The URL can be used to link to this page

Home My WebLink About04/15/2015 - Minutes Renton Library Ad�isory Board cityor,t �j;, r ��; � � a: ---� r�,�.��1�Q�l Meeting Minutes Renton City Hall, 7�' Floor Council Cnnference Room April 15, 20Z5 � 5:30 p.m. I. CAI.E TD ORDER , Chair Erica Richey called the meeting to order at 5:35 p.m. In Attendance Members: Laurie Beden, Lynne King, Erica Richey, Catherine Ploue-5mith, Kim Unti City Staff: Leslie Betlach,Terry Higashiyama, Peter Renner, Mark Santos Johnson, Diane Wagner KCLS Staff: Mary Fullerton, Michele Niblock, Dri Ralph,Jo�n Sheller, Kim Winward II. APPROVAL O�AGENDA Lynne King made a matian to approve the agencla as }�resented. Kim Unti seconded. All were in favor, motian carried, agenda appraved. III. APPROVAE QF MINUTES Lynne King made a motion ta appra�e the March ZQ15 minutes with one spelling correction, Catherine Ploue-Smith seconded. All were in fa�or, motion carried, amended minutes appra►►ed. IV. ORAL COMMUNiCAT10N5 PUBLIC COMM�NTS None. V. BOARD CQMMUNICATIONS The Board welcomed our newe5t member, Kim Unti. Peter Renner briefly discussed the interview and selectian Process and Kim ga�e a brief introduction. Welcome to the Board! VI. ACTiON /BRIEFING pri Ralph, King County Library Facilities Design Coordinator,was at the meeting ta gi�e a presentation on the new art far both libraries. Dri started with the dawntown library by showing slides starting with the flaor plan and layout. The artist selected for the downtown library is Benjamin Moore from 5eattl�. He has worked closely with Dale Chihuly and is a Pilch�ck Glass School board trustee. He currently has art on display at the Seattle Art Museum and some of his work is featured around the northwe5t, including is same of the wealthiest hames! His work will be complimented with tF�e location�ust off from a large window and above a large community table. His work will be throughout the library in the children's, adult area, periodicals, etc.. The entire budget was spent on his work. The Highlands Library Iayout was also dispiayed in Dri's presentation and the art locations were associated with the layout drawings. The artist selected is Ethan Murrow, who was Ciry of Renton Library Board Minutes April 15,2015 Page 2 of 3 their first selection. His work is mainly iarge scale, graphite drawings. His work will be on the large wall nearthe teen area,#he wall in the children's area, the fiction and non-fiction area, and #he computer area along with the study area/room. Leslie Betlach, City of Renton Parks, Planning and Natural Resources Di�ectar, attending the meeting and provided a p�e5entation on the Sunset Neighbarhood Park Master Plan and area revitalization. She talked about the protess of hiring a cansultant in 2D07 and up0 to the progress where they are taday. Her presentation co�ered planned action, revised footprint for the future neigf�borhood park, the teams, meetings, and apen houses, the park c�mpflnent selection process and outcome/park canceptian seiection,the rnas#er plan adop#ion with the�nal concept selectians the projected costs and funding o�portunities, and the next steps. VII. CITY REPOR7/Terrv Hi�ashivama, Peter Renner Peter Renner discussed the progress on the Liberty Park Library. He said the canstruction is going well and the earthwork is being done naw. The ci#y is installing CCN cameras in #he area of the park and tGhe building siding is nearly complete. He's hoping to give the board a tour sametime in May. The Highlands library demalitian of area housing is progressing. They are testing for ashesto's and then the dema will commence s�metime in May. He said the bid pracess for the storm water facility�ust�shing and they expect construction will begin ti�e frst week of May. He also mentioned they will be pouring the concre#e for the roof in the next we�k. VIII. K[LS REPORT/JOHN SME!!ER John 5helfer introducecf the KCLS staff in attendance at today's meeting He briefly talked about the Skyway canstruction. He pro�ided a brief program update and talked about the summer lunch launch. Vill. OLD BUSINESS Lynne King briefly taEked about REACH center and said she would be set#ing up a meeting with Linda Smith to taik about what the Library Board may be able to do to assist witl� their needs. IX. NEW BU51NE55 None. X. iNFORMA710N Terry Higashiyama briefly discussed upcaming events, i.e. �olunteer I�anquet, Arbor Day/Earth Day, etc. �� . . . . .�,. H:��Baards and Commisslons\Li6rary Board�April 2015 � City of Renton Library Board Minutes April 15, 2015 Page 3 of 3 XI. ADJOURNMENT A motian was made by Catherine Ploue-Smith and seconded by Kim Unit to adjourn the April me�#ing. AI) were in fa�ar, motion carried, the meeting adjaurned at 6:50 p.m. . i nature � May Meeting � Wednesday, May 20,2015 Renton City Hall,7`h Floor Council Conference itaom .fune Meeting Wednesday,June 20,2015 Renton City liap,7"'Floor Counci[Conference Room �.�� - . . . s` H:�\Boards and Commissions�li6rary Baard\Aprif 2015 � S1GN-!N SNFE� _��f � .--. . � \� r,7.�Jri �,c{�r Renton Library �idr►isor�► Board �= - --� DATE: Wedr�esda , A ril 15, 2015 � ` Y p � Do you Name Address City/Zip Phone or Email wish to s e,�k? PLEASE PRlNT LARGE& CLEAR Yes No . : G S �.� - : _ _. ��e..��..,......�_.o........�,..,.......f...................... ...:......,.��. ...,......:.. .. .. ....,....................,......,....,..... ........ .......... , ,.. . � : . . _ . . . . K � �z�-� : _...e.�.._�i�1,K�..............4�.._.._.._..`....._....._..........._.._.._. ....._.._.._.._.._.._.._.._......_....._.._..�~._.. _.._.._.._.._..._._.._.._.._.�_.,_.__.._.._.._�._._.._.._..__ ....._...__. .._...._._ � � J�"� 5�� - 5 s-� r� ...............................................................�._.._.._.._.._..._._.._.._.._..e.._.._..e.._.._.._.._.._.._.._... .._.._.. .._.._.. . ._.._.._.._. . ..__._.._.._.._.�_.._.._...._,.,... .�_.._.. ..__..._ ,_ _r _�e�. w �2�� v�r�✓ �U C�� .�. .._ . . . . , - : - : _.._..e......................................e.._....._.._�._..�h....e...........,�..�..�.,.._�„�.,�.,... _�.,�„�„��.:��.��.��.��j.��.�,��.�„��.��.��.��.��.��.��.�6�,.�,.��.��.�,.�,.�,..�,.�,��..��.�,.�,.��.�..�,.��.�.��.��.��.��.�4��..��..��*�.��.��.�„� I � � � ' _.....,�' ..,�-{_...�._.._.��.._..e.................k�._�.._...... _...,�. _}__�. �,. ._ ��.,.� �_ ��_._ .T�� ...�__ ...__..__. .._...._._ _,�._ �.... ..�._ I � � : : � . a = . � . � /� � � - . . . �. ��o.��.��.��.��(�.��+(��.��.� �d. ��„��.��.�,.��.��.��.�..��i��..��.��.��.��.��.��.��.��.��.��.��.��.��.��.��.�,��.��.��.��b�-��.��.�� ,S,��,.��.. . ' i _.._.��_��:I�c...��b��=.................��_t---.�.._.._.._.._.._.._..__.._.._._ .,_.._�_�_�..__.._....a... .�..._.....�._.,_�._N_..._...,_.�.a_�,��...a__.._w_d_., _.,_...__. .._...._.. � : : : ..a.._ ..;_� .,rW_ . : j Le��nux��rcQ : KG .,,,�.,,....,.,,_................. : �'�.._.._.._.._.._.._.._..,.._.._..._.._. .,_,._,._,...._.._.....�.. ___.........._,._.._..„... ,.,.,....._....._,._...,... ...._..,_.. .._...._.. � � .� ..... ...................� .._.._.. .;. .� ........ .............................. ......�.._.._.....:.............._ _.._.._.._.._.._.. .._.....e....._.._..�.._..�........e .._.._.._.._.._.._.._......._ _.__.._.._.,...W_.._.._..__._.._......_._.._�._.._.._.._..... ,......._.. ...,..... 1�� v� � . �4� �.� � : . � ; � ................. ........................................�.._.....�....._.._....._.._..e..�.._.._.._.._....._..�.._..e.._.._.. . .._. . ..., ._... . ......, .,...� ... .„ ..,...,... ... .. .._..... ...... . _.._. ..�-. �.;- . � : : : ; � _ � . ; ... ......... .....� ._..e....__.._.._� +�._'�_....� ._......e.�, _..I�..._._.._.._.._.._.... ...�.._.:,....:..,_.�_.._:�..,..��,.�p..,.�....�.�,.., ._.__�.,...._�_..,_.�_._. ,.,.�_�e_...��.�,��.._e�� q��..��,.�,.. � [ � . . . . � ' " �.. � � . : : �-e kP � ' � . . ..e........v_..._._...�._.._._.. ,.._.r_.._. ....._.._ , . . .. .. . ............................... ..�.-.._.._ .e� . ._,.-.,—.r�.,-�-.-.p..�-,.5-,-.._.._. . . --[..-._e_... ..q._..__..._..._. � � , . .P . . ,..—_ . , . ,_. ' ; : : + JJJ �:{ ' " ' � �� 4�f�'�� . �� 7� ' � : : � , � i 3 . . ........ ......� .:_.._.._ ..�_.._. ...�.a::. ...�� ..... ..��_ .._.. .._...�...�..�...,. ._�.�..e.....�...n. . �......._. .�.��,.�..�o,...�..�...,.,............_..,._ ,..,.:....... ._.......�.�....{....._�..�.�.��o„��..��....,- i i i i i , , . , : : : v � _.._.,....._....,.._,.,..�,....�,.�-.�,..,_......................:s..�..�.. -,,.-,_ ,..�,.R..,...-�,.�,.�,.�,.�,.�,.�,.�,..,..,-.,,.�,..,.,-..t.,-..-.,-.,.�..�-�..�,.,..,-„-.,cc,-..,-,.-..�,,,-.,-.,-n-..-.,-.,..,-,,,.,,.,,�-�.�-�,.�,.,,..,..r��-..�,......�...a._..__..._.._. j [ ' ] [ t ] [ f ' c. ' a _...�._.._.,.�._.�..�_.�...................�__�..�....._...�._�....'ti..._.�..._.�...._.._�_..�_.._.�_.._�..�..�...�..._..,..�..�._.�_.._.._.�......_�.1.._e......�......�.....�...�_.�.....�{....�.....�..._e..._.._�._.�_.._.._.._.._.�.._..._..e...�.....�.....��._..�.......��S�.��.e..__..e. [ [ [ [ [ .................................__.._....._.._.._..._....�-....�.'._�. ..��--�.-.e��-.�-..��.��-�....,.�.��..�.-�.�.�....��.�.� ....�..:. . ....�.._.. , ................ ...._.._..-.�.. ' _ '""'"'"". """.."'.._ .._.�.............�-.—.�-.-�......._.._...._.._. ' .. . . . [. . . . . � i i C f [ ��.��.�.��.��.��.��.��„�ve�.��e�.��.��.�.� �..�.��.��..��.��.�.��.��..��.�..�..�..�..�...�..�..�..�.�.��.��.��.��.�� .�� ..��..�.��.��.��.��.��.�.. ��.��.��.��.��.��.��.. . .��.��.� , �.�..�.�� --� + F — � � � ` � � �r"""� �� • � � , � ` .�'w.�-� C� F �,,,R.. L'L1 � I q,�� rr� i �� ` � ��. = i � ��.""� � � _,� w �: � +��,1 �� ` �� L3 � ` `�' _ � ��c., � � '� f ��"`�' ,; '� ? ' ��- ��c � {� .,�'� ` 1 . ., i �y�°� � - .T.� �'!�s,�{ � 1 7`4�� i"�� s.. �� =44 � y '`� �� ' k ,r -� � }:: : ��.� � � � �'�E � � � .. �F _ � F � �w � �; �� ' �3 � , �; # , �. . �i� ��y ��,.� _ � � � � .,� , � : � � � �'�;� �� •� � � � ' �'- � � - � � . (U � �� "�` z � �' ��r� r�� fa � a �' � � � �� i � �� .� , �c Y =�t. L � , �— � �"�;- � ' . i� � r . ; � � � �� ` �: �� 0 �' "A � �. � � ''� , y, . � � �� _ � � � �` . }.° : , 4 i 1 * y�t�d.' ti � . � � 7 � * � f ,1 •� � � � T� � W � � � � / � ! . I � z I'i �� ; . � � � o �- � � s� €...# � � .� O +�+ � _ �� '� e-�1 +� � � �p � � � �� y ., O '— � °° � � ��~� � a �, � a m _ � �� N 3 � � � � � _ � ' �� _ �. � � � �� W �' C �. � � 'O Q p +� p� � _ � !a t�..�� L � � � � �. .� 3 = s � � � � � 'v � � � � � 3 � +� Q a O a S i � o � � °; �,, ,� �-' H -a "� s � � � •_ � � }' � � s � � � � ..- �; o .o ,,., a � � �t � 0 3 c s +� � :'= °' � � W � _ � � � .N � � .= O �c a � c a� � _ ,�., z �. o � v� s s� �° � � � L — � a� co � � � a aA �= � °' � v'1 .� p tv •� _ 'q� � � p � � � � � V OC _ OG � �. w V O �. � . � � � cCs �J'f • • • • • � � � I � L � � � � ,� � � .^ a € C � I �� E p `a � � � a � � � ; o � � � � � � � co � � � � - � � � � c �q � � � � s � r � � � � � C � ` � � o ao � � � � � � � � � � � � � � � � � � � �_W L ,y� � ��' � � C '� J �* � � �` � ° o��oo � V � � ��M�1��YM1�� — � � � � � E � � • � � x �. � � �,�+, � ° a � � �� N � � � , � "' c �'�. �.�_.�_.. Y ,...y'��-:�� N W O - f � �� M �./��. �� r�t , .:51 � ;. — ! � — V � � � i � �a� �`�,�t'�L � r �f� � � � •` `�_� _ `'� . # � � {R � 1� n @ � �} T O � , s� . � ` n � T lM � 1� �V+ �� - 4 �� "o � � �. * .� ��r .*� � � N -' _�-.. ,.. }�� / ;..::.,. . .. . w , -..� � � = � s .—. .v—,�,� �p'.'�'�". ..� � �.�� .�. -r " � ��,`�`c.�t� f � � � Qj � ��...�.... '{ a a , .' �n.�"" i 'fi�� Q� � � � .$ �a �� ^� ti t• � }�� ! s � � � u � �`� _ � �, .� � �u� � � ��. � �, �' � � � , , ;_,�..��.._ . ,�� {r�' � � � ,� �� : C/'1 � d � � � � � � y � � � � J ...r� � � �a W � � _ �� i `.f�..�. � ��L s� � � R � Q � L � � �� O � � �[_� _ .� p� , �.�`� ' 4 4A �` G� m � �{�"� _ '� � � '� � 3 = � �� L '� = t� �� .N i � � � ,� � ��-� � s �n ci .� p i .O Q �� O .y�� .� L � � � � � � � WY � � � � � � � � O � 3 � �o � '� 2 v � O L � _ `� � � � Q L a .� L � i � .� � .� � cri � o � � c°� _ � � � ca OC u_ GL . . . • 5 � u Y 3 � � � a a 16 O � a J � ` x� _ � � 3 � z� ,. �t� ,,`� .��` a a � z �� z ! � ,•` o �l.� � �� ,.r� � _ �� , � :� � �� 0 0 � . � ,-. � �� '*�:,. � c�a �. .,� ��, _ � ,` '~• o �.. �, ��...� L �{'�� . � o ci. a� f�� r � ,��,�,�t� a� � � �, � � �l� � - �' � � p Q � •� �� '� �` � ��`' , �'� `'� . ,� N s� � � , �, �'`�, � � V � � e?,. � � �� ,�-. � � � r � �� `' � �` { � �,► 0 f � p€�..= t x��.- - �i �fv -� ; . ,� - 4' ��r�-l _ ��-- V � � .�:� __- .� � � �� z � � . � . . � , - �_�-� �� A� � a � , � � •'�� ' � I : �.� ,� � � � a � � � �� o $ ` � � � �1`��" �� '� � � �� p � r`p� �. x a� � _ � �#� ' { ��' a �' Q � �` { �� ?� b � #� �' �' V fr� � + ++ a� r � y � Q �; � � �� ; `° �i Q � k o)�; ',�",�� F �.�' � � � �t`r'�la Q � 4 ` � � � •� �`�, �� ,�+�'" '�� `� 8 O � •� "��:��.�- .�� . - � �F'`� = o �- � � � 1 �i�I- �� `�,�� x�� ,.'�.:' � m. � � C � � �� '��"' I ��~ �-��M1��'�x� � � a �� a � 1��_—�._.vt� �. � � �.- �� c�i1 � � � (l� {n p `� I � � }�... .� M � '�'t �l � �lI I '.+! ! � ��o-�' I.F � � p� � �. . :), �,� , � �' �rr� '��- i .��:. �,.:� � � 'k ��...� � . T � ,� _ �� r,' � .r � �� r �� ' � � m ; i� O��" '• � � ."..> . . +.. -. - .:fr �. �. � S �� ..J �i� � � _ �� _� � � � �.� �� _ _ � " �' U'6'�� r, , � M �� L p . � . "'a � �, g t �` �� *� , � � H II ¢ � w � �� _ A� �'�� 3 � �� " '''� ��3. L ; : � 'n j: , � } +�+ ' ' � /� �'�' � ,;. � ��,�� .�*'lJ : . � �� '' � � � . � _ � �� p � - � ��IM Mil� 4 �Q � � f�iy��yn pyr.r�x b I � [� �o� F - N z -�'-� ' . � ��0. � �s � -" F '� Z ��y�'+~ � � _L� i F s i �. I �i ar � �.� � r� � . a � � = � F � � ��,�'�. o M '� � I � -� � �_ � s�� „ o � � .o � �� ;� s tua � -�- ._, zs '� � „ � ��,�� ' �� '� � o � p i " ��, � � � � ��s �°; V '�"� ; i � � ;�l' 1 � ,-�, � V�x+! Q} � � ; ' ,r',.#. t�� L � � ; c �� . �� _, x � j e —. � ` "''� , . � . � , . _ � �" � .� �, y - �l�5� ..� f � �//\ � �-. .� `s' � M .r. �� " r * -a- # �� In4a � �� i ' '�`�� •� ,� ,�--� � N � °�`L"''� o c� � �� G o m � ' o��,� � j = � , �`'�°'� CJ � o � � �� L N � � �� ,. [� O cn � .� � cn � U N � � N Qa }' � �, O "� I— v � � V �' � � O .� Q� Q � +n � Oa O W s- � h� � .� U � v1 0� � � . � N � >. � L r-1 �"' °� J .� O N � [0 � c c � � '� N � � � � u •� � Q, `� � � � ? — , _ � � �— cn � � 7► � a-' O O� � v' p � c op v Q� i � � . � S rl p � V O O ..... � Z� ca � � � � OJ s � a c�o � � � v �o 0� L V V a�. w �G L c� O � a� a� p � � ,� ,� � � � U Y OC C1C J :�, � � � � u.. � • • • [/� � • • • • • • • � - � . � � s... _ - - . � � � a. ,� _._.e_: - . _ • � � �_.a_ � � `� � '� r � _ t +-, � cn ' "� � � q� � � � � �, t 1�; , 1 � r' .1-a � � .�G � � � �� Ct3 ;:� ° � � �� _ � � , � � � � � � � p _:�t �, � 2 � c� O -°;Y "� � 7 { � � � A i � L � �- A �� :, "� � � � �� t ! °°�� ,��, i3 � � �� f ". E`�.",� ��F� ,..}' � � z � �, � � � a..� a' - � � � � � � � .��-�-�� , �.: � � w � C ��'� r � `' �� .�.., � � i ,: � [1� - _ � j � ,�ye��f �'.._„ u.�. ;,S .-��,� � � � � j A.