Selection or censorship: libraries and the intelligent design debate

Abstract

PurposeTo examine the strategies of the intelligent design (ID) movement and their impact on the selection policies for high school libraries and the science curriculum.Design/methodology/approachExamines the process four public high school libraries in the US took to determine whether to accept a gift offer by a parent of two books, dealing with ID. This article deals with the importance of applying selection criteria to all materials, whether gifts or recommendations.FindingsSchool libraries are not immune to the tactics used by the ID movement to influence curriculum and collection development decisions.Research limitations/implicationsWhile this article is a case history of the ID movement's strategy to influence school curriculum, its implications and possible impact on other schools and their libraries.Practical implicationsProvides advice to practicing school librarians on what criteria to use when selecting materials and poses the question of who should be involved in selecting materials for the school library.Originality/valueThis article explores the critical aspects and the differences between selection and censorship. Emphasizes the importance of having and following board‐approved policies that deal with gifts and the selection of library and instructional materials.