ABSTRACTBackground. Filtering software is used in libraries to block Web-based content; this includes parts or all of certain websites, ranges of IP addresses, as well as key word level sifting of search results that delete or do not return all possible and alternative content. There are academic institutions that actively do filter access to the Internet for their students, faculty and staff.Objective. How do librarians and other key campus stakeholders view the use of Internet filters? The data presented in this paper comes from a cross-institutional study which surveyed senior administrators, IT professionals, faculty and librarians to gauge their views related to use of Internet filters.Methods. The data selected for this article focuses on a comparative analysis of responses to questionnaires completed by both librarians and senior administrators. However, other outcome data will be discussed for all participant groups.Results. Results suggest that while librarians as a professional group stand firmly for open access and against filters, academic administrators are split on the role filters play in denying access to Internet content. While faculty and IT staff each view the necessity and value of filters with varying degree of approval. Significance. These perceptions have policy implications related to academic freedom for teaching, learning and for academic libraries and IT departments, as well as their parent institutions.INTRODUCTIONThe use of Internet filters has been adopted by colleges and universities to monitor and sometimes block access to online content. While filters do play a role in eliminating content that a community finds offensive, is no mandatory legislation requiring higher education institutions to filter content. Data was collected to understand how Internet