�y'� :.i � � a � ... l � 0. , �� -� • � � s a ��... �, �k `� , � � ;� � ,� � � � ��'; �''� � a � �� t � �. ��. _ 1 �. �"� x � � � H j �� /�, r �`"�'ti`�^ � a a` �4 pmp i �� p �+� � a •�� _ � ��"""� �y � � � �' _ � �`1.� t ' � � � � � . �� . - � � � � � , r � a r - d . Fr�_"i�� + � 1 .� •� . H � 0. � � J � � �z � � 3 x ,.,� ,�� m � a �x� ��, � \7 ,L� � r� V1 ti � a .,s:��" - fQ ~ �u� ~� , �^o d- �=a � Hv s z � � � (p � a � � � a � a � � � � � � � �c O '� v�i � '� 3 � � 0.� � � � J � � � � � � � � � �c � � .. �.. � o ' � .� a. .� -� � .� �, � � � � ° `' � ct� � � � �� a -� •+ .Y M •� � n � � �•s � � m � � z �� s � �a � � �. a '� o � +, �,� �� Y � ai � � �,��'� �� a� � " � � 4 g,� � � � va�a�3a39 � � au�i � � �U � . . . • . • . V � � � � ��y � �4 ct ,,�f^.,� � �� ,� , � -� � �m � � o� �. v , _ � ' ��-� S o� 5 s V-�� 3 � �-' � _ � � � � � � �� . �� •� �� AO� � �� 37 C5 CS V "1 � � '�'' � i � � � a� � s � � � � � � �� z z . • � ,�� .�y �, .;::� -` � � y� '� � .�,j, �y �� '�v�s�� " "_ � y��'s � - � s �: •`' � y'�' � CQ '� ' , . � �- :1�,, � � Q� /- `, `��.•. � �� '�.�� • �,.��di ��4k . � � y �� f6 y :� - �� 1.�� /' � �' � � [� � q _ . ,-., . , � J AO �� ,, � � .�C � �� ,�+�� ' +-� cC3 � ��} y � -� s ,;°—, •U � - U � JC v � 6 [O -4� � Ll. � -• - N C5 �� L i 1 /�� .y � S � �i/ Q -_ . v1 p � q� � � +� � � '� � � � � ' Q � �5 � V1 �� 1 3 V t/1 .� � � 1 5 � ' � _� 5 � a�i � � .a� �RINGTOH � '�n'�' � q� c� CS :� � � � :NE �,�� Q � 0 � � � L �Q' �, , 'Fr O i Q7 d7 p "� � L v in . . � ��'�```,. 5 � •5 � v�i � •� 9-� � � , 'L m � •_. W ct � O o� � � ' • • • • y� � N in d � � -� � � j r�� , 1 � � � v .�� il �� m z ��-"�. m � � o�� _ � �. �� U ��°� _ -�.�-�s -+;�.,.� -- `� .«A�-'�� fY;-�_.- �. � �r�. �. ,�� .��' R y�� J i=� �� ..`�°� l ¢ �} � .�I. �L� �J ;f:yx 1 �� .�`, ��I ��Y� .'r� t s .� #� .i I' u��.�y' � � �� E5 �� *�4. .� p� � �:—,T� � � �� * �� E I ,�+�. � �F`�'L. �' �a 'T rr �,� �P. � a F�, � �4 _�, , '�i�� `�` '° � �+w�.�' i� � '� �� - � _ , � , �"'{, � �� .: ��'i i ��.� � �` �� + *�='... � �i a F.. Q a.� - ��fy,� ' , � t � � - ,� �� .� � .� �t u ��,� � ,�, . y . � � L� r 1' ^y � . . �, � . .' .. � f �- ,�` ��d --.r—� ..._. `�-J,n f.� , ,�s��;�. �'}'� �b.�. � y �r �� -J-- k._ { ` E`+4 '. �"� J� :� ��,�� ,� �� F p � � � � � [i � ,y. � 4 . L.i� � �— � ��{�� .} gs.. ,� .. � + "'►�'` L ,�,, # �� ",Y� s. � , �" ,�, , M � � � VI L �, � +•, ��'` ` � '� /[�'' r, .� � ' � � •_ T �' �AN��I'•' �L m � �� 4 x i, � LL ` , .��s��,�� , '�� ! ,�' ,��.. '� .� � � +� � } J � �I "� � +� '` . � , � a . - �- .�s�� ' t/� � � � � 3 � rw �� _ `. � N p . �; �p�, � .— , � � p � � ` �� s �''!. ��, Q . � ; .. � � � `$ �`�� . � O^ "�� O �. - �: � V .�..�G �� '� �� ' ,� r � � � � ,� fa �" � L1. .� � � �. M. ' ` � w i ' � ., � � i 7 . : f� i �4 { �. v 5 ' � " o ; I T � r. , � , , a y � �'� �--1 Q -' n ., — .� �;, �, } y--� � �1 � �'r'� ,�,.,'�`:.#�, � ..... � '� .y i.:, �,�f . '', �" 4n �{ .� � � � a . s. �� _._ . � cn � ,� ` � � k ; � � �, '3f ..'� �ti� � �� t�'+�; �� t, .' _ � 4 �r.ti:� �;, 'r�i .+.aa�.� � ��I s 1 ` � ' � 4 � ; �*�.,� ��'� l '� . �'s= }�,. ' '�q� • r.. ' r �rr r.. + . �� y�, ♦ a. + r � — ` 1Qa' � �j^ ♦ �. � 6 , \ �4 � ',''a�-�' ; . . r a � .-e� -�,' •,� \ � � f \ ��+'�: P . � .' � ;�� f �1��".�{ ti•�R 4 � 4 * . �y �y� � _�y'�` � i e ��'�. ri��, � , � � �� ' � , � � '" _ � a' 1�� _ �_ � �� .4 �� N , * ,* ` ''��#'.� .�_ � � - . ,�� p ... 4 ..+ *r ��! .�—^�� Y�� ./' _ ' � � � • `��+�¢p �#�a - .� `�� -', � • Q � y � ��' � �,�,�j,.sIk 4: f' .. �_# � � • a - �� ,�4r�� a � � � 4P t ��' ��: #'�. y * � � . ti. ��". �� 5 # J � �' �* ` � _ �.� . ..� '��;� • � � � �'F� 7t°' "�1e "•' _p P'� - ' =7 i',: �. .i� � ��.-� � .�F k , � �� *'�`"�� — ` i; • ; �w��# Y .... .. • — • 14— t •' yl � , � . i�•; ,,� e .� � 1. r�`! �. _ #�d��, ��.� •� �.�-� — � .�.'�`. � .� -k � -�i'� � L � i � 4 -�'� = f � �'� C � � -� O � �+ ,-�-�-� V � +, � � � �I #., ,�# Q �. U 0 �+�� .I--� 'i�+ f6 � '�"i m � i' w. � � Q� � .� w � V ! .' �� ,`#•�' � � U V 0 V � � i'�'� ca � � Q ro � � � n- O (.�j � � � � �-'�'`-,,� � � i � � � � � � � O � � a � a� � N � � O ii v � � � `�- '� `� cn U � � �l1 �, � � � ,j � � � �- � � � � � � .�., *, � :,� � ra � a� a� � � � � — z� �. T •— � .i. N •L'„ � L L 'W � L .}� N � � r-1 j C/'1 j � �V �> .� � �, s_ Q � � W � Q � � Q C � Ll. � o � . . . . � f':! ti�_�t,r r. � � o- } �._. . _ :� �� ' � .�:: s-- � �� ..,�� _ � � Qj " .*�r - � �,_,� i ��. .�,,,J - o �'1' 1r� ' �r . � �.� .1� k ,' E��, � ('� � ��+j� � ". � � � � -� - � � � �- �- ��Y t , � � ��,,, - � ` . . � a a ��.�� .�� _, -� �� . o e r � ` ��. � � �.. � � L 4. � �.� �� N� 0 ,. ' � � �e. - w, . ` ,i. � •� t � � �' �� 5 ,.F� W 4A . `` , N .- � . � ' � . W f � - ,_�� ;�� z � �,.,� _ � ' � � � -�--+ , . - < _ : O carii ; _ �� . � .' , � ,� � � �. .� � � � � '� d �� I� � �� '�.�. , . L �� ''_'� � � `a C� �i�� a� _ � � �� ;,.._. a � � 3 0 ,X w r� � � i 0� � � m � � p�� L � a `�' � ; � � � � � �aa3 � �'�� p � � � � �`�� L' 0- � � C7 � 'ir.''_�''� a � r� 3 a� : ,. n N N � � '� � � �Q� r � � - R L a �` C � C? �� i � �- �.Y� � �� m` , � $y � -�'�'�,�,_��a1 � � si T '� ��' `�► ��j►� '�! � .� � p' C .` �� a'. : Y - . �i �" w � ` f' �'�..� T�� Q .. +,�� .' 'i d1t��'°. w.�. r ....a-fa 'y�*&� ,iS- � � ..� '� J} . S �, 9�. f 7 .� �, �! � .� � �`.� � I.�P��'�� '�� *�'�. � �� E ; �7 � ��. ��. �#'� f� � �,��ag' � . � `?��•' �~� —=�� A �1� � �_'��-,�r= ��3 �,� "t� �t � " a �� ,, � � � �i,F �� p � � � . �- �,�� - � �'� �d�r' �: � � �C� x ;�� _ { �`� � ��. a °� � � � fB ' , �'�` f �-" � !. �" %'• !. �`* !'� � j T ' / / � � y� � '�,, �r 7J % � � �� ; � � �� I � � � �� J �� `� '' � ` � - �� - � . ��r �y�' � �� - � �•` - �. �` � cn '�- �� , �� .,� •' .a ..` ,�q -� r-I O �`,� � ,` . , ,� � `�: � O ,: «� � .� f �` ``�_� ! � ��_ •� ��,` 4 L : __ � : �:� � 0 `—�° �°�°• �r 'e 4 . ��k `�' � e� �' *��t k- I -_ �_d�� $��. � � C q �}�.��,f=M4pF�"Y F�+ ` �� `_— 6 j� f i � f i jjj I e�, } ^' � � �i :'.4��' �� '�R �� 7. �„'��'4�� W •� d �� ,e` _. N � r'� �.�4P Fs�,.re �i `'„�# � � � � .� �� f� ��'�—'� 'f O � ° a � � � � Q N ��y � C 1i � � � o �; � i= I r ¢� o ��'�'� . �1 � I� , �j� . � • , � � � V � d �� m � � -�-Y-� L = � i 0= r � i �� o " �� U � ��L fa � � t/'1 hQ L Q� ('� � � � `~ (/} � � � •� Q � � � � � .N CII .� � � � � � hA j � � 4- '� — o � � a� c� ,� � .� ,� �, � v � � � c� � '� � �, � � � L j L p �in q� .N � ' � � � � � '� a . . � [6 � a � L fQ � � � � � �7 �.�, � c� C �-+ cG � � � � +�-, � � L Q� 0�,1 N � � � � U � CO � � N � .� ra � � ',+-- p c/'1 � �, � � N � � O � O r-I O � � o � ° � o � v a � � � � V � � � � � � � � � � _ ..... o � L o L � � � � �' a� .� L Q) O U � '�'' � .� � L G � � � � � N � �! N � i Q� •� a � ° ° c�n a� v V '� � � vi '� � '� fB U -� '�' fB L V � z � � U U +� � " � O ._ (�7 L U Q' "a V � L � � � .� � �� Q Q w a. 00 � Q � a � � .--. � O � c m d n � � o rn � � v� O :i ` Q Q = � �+ � O � �y W Q . �+ � �ti�� Q � , � .,�.-t I i �"' � �� '� � � = 9 � �� a�. � ! � � � a� ati �a p•� � �� '�r L.��...�� .�� y . , , � � M � � ��y' ' ��; ' I }• �� r �� a� � � � `^ �> .z° �- ,+� �'� ; , x �� . � } �,�� I � � r L P�� .� �', 2 � �''_�' �1� C� � O�µ � a c( � �N �ti� .,�''� . 8 .e� N�N�a �.. - S1 ' � :� � � � � � , a` �-y�` 3�� 1fAARlNQTO � \� - � � �tVE Nd � X � � � _ m "�� a �T � � � + �� - ,�� '�.. �^ a� a �r�, �, = °� �� .�..� � �, � �� , ;'�, � ,�`. � 'o � , �� '3` � ../f � , � . s '�< � � � j'f' 4>O � I r y'[� � ` �` � Q �~} % �t � � �� , a � i� r � t S N � + t.l�� •N � a 3 � f , � �x � � � ' }�� x ♦ � � ��1 � ' � �0. ; V � � � ,� � � a--� � . x a �''�` �,s Q. O �.` �. � a� ..� ��,,e � �' �'`� '�� ' a� V ,� �, . .*', s .,Y .r _.F. -� � n i... .�' � �z � Q� x � � z � � � a� � � � � � � � � a , ,.. � �I L T I :,"# . � .= c� � � �' � �� i V `� L, ��E ,i '� .�..� cll ,�,...� '� c� m ++ p � �'-' m � � a _ � o � � _ ; ' �� V W � +� U �� _ .� � � -� O �3� � � � 0 � � 0 V � � N s d z o � �- c i � o� � 0 � � 0 � s... � '�} Q _ � � � N � � +-�' L � � N � � � u� o� � �- �i a � �' � Lv � `� L � v � � � '� � L V � — � � � � � � a � .� � o � o c� - � � � �- � � bU0 = = U c� -� �, � � � � u, � c� � _ � �n +' �� c a� c� c� �� c � c� � V�'! � a�-' •� � � � � � p � � � `a-' c� � •� � p � � v � o� a0 c11 ,_ (� 00 c� c� �- W ,�..� Z � � C d" N M M = N N r-I r-I � L � � }' V? - f6 � - �V � � � � � � � � � � � � � � � L � � ' � � � � � � � � � � � � � : � � a � �� 1 � ' c�.000� o.. � _ _., .._..��..! �_ � �, � �.._.._. � � �� f N � � "'� � �'v p��"_'i _� - �. � �� i z � � �.� ,m � � � � _ �; -'-4_g� � _� � � L � � 1�� f k� ,.��'_'� Q . ♦ �:�� - �'t��• ] ,E,J � � ` r ' � _.� � y` � . r � �......� �� ,�e. z t......_..�..� � r�.. �,� '�.: .,� f � �/�� .� !� .I � �� } ..� ��/� VJ � ' �` . *^ �/J r R �..�..�...�..�..�� " . +�-...�a rc.r.n� ...-� L � � _ � #` W � �.�.. � ,�_. ; � _ � � ;�� ,.� � � �� N � ��.� . � � � � � m ! 'I o �� Q��i � � a " �� U �k � 0 � co N V} Q ��l ;� = O f1' � O . a? � V �, ;,`� L � �,�� f6 V •� � � U � � a � �- m � a� ai o � "' ° L `~ � oc �, c� o � '� � � � � c� � � o p N � � ca � �, ,af � � � � L [!} 00 � � L � � � � � L � � � � � � � � � � � Q = � � Q Cl. Z � d � �j � 3 � • • • • • • f� . �, I - - � '� *�� " . {� _ a �- L �" � ��* � ' t,- � _ � � � � . � co 1'� � � �� . � . - - p � ..i.. . , . � � � �1' F� � ` � � �I ti/ .. . 5. �� 5 IL1 " �' � � O � . ��{ R . �%r��'�-#� �� I � . �p .�� .18.1 � � ry.,i ! � �`3"� �- _ - �` �� 7 L 4� �� ' �" � a�� r,.-0� �f ��j Q� � �,� �, . .� ti.- r . ._ . ..� ' ` � - � C� ,. ,� k � _ �� x � , '�a 1 � �_� � �� `� - ' � c/'1 ,� "� s,=�.�'� � � � Z - , - - � � � ^ ** - , � ___ � � �',`�-. 0 � �. �` � �„ _ : � . �. . V) � � � �:v� �_ � � _ ' � , �. � � �� ;.' ; � _ ..- '� ; . _ Q � - o _ i � '�°� �'�``�. � � • � � ;� r� ` , �` , ° ! � j i �,�}+� � �� `�,� y �� ` � `��r �. ;�'``,, � ,� � tw rt �. '�3-"�� 1�� . �r . � � �I �w�� .��.. �,..,.� �1, �� °� m � � �, ,� d �1 � r � y "Pr� '�- � � m j '� �.` � ��C ` {.� �� y_V� \ _,/�' ; V'�� h �� e � 1� � ��' ;��,,,,_ �` � ;4 _'''#� . �I k'`,� f � � �: �y , �°�� ` � �'��" � ,;.�-�.` �� ,. ,�. �,.,., ,� r ' � ��1 -:m, £,.7; , 6 �� , ' � Y ^ � w `• � �r``�j '`'� � y� �.� �'� �� ,; �-�� ..� � � � L� � �� `' �.��"'��_�,� w �f� � � F' � �� `;��"'3 ` � �_ � _ � � ( � � �y ' �y I� �, � �(6 �1� ..��"'e . � � �y� ��?;: rd- �� , W �a� ' tti+ e. • `w [�+ , �� .. � 4 „^'° y ' o r rw"�*. ta, � �� g � ��-�� . . � ' �"— �� "�� '� � � '�� r �___. .—_...a� � . S �� ,"-�.�,�., �7��`�' ��t,'�, ,� — > ��,� [ � { �� *� � T �fL 1 'Y f �`�. L�f df; �� ,�t �2 f,y/ ��L � } � T} � ~ ��A � ��. �� - � , � f . �� ,.� � ;.� �a- .� �� _ I,:�� }� � �� . ......,.. �;; �`� -f= �� ,;� � � M� � #C r F '� �3 � ��fi {�� }� �A� � � �� S 4�'�t`:, }� � r� � I `�'4 � � �� . f Os_ � �.� � ��.� "�-��- � � ,� � �'�� w Q� M � �A .,� � �s�-� V +, � � -,�,� � � �.� � � �� 1 �, t!"i-; ': � *y,, , � ,�� I^5i'��.._� �' S. � ;� •-�� ;,�..�r . , °� v, �� ' �K~:� � V I`��`` � ��. . � c�a � �� c ., .%-�� -� �J � � `n a Rs �� r��=,- �~�� '``� � _ �� > � a. � , �..�� .. �� ._„ � ��.� s �, + � +"�C,�,� �`"y'``� j ��i � � f '•�, ! � �� e � � ,, �,� �. � , r � . ��.. "� `� � � �� ' �� .� ` _"""�` , -� � U L "� . '4 1 ��:w� � � �I, � � r`�-`-' i� �� '�`' ul � .� � � �� ' i �g r' � c V � �, ��z� �� ; � � , o � � � �� , �� F � g � � � .�� , ' . � �n .� �;' , � ,_A o � � : �,-`w�:'w� �-• �, ` V ' *�+ �.�. ` .; �� .� O +� '� ''��f �� Lv 2 � �r�.'`v�, � �., �� e�, r � � 3 ' O � � � � �'� � , � �-. N y �� .�..� � m � � � �..1 �y o '""�' co = � E ��i�.�.� � i " �� a. a�� L � � � O � Q � O � � C � +-' � a1 � �- rt3 O L � � U � � � Q1 C � � W S� � {� �Q � � �1 j c�n � � V � Q � � � � .. � � Q � � t�0 � �� '� '�'p � c� [Cf -a � C � � .� � •� � !I'1 � ai `� .L v► q,i cv cv � � � � _ � � a�i � � � � � � L L � j � ?� � � � v � � � � U �L � � +� � � � � � .� � c a� �� .� � � � � � � � C �U L � Q � � � � �C �� C U O � Q � ��p i" b,p � � L � � (17 +� i4 � � � � Q 2 � � Q 0 cn c� i � � '� N � �J u �„ � V � ��,p v� sn � �C � � O .� L, � N � � � � � � � � � � � {� o � *, 'N � � � � ° �, a' �o ° � -� Qi �n � � � � ;� � � u ;� �;, � � O � O � � � � `� � `� � � u � c� � •L � � Q o � o � cu � o � � a� � � � �, � o r � Q cv t�D = � a� -a � � L _ p �, � � o +, c� � � °; v � '� � � � � '� � �� in � � Q � � � a�. � C7 a � 2 m V O � � .-� _ � • O � .-. � � .-. � �. �-► .-. o � cy � r-I N M d' I,!") lD f� 00 O� r-f c-! �—i � � Cll � � C/') 0 �: z #'{ � r��i;� '{ � Y � � „�"� U �L"'`� :� �� ;o� M � � m � . �� - � � _ � � �.�� V � C� f0 U � �"�� Cn �- l� .... � � U Q ;~ �"�"' �.��.+ L�r�� o- � G N � � � �- m � � M 0 � � U � � � � N L �p � � � L � � O a � � c� � �- � . a� 2 � � � L � � � � � .L � � a� � � a� � � � � N � � � � Q cn � Q � 2 cn � o O o � . . . . . � _�►r � � .� �.�� !� }�-��_,. a - �� _� - � � � �'� � �__ � '� � � .� � � =_ ::t:, C .._ -'� � � � � � , co a �, . # � � �� . � °o �` �° .L , _ � � o , � � J� a� .� -- .� � 5,; � F:�� .wa � x� � �, � � ��a'�,:- � � �� ' � O � i'�`h �`"�"� N _ _ - � �' � _ � .�'� � C � , � � Q V) � � � �� } ��, � Z 7 w,y { F .. � � �.1 _ _ �� ;�� 44 �• `� " m � r ��'�y � .Ci �,0� �� ~�` R ��1 e n'" �',� ' �''� U �� I � � ' �� f � � �,� �,,� , �, _��, ti-,��.� � � �. �'o n a�'G o3 ,' ._;.�`"� � •r �, � � � , • � ��, f. � , � `� , � ..¢ ;,�.' �� 3i.� ��-k�'�;� � � __ , , Y J ♦ � m c9 *r`�^` . '� v.,r�. },� � � ,. 1�^�.,� `" o �. � ��n t �AL r �" �`t. ��1'-�i` , q 3 ��i F g.�' "5' % '-. �1 � .�:' -�. 4 .�.�� l9�''� `. ' �S �c �n � = y �� '7 j `, - �`1 s � � . -. f - -r r.._ r : 5 x °°�.� �` �� •� � d �,�' ��_ � � � � � � �, - � � �r'�� yJ � .F �} � ��l "� �'�ta+,� �k 55 �}� _ �� r y ��'� a }. ' �� ,� , ��o . � { � L� �{ ��rF�` � �..;�� ! . � ,�� ~C� �� ' �+ _.� .' " K � ,.�.; I .. NARRlNOTON • .�� t� +.R.. _.T .+�-.. I A11l�Nt :a� .. . � �� I�L'I. 1.� " , v � � � �* �,,� � � i�'�'� � II � � ; t .C � �- Y I � �� x �� . �� I �� I � ' � � u �.� 3��c�, �N � �.�� L^�. � � g � � � ' � W � � � � �f � � �3 �� +f, �'i '� i � a� T 3 r} 1 � i a �� " �� "�' x,,.'� ��, -��' � # � � �. ��o� � - f'� f-_. � � � �, � i, � .�. � .�:A� �'f �.� � i_� � g � �. � �:, , ��v �-� r;✓ '�x , . L • , � �, T '� � .: . ,�,_ .. r� , '• � � :_ �,�c .� ,�, ��` , n.. �` � . � -, F y � ��s,,� � �� f . -a �°° � r�- _ .� �� '� ,� ��' c O a�� C a' �,�r 'f � � �'o � O �.� � � � �.,,�,.�--�` �� ,� ,,� �` � � � �� z �� I �� ' � � _ '� ,,- `.�- �„ � � � �1 . '� � J l � a�a . 4 8= ._ u.. � .� � � � z � +� � �; ,� � a� � � cn � a , -,. ,. .,�,� 3 � ,,. � �� '�°�t�� .� �� , ,;� �,� 'Z�F� _ ..�.fi1JI� �1';'�f. ' � y�y � . �,,, r 5 �k ... +��,i � ti.��y ��• �` i� •! � a' } � .-,�� ':' ""`•�'`•�y;� ` , . . .. -.� , ' :�;• ¢ y":3 k .' , , . �, , - �, !:��C+'� '� �: � y�, � M1.�" � ��,- � l�� w,� -, + ` �-, �' �� , •.�a� ;:y� , _ � � ��•��'�` �` � �� _:��''� '1� � �� r �E1 1�F�� ,�;► �t_ t� ,� � --: �. �" �.µ'tir ,:�r�,� � '� _ o. . .� �� ..! - . �� r j f. �. �r= - ` 'r� � �� t#�� ,� �� .�f��`. + � �% �� _ � �,�+�y}S�y9 / ` �R,f •r � �;�r ~ �� _ ��II �',1_ � r ' .� . � �� . � � �' N!. a � � �i^., ��P�F. / " �� , ' r " � . � .• „4J �y _ . . ';y✓�,�� + ,� L�1..>�-� �� 'e +�- "#.. ` ,' �f'c�fr�P �' � ` �`'::!�� . � ``,1 +� 1' — .� �4�' ry r � �a '��i■.