, book summaries, and discussions with others about their reading experiences. These tools help parents make informed decisions without restricting access for others.
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?
As a teacher in a "captive classroom" setting who teaches advanced literature, I often navigate concerns about book selections. When a student or parent expresses discomfort with a course book, we have a discussion. If the discomfort persists, the student may choose an alternate selection of equal literary merit, selected by me to ensure I can effectively grade and answer questions. Although this means the student will miss some classroom discussions, we address this beforehand. Teaching is a balance of relationships and content. For self-selected books, the responsibility lies with the student and parent. Whenever I see a student with a book, I engage them in conversation about it. Additionally, as the Literature Club sponsor, I offer a middle ground. Our club, comprising about 20 students, meets monthly for a book club. Students propose books, we list them on the board, and then vote on our selection. This collaborative process is often a favorite part of our meetings.
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.
Life does not exist in a neat and tidy box. There is no universal rubric to judge a book’s maturity level. Do we count curse words, evaluate violent scenes on a points basis, or consider scenes exploring sexuality equally, regardless of whether they involve heterosexual or homosexual relationships? Any book available in our school libraries should be accessible for reading. However, context is essential. I've witnessed passages being read at school board meetings without context, which can be misleading. For instance, Harper Lee’s To Kill a Mockingbird contains tough scenes but is highly regarded in American literature. Similarly, Lorraine Hansberry’s play A Raisin in the Sun includes disturbing language, but this occurs in the midst of catharsis, and the play remains a fantastic piece of literature. Given these considerations, I argue that readers should not be denied access to books. However, there should be opportunities for discussing the literary merit of these works; and yes, this includes at school board meetings.
As a public-school English teacher with 22 years of experience across four states, I've seen the immense value of a well-resourced school library and a certified librarian/media specialist. I currently teach AP Literature and Composition to seniors as well as English I Honors; I also serve on our school's Library Committee, approving new book selections and sponsor of our school’s Literature Club. Access to diverse books is essential for students. A trained media specialist, given the autonomy to curate materials, plays a crucial role. “Library Day,” where students have the freedom to choose their own books, is an invaluable activity. The excitement of a new book and the guidance of a caring librarian who knows their interests can be incredibly powerful. For example, a librarian remembering a student's favorite author and setting aside a new release for them can make a lasting impact. Like all aspects of education, a good media specialist focuses on building relationships and can be transformational in a child's life. Effective resource use should prioritize encouraging reading over restrictions. A trained media specialist ensures age-appropriate materials, dispelling concerns about inappropriate content. School libraries and media centers, guided by specialists, foster a love for reading and educational growth. We must enhance students' access to diverse and engaging books.
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?
Common sense must prevail. Balancing parental rights and student access to library materials is crucial, as diverse reactions to books are inevitable. While parents should have a say in their children's education, it should not impede other children's access to information. Rating systems like “My Book Ratings” are popular but flawed. As Book Riot editor Danika Ellis points out, such systems often assume all parents share similar views, ignoring that many parents support access to LGBTQ+, BIPOC, and diverse books. There is a difference between pornography and literature though admittedly it can be hard sometimes to differentiate based on an excerpt or two. That is why professionals need to be able to do their jobs. For example, I have no problem with Persepolis, but I would not give Gender Queer to my middle schooler. However, if a parent wants their child to read Gender Queer, that is completely up to each parent to decide. All reading is valuable. Even if a child dislikes a book, it can spark meaningful conversations. If a book is upsetting, it provides a safe space to discuss difficult topics, preferable to encountering them unprepared in real life. Fiction offers a safer way to explore emotions and experiences. To ensure children are reading suitable material, parents can utilize existing resources: children's librarians, book summaries, and discussions with others about their reading experiences. These tools help parents make informed decisions without restricting access for others.
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?
As a teacher in a "captive classroom" setting who teaches advanced literature, I often navigate concerns about book selections. When a student or parent expresses discomfort with a course book, we have a discussion. If the discomfort persists, the student may choose an alternate selection of equal literary merit, selected by me to ensure I can effectively grade and answer questions. Although this means the student will miss some classroom discussions, we address this beforehand. Teaching is a balance of relationships and content. For self-selected books, the responsibility lies with the student and parent. Whenever I see a student with a book, I engage them in conversation about it. Additionally, as the Literature Club sponsor, I offer a middle ground. Our club, comprising about 20 students, meets monthly for a book club. Students propose books, we list them on the board, and then vote on our selection. This collaborative process is often a favorite part of our meetings.
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.
Life does not exist in a neat and tidy box. There is no universal rubric to judge a book’s maturity level. Do we count curse words, evaluate violent scenes on a points basis, or consider scenes exploring sexuality equally, regardless of whether they involve heterosexual or homosexual relationships? Any book available in our school libraries should be accessible for reading. However, context is essential. I've witnessed passages being read at school board meetings without context, which can be misleading. For instance, Harper Lee’s To Kill a Mockingbird contains tough scenes but is highly regarded in American literature. Similarly, Lorraine Hansberry’s play A Raisin in the Sun includes disturbing language, but this occurs in the midst of catharsis, and the play remains a fantastic piece of literature. Given these considerations, I argue that readers should not be denied access to books. However, there should be opportunities for discussing the literary merit of these works; and yes, this includes at school board meetings.