American Library Association Code Research Articles

Teaching and Learning the Ninth Principle of the ALA Code of Ethics

In 2021 the American Library Association (ALA) Council approved a ninth principle to be added to the ALA Code of Ethics. The principle reads, “We affirm the inherent dignity and rights of every person. We work to recognize and dismantle systemic and individual biases; to confront inequity and oppression; to enhance diversity and inclusion; and to advance racial and social justice in our libraries, communities, profession, and associations through awareness, advocacy, education, collaboration, services, and allocation of resources and spaces.” This principle is in keeping with the Association for Library and Information Science Education (ALISE) Ethical Guidelines for Library and Information Science Educators: “As LIS educators, we respect and uphold academic freedom and protect the freedom to learn and to teach. We resist censorship and actively promote access to diverse points of view.” In both instances the primary thrust is equity, diversity, inclusion, decolonization, and justice. This panel addresses the ALA Code of Ethics, with special attention to the ninth principle. The panelists will address the core meaning of the principle to determine what it portends for education for library and information professionals. The principle is designed to guide action though praxis. The panelists will examine the degree to which that objective is met by the principle, as well as a set of questions related to the principle: How praxis can address systemic inequity and oppression; how diversity and inclusion manifests itself in praxis; how the advancement of racial and social justice through education can be introduced in the workplace; and how the insertion of these goals can be made into the institutions in which graduates work. The matter of the pressures in which educators work related to racial and social justice work will also be brought up.
 Throughout the investigation of these matters, the overarching concern of the panelists will be the insertion of the matters into the educational milieu. The panelists will bring to the fore their extensive knowledge and experience in their examination. They will not only provide analyses of the elements of the ninth principle, but will raise questions about the implementation of the principle into the education of professionals. The panel presenters and their talk titles are: (1) John Budd, The Ninth Principle and Global Ethics: The Case for Global Ethics; (2) Suliman Hawamdeh and Michele A. L. Villagran, Multiculturalism and the Role of Information Ethics in Dealing with Academic Integrity Issues; and, (3) Bharat Mehra, “White Pricks” (a.k.a. Inoculations Against Racism) to Decenter Shades of White Privilege in a Professional Association’s Leadership Networks of LIS Educators. Facilitated by John Burgess, delegate for Information Ethics SIG convenor Toni Samek, the panelists will engage the audience in a discussion of the meaning of the ninth principle, but will also have the opportunity to compare it with the ALISE guideline and to offer suggestions regarding the implementation of the tenets of the principle into education (including which kinds of curricular elements are best suited to the insertion of the ALA Code of Ethics into instruction and discussion).

Licensing Online Content to Ensure Patron Privacy: An Informal Survey of Oregon Librarians

Librarians throughout Oregon are committed to securing the rights for patrons utilizing resources within their libraries with the greatest level of protection regarding their online identities as possible. At the same time, Oregon librarians are committed to providing their patrons with the online resources they want to access whether it is a public library, an academic library, a community college library, or a health services library. Finding the balance between providing the desired online content with the safeguards that protect their patrons can be difficult. Oregon librarians recognize the need to secure patrons' online privacy but also want to meet patron demands for resources. Patrons tend to prioritize their quest for content over their personal privacy concerns. By contrast, librarians evaluate the privacy needs of their community as a whole as opposed to on an individual level. They are committed to the third principle of the American Library Association's Code of Ethics: "We protect each library user's right to privacy and confidentiality with respect to information sought or received and resources consulted, borrowed, acquired or transmitted" (ALA, 2021). As with many issues in the 21st century, a tension exists between the individual's wants and the best practices for community well-being. To better understand this inherent conflict between access and security, I asked several Oregon librarians to answer a series of questions about their electronic resource licensing practices. This article outlines the current practices these colleagues employ to reconcile this tension between patron demand and patron safety and to identify ways for improving the situation regarding online resource usage.