� _ r ° ' �� -� � ,:�� _ � � ~�'� �f:ar= � ,��};� �,� , �� . _�_. :� � c �L'wti�7�'�� t . ~�{w!_ � .. � r �� . .}k •ti �� ,�ii.` � ��R f�- f' ' \ C • E !+ .� •"... ��`� k�f��' _ X' .* "�� . � � ..,j•.4{4 e �',A�� w �. . i .,, - �''y K ';. b ..�,�. _liy. � • i aM'i� +�, � _ . � _ . . , � ��r - • `� �' 1 w � . � �. � � 1{•, ' � � , � �� 4 `i'�. M .�.i. 1 4 � �' * �. 4 � `w7 � �a1p / .� � '� � r �� ,�.� e . I f _ �� 4 . � ! 1 .5. 1 � A 6 � �q'� i�i�°� �- �.�' X • � i �� + � °' ° " '=�,,,;`� o ar � �, c..., •N .� o � � o �� , '�� '� � .� � c� :,� a ` ��.v.�� ; � C6 m � '� �— � i � �' � � "� y— � 2 � + � L- ,� o a� o c � " � � � a� � a� � � U � N � •v .,._ � '�3 � �� r� � � 'c� a3 s� � � � � O � C � p � •C�� cr1 � O 0 oC1 O Q� i � U � � t � � � � � � � � � � -� +� L} t � � L � I— • Ct' � p .�+�-_' � ' � � C O U o ai � � � ,� � � ,O � � � � 0�.� � O � L .v� +r-i � `� Q � M � v � Q o � �� -°a L � � o o �° e-� � Z m � rl o t� U c� • • � • �,� „ f�Q ,� r # � � �ls� � ''+�a L �y`'� �� ;�.;" � � !� � }�"�;'' �� , A- .- -` �..� �`� t � � � � f � �+ p r�J _ � � _ � d . P � � piw� � �k �,,,,,, r _ �* � ,C = � i f.` � � ` � � . � .� � � ' � � ,"'�''� +� � �`r •• � � "� Q' -'--'"' � � �{� _ � o .�_ �� , �� o � � � �� a � � �� 1 � �� :` , 7� � � � � � . �� o � � �� ,, -�� .s� c� r � � � _ � � a � t �� r� � �� a� ��n � ._ N � �,,� } �" �� ,�• Z '�"� '. �E� �- , � +-� � ,�-� �y, �� C� � � � G � � G!') �. �; � �; I .�� '� � ,..... � � � � � y �"""� , � � � � F � � �� .� � � � � � d � � � � 3 �� °�� J „ � �� m f � �` ��*ti�- A .� � i� U 7�� F� � �� ,� � �� pJ�i4 �� -�- �i _ .�. ,�' �� Y� �� a � � }��w .. �{ '�;: � � � + � -►�,,.., '��; ` ��x ' � :. � ��` . ` �� * 4 �Y ��y� � .� Li � �t �'� � � � `� � �t a � � �° � _ C x �, �_ � , .. � . -� �' � ,' fi��' � � � < .� ��?' -.� r } . � n �'�+ �h � tyll �.�w { �L e �� Y� t� � �, �o � % �' * , 3 F> o ,�.� � . .�M� € �� y w . �— ��' ;q _ . �� Q `� .. :� + ' �. `� r� ♦�* , L �� N ' k�` ' .�,��'�°�" *��y�,� � � * � � ��'� k� � � � �� ., � #� � t : � ' '� �� ?� � � .� �� 3� � , �� z � �. � � � � � � � �� ,� �� GL ' " �x� - r` ��: 3 ` � 6 � � � ..._v_. �� Y'� f f {� +� � '��`v � �` � � � ., _ I :�.'_ � � �z - e S � �� , '' �� . 4 ,��- '� �� ' . �"� �,��°. � " � � _.�--� ��, � ��,, .� .. — �-._; � �� s : a�o �y �- ..�. � s � •.� �1 � ,�' $ '� Z z , : � ��. � � � Q9 (/f � � �/? � = j o �� , � � � � � � . � �� `. �� :�'a �� x� �i - i � *'�4 �+b,�j� r �� kT� 3 . 6 � �-.. � � � ,F O .a�a4fd� x .. . ,- ; k� �� ., . t = �� .. �� 5 � -.. a ..�+4 �� a� � �� s � � .F F �` �� r��, . . � `� \ �� v� � � �r },� . _S�l•''� �-'�-i! � �`'-�,� �i M. 8�� r �._.? �� k W;� , +�� '� � � �' � ,, . '. �� , � ��. 4 _ n�: . '�'� ' . t _ � .� � � � , x t�x - v�.,. � `.� � � I ,� �-' � � Y' T� r k � I�1V � '7�� A. 3 �` �I ' � .1" •�� 4 F.. I� � ��1 � ' � � ` � � {�� ry� i �}A i �f�� + '� �.., � .'+� v• f� � ,� ��'}. i � �. � �� L �' � � � f'� ' ., ' � s � r p_ � � , "� �, ,� s ,��. O � O � � , , � �.._• � ,� � � I w . s � L �'� � � h �, o �' � "` :�;: +�� , �r �� ti �,4 i . �y.. ' - ., 4 �. ��.. I ��.. ' *� � Q) #;� � � z � � � . , c�i � ' : � v� � � � � �F�; �� I� w�+, .�I^•�z:� y ti� P�'��``L .� C � � +�'��• ;� �a ,. �� .} _„�4� � � �:`- . � _��:SI* -,� 5! 1�V4: �� `�.' a� f � • t� �� I },y ��'` • .� � �� .,;. ! � ' a� �.�E r '� � �" ti'- .r �� ..►� r ' t �� ,ti,•.�, -�••, �' V�+-F ., . . t{ ..�. '� 1� '.�Stiti E �� '`� 1 a� � . I�,� '" .' �"t�� ; �� t ,� ' ,�.� ��,�+:�h r:• � ��°i.``;'�:' 1 i a yu i ��7 �1�"' ��C��. �� Y (��5;. i�� ,�e?'�'��r -��-. ��'��'� .�� y 4*}�, "� � ;�ret+,� z.��. �'�.?. ,; �" � �Y�kIM�rJ � �; , �,*: �� "� n z"`l ��*' i ;,*`'�,� �,��s: -a -. �;�x, �� 9 ' '*h �'�[F'�"!�'' � r�r`� � ta*,�• . � '�i �,rr�...�` �1 . �y ��F!.+. `�,, ;, �. �• �-� • I �� V�� ' �� f*�y +; '� s.�� ■ �. � 1��' � 4�1 � �� '� � � ��, �' ; �`,i�3;;� _ . -. v � � ��,�-i�l�� '��' �� ,� � � �i�•�•�. �, � � �' � ��Z�� n. r ��', � :��✓�7 ' � # ; '�j'K��i yl0.T� 11�� .� s ♦ ��.� ��.� F, � ��'1` A�I�i•'r;;~�., �� ' , �- g � ,� `'_��: �ti�.�,� ��4 •• _ ,1 ^.��I b1..a� .^��.. � '` i � ' .1��,1 T�� • � `;, }�'1 ` .� • � h �L '��++'�.�„�� • .� � L �� ,`� � ` '- , . � , �i, �' x ,� � �- ��:� � �' h� ��l.��'. _ �_�r � � � - `5 l' 1 4` ',. . ` S;` ��M . ' � � �+e, , • � '1 .trt �= � _�-'� r _ � � i+ , �� (� � ;�'��. � _,1 � �.�,��,f. # •iR :'�' ta �P �,j'�— — � -st: .� �� +`: �_ �. ri 5 � C � ;7 .y�� ' : ��J��, �`t �\ _ "�ry:. :.�'� �� ii #. � - ��.'.ti1�i_ .'��;�� S �ri�.�� i � , �� , ��_� � �� = m � � -�� ° ° m ' o ,�.'# +� '�' 2 : U V � E U �� L L ��,� � � � � c � p ,��`] V U V � � � C � ` ca � a c� � � � � aA *; aa n�o �n •�„ '�, .� � � � o � � � � � � o � o 0 •— — o •- -� � -== o = •� � � � �� Q �o m a � '�"� L., N �.i � ' � � �' � � � 7� v�i f6 Q II �� o-. � + o — = � t� �- 0 0 � �' �' � � � ,�; ' � V � cCi c� S C �--' L fQ � �--� N d' d' � V'' C � � � p o o �� m � -p V '� `�' .O c� �' W, � � � � � v�i 3 N C � � � �, o o a� o � , � '- `" � � � .= d- d. N � � � � � m � cQ W o 0 0 0 ,� Q ,�; o � � O � � N N V � O � V � � � � 3 -� -� -a o p � o �, +� � u; � � � •� ❑' � O — m � r� p ¢ � � � � V ,a ,ca � � t o„a � � m � � Q *� � L .� V p3p C � v�i •= •� � � Q} N � q� '-'.� w � = cr� � � a � � � � z •�'s � � � � c 3 r � r i � � 0 Li. �L C R�. _ c�n a� . . . . � � N � � C!') � .s �.� { ? s� �;: c ' - �" � • � � � � n � � � m� � , , ; � � , '� ' ;, � � `� � � s �� i � � � � � � � �r � �q d�� "' � � ��' �� '� :� " �.�--� � N s�i `; � � �~ S� �� { � �� ._, �,� � � � � �i �"�v+ n , � - �. �� . �� ► �- �� M � �� X lI � �� #. � �� 4� y'y Q .:a �]r, �`1 � M k + � � : �f +F � f� � M y� � � � / i� : . �Q '� _ �,i � �ON ' � Y � � � �► . .r�� !' � � '�- �' � � . �F+'� �. � � ..! '� �-� 'M� � I � —� � �4~ .�*+ ��' � �-��+ � ` a,�_�* — �. a HARRINOTOH ��. .. ,+ - JlW NR l+♦.��_. .��.. - ��r � �.. � �l �,. � �� _ *..: �,� �,�� r � � �� . `� � � f`� ��'3�P x � ��. � . ,� L. �� t � �� ' �� •'�f� ,,�` $ _ � r � o p x N � , � , .� � . � �° � � � .$s r�� :� � ,� .. CQ � _f� �`�.� � � . � Xr , f � � � � .� � _,�o°� �"`� �� ',. � � �. � � q�µs �" ,� "�°�o- �,�� fQ �. � .. „.,�•;� ..; s,y�+� � � CL' � . : i�� ,� � O � �� -� � x � � 5� o � � � �� s v . �� t10 ? � �� ...,, � �.�' �� a� � � �� z N � a� � � � � � � s ;�=, 1 r � r �;� . � �� ! v '�� t.� � m � �� ._ � o� a = � � r�.�'�i Z �^ U.�� ..r r-I i = N ��7 � � o � N u '�' � � J .� � � � ^ � � C � �"'� � tp ;},, O Q � .7 'O N Gi ^ CL. N � � r�-i ,� � OJ 'r3 0 � 4Ci �L � _ N � � � � � 3 � � � 'a � _ � S 0=i � p '� �- a Q co = 3 c 'a a� � � '� '' �+ � du0 L '� r. � V ^ u �y � � .� � ' 3 �„� 0 q� c�!? • � 0 V � i = fB = N �• p � � o � }' v a = � � � � '� �� a�i � o 0 � � � L o z +� a � " � �7 � " u � � o a �' = o � m o •- 3 0 .- � � .� o : o o � � a ;� o � L .ac � o a ^ � a� i �a Q ' Vf '- Q�7 "+^' � _ � a � � .Q � � � � O � ..� � a = _ � a �, - a � .� _ •� v� v�f c�i� .� i � � � � v; � t� CG b�A i- � � z � as. a � 2 V � a a = c�n 2 • • • • . • • � � � �2 �n o _ �^-Ae{ ��?" .s ��f.:�--: r#� :�7A:T=--, -'t�--��"'T_'�.�—g_ ��'��.�.��;.,�.f,mEs�y.•-'��'.a� s.. ..,i+. �+y�..-..."<=�e?' r�.s.a =r-�_;+i.-. . .'`— T'-_ -'F. ' yp = _ r _��r- � d _ ' .. .. r. _ - . . _i�. : . ' __ � . ..f i— -o . ` I! i. • _ �� F.. ��. � ��.M � �1 e � � 1 ' .� _ _ � : � � - "' , �+.' ' �`�i •. a.,r o ' � ��"" _. �� -� _, . •�r ,. - � ,�+'z }• � ., . �,,. . ',_�.�. �. � r , . , . � . . �., , � - � _ " .,b. . -.., y�. .i r T . r �-� ��'t rs, t'; - ��'�;w _, r� ;.. a .L ' ` .�'� - '�i - �,�' .-�-� . �i �°� �'� --1+'�' _ .. �. , {,-, • � � � ::.y. , ` 'e. ,�.i �- � �. +�� - - �� r . z - _ `a ;�,_ '` - �,� � > .,. + ,�.�.., `- _� ; � �t ,� r - � - yv+ �.[_ -s °Y� +'�, - ; f.. _ rs s_. Ti �� " �.' �' � z� y f:R - j- ' - , - i�. r ; p ..�.�' � !� ,.. �f�• i _ . ,y _ _ , � ,. ._.. . ,; �, - - _ .. # � � _� },- . - , _ •�-, _ ._ ' ` J 'a y'; -' , '� � -�.. ��.+- � . - :�L � . .;.�� - � �• � " _ ` " L � ' _� -. `^' ".a ._ _ .- �a :r . • .. +`r:r `'y , ,m �* y � �� Fr�� r� �� r � Ove�view and Key Documents Contents: ALA Intelle�tual Freedom Q & A KCLS Materials Selection Policy ALA Library Bill of REghts ALA lnterpreta�ion: Library Bill of Rights ALA Freedom to Read Libraries: An American Va�ue (ALA) In�ellectuai Freedom in Libraries {WLA) KCLS Materials Complaint Pro�edure Sample KCLS Comments & Responses Privacy � . K I 1� G COUNTY LIBRAitY INTELLECTUAL FREEDOM AND CENSORSHIP Q& A "ifa�I man�C'snd minus one were ofone opinion, and on{y one person were oFthe contrary opinion, mankind would be no more�ustified in silencing t�at one person,than he, if he haci the power,wou[d bc �Ustified in silencing mankind."--John Stuart Miil, Qn Li6erty "He that wr�uld make his own �iberty secure, must guard e�en his enemy from opposition: for if he violates this duty he�sta�3ishes a precedcnt that wili reac�t to himse[f."—Thomas Pair�e,Dissertalion On Firs1 Principles Of Governmen! What Is Intellect�a�Freedom? Intel�ectual freed�m is ihe right of every individual lo both seek and receive information from all points of �iew without restriction. lt prov�des for free access to asZ expressions of ideas t�rough w�ich any and all sides ofa questit�n, cause or�avement may be explored. Why Is IntellectvaI Freedom �mpartant? [nte[[ectual freedom is the basis for our democratic system. We expect our people to 6e self-go�emors. But to ao so responsibly, our citizer�ry must bc well-informed. l,ibraries provide ihe ideas and information, ir�u variety of forrnats, to allow people to inform themselves. Inte1[ectual frcedom encom��sses the freedom to hold, receive and disseminate ideas. What Is Ccnsorship? Censorship is the suppression oTideas and inFormatian that certain persons---individuals,groups or go�ernment nfficials—find abjectiona63e or dangerous. lt is�o more car�plicated than someane saying, "Don't let ar�yone read Ehis boo[c, or buy that magaz�ne, or vicw that fi[m,because 1 object ta iiI" Censors try to use the power of the state to impose thcir view af what is truthful and appropriate,or offcr�sive and objectionable, on everyone else. Censars pressure pub[ic insiitutians, like libraries, to suppress and remove from publ�c access informati�n t�ey judge inappropriate or dangerous, so t�at no one else has the chance t� read or view the rr�ateria[and make up thcir own minds about it.The censor wants to prejudge materia[s �or everyone. How Does Censors6ip Happen? Cer�sorship accurs when expressive materials, iike books,magazine�,films and videos,or works ofart, are removed or kept fi-om�ublic access. Irtdividuals and pressure groups ide�tify materials to which they o�ject, 5ometimes they sr�ccee� in pressuring schoo}s not to use them, libraries not to shel�c them, book And videa�tares nat to carry them, pub[�shers not to publish them,or art galleries not ta display them. Censarship also occurs when materrals are res�ricted to partic�lar audiences, based on their age or other characteristics. Who Attcmpts Ceasorship? [n most instances, a censor is a sincerely concerned individual who be�ieves that censorship can irnprove society, protect children, and restare what tf�e censor sees as Zost moral values. But under the First Amendmer�t to the United States Constitution, each of us has the right to read, view, listen to, ana disserninate constitutionally protected �#eas, even ifa censor finds those ideas offensive. J What Is The Relationship Behveen Censarship And Intellectual Freedom? In expressing ihcir opinians and concerns, would-be censors are exercising the sarne rights librarians seek to protect when they co�front censarship. In making their criticisms known,people who object to certain ideas are exercising the same rights as those who created and disseminated the matcrial ta w�ich they oblect.Thcir rights to voice opinions and try to persuade others to adopt those opinions is protected anly if the rights of persons to express ideas they des�ise are also protected. The righis of both sides m�sst be protected, or naither will survive. How Do Censors Jnstify Their Demands That Information Be Sugpressed? Censors migF�t sincerely beiieve that certain materia�s are so offensive, ar present ideas that are so hatefui and destructive to saciety,that they sirnply must not see the light ofday.Others are worried that yoc�nger or weaker people wil) �e badly influenced by bad ideas, and wili do bad t�ings as a result. Still others believe ihat there is a�ery clear distinction between ideas ihat are right and morally uplifting, ar:d ideas that are wrong and morally corrupting, and wish to e�sure that society has the benefit oftheir perception. They believe that ccrtain indivi��a[s, certain institvtions, even socicty itself, will be endangered if particular ideas are disseminated withaut restriction. What censors often don't consider is t�at, ift[�ey succeed in suppressing the ideas they don't [ike today,others tnay use that precedent to suppress the ideas they do like tomorrow. W�at Are The Most Fre�uently CeRsored Materials? Throug�out history, books have been challenged for rnany reasans, including politica[conient, sexual expression,or langvage offensive to somc people's racial,cuhura�, or ethnic background,gender or sexua�ity, or political or religious be[iefs. Materials considered heretical, blasphemous, seditious, o�scene or inapproptiate for chiidren have often been censored. Since the dawn oFrecorded human expression, people have been burned at the stake, �'orced to drink poison, crucified, ostracized an� vilified For what they wrote and believed. Areo't There So�e Kinds Of Expression That Reaily Should Be Censored? Tt�e United States Suprerrte Court has ruled that there are certain r�arrow categaries ofspeech that are not pratected by the First Amendment:obscenity,chiid pornography, defamation, and"fighting words,"or spee�h that incites immediate and imminent lawiess action.The government is also albwed to enforce secrecy of some information when it is considered essential to national security, litce troo�movements in time ofwar, classifie� information about defense, ete. What Is Obscenity? Sexuat elcpression is a freqaent target ofcensorship. But the Snpreme Court ha5 told us that materiat is not obscene unless a judge or,�ury fnds that an average person, applying cpntemporary community standards, would find that the materia!appea�s to the prurient(or morbid, sharneful, and unhealthy) interes� in sex {r�ote that, by its definition, the Court implicitly recognized that tfiere is s�ch a thing as a healthy interest in sex!};that it depicts or describes certain sexUai acts defined in s�ate law in a patently offensive way; and that a reasonable person (community standards do not cantrol this[ast element)would find tf�at tf�e material lacks seriaus literary, artistic, political or scientific value. All three elements must be present for material to be judged by a judge ar jvey as obscene and,ther�fore, illegal. � What Abo�t Protecting Children From Pornograp6y,Whethcr Or Not lt Is LcgalIy ObsceAc? The primary responsibility for rcaring children rests with parents. If parents want to keep certaia ideas or forms of expression away from their children,they rr�ust assume the responsibility for shielding those childre�. Govcrnmental institutions cannot be expected ta usvrp or interFere with pare�tal obligations and responsibilities when it comes to deciding what a child may read or view. How Do You Guid�Ch�idrPR When You Can't Be With Them 24 Aours A Day? Parents who be:�ie�e that the current state ofsociety and communications make it di�cUlt to sh:reId their childre�must nevertheless fnd a way to cope with what they see as that rea�ity within the context oFtheie �wn fam�ly. Libraries can be extremely helpful, p�ovid�ng information about parenting, open c�mmunication between�arents and children, how Fo communicate with caregi�ers and the parents of yo�r children's friends about your rules, and the opinions oFvariou5 organizatians representing a wide spcctrum af points of view about materials for children. 1 f a child borrows something from a library which that child's parent believes is i�appropriate,the parent� are enc�uraged to retum the item and make use of the expertise oftheir tibrarian to locate rnaterials the� prefer, among the hundreds ofthousands ofchoices most public tibraries ma3ce available. Do�'t Librarians Ccosor Everything They Cf�oose Nat To Buy For The Library? No l'ebmry car� m�ce e�erything avuilable, And selection decisions rnust be madc. 5eiection is aR inclusive process, wherc the library affrmativciy seeks out materials which will serve its mission of providing a braad diversity�rfpoints ofview and subject matter. By contrast, censorship is an exclusive praeess, by wh'rch indivi�uals or institutians seek to deny access to or otherwise suppress ideas and information because they fnd thase ideas ot�'ensive and do�ot want othcrs ta have access to them. There are many objecti�e reasons anrclated to the ideas expressed in materials that a (ibrary r�ight decide not to add those materials ta iks cotlection: redundancy, lack of community interest, expense,s�ace, etc. Unless the decision is based oa a disapproval of tf�e ideas expressed and dcsire to keep those iaeas awAy f�om puhlic access,a decision not ta select materials far a Zibrary collection is not censarshi}�. What If I Can't Find Samething In My Librgry That Represents My Point Of View? Ask far the materials you want. Libraries strive to serve the interests of the e�tire community. I f your Iibrary is unable to purchase the cnaterial you want, it may be able to obtain it for you on interiihrary loan. Your library is there ta help you frnd the int'ormation you need or want. If Matcria[s Are On A Library Shelf,Doesn't That Mean The Library Appro�es Of Thase Materials? The presence of any particular materials in a lihrary collectir�n daes nat imply endorsement of the ideas expressed in those materials. The library is simply doing its job as a neutral prar+ider af informatian from aF! points of view—ifthe library"endorses"anything, it is your right to ha�e access to a brnad selection of materia2s. [f you don't find materials to your fiking, astc your�ibrarian to help you! What Can I Da Ta Fight Censarship? Stay informed. Know what is hAppening in yaur state legislature, lacal schoo#and �ib�rary boards, and city caunciis. Write letters expressing your view to your mayor,�nd your state ar�d federal representatives and senators. Attend your lacal schoo[and library board meetings. 3 MaterEals Selection & Access to Electronic Information, Services, Nefworks & Internet Accepfable Use Policy The Board of Trust��s af the King Co�nty �ibrary System recognizes that within King County there are graups and individvaFs with diverse interests, backgrounds and needs, ancf tHat the library was created ta serve all of t�e people within #h� King County Library System's service area. Therefore the Board adapts this policy for library materials sefection and access to electronic media, Library materials se2ection will develop a broad collectifln that me�ts the neads and interests of a diverse community for infarmation, education and enlightenment. The Library System will be responsive to puhtic suggestions of items and sub�ects to be included in the fibrary collection. Na library materials which meet KCLS selection criteria shalE be excluded becaus� of the origin, background ar views af those contributing to its creation. Library materiaFs will nat be sequastered except for the express purpose of pro#ecting them from damage or theft. The King County �ibrary System is part of the national information infrastructure providing peapfe with access to glo�al eIectronic resources and the oppartunity to participate in the electronic arena. Materials selection and access to electronic resources are integral to fuiflfing t�e mission and objectives of the Library System, but acc�ss is not the same as selection. Connection with electtonic information, services and networks provides access and information transfer rather than selecting and acquiring materials in #he traditional sense. The Library System can and will, however, use criteria to select the el�ctronic serrrices and databases licensed for system-wide access, and to select the Web sites linked to #h� KCLS Web pages. From the library's perspective, only parents or legal guardians have the authority and responsibility ta decide the reading, viewing or list�ning use of library materials for their own minor children. While the lib�ary does not presume to tak� the place of the parent or legal guardian, the library is committed to taking steps to create positive and clearly identified opportuniti�s for minor children to make appropriate use of library resources, #o support parer�ts and legal guardians in thafr efforts to guide their awn children's c�oices for reading, viewing and listening, and ta assist parents and guardians #o understand the library materials selection and electronic access process and policy with respect to c�ildren. For example, the library provides: • Designated sections for Children and for Yo��g Adu�ts in community iibraries with age-appropriate callections. • Trained Children's ar�d Young Aduft Librarians in every library. • Search engines that provide filtered access to the fnternet at the election of the user on all workstations within the library. Last updated: February 2006 • Computers with anly filtered access to the Internet provided in the Children's section of each library. • Notification to #he par�nt or legal guardian of e�ery minor chiid who registars for a library card regarc�ing the KCLS policy of free and open access, and infarmation about resoufces to assist parents �n guiding their own children's use of library materials and �enrices. • Lists of recommended reading, vie�ring and listening, and reviews. • Links on th� KC�.S Web pages to recommended sites for children and youth, • Free programs for chiidren, youth and their pare�ts that promote reading and appropriat� use af library resources_ Th� Internet is the most common means of access to global electronic r�sources. In compliance with the Supreme Cou�t ruling regarding the Children`s Fnternet Protect�on Act (C.I.P.A.) the King Caunty Library System`s Board of Trustees approved implementation of mandatory filtered camputer access on August 27, 2003. The C.I.P.A. Filtering Policy, implemented system-wide on Monday, No�ember 17, �s o�tlined as follaws; • A'11 patrans begin with the default filfering level (moderate), ailowing al) patror�s access to chat and email services while filtering objectianable images in accordance wikh C.I.P.A. criteria. • Camputers in all the children's areas hav� a more restrict{ve flte�ing level and patrons may request that le�el of fltering far themsel��s and #heir children on aIl computers. • If an adult pakran {17 years of age or older) wished to apt out of fltering, helshe may request this of a KCLS Staff member. With proof of age, the KCLS Staff member may permanently change the adult patron's card status to al�ow unfiltered access for "Iegitimate research or other lawful purposes." The Board defends the princip�es af the freec�om to access print, nan-print and electronic information and considers that all materiais selected or accessed under this policy are protected under#he First Amendment af#he U,S. Constit�#iorr until such time as th�y are determined unprotected by jurisdictional action and after appeals, if any, have been heard. Only then wil� the Boaed take action which may result in removal of materials from khe collectEon or system-wide restrictions to electronic infarmation resaurces. T�e se�ection of library materials is vested �n the Directar of the King County Library System and, under the Director's direction, such members of the professional stafF who are qualified by reason of education and training. Any 14brary material so selected shall be held to he s�lected by�he Board. The Board of Trus#ees of the King County Library System adapts and decfar�s that it wili adhere to and suppart The Library Bill of Rights, The Freedom to Read statement adopted by the American Library Assac�ation, and the Washington l�ibrary Association Last updated: Fehruary 2a08 Library B� � ! of R�ghts The American Library Association affirms that all libraraes are forums for informadon and ideas, and that the following basic policies should guide their services. I. Books and other library resources should be provided for the intenest, information, and enlightenme�t of all people af the community the library serves. Materials should not be excluded because of the origin, background, or views of those cantributing to their creatian. II. Libraries shauld pravid� materials and information presenting all points of view on curren�and historical issues. Materials shauld not be proscribed or removed because of partisan ar doctrinal disappraval. III. Libraries shau�d challenge censorship in the fu�f"�tlrnent of their responsibility to pravide information and enlightenment. N. Libraries should cooperate with all persons and graups concerned with resisting abrid�ent of free expression and free access to ideas. V. A person's right to use a Iibrary should not be denied �r abridged because of origin, age, background, or views. Vl. Libraries which make exhibit spaces and meeting rooms available to the public they serve should make such facilities available on an equitable basis, regardless af the beliefs or af�iliatians af individuals or groups rec�u�sting their uss. Adopted June 18, 1948. Amended February 2, 19b I, and January 23, 1980, inclusian af�age" reaffirmed January 23, 1996, by the ALA Counci�. ACCESS FOR CHILDREN A�1I�Y4��G ADULTS T4 N4NP�VT MATERIALS An Int�rpretation of the Library Bill of Rights Library collections of non�rint materials raise a number of intellectuai freedom issues,especially regarding minars. ArEicle V of the Lihrury Bill of Ri�ltts states, "A perso�'s right to�se � library shoUld nat be denied ar abridged because af origin, age, background,ar views:' The American Library Association's principles pratec�minors' access to sound,images,data, games, software,and other content in ajl formats such as tapes,C�s,DVDs, music CDs, computer games, software,databases, und other emcrging technologies. ALA's Free Access to Librnries far Minars:An Interpretation of the Lihrary Bill of Riglits states: . . .The"right to use a libracy"includes free access to, and unrestricted use af, all the services,materials,and facilities the fibrary has co offer. Every restric�ion on access ta, and use of,library resaurces,based soiely on thc chronological age,educational level, literacy skills,or legal emancipation of users violates Article V. . . . [P]arents—and only parents—have the right and responsibility to restrict access of their children—and only their children—to librnry resources. Parents who do not want their children to�ave access to certaiR library services, m�tterials,or facilities should so adv�se iheir chitdren. Librarians.�nd library governing bodies cannat assume thc�rolc of parents or the functians o€parenta!authority in the private relationship between psrent and child. L�ck of�ccess to infarmation c�n be harmful to minors. Librarians and library governing bodies havc A public and professio�al obligation to ensUrc that ali members of the community they serve have free,egual, anci equitable access to the entire range of library resources regardless of contenl, approach, farmat,or amount nf detaiL Thas principle of libr�ry service applies equally to all users,minors as welE as adults. Lib�rians and librf►ry governing badies Fnust uphold t�is principle in arder[o provide adcquatc and cffectivc service to minnrs. Poliries that set m�nimum age limits for access to any nonprint materi�ls or information technology.with or witfiout parentaI permission,abridge librury use for minors. Age iimits �ased on the cost of the materials a;'e also ur►�ccept�blc. Librarians, whcn dealing with minors, shoul� appty the snme standards to circutgtion of nonprint materinls as�ne upp�ied to books and other prin[muteriats except when directly and specifcally prohibited by law. Recognizing that�ibrarians cannot act in ivcn pr�rentis,ALA acknowledges and supports the excrcise by paren�s af their responsibility to guide t�eir own citildren's reading and vicwing. Libraries should providc pubjished re�iews und/ar reference works thut contain information about the content,subject rriatter, �nd recommended audiences fnr nonprint materials. These resources will zt�sist parents in guiding their children withoat impiicating the library in censorship. In some cases,commercial content ratings,such as the Matian Picture Association of A�nerica (MPAA} movie ratings, might appear on the pack�►ging or promational materials provided by producers or distributors. However, marking out ar removing this information from materials or packaging constitutes expurgation or ce�sorship. MPAA mavie r�tings,Entertainment Softwnre Rating Board(ESRB)game ratings, und othar rating services�re private advisory codes and have no leg�l standing(Expurgation of Library Materials}. Far the librnry to add rF►tings ta nonprint materials if they are not already t�ere is unacceptable, it is also unacceptable to post a list of such ratings with a collection or ta usa thern in circutation policies or other procedures. These uses constitute labeling,"�n attempt to prejudice attitudes"(Lrrbels and Ratil:g Systems),and are forrns of censorship. The application of lacalty generated ratings schemes intended to provide content warniczgs to library users is also inconsistent with the Library Bill of�ights. The interes�s oFyoung peaple. like those ofAdults,are nor limited by subject,theme,ar level of sophisticatian. Librarians have a respansibiliry to ens�re yo�ng peoplc's access to materi�ls and tiervfces that reflect diversity af content and far�nat sufficient to meet iheir nceds. Adopted June 2$, 1989.Amended lune 30, 2Q04, by thc ALA Council. [ISBN 8389-7351-5} CHALLENGED MATERIALS An Interpreta�ion of the Library Bill of Rights The American Library Association declares as a mat#er of finn principle that it is the responsibility of ev�ry library ta ha�e a clearly defined materia.