Conflicting Values: An Exploration of the Tensions between Learning Analytics and Academic Librarianship

The prevailing rhetoric concerning learning analytics is that its use will support the educational endeavor and make significant improvements to teaching and learning. For academic libraries, learning analytics presents the possibility of using library data to coordinate, integrate, and align with the goals of the institutions in which they are embedded. While libraries have a long history of collecting data to support various service and learning objectives, those data have typically been siloed, de-identified, private, and confidential. Although there are positive contributions that learning analytics can make to the learning process, there are concerns associated with its use, particularly the tensions between the objectives of learning analytics contrasted with different conceptualizations of learners and the values of education and librarianship. Institutions of higher education use learning analytics to achieve institutionally defined goals and outcomes for students, which creates tensions with the enshrined values of the American Library Association's Code of Ethics, Library Bill of Rights, and Core Competencies of Librarianship. The transcendent benefits to society that are inherent in education and academic librarianship, such as the rights and responsibilities of citizenship, are not measurable through learning analytics.

Breakout Session: Copyright: The Ethical Imperative for Librarians. Presented by Martin Garnar, Dean of the Kraemer Family Library, the University of Colorado Colorado Springs.

Martin Garnar, in his presentation “Copyright: The Ethical Imperative for Librarians,” discusses the evolution of the American Library Association's Code of Ethics as an indicator of the changing relationship between librarianship and copyright education. Updates to the Code of Ethics, and in particular the 2014 adoption of an interpretation of Article IV, offer a vision of librarians as active parties in the discussion of intellectual property rights. This interpretation includes a series of statements about what librarians "should" do in their roles as information professionals in order to navigate copyright within their roles and interactions with users, and to uphold a fair balance between rights holders and users.

ALA Committee on Professional Ethics

The Committee on Professional Ethics (COPE) is an American Library Association (ALA) Council Committee. COPE’s charge is to augment the ALA Code of Ethics by explanatory interpretations and additional statements, prepared by the committee or elicited from other units of ALA. When units of the Association develop statements dealing with ethical issues, a copy is sent to the Committee on Professional Ethics for review so that it may be compared to the existing ALA Code of Ethics in order to determine whether or not conflicts are present. COPE then offers non-binding opinions on issues before the ALA Council.

The Documentality of Ethics – Codes of Library Ethics as Support of Professional Practice

This study analyzes codes of ethics, seen as documents, and their role in supporting the professional practice of librarianship. Theoretically it is placed within the scholarly discussion on the role and function of documents in various practices. Specific interest is directed towards the concept of ”performative documentality”. Empirically, the analysis is concentrated on one example, the Code of Ethics of the American Library Association (ALA). Both the immediate pre-history of this code, and its subsequent editions are described and analyzed in relation to the given theoretical position. Results show that the development ALA code of ethics corresponds to the ideas of professional practice in librarianship over time, from a clearly prescriptive function to a more open, legitimizing role. In theoretical terms ethical codes of librarianship can be said to illustrate the concept of performative doscumentality not only in relation to practices of librarianship, but also to libraries as such, seen as social institutions developing in correspondence to changes in social structures and attitudes, as well as organizational forms and technology.

Library patron privacy in jeopardy an analysis of the privacy policies of digital content vendors

ABSTRACTWhile the library profession has long defended readers’ privacy, a public library patron's personal information is no longer solely in the hands of intrepid librarians determined to defend intellectual freedom. Libraries use vendors to provide a large portion of their digital content. These vendors gain access to extensive personal information about patrons. Libraries often must negotiate with content providers to ensure privacy protections for their patrons that are in accordance with the American Library Association's Code of Ethics. This paper presents the results of a content analysis of the privacy policies of five of the top digital content vendors of American public libraries. We examined whether these privacy policies (1) meet the privacy standards of the library community, (2) meet other industry standards, and (3) are accessible and understandable to public library patrons. Our results demonstrate that while vendors are largely meeting the Fair Information Practices standards of American industry, the policies fail to meet the heightened standards of the library community.