�s selection policy in written forrn that reflects the,Library Bill of Rights,and thai �s approved by tl�e apprapriate governing authority. Challenged materials that mcet the criteria�`or selection in the materials setection policy of thc iibrary should not be removetl under any legal or extra-legal pressure.The Library Bi1C of Rights states in Article I that"Materia�s sh�uid not be excluded because of the origin,l�ackgraund,or views af thase cantiibuting to the�r creation,"and in A.rticle II, that"Makerials should nat be proscribed or removed because of partisan or dactrinal disappraval."Freedom of expression is protected by the Constitution of the United States,but constitr�tiona�ly protected expressior�is often s�ep�s-ated from unprotected expression only by a dim and uncertain fine. The Constitution requires a pracedure designed to focus seazchingly on challeng� exptcssion before it can be suppressed.An adversary hearing is a part of this procedure. ThereFore,any attempt,be it[egal or extra-�cgal, to rcgulate ar suppress materials in libraries inus�bc closely scrutinized ta the end that protected expression is not abridged. Adopted June 25, 1971;amended July 1, 1981;amended Janvary 10, 1990,by the ALA CotFncil. DIVERSITY IN COLLECTTON DEVELOPMENT An Interpretation of the Library Bill of Righ#s Thraughaut history, the focus af censorship has fluctnated frvm generation to gen$ration. Books and other materials have not been selectcd or have been removed from library collections for many reasans, among which aze pre�udicial language and ideas,political content,ecanamic theory, sacia�philosophies, religiaus beliefs, sexual forms of expression,and oiher potentially controversial topics. Some examples af censorship may include removing or not sclecting materials because they are considered by some as racist or sexist;not purchasing conservative religious�aterials; aot selecting materials about or by minorities because it is thought these groUps or interes�s are �ot represented in a community; or not prnviding inforniatio�on or materials from norrmainstream political entities. Librarians rnay seek to increase user awareness of materials an vario�s social caa�erns by many means, inc[uding,but not limited to, issuing bibliographies ar►d presennng exhibits and programs. Librarians have a professional responsibiFity to be inc[usive,�ot excle�sive, in collection devcioprnent and in the provision of interlibrary loan. Access to all materials Iegally obtainable should be asscued to the user,and policies should not unjustly exclude Fnaterials even if they are offensi�c ta the librarian or Ehe user. Collecrion devefopment should reflect the pE�ilosogby inherent in Article II of the Librury Bill of Rights: "Libraries should provide materials and information presenting aIl points of view oa c�urent and historical iss�es.Materials should not ba proscribed or removed because of partisan or doctrinal disapproval."A balanced coflection reflects a diversity of materials,not an ec�uality of numbcrs. Collection development responsibiIides include selecting materia�s in the languages in com�non use in the community the library serves. Collection deveIopment and thc scicction of materiats should be done according to professianal standards and establsshed selection and review procedures. Thero are many complex facets to any issue,and variations of context in which issues Fnay be axpressed, discussed,or interpreted Librarians have a professional resgonsibi�ity to be fair,just, and equitable and to give all library users equal protection in guarding against vio�ation of the library patron's right to read, view�or listen to materials and resources protected by the First Amendment,no matter what the viewpoint af the aukhor, creator,or selectar. Librarians have an obligahon to protect Iibrary collectians from removal af materiais based on personal bias or prejudice,and to select and support the access to uaater�als on all subjects that meet, as cIoseIy as possible, the needs, interests,and abilities of all persons in the comrnunity the library serves.Tlus includes materials that reflect political,eco�►omic,r�ligiaus, social,minority, and seacual issues. IntelIectual freedom, the essence of equitable tibrary services,provides for free access to all expressians of ideas through which any and all sides of a question, cause, or movemeat may be explored. Toleration is msaaingless without tolerance far what some may consider detestable. Librarians cannot justly perinit thei�own preferences to limit their degree of talerance in co�lectitin development,because freedo�is indivisible. Adapted 3uly 14, 1982;amended January 10, 1990,by thc ALA Covncil. Evaluating Library Collections: A�:Interpretation of tlre Library Bill of Riglits The coat�nuous review of library materials is nscessary as a means of maintairung an activc library co�lcctina of current interest to users. In the process,materials may be added acid physically deteriorated or obsolete ma#erials may be replaced or retnoved in accordance witt�thc collection maintenance policy af a given library and the meeds of the community it serves. Cantinued evaluarion is closely related to the goals and res�onsihiltties of al[libraries and is a valuable tool of collection develapment. This procedure is not to be used as a convenient means to remove materials presumed to be con�oversia�or disappraved af by segments of t6e community. S�ch abusc of thc evalaation functian`riolates the principlcs of intellectual freedom and is in opposition to tf�c Preambte and Articles I and II af the Library Bill oJRights,which statc; The American Library Association affirms that all librarics are forums far inforrnaiion and ideas, and that the following basic palicies should guidc their services. I. Boolcs and other library resourccs shoUld be provided for the interest, infnrmation, and enlightenment of a1l people of the community the library serves. Materials should not be excluded because af the origin,background,or views of those contributing to their creation. �. Libraries should pro�ide materials and information presenFing all points af view an c�urent and historical�ssues. Materials should not be proscribed or removed becausc of partisan or doctrinal disapproval. The Ainerican Library Association opposes such"silent censorship"and strongly urges that libraries adopt guidelines sstting forth the positive purposes and principles of evaluation of materials in library collections. Adopted Febr�r 2, 1973;amended July 1, I981,by the ALA Council. [ISBN 8389-5406-5] EXPURGATION OF LIBRARY MATERIA,LS An Interpretation of the Library Bill of Riglits Expurgating library materials is a violatian nf ihe Library Bill of Rights. Expurgation ns de�ned by this interpretation includes any deletion, excision,alteration,editing, nr abliteration of any part(s} ofbooks or other library resources by the library, its agent,or its parent instit�tian (if any). By such expurgation, the library is in eFfect denying nccess to thc complete work and the entire spectrum of ideas thnt the wark iniended to express. Such action stands in violation af Articles I,II, and TII of the Librury Bil!of Ri�hls, which state th3t"Materials should not be excluded because of the arigia,bac�C�ound,or views of those contributing to their creatian;'th�t "Materials shoutd not be proscribed or removed because of partisan or doctrinal disapproval," and that"Libraries s6ou[d ch�llenge censorship in t�e fulfillment of their responsibility to pravide inFormatian and enlightenment." The act of expurgatior�has seriaus implications. It invoI�es A determination that it is necess�ry ta restrict access to the camplete work. ThiS is censorship. When a wark is expurgated,under the assumptian tha�certain portions af that woric would be harmfu�ta minors, the situation is no less seriaus. Expurgation of any books or other library resources imposes a restriction, without regard to the rights and desires of all library users,by�imiEing access to ideas and information. (See also other Interpretations to the Library Bil!of Rights, including Access to Electronic Ltjvrmuteon, Servires, and Netr►�urks and Free Aeeess to Libruries for Mirtors.) Further,exPurgation without written perrnission from the holder of the copyrig�t an the material may violate the coPyright pravisions af the United States Code. Adopted February 2, 1973; amended�uly ], 1981; amended Ianuary 10. ]990, by the ALA Council. C[ISBN 8389-5419-7] FREE ACCESS TU LISRA��ES FOR MINORS An Interpretation of the LIB��RYBILL OF RIGHTS Library po�icies and pmcedures that effectivety deny minors equai and equitable acces�to a!1 library resources avai�able to oth�r users violate t�e Library Bi11�,f Rights. T'he American Libsary Association opposes all attemp�s to restriet access to library services, mater�als,and i'acilities based on the age of library users. Articic V of ttie Li6rary Bill of Rights states,"A person's�ght to usc a�ibrary should not be denied or abridged because af origin, agc,background,or views" The"right to�se a l��r�r}�' includes free access to,and�stricted use of,all the services,materials, and facilities the library has to of�er.Every restriction on access to,and use of,library resources,based soIely oa the chronological age,educationaI Ie�el, literacy s�Cslls,or legal emancipation of ussrs violates Article V. Libraries a.rc charged with the�nission af de�eloping resaurces to meet the diverse information needs alld interests of the communities they serve. Services,materials,and facilities that fu�fill the needs and interests of library users at different stages in t�eir persona[develoPment are a necessary part of library resources.The needs and interes�s of each li'brary ascr,and resources appropriate ta meei those needs and interests,m�st be det�crmir�ed oa an individual basis. Librarians cannot predict wh�t resaurces will best fulfill the needs and interests of any individual user based on a single criterion such as chronological agc,cducational [eve[, literacy skills,or legat emancipation. Libraries should not limit the seiection and development of library resaurces simply t�ecause minors wil[ have access to them. Institutional seIf-censorship d'uninishes the credibility of the library in the community, and restricts access for all library usecs. Children and young adults unquestianahly possess First Amendment rig�ts,including the right io receive infarmation in the library. Constitutionally protected speech cannot be suppressed solcly to protect children or young aduI�s &om ideas or images a legislative body belie�es to be unsuitable for them.� Librazians and library goveming bodies should nat resort to age restrictions in an effart to a�uid actual or articipated flbjections,because only a court of Zaw can de�ermine whether material is not constitutionally protected. The mission, goals, and objectives of Iibraries cannot authorize tibrarians or library governing bodies to assume,abrogate,or overrule thc rights and responsibilities of p�nts. As"Libraries: An American Value"states,"We affirm the responsibility and the right of all pazents and guardians to guide their own children's use of#he library and it�resaurces and services." Librarians aud governing badies should maintain that pareats�and only parents—have the right and the responsibility to restrict the access of their children—and on[y their childre�to library resources. Parents who do not want their cl�ildren to have access to c�rtair� library services, cnaterials,or facilities should so advise their children. Librarians and library governing bodies cannot assume the role of parents or the functions of pazentaI autharity in the private relationship between parent and child Lack of access to inforfnatian can be harmful to minors. Librarians a.nd library goveming bodics have a puhlic and proFessional obligation to ensure t}iat all members of the community they serve hava free, equaI, and equitable access to the entire range of library�eso�rces regardless of content,approach,format, or amount af dctail. This principle oflibrary service applies equally to aII users, minors as weIl as adults. Librariat� and lbrary governing bodies must up}�old this principie in order to provide adeq�aate and effective service to minors. 1See Erznozn�lc v. Citv of Jacicsonville,422 U.S. 205 {1975)--�"Speech t.hat is neither obscene as to yonths nor subject#o some other legihmaEe proscrigEioa cannot be suppressed solely to protect the young from ideas or images that a legisladve boc#y thi�ks uasuitable [422 U.S. 2Q5,2i4] for t�em. In most circumstances, the values protected by the First Amendment are ao less appiicable when gavernment seeks to control the flow of informativn to minors. See Tinker v. Des Moiaes School Dis�,supra. Cf.West Vu�inia Sd. of Ed.v,. Baruatte,319 U.S. 624(1943}." Adopted Juae 30, 1972; amended July 1, 19$1;July 3, 1991,June 30,2004,by the ALA Couacil. �ISBN 8389-7549-6] RESTRYCTED ACCESS TO LIB�RY MATERIALS An Interpretation of Ehe LIBRARY BILL OF RIGHTS Libraries are a traditional forum for[he open exchange oF informa�ian. Altempts tn restrict access to f ibrary materials violate tl�e basic Eencts af!he Library Brll of Rights. Some libraries place materials in a"clased shelf," "locked cnse;"'at[ults anly,""restricked shelf,"or "high-demand"collectian. Some libraries have applied�itering software to their Internet stations so prevcnt users fram finding targeted catcgaries of information, r�euch af which is constitutiona[ly protected. 5ome libraries block access to certain tnaterials by p�acirig other barriers between Ehe use: and those materials. Because restricted r�aterials of�en deal with cor�troversial,unusual,ar ser�sitive subjects, having ta usk a�ibrarian or circulution clerk for access to them may be etnba�rrassing ar inhibiting for patrons dcsirin�thc materia�s. Requiring n uscr to ask far materials may create�service barrier ar pose a i�ngu�ge-skills barrier. Even whe�a title is Iisted in the catalog with�reference to its restricted staEus, a barrier is piaced between tt�e patran and the publication.(See also"Lmbels and Rating Systems.") Because restricted materials often Featare information that some people consider obje�tiona�ie, patential library users may be predisposed to think of the materials�s ohjectianable and,therefore, be reluctant to�sk for�ccess to Ehem. L�miting Accesti by relegating matcrials into physicalty or virtually restricted or segregaEed Collections or restricting materials by creating age-relatecl, linguistic,economic,psychological,�r other barriers violates the LiGrary Bill of Rights. However, somc libraries ha�e established restrictive po}icies to protect their materials from theft nr mutilation,nr b�cause of statutory authority or insututional mandate, Se�ch policies must be carefully formulaced�nd administered to ensure they do not viol�te established principles of intellec�e�al freedom. 1'his cau�ion is ref7ected in ALA poiicies,such as "Evaluating Library Collections,""Free Access to Librarics far Minors,""Preservation Policy,"�nd thc ACRL"Code of E[hics for 5�eciul Coilections Librarians:' ln keeping with the"Jaint Stateme�t on Access"of the American Library Association�nd Society of American Archivists,libraries should avoid accepting donar agreements or entering�nto contracts that impose permancnt restrictions on special collections. As stated in the"Joint Statcment,"it is the responsibility of}ibraries with sucf�collections"`ro make available ariginal reseurct�materials in i�s possession ort equal terms of access" A21 proposals for restricted access collections shouid be carefully scrutinized to ensure ttiat the purpose is not to suppress��iewpoint or to place a barrier bctvveen certain patmns ar�d particular contcnt. A primary goal of the library�ro�essia� is to facilitate access to all points of view on current and I�istoricul issues. Adapted Fcb�uary 2, 1973; amendcd July 1, I981;FuIy 3, 1991;Ju�y I2,2QQ0;June 3U,2004, by t�e ALA Council. �ISBN 8389-7552-6 G LABELS AND RATING SYSTEMS An Interpretation of the LYBRARY BILL OF RIGHTS Libraries da not advocaEe the idens found in their collectians or in resa�rces accessible thraugh t�e library. The presence of books anc!othef eesources in a library does nol indicate endarsemenl of�heir cantents by the library. Likewise,the abilily for library users to accsss electronic inforfnation using library compvters does not indicgte endorsement or approva� of that infarmatian by the Iibrary. Labels Labels an library materials may bc vicwpoint-neutra) direccional aids t�at save the time af users, or they may be attempts to prejudice or discourage users or restrict their access to materials. When labeling is an atteinpt to prejudice attitudes, it is u censor's tool. T�e American Library Associaqon opposes labeling�s a rneans of predisposing people's Attitudes toward [i�rary roaterials. Prejudicral laGels are designed to resrrict access, based nn a value jtrdgmeni that the�ontent, language or thernes of the material,ar the background or views of the creato�(s)of the material,renc�er it in�ppropriatc or offensive for all ar certain grnups af user�.The prejudicial label is used to warn,discourage or prohibit uscrs or ccrtain groups of users from accessing thc material. Such labels may be used to removc m�tcrials from open shelves to restricted locations where access depends an staff intervention. Viewpoint-neutral directionai �ids farilitate access by making it easier for users to locate materials. 'T�e materials are housed an open shelves and are eyually accessible tu nl1 users,who may choose to cansult or ignore the directional aids at their own discretion. Directinnal aids can have the effect of prej�dici�t labels when their imPlemcntution becomes prascriptive rathcr than desrriptive. When directionaI uids are used to forbid access ar to sug�est moral ar doctrinal endorsemer�t, the effect is the s�me as prejudicial labeling. Rating Systems A variety of arganizatians promvlgale rateng sysrems as a means o�advising either their members or the general public concerning their opinions of the contents and suitabi�ity ar appropriate age for use oi' certain baoks, films,recordings,Web sites1 or other materials. The�doption,enforcement,or endorsement af any of chese rating systems by the library violates the Library Bill of Rights. Adopting such systems into [aw rnay be unconstitutianal. IF such legislation is passed, ihe library shouId see�C legal advice rcgardin�thc law's applicability to libcary operatians. PubIishers,industry groups, and distributors sornetimes add ratings ta macerial ar inc�ude them as part of their packaging. Librarians sf�ould not endorse such practices. However,removing or destroying such ratings—if p�aced there by, or with permission oP, the copyright holder--cvuld constitute expurgation (see�xpurgation of Librury Materials:An Interpretation af the Li6rary Bill of Ri�hts). Same find it easy and even proper, according to their ethics, to establish criteria for judging materials as objectionable. Howcver, injustice and ignarance,rather than justice and enlightenment,resalt from such pructices. The American Librury Association op�ases any efforts that resuIt in closing any path to knowledge. Adopted July 13, 195I; umended�vne 25, 1971;July 1, ]981;7une 2fi, 1990;January 19, 20Q5, by the ALA Council. �1SBN 8389-5226-7� QUESTIONS AND ANSWERS 4N LABELING AND RATI�G SYSTEMS Preamble Librurians empfoy objcctivc proFessional judgment through�election,cataloging, c�assi�catidn,and readers' services to make available the information that library users want or need. Cataloging decisions, labels,or ralings applied in an auempt to resiricl ar discourage access to mater�als or to suggest mar:�i or doctrinal endorsement is a violation of the First Amendment ar�d the Librctry Bill af Rights [Labels and Ratin�=Syslems:An Irrrerpretatron of the Library Bill af Righ�s]. Deenitior�s What is t�e difference between n vie�vpoint-neutral directional sid and a �rejudicia� label? Labels and fating systems produced by libraries, publishers, and organizations can be v�luable and convenient aids for assis�ing libr�ry utiers and staFf in �nding and selecting desircd materials. These toois are nat de facta v�ewpoint-neutrat directinnal aidti ar pre3udiciat labels;they become so only accordis��to their implementution. Any cxisting or praposed ra�ting sysiems should be examincd i� �ight af intellectual freedam principles. Genres Whut are examples for determining whether a genre 1a6e1 is a viewpoint-aeatral directional�id or a �rejudicial label? Frction genre l�bels such as romance, mystery, and science�ction�re used by many libraries�.s viewpoint-neutral direction aids. While tf�ere may be some differences of opinion about which titles fit within speci�c genre areas, the choice of genre is viewpoint neutral and docs not suggest moral or doctrinal endorsement. On the oti�er hand,snm�pubtic iibraries I�bel Christian Fction with�cross as a syrribol. This practice,especially when other religious �ction is not designated,cammunic�tes a mcss�ge af prefcrence for Christiunity, a viol�tian of the separation of church tutd state that is prahibited by the establishment clause of First Amendment as well as the Lihrcrry Bill of Rigl�ts. People of aIl persuasions and traditions have sincere.�eartfelC concerns when their govcrnmcnt nddresscs religious issues, f�ndamenmlly different from an intcrest us ta Revised Apri16, 2006 � whether a library itein bears a"Mystery"or"Western"sticker. Tn recognition of this, some]ibraries seek ta avoid entanglement with religian by using a lahcl ta identify "inspirational fiction",including material that does not have religious-baseci content. As iong as both the seiection of materials to be so iabeled and the Iabel used are viewpoint neutral a�d inclusive, this pracEice would not violace the Library Bill of Rights. Enhanced Content in Catalogs Daes the practice of buadling bibliographic recorc�s with databases and other electronic informabonal resources incIuding book reviews,600k covers and other evaluative materials violate the Library Bill of Rights? Some vendors provide bib�iographic records enhanced with aatabases and other electronic information�l resources including book reviews and other evaluative materials. The Interpretatlan on "L�bels and Rating Systems"should not be construed to prec�ude pravision of resources nnd information useful to users as thcy make their choiccs from t�e libr�uy's catalo�as long as the criteria for inclusion is viewpoint neutral. Libraries should seek the broadest spectrum of inforrnational and evalua�ive materials as possible. Furlherrn�re,the �ibrary professfon should advacate ta vendors for the inclusion of di�erse viewpoints in the products t�rey develop for libraries. Is it gpprogriate Eo add movie,gatne or music ratings to the bibliographic rerord? No. Thesc rating systems are devised by privare groups using subjective and changing criteria to advise people af suitabi�ity or content oF inaterials. It is the library's responsibiIity ta�revent the im�osition or endorsement of private rating systems. Including such rarings in the bibliographic reenrd, libr�ry records, and other[ibrary authored finding aids would predispose people's attitudes toward che materi�l and t�us violute the Library Bill of Rights. Rating Systems and the Library. What if a group devejops a rating system? What would ALA advise? Any private group's rating system, regardless of politic�I,doct�inal ar social viewpoint is subjective�nd meant to pre�ispase the public's attitude,and therefore�iolate the Lihrary BiII of Right.s. Libraries should remuin viewpoint neutral,pro�iding informatian users seek about any rating system equitably,regardless of the group's viewpoint. VVhat if a library baard is asiced to use movie,video game,music ar other ratings to restrict access? A variety aF private organizatians including the Classi�icatiari and Rating Administration {CARA}of the Motion Picture Association af America(MAAA),Canadian Motion Revised Apri16,2Q06 2 Picture Distribe�tors Assaciation,PSVratings Standards Board(PSV),Furents Televisian Council (PTC),Entertainment Software Rating Board{ESRB),TV Pare�tal Guidelines Monitaring Board,and t�e Recording Industry Association of America(�I�)have de�elaped r.�ting systems as a means of:tdvisiM�parents conrerning their opinions af the con�ents and suitability or appro�riale a�e fnr use at certain books„li2ms,recordings. telcvision�rogrartls,Web sites,ur other matcnals. None of these organizations sue govemn�ent aaencies �nd as such their ratina systems r:umot be mandated or enfnrced by any go�ernment ar agency of govenzment, including � pubsicly funded library. A library can, howe�er, maice informatzon concerning these rating systems available to library users. Fvr m4re infarmatinn on this topic see; Deborah Caldwell-Stone, "Movie R�tings are PrivaEe, Nat Pub�ic Policy", lllinais Lihrary Associrrtivn Reporter 22:2 (20{}4):1�13 (http:/lwww.ila.org/p ub/reporterlva122na2.pd�. Is it prejudicia�to describe�iolent and sexual content?For exanaple, would inclu�ing"ronlains mild �iolence"on bibliographic recnrd of a graphic novel vialate the Library Bill of Rights? Yes. In any community there wiU be a range of�ttitudes as to w��t es deemed offensi�e and contrary to moral values. Far some the issue is sexuaily cxplicit content, for others che concern is with violence, for still others it is language. Including i�otes in the bibliograph�c record regarding what may be abjectionable cor�tent assumes u11 m�mbcrs of the comtnunity hold the same val�es. No one person should take responsibility for juciging what xs offensive. Such voe�tn�ary �abeling in bibiiagr�phic records and cataloas vialates the Librrr�y Bill of Riglitx. Age,Grade,Reading Level, and Compute�-ixed Reading Programs I wauld like to organize secdons of the Iibrary using reading level designations,such as those snpplied by Accelerated Reader. Is this okay"' While knowin� th�reading Ievel of a book c:�n assist library users,org:�nizinfi a librs�ry via tI�ese labels can pose a psycnological barrier for users who do not know their reading IeveI. Many will feel that they should na�utilize thosc resources. Users wi�o dc�know their rc�dina Ievel may Feel compeZled to anly select resources from their reading levcl, This wi�i resu�t in Users not utilizing the full scope of the�ibrary cnllection. 1s it olcay to restrict certain sections o�the coIlection based on t�te pAtron's age or grade level? Restrict�ng access to library materials t��,5ed on aae ar grade level ddes nat respect th� �ndividual needs, interests,and ai�ilities of users und vialAtes the Lr6i-urv Bi11 of Right.r. Revised Apn15,2006 3 All stuaents in my school at-e required to participaEe in a co�nputerized reading program that assigns read�levels and point values to book and tests stndents for reading comprehension. Parents and teachcrs want library books placed on the shelves by reading Ievel so that students can easily access and be limited to books that meet their indi�idual needs. This would be easy to da since the vendor sells pre-prinfed labels for grAde Zevel and point value designation. Is this acceptable? No. A student should have access to�11 materials in a schoal library. The chronological age or grade Ievel of stucients is not representative of their infarrnation needs or total rcading abilities. If caliections are organized by age or grade, some users will feel inhibited from selecttng resources from sections that do not carrespand to tneir exact characteristics. If the library limits users from checking ovt reso�rces from sect�nns other than those�hat match the patron's characteristics,the library wilZ most 1ikely not serve the needs af users. While some parents and teachers may�nd housing boaks by grade level helpful in guiding developing yaung readers,a library si�ould not use such labels as a classiFcarion system,or to promote any restrictive or prejudicial practice. Most computerized re�ding programs Iist books by grade Ievels on their Web sites if parents and teachers wish to seek s�ch dircctian. My library users participate in the Accelerated Reader prograrn,and we fee� pressured ta purchase books that are on the reading lists. 