A Note on Civil Disobedience and Professional Ethics Codes

In her exemplary book The Ethical Archivist, Elena S. Danielson devotes a chapter to professional ethics codes and points out that [m]any informed observers do not feel that complying with the law has any place in a statement on ethics since laws enforce existing power relationships, which may be (p. 45). I will argue that including civil disobedience principles in ethics codes may be preferable to rejecting legal compliance as a consideration.First, a few words about the purposes of codes of ethics. Do we need them? If not, then we do not need to worry about the legal compliance issue. How many of us ever consult the American Library Association's Code of Ethics, or the code of the Society of American Archivists? Do such professional codes really provide useful guidance in making difficult ethical decisions? While these empirical questions are often raised, they do not address what I regard as the principal value of a professional code of ethics. Even if we grant an argument that it is impossible for a professional code of ethics to be a useful (not to say perfect) guide to selecting the ethical option that is most just and does the least amount of harm in any given situation, I am persuaded that archivists and librarians should promulgate, observe, and honor their professional codes of ethics because the codes are public statements of values that help define us as professionals. The assertion of these values is an important part of proving ourselves worthy of the trust and respect we seek from our peers, patrons, funding agencies, governing and government officials, members of the general public, etc. Adoption of an ethical code is a hallmark of most professions because the very existence of the code is a stipulation of obligations beyond self-interest. The fact that an ethics code is not a simple and infallible means for choosing between different options does not show that the code has no value. A code of ethics is a public assertion that the profession takes its obligations seriously.Thinking of a professional code of ethics as a statement of values and obligations, we return to the question of whether within those statements there should be any consideration of legal compliance. Setting aside the occasional circumstances where old laws remain in force primarily because no one remembers they exist or notices they no longer serve a purpose, it seems undeniable that current laws may enforce existing power relationships. Certainly some or many laws may be in place to protect minorities and mitigate oppression, but for the purposes of our discussion we are concerned with the conditions where those without power, or with little power, are unable to put into place and enforce laws that are not favored by those who do have power. But does it follow that oppressive, dictatorial, unjust governments never pass just laws? Obviously not, and for the sake of the well-being of oneself and one's fellow citizens it would be best, for example, to obey the traffic laws even while engaging in efforts to improve or change an unjust government. Surely, arguing otherwise would make one appear so irresponsible that it would be difficult to recruit more participants in the effort to change the government. If this seems a trivial point, let us recall we are considering the position that considerations of legal compliance have no place in a code of ethics. If we are to take that claim literally, then we are entitled to ask when and why non-compliance with just laws is in the best interests of the society. Arguing that some laws may lead to injustice or reinforcement of unfair power relations simply dodges the issue and ignores the possibility that in some ethical situations, there may be laws in place that provide excellent guidance for taking actions which maximize justice and minimize unfortunate consequences. The most sensible approach is to acknowledge the possibility that current laws can help or hinder when seeking the best ethical alternatives, and as professionals we will put such considerations under careful scrutiny. …

Reference Ethics: Theological Librarianship in Conversation with ALA Reference Ethics Guidelines

This particular article will look at one ethical concern that is likely to be very familiar to most theological reference librarians. This question is what the theological reference librarian's ethical responsibilities are when the American Library Association's Code of Ethics seems to conflict with an institution's expectations for an employee of that institution. In order to adequately solve this question, the article will first summarize the basic elements of the American Library Association's Code of Ethics that relate to the reference interview. Next, the special nature of theological reference librarianship will be discussed. Third, the Association of Theological Schools accreditation guidelines will be examined to determine the relationships that theological librarians have to their religious institutions. Fourth, in light of the theological librarian reference ethics that emerge from the proposed investigation, possible ethical solutions will be suggested. The article will conclude that the article's research question is actually a false question, not because theological librarians have not raised it or because it is not worth considering, but because the American Library Association's Code of Ethics and the Association of Theological Schools accreditation standards expect the same thing from their librarians.