8ome of the 600ks on these lists are recommended for reading levels that match the abilities of my ase�s, but 1 qucstion the emotional and maturity levels of ihe themes of the books. What da [�o? Whi�e lists from programs liice Acce[erated Reader may be helpful in se�ecting books for a school or pubTic library in school districts where such programs�re a pcominent part of the curriculum, ii is important to remember th�t emotional and maturity levels do nat necessarily correlate with reading level. A library or school district should have a selection policy that specifically ou�lines how materials are selected and what resonrces �re used, 'T�is may incFude specific review�ournals and other professianal collection devclopment tools. Librarians should advise teachers and administrators that tHeir responsibility is to practice good selection, and to follow the selection po2icy of the institution. This may mean tt�at same books an the Accelerated Render lis�5 that are recammended for high achieving young readers may not be selected 6ecause of the matur�ty Icvel. Revised Apri16.2006 4 Recammended Book Lists A [�cal schaol has a requireci summer reading�ist. Our library pulEs them from the general collection and plac�them together. Is that considered viewpoint neutra!? Yes. Assembling materials that wiCt be i�n ltiigh dect�anci Far a IiEv�ited pc�oad of time hel� li�rary users�r�d iliem. Such selections shouZd be acces�ible tQ��l1 use�und not Eimit�d tn the tar�e� audfence. Labeling Based on Ethnic or Language Group We ha�e a large pop�lation of a speci�c ethnidlunguage group in our service area and we would like to create a section of the library and a collection to recognixe tha#. Is that acceptable pnd how may we go about it? When there is�lar�e popul�tian oF a speciGc eth�ic or langua�e group in an ar�a, it ofter� createc a large demand for items releva�t ta their experience in t[�e library. To meet that dem�nd and make it simpler for the users to locate those resources,librarics somctimes choo5e to create a special collection and/ar area devoted to rhose resources. As lang as thesc collectigns represent diverse points nf view within the�arameters of the colle�tion and are designed to help patron Fnd resources relevant to their experience and not to restrict them to a certain sectian of the tibrary, this practice would be acceptable. Revised Apr�l b, 20Qb � THE FREEDOM T4 READ The freedom to read is csscntial to our democracy.It is continuovsly under attack. Private groups and public authoridcs in rrarious parts of the country are woricing to remove or limit access ta reading materials, ta censor content in schaols,to la�bel "contro�ersial"views, ta distribute lists af"objectian:ible" books or aut�ors, and ta purge libraries.These actions apparently rise from a view that onr nuEional tradition of free expression is�o longer valid; that censorship and suppression aze needed to counter threats tv safety or national security. as welj as to avoid the subversion of politics and the corruption af marals.We, as indi�iduals devoted to reading and as librarians and publishers responsible for disseminating ideas, wish to assert the public interesc in the preservatiun of the freedom to read. Most attempts at suppression rest an a denial of the fundamental premise of democracy: that the ordinary individual.ioy exercising critical�udgment, will select the gaod and reject the bad. We trust Amaricans to recognize prapaganda and misinforrnation,and to make their own decisions about w�at they read and believe.We do not believe they are prepared to sacrifice their E�erit�ge oF a free press in order to be "protecced" �gainst what others think may he bad for them.We believe they still favor free entcrprise in idcas and expression. These efforts at sup�ressian are related to n larger pattern of pres5ures being brought against education, the press,art and images, flms,broadcust media, a�d the Intemet.'fhe prablem is nat only one of actual censorstiip.The shadow af fear cast by these pressures lea�s, we suspect,to an even larger voluntary cun�ilment af expression by thase who seek to ��oid controversy or unwelcome scrutiny by government officials. Such pressure tawacd confonnity is perhaps natur�l to a tirns of accelerated change. And yet sceppression is never rr�ore dangerous than in such a time af social tension. Freec�om has given the United States the elasticiry ta endure strain. Frcedom keeps open the pAth of novel and creative solutions, and enables change to come by choice. Every silencina of a heresy,e�ery enfarcement of an orthodoxy, diminishes tF�e tnughness and resilience af our saciety and leaves it the les5 able to deal with cantroversy und difference. Novv as uIways in aur history, reading is among our greatest freedoms.T�e freedom ta read and write is almost the only means for rnaking generally av�il�b�e ideas or ma�ners of expression that can initially command only a small nudience.The written word is the natural medium far the new idea and the untried voice from which corne the origin�l contributions ro social growth.It is essentia] to the exEended discussion that serious thought requires, anc�to the accumulation oF knowledgc and ideas into organized COIICCt10I15. We believe that free communication is essenti��to the�reservation nf a free soeiety and a creative cuIture. We believe that these pressures toward confornvty present the danger of limiting the range and vt�ety of inquiry and expression on which our dcmocracy and our culture dspend.We believe that every America�i community must jealous�y gunrd the frecdom to publish and to circulate, in order to preserve its own freedorn ta read.We believc that publishers anc�librarians have a prflfound responsibility to give validiry ta that freedom to read by making it possible for rhe readers to choose freely fram a variety�f offerings. The freedom to read is g�aranteed by the Constitution.Those with faith in free people will stand rrm an these canstiwtional guarantees of essentia�rights�d will exercise the responsibilities that accompany tE�ese rights. 1 We therefore affirm these propositions; 4. It rs in tlie puhlic inlerest for publishers vnd liGrarians to rnake avcr�la6le the Kfidest cliilersity uf i�ietivs and expressions, including those that are l�northodax, unpopular, or cur�a�idered dang�,raus by the majarity. Crcntivc thought is by deFnition new,An�what is new is different.The besuer af cvcry�cw thought is a rebc) until t�at idca is rc�ncd and testcd.Totaiitarian systems attempt to mainiain themselves in power by the ruthless suppression of any concept that challenges the establist�ed ort�odoxy.The �ower of a democratic system to adapt to change is vast[y strengthened by the freeda�n of its citizens to chaose widely from among conflicting apinions offered freely to them.To stitle every nonconfo�rnist idea at hirth woulc�m�k the end of the democratic process.Furthermore,on[y ihrough the const�nt activity of weighing and sclecting can the democrafic mind utta�i�the strength demunded by fsmes like these.We need ta�Cnow nnt anly wt�nt we be�ie�e but why we believe it. 2_ Publislrer.r, lihrariuns, and baoksellers da not need ta enr�or�e e��ery idea or presentation they mcike at�allab(e. It ft�Uttl(I Cpnflict with tlre pirhlic inte�•est for lhera ta esrablish their awn political, maral, ur aesrhetic views us a stunclurd for deterrnining whut shuuld be�rublished or�irrulated. Publishers and librarians serve tI�e educatinnal process by helping to make available knowledge and ide�s required for t�e growth oF the mind nnd the increase uf�earning.They do not foster erlucation by imposing ns mentars the patterns af t��eir own tho�ght.Thc people should have the freedom to read and consider a broader range of ideas than those that may be he3d by any single 13brar�an or publ�sher or gavernment or church. It is wron�that what one Can re�d should be�onf ned to whaE another thinks prape�. 3. !t is cuntrvry to tlre pu6lic inrerest for publishers or liGrarians tu bar access to►vritin�s vn lhe 6asis of the perscrnal histvey or perlilicul a�liutivn�vf ihe atttkur. No art or literature can flourish if it is to be measured by the politicai views nr private li�es of its creatars. No 5ocicty ot free people can#7oun��r that draws up lists of writers to w�orn it will not listen, wi�atever they m�y have�a say. 4, There is no plure in nur saciety fnr e,,�`'arls ta cnerce tlte taste of others, to con,fi�ie adults tn the rc�crcling matter deemed suitable fnr adnlescents, nr to ii:hibit the e„�'orts nf wl�iters to achieve ut7istrc expressinn. To some, rr�uch of rnod�m expression is shockin�. But is not rnuch of life i�tieIf shocking7 We cut off literature at the source if we prevent writers from dealing with the stuff of life. Parents�nd teachers have a responsibility to prepare tI�e young to meet the diversity of experiences in life to which they will bc cxpased as they[�uve A respaasibiliry to help them learn to think cr�ticnlly for thcrnsclves. Thesc �re affirmative respor,sibilities,not to be discharged s�mply by�reventing them fram reading works for wf�ich they are nnt yet prepared. In these matters v�lues differ, and values cannot be legisluted;nor can machinery be deviscd that will suit the demands oF one gro��withaut I�r�iting the fre�dum o#'others. 2 5. It is not in the public interest!o force a reatler to accepi the prejttdgment af a label cliaracteriziug a�ty expressian or its aurhar us subaersive or dangervus. The ideal of labe�ing presupposes the existence oF individuals or groups wit�wisdom to deterr�ine by authority wh�t is good or bad for athers.h presupposes tf�at individuals must he directed in rnaking up thair minds about the ideas they exannine. But Americans do not need ot3�ers to da their thinking fnr them. 6. It is the responsihilily of publisJiers and lfbrariarzs, as guarrlia�u of the peaple's freedom tn rend,7a contest eitcroachmeytts upon that freedom by indrvidtrals or groups seekiitg to impose lheir otivn stnndurds or tcrstes upan the rommuniry ut large; mrd 6y the governmenl wheneNer it secks to reduce or deny public acce.ss ta pu6lic informatiun. It is inevitable in tE�e give and take of the democratic process t�at the political, the maral, or the aesche�ic concepts af a�individual or group wiIl occasionally collide with those oF anather individual or group. In a free society individuals are free to determine far ihemselves what they wish to read, and cach group is frcc Eo determinc what it wil! recammend to its freely associated members. But no group has the right to tal:e the law into its ow�hands,and ta impose its own concept of palitics or morality upon other mernbers af�democratic society.Freedom is no freedom if it is accorded only to the accepted and the inoffensive. Furt�er,derr�ocratic societies are mare safe, free, and creative wher�the free flow of public information is not restricted by governmental prerogative or se�f-censorship. , 7. It is the iesponsibiliry of publishers and librarians to give fiill meaning tn the freedam ta read hy provrding 600ks that eMrich the qualiry and diversitv of thought aied expression. By tl:e exercise af rhis u�rnrcttive respnnsibility, they can demonstrute thut Ihe answer to a "bud"6onk ix u goad ane, the a�istiver to a "6ad"ideu is cr goad vne. The freedorn to re�d is of little canseyUence when the reader cannot obtain matter fit for that render's pur�ose.What is needed is not only the a�sence af restrair�t,6ut the positi�e provision nf opportunity for the people to read the best that has been thoughE and said.Boaks are the major channel by which the intellectual inheritance is handed down, and the principal means of its testing and growth.The defense of the freedom to read requires af all publishers and librarians the utmost of their faculties, and deserves of aJl Americans the fullest of their suppnrt. We state these propositions neither lightly nor as easy generalizations.We here stake out a lofty claim for the v�lue oFEhe writter� word.Wc do so becanse we believe that it is poss�ssed of enormous variety a�d uscfi�lncss,worthy of cherishing and keeping free.We realize th�t the application af these propasitions may rnean the dissemination of ideas and manners of expression that are repugnant to ma�ny persons.We do not state these propositions in the comfortable helief thaE what peaple read is unimportant.We believe rather thAt what people read is deeply important; that ideas can be dangerons;but that the suppression of ideas is fatal to a democratic society.Freedam iiself is a dangerous way of life, but it is ours. � Tliis statement w�s ari�inalJy issued in May of 1953 by Che Westchester Conference oF the Americ�n Library Associatior� aad the American Book Pu�ilishers Co�nciI,which in 1970 consolidated with the American Educational Pablishers Institutc to bccome�hc Associatian of Arnerican Publishers. Adopted Zune 25, 1953;revised Jannary 28. 1972,January 16, 199�,JuIy 12, 20UU,June 3�. 2004,by the ALA Counci�and the AAP Freedom to Reud Commitiee, A Jni�:t Stut�ment by: Americun Library Assaciation Associatian aF An�crican Publishers Subsequently endorsed 6y: American BoakseIlers Foundati4n for Free Expression The Association of American University Presses, Inc. The Children's Book Cauncii Frcedom to Rcad Foundatiar� National Assaciation of Callege Stores Nationa[Coalitian Againsi Censorship National Council of Teachers of English The Thomas Jefferson Center far�he P�otcctinn of Free Expression � LIBRARIES: AN AMERICAN VALUE Libraries in America are cornerstones oft�e communities they serve. Free access to the baoks, ideas, resources, and informatian in Arnerica's libraries is imperative for education, cmployment, enjoyment, and self-gavernment. Libraries are a legacy to each generatian,ot�'ering the heritage af the past and the prornise of the #'uture.To ensure that iibraries flourish and have the freedom to promote and �rotect the pub�ic good in the 21�`century,we beIic�e certain principlcs rnust be guaranteed. To that end,we affirm this contract with the people we serve: • We defend the constitutionaI rights ofall individuals, including children and teenagers,to �se the library's resources and services; • We vaFue our nation's diversity and strir+e to refleci that diversity by providing a full spectrurr�af resovrces and services to the communities we serve; • We affirm the�esponsibiliEy and the right of ap parents and guardians to guide their own children's use ofthe library and its resources and services; • We connect peapte and ideas by helping each persan select fram and effectively use the library's resources; • We protect each individua�'s privacy and confdentiality in the use of library resources and services; • We protect the rights of ir�dividuals to express their opinions about library resources and services; • We celebrate and preserve aur democratic society by making a�ailable t�e widest possi�le range of viewpoints,opinions and ideas, so that atl individuals ha�e the opportunity to become lifelong learners- informed, literate, educated, and culturalEy enriched. Change is constant, but t�ese principles transcend c�ange and endure in a�ynamic technological, social, and political environment. Dy embracing these pr�nciples, Iibraries in the United Statcs can contribute to a future that values and protects freedom of speech in a world that celebrates both our simiIarities and nur differences, respects individuals and their beliefs, and halds all persans trufy equal and free. Adopted by thc Council of the Arnerican [.ibrary Associstion February 3, 1999 Was�ington Library Association State�nent af Policy on I�ttellectual Freedom Intel[ectual Freedom in Libraries A 5tatement af Policy by the Washingtan Library Association Thc Wash�ngton Library Association affirms its belief in the follawing policies which should govern the aperatians and services ofall Washington libraries. 1. As a resppnsibility af library scrvice,books and other l'sbrary materials selected s�ould be chosen for values of interest, informatton,and enlightenm�nt of ali the people oFt�e comm�nity. In no case should�ibrary m�terials be excluded because of the race or nationality, or the sacia�,political}or religious views of the authars. 