Global Information Ethics in LIS

Even most rational approach to ethics is defenseless if there isn't will to do what is right.-Aleksandr Solzhenitsyn (1918-2008)Ethics, or moral philosophy, derived from ethos, is principle, character, and behavior of knowing and doing what is right and just. Defined by Oxford English Dictionary as the science of morals; department of study concerned with principles of human duty and the rules of conduct recognized in certain associations, professional ethical responsibilities have long been expected of many professions including teaching, medicine, finance, and law, yet formal ethical standards for library and information professionals have only recently, relative to age of profession, been considered, developed, and published.Information ethics in library and information science, a term first expressed in 1988 (Hauptman, 1988, p. 3; Capurro, 1998), refers to production, dissemination, storage, retrieval, security and application of information within an ethical (Hauptman, 2002, p. 121). The ethical and moral obligations, challenges and conflicts which may result when people, information, and facilitators (i.e., librarians) interact, demonstrate need for ethical standards to guide facilitator, and indeed to ensure optimal conditions for information to be created, used, and preserved. They are statements to guide and define ideals and standards of librarianship in particular societal contexts in which they are formulated.Yet, information ethics standards must first be governed by national, federal, and local laws, covering aspects such as labor standards (what is a librarian required to do, or to not do?), technology (what technology can be used/ accessed, and how, especially at tax-payers' expense?), information laws (what limits have been placed on access to information about potentially controversial subjects?), audience (who may or may not access a library's services and why? and how (or is) privacy of user ensured?). The American Library Association (ALA) Library Bill of Rights, for example, provides an ideal statement of principles, and refines those principles to refer specifically to intellectual freedom in Code of Ethics; however, any conflicts, challenges or obligation in ensuring those standards and ideals would be governed by American law, making code unenforceable (Wiegand, 1996, p. 84) at professional level, and thus remaining hopeful ideals. The importance of recognizing ethical standards is not in question, yet need for often unenforceable codes must be examined; why are formal codes necessary, what makes a code effective, and how can rhetoric, rights, responsibility, and reality be reconciled in context of information ethics in library and information science?The ALA Code of Ethics includes following in its short preamble: ...we recognize importance of codifying and making known to profession and to general public ethical principles that guide work of librarians...; can library and information professionals move beyond ethical ideals in principle to mindful application and implementation? Many formal ethical codes of national library/librarians associations refer to a national charter, constitution or similar document, and sometimes directly or indirectly to global human rights and some specifically to elements of Universal Declaration of Human Rights (UDHR). While also not legally binding, UDHR can be used to morally or politically influence those states, nations, leaders or governments which violate principles of declaration, though language of document is subjective. Should codes of ethics be based on UDHR, even though it has no legal authority? Can a code be applicable to all information (Baldwin, 1996), regardless of technology or format? Can a code accommodate as yet unknown privacy or security concerns (Moor, 2005)? Can a code exclude anyone for some reason? …

The translational sciences: a rare open access opportunity

Health sciences librarians serve society by making needed health-related information available to our users. The Medical Library Association's (MLA's) slogan, “Professionals providing quality information for improved health”; the 2010 revised MLA Code of Ethics [1]; and the American Library Association's code of ethics [2] all reflect our profession's central purpose. One formal research study on the core values of librarians and information professionals also verified that, on the international scale, our profession seeks to provide access to quality information [3].

Meeting Users’ Needs in Cataloging: What is the Right Thing to Do?

Library and Information Science takes a user-centered approach to research and practice, and helping users is the highest principle in ethics statements, such as the American Library Association's code of ethics. The cataloging field, however, generally has not taken a user-centered approach in research or in the development of cataloging standards. Instead, the responsibility to meet users’ needs has been placed on catalogers in practice, who are encouraged to customize bibliographic records to meet their local users’ needs. Previous research suggests that catalogers are constrained in their ability to customize bibliographic records, because catalogers do not know who their users are and cannot identify their users’ needs. In addition, library administrators limit customization in favor of fast and efficient cataloging processes. If catalogers in practice cannot customize bibliographic records, how can local users’ needs be met? Who is responsible for meeting users’ needs in cataloging? What is the “right” way(s) for cataloging to help users and ensure equitable access to materials? This paper discusses these questions and explores possible ways for cataloging to focus on users and move toward a more ethical cataloging practice.

Library Managers and Ethical Leadership: A Survey of Current Practices from the Perspective of Business Ethics

ABSTRACT This article and survey examine library managers' role in ethics leadership within their organization. Ethics in libraries goes beyond the “big picture issues” addressed in the information science profession, to include workplace ethics. Managers of all levels must be equipped to deal with the ethical issues that arise from positions of power, and they should understand that they play an important role in shaping the ethical climate of their organization. Library research and literature do not emphasize management ethics. They provide no concrete research and scant guidance for managers of libraries. However the field of business ethics addresses concepts and frameworks for ethical decision making, which library managers can learn and use. Our survey adds to the body of knowledge in this area by providing a snapshot of the wide spectrum of ethical issues that library managers currently face in their different types of libraries. It also provides a snapshot of their knowledge and views of codes of ethics (specifically, the American Library Association Code) and their current actions toward fostering ethical climates in their organizations. Finally, we present the idea of “ethics literacy,” discussing what components from the field of business ethics provide a practical understanding and value for library managers.

Ethics in Library and Information Science. What Are We Teaching?

IntroductionThe American Library Association's first consideration of a formalized code of dates to i930, with its suggested code of ethics, and with subsequent statements, revisions, or developments in i939, i975, i979, i98i, and i995. Ethics has continued to play an important role in the library and science field, and significant ethical issues have recently been receiving great attention in light of filtering and CIPA/COPA, as well as privacy, intellectual freedom, and related rights under attack from the USA Patriot Act. We in the professions must remain committed to the ethical principles presented by the ALA's Code, as foundations to our existence.And although the ALA continues to be the major accrediting body for schools of library and science, it does not regulate or standardize the teaching of ethics, nor does it require that accredited schools o∂er coursework in ethics. Some professional organizations, such as the Association of Computing Machinery (ACM), has gone this further step and requires computer science students to take coursework totaling i6 hours, with i0 Social/Professional/Ethical units (Tavani, 2003). In the library and science field, it is assumed that major principles of will be discussed through, for example, management or collection development, but many schools of library and science have developed elective courses which delve more deeply into the myriad of issues facing professionals today. Surveys conducted by Buchanan (2003) reveal that overwhelmingly students in the professions feel that coursework should be required. As the range of ethical issues facing LIS students continues to grow and become ever more complex, such courses may very well come to be required by MLIS programs of study.The introduction and use of the term ethics originates with librarian Robert Hauptman in the late i980s, when Raphael Cappura in Germany also began using the term. Some have defined the domain of as of the ethical issues related to the production, storage, access, and dissemination of information (Weckert and Adeney, i997, p. ix). Much of what we discuss and teach in schools of LIS revolves in and around these four areas-production, storage, access, and dissemination of information. Within all of these realms, the array of ethical issues has grown quite large and complex: There are many issues, many ways of teaching ethics, and much diverse reading in this area. As new professionals leave our schools, they must be equipped with the knowledge and skills to embrace and resolve ethical dilemmas. Just as we teach our students the theory and practice of reference or management, for instance, in preparation for work in the field, we should also teach ethics. Thus, the remainder of this paper surveys courses and their coverage in accredited schools of LIS in the United States and makes recommendations for more consideration of throughout LIS curricula.MethodsA list of all Library and Information Studies schools in the United States2 was obtained from the website of the American Library Association (ALA) in the directory of ALA-accredited Master's programs: Forty-nine ALA-accredited programs were included in the analysis.3, 4The websites of the forty-nine accredited programs were searched to find out whether they o∂ered a graduate-level course. This included searching all posted class schedules and course descriptions. Course schedule/description dates were checked for currency to ensure appropriate representation. Professors teaching the class had to be located, sometimes, by contacting the school or department head; those teaching a graduate level, for-credit class were contacted with a request (sent via e-mail) to provide a course syllabus. In some cases, the syllabi were available on the school web site and it was not necessary to contact the professor. …