2. Libraries and librarians sho�ld pravide books and uther materials presenting a3l points of vicw concerntng the prablems and issnes of our times;no�ibrary inateriais stzould be proscribed or removed from libraries because of partisan or doctnnal disapproval. 3. Censorship should be ch�llenged by Eibraries in the main�enance of their responsibility to provide pub�Ec infc�rmation and enfightenment. 4. Libraries and librarians should cooperate wi#h all persons and grovps cancerned with resisting abridgment af free expression and free access to ideas. 5. '�`he rights o�an individual to the use of a library sttauld not be denied or abrid�cd beca�e ofthe xndividual's age, sex,appearance,race, religion,national origins,ar social ar Qolitical views. King Coun#y Library System Materials Complaint Procedure It is important that patrons understand that they can make their complaints known and that the Board and staff members #ake patran complaints seriously. First, be prepared for comments on any item in the collection. Second, be ciear in your own mind that yau are r�presenting the KCLS policy and the intellectual freedom phifosopf�y af libraries in general. tt is not yocrr personal view that is under consideratian. 1) Refer the patron ta the managing librarian or supervisor in charge. If the supervisor is out of the building, offer to have himlher call the patron back as soan as possible. 2) Listen carefully to the patron and maintain a non judgmental manner. 3) Offer the patron a copy of the KC�S "Materials Selection Policy" and attachments and explain the intellectual freedom philosophy. Attachments include the Library Bill of Rights and the Washington Library Assaciation's Statement of Policy on Intellectual Freedom in Libraries. 4} Keep in mind these concepts regarding intellectual freedom: • It is #he responsibility of the Library#o include a broad spectrum of materials, not to exclude materials. • Libraries do not necessarily endorse the id�as represented by these materials. + Library staff do not assume the role of parent in restricting th� access of minors to materials and services. 5) If the patron wants to submit a written complaint, offer himlhe�the KCLS Comment Form, or the Patron's Requ�st#o� Reconsideration a� Library Materials, and complete the Materials Log. 6) if#he patron wants to talk to som�one in KCLS Administration: • Ref�r him/her to ti�e Associate Director far CMS. If asked, give the Director's name and phon� number. • Notify the administrator whose name yau've given aut. � Complete the Materials �ag. 145 Coflect�on Devesopment Pallcies and Procedures February 2007 Last updated: Fehruary 2008 Patron's Request for Reconsideration of Library Materiafs King County Library System Date 1. Name T�lephone Address City Zip 2_ I represent ❑ myself ❑ organization: 3e Title of book or other materiaf (�lease include author and call number if possible) 4. What is your concern about this material? (Please be specific, list page numbers/sections) 5. Did yau read, hear, or see the entire content? 6. Have you r�ad any reviews of th9s material? 7. Have you read khe KCLS Materials Selectian Policies? A copy of th� KCLS Materials Selection and Access to Electronic Information Services Netwarks and Int�rnet Acce table Use Po�ic wilf be mailed with a response to your request fflr reconsideration of library materials. 8. Do you have additional comments ar sugges�ons for materials to he included in th� colkection to provide other�iewpoints? This form wi�l be re�iewed by library staff and you will recei�e a written response. Please note: your comments are pubfic records, however yaur name, address and phone numbe�wiEl be kept con�idential from the g�neral �ublic to the greatest extent allowed by law, including the Washington Public Records Act and the USA Patriot Act. 146 Collectlon Development Pollcies and Pracedures February 2007' Last updated: February 20�8 K ! N G - couNrY L.IBRARY March 5, 2005 Dear Mr. Thank you for taking the time to filf out a Citizen's Comment on Lfhrary Materlals regarding the book When Wlli Jesus 8rina The PQrk Choos? by George Carlin. We value feedback and frank comments from our patrons.especially when it pertains to our materials or services, The p�bf�c library serves a �arge and diverse pop�lation who hofd a wide range of interests and be[fefs. The presence of books, videos and other resources in a �ibrary does not indicate endorsement of their c:ontents by t�e library. The KC�S Board 6elisves tFiat people are responsib�e for making choices about what they wifl read, �lew. or lis#en to. KCl.S is oommitted to free and ope� access far all people to ali materials, and js committed to support our readers�fviewers`right to persanal choice. I understand from th�staff member w�o Eook your camplaint that you had recei�e�a oopy o�fF�e KCL Materials Se[�ction and Access t EI onfc fnformation Services nd N iworks Po1i , bu# i have er�closed anothef copy for you. In additiot� to the guidelines descrihed in Ehe Policy, KCLS Selection Librar�ans#ollow spec�c selection cxiteria. T�ese c�iteria �nclude: current and anticipated needs and intet�sts of the public� and aut�o�s'lartists'reputation aRd recognition. Thls particealar boo[c was selected because George CarlTn has receEved a number af awacds for his comedy wark. His booics are wetl-reviewed and have spent weeks on the best seller lists. Please r�ote that we do have trained librarians who are happy to assist you ir�finding suitable mater�als in the library. While you found the abo�e book objedionable, � hape that you wiil fnd others in the library's ooltecHon ti�at support yaur views and serve your interests. Thar��C yau far taKing the time to fll[out the carnment farm. Please feel free ta cantact me directly if you wish ta discuss th€s fu�ttter(425.369.3203 or brucsci�a aC�.kcls.o . r��y, . Q.�� Bruce 5chau Assocfate Direcfor Collection Management Services 960 Newport Way NW • IsSaquah, WA 48Q27 • 425.462.46p0 • www.kcls.org / . - � �I►pptndiz�d:Ctbzea's Comment on Li6rary 1lutcrisis �� CiHzen's Comment on Librnry M�terials �S��►sr� Date Z --I z�a S L Name � � _ .. ,�Te�nae , A�dress - F . - C�.7► - � � ..,,, �P� _ 2. I represeat ¢�mysclf C1 o�rgeaization: � 3, rtlo of book or other matcrisi(ple�se iacIude author md aaU aumber if possiblej �h�'i Lil.�l� �cs us �RI^i�A _�e_. �a�r�,rCiJs d,oS 7 - --I�T e��r��c �Ccr�,'n _ _ - . —.- .- 4. What is your co�ru or comment? (Please be specific,list�e numberslsect�ons} �Ga:s �s �e ,��af �:�r,•cts"'�nq � Uct�ccs�� 1��['��a,�, �Y�s'L� �`' „ `�he. r,va,��.,, ,,,��,as �✓er �'e.-:ti. LU�..� SlN�[�c� �5 z.Cs��,`e..t d� �li�'s �'ar d�g e 6 e. vu.�-d�arf� r,�f�. �-"�r�rr e•�T „ � � � 5. Did you tr�sd,he�r,or see the artire conEent? 1�� fc�� di5,f�.ra�i N�� b. Have yo�resd airy re�views of t�is ma#�at7 1Va • �;rc� e« G NN f��r�•�°✓• � � 7. Havc yau�ad a cbaac�e to rca�thc KCLS Ma#erisls Selectian Policy7 ��?K �i�°Q-y= 8. Do you tta�e suggestiflns for materials to be included in the wl�oction�a pro�ide oth�r vievvpoi�s7 �e �w��y� �al��rs n�v�r r'��d�� '�� s'pePGl� � �� .4 n��t�arr'�rfa2 !K �ir S �l�u�T�G^ . �r5 �t�olG- s •f.K.PGQ K/C � GLC]'� f�� il�/'L^�lLt/`r`Qbtr � - � �. Additioml commcnts: Ih_ a�f�or cJ�,� �i51ts w�cys �r Ser•a..! ��% 61ers � rn urc��r �e�,ol.�. �'/�ed � S� rxo�l�/ � � � r �., Yovr commc�w�!be revi�by librs�y adminislrators aa►d you wi11 receiv�e a written response. Please note:ya�r com�enfis are public recards,hawtvcr your name,address and phone n�ba w�l bo kept conSdentiaL --� -� s hd��d �u y � �- w�r� h��no�t�y : �� „�� uh v c.va��s � Appmdlx 1 i�� vu:S�'� �a�e � C-G�cc r�e�o��r c �.�� 1 MAl'HRlAES CQfF1P1,A]N7 L,OC'PAGE 2 S. Deseribe the�atare af the cornplaint and what nccurred. Do}�ou tttinlc it was resolved? M� . � • -� /� `- f � — .L cr �-r i�(� -/�/��'C�l:�•Y��,(% ��a-�, i n F L �ui � crF- _ _ ,� ; � � � � , ` ��' — L vF � - r� � � 7 6. Name af Associate Director: '___ Date notified: Datc acdon taken: 7. Resntutioa: King County Library System Appendix I i K i N G COUNTY � � � � L[B�tAR October 13,2005 Dear Ms. � Thank yau for your recer�t comment senE ta tfi�e King County�ibrary System. We welcame feedbadc and frank oomrnents from our pat�ans and appreciate your taking the time to wrtte. You sxpressed concerrt aver the haok The lmprnbable Cat,by Ailan Ahfberg. As you r�oted, The lmpmba6le Cat was wrttten by a well-known chitdren's authar. It aiso received favorable revIews in a number af�oumals, includtng Kirkus, Publishers Weekly and the School Lbrary Joumal. Reviewers oo�sEder the book appropriate for the 4�'to 6�'grade range{10 years+y. T#�e rev�ews do indicate that t�e book may b�more apprapriate for sopt�ist�cated readers, because af the dark na�ure of ihe story and the wri��g style_ Parents ar gnardia�s,as caregivers,are ti�e bsst judges af what is age appmpriate for their chitd or young adult, and are enoauraged to gvide their chiid's reading and viewing when their child recei�es a library car+d. Piease note that we do have tra�ned IihreRans wha are happy to assist bath young people and their Qarer�ts in findi�g suitable materi�ls�n the I�brary, and I would also encaurage you to seek out reviews for any Eitles a�out which you have cflncems or quesiions. T#�e publIc fibrary serves a large and diverse population who hold a wide range of interests ancf beliefs,and KC�.S at�mpts ta provide access to information an all paints of�iew,and recreational reading that wili satisfy a wide variety af interests. The KCLS Baard believes that people are responsible for rr�aking choices about what they will �ad, view,a listen to,and the presence of books and atl;er reso�rces in a library dves not indicate endorsement af their contents by the library. The IC�ng County Library System does not remove items trom ti�e collection because samething about the ftem r�ay cause offense,such as the cover, iftustra�ar�.s,or portions af the texk While you found this l�o�k objectior�able, I hope that yau will find ott�ers ir the Ifbrary's co«ec�on that supporE your visws and serve your interests. I i�ave enc[osed a copy of the Mater�afs Se�ectfon�Access�o Electronic �fQrma�an,5er,v,ice,s, Ne#warics&Intemet Acceptable Use Policx. E hope t#�at from tFiis yon ca�mare fully appreciate t�e library's positi4n in trying to promote equas access ar�d preserve the right of persanal choice. Thank you, again,for taking#he time to write. (f yau wish to discuss this h�r#her, p�ease feel�ta contact me directly. I can 5e reached at a25-369-3203, ar brUcschaC�lkcEs.orq. Stncerely, �� B ce Sr� er Assoctate airector Collection Management 5ervices 964 New�ort Way NW • Issaquah, WA 98027 • 425.462.9600 • www.kcls.org Sc�('r �- �-�-E7�,1[.Q�v� So l� �-o fir�41 `�l.�d ow�". ...1_ (`�Tw�r�.c.a t-t �r.c�� rv (`��in�t-�- 1� 5 c7 � C r�tn�-� G ti� � ,"�`5 OvVI� � 1��2. (�2.ir� . `}� d-� . � � ` ��2 -��d- �� vn s� �� o �e c �- � .y ' �� . d�7n our� - �"� � � � � , Appendia ld: Citizen's Comment on Library Materiajs Citizen's Comment on Library Mafer�als Kfng Cannry Library 8ystem Date �- 3�]--05 1. Name^ ^ Telephone _ _� Address _ _ Cifiy_ __ Zip _ 2. I represent �myself ❑ organization: 3. Tit�e of boak or other material(please include author annd call number if possihle} �1.2.. Zn�ArO��C-�� _ _ - -- U �'��G�1 ��1��e.na 4. What is your concern or comment? {Ple.�se be specific,list page numberslsectioas} C�e b0o� o w j� ' ( r�•v�`S r s� �� .� o� c� a.r 5 G� u-2r �D c �� -'"� �- c� td�e. �D o I�s o� o[r� w�e rea l� �e c� �� o� fl id you read,hear,or see#he entire eontent7 d� j�� S�)� � , ��L�6. Have you rea�d any reviews of this materiaI?�� , � 7. Have yau had a chance to read the KCLS Matenals Selechon Pahcy7 � N'i'" 8. Do you have suggestians for materiaIs to be included' the collection ta provide other viewpoints? fle 4 �' ��J f` � `. . l.L �' 9. Additional camments: � � ��/�-i� 1� ` -- T -�l�' � w4 t a �u�pri G15 �I f��ea�o l �- ,T �. Your comments will be revtewL�d by lit4rary administrators a�d you will receive a writtea response. Please note:your commenEs are public records,however ya�r name,a�dress and phone number wi11 be kept confidential. Appendi�c 1 . « • � i � a -� 1� -- v � Bruce, i mazked the pages with#he warc�shit or shitty.As you�an read,on page 91, the twclve year old boy is angiy and upset and swears, "Shit,"I shouied,as the anger(and fear and fr�stration)flaoded thro�gh me, While perhaps not the language that many of our pa#rons would like the�€children to use, it is appropriate in this book in this context� Furthermflre,the�y's father�€e1ls him not to use the word shit. T've attached the reviews. Al�are fa�orable. Even School L�brary 1a�rna�considers the book appropriate for a 4-6 grade audience and doesn't even men�ion the swear word. . , • . � .. � , t � i �a � � . i � � + • ` 5 -- +S + � ' . + , , � k . - , Ti#1eTales� Page 1 of 2 The Im�robable Caf � �f$L Grade � : �'�lwias BEnding LC Dewey P��$ !��@� Vendor Cat UPC ISBN � r. �: ` I � j' TR PZ7.A2688 -�ic- $9.95 5-12 0385731868 0385731868 { Author Ahlberg,Aflan 1[lustratar B�iley, Peter Publisher Deiacorte Press Marc 107 . : 111. ; 16 cm. Desc�I�tion p Re�Iews Bulle�n(Center for Children's Books) �0-01-2D04;Kirkus 07-Q�-2004;Publishers Weekly�8-09-2004;School Librarv Jaumal 08-0'f-2a04 Nates Originally published: Great Britain: Pe�guin Boaks, 2002. Publicatton �112004 Date 5�mmary A strange creature,whi�ch ini�a!!y looks like a cat,appe�rs�n the yard of Davy's house one day a�d proceeds to cfestroy his family's life 6y"hypnot�zing"everyone��tt Davy and his little bfother. S�bjects Monsters;Anfmais;Horror stories, � Bra�ch Info Want Nates /�qe�ry Fund �ty ❑ `' a � �� Ktrkus"" -07-01-2004 Do nat be decetved by the diminutirre fim size and aloofly posed but petEable-fooki�g fefine on the cover, there's nothing warm or fuzzy about this eerie tale af a famlly enslaved by an adopted stray. The icitten that slips into the yard one day seerrts to hypno#ize everyone ir�the Burrell family except baby Luke,the dog Billy-and namator David, 72,who watches with increasing alarm as his parents and lit�e sister lase track of their jobs, fiends, and lives to feed and care for�. Feeding ravenously, It doubles in size each week, becoming in the process less caatlike, and more-sametFting else.As the crea4ure stays aut af sight, David is unable to convince anyone that samethfig's amiss-cats are ofte� pampered, rigM?At last,with the aid of a friend, he concacts a desperate, char�cy plan to drive it away.With biny, som�er�ignettes enhancing the spooky atmosphere,this episode makes decidedly unsafe bedtime readir�g-but, like Rabert Westall's Stvnes of Muncaster Cathedra!(1993), it affers in a srnall package both 5ig, delicious chills, and,for sharper reader�,a cautior�ary metaphor ta chew over. (FictEon. �i0-12) Capyriphi brkus"��204q.Used wEth pemdsslon. hrip://www.bwibaoks.camlviewnext.php �0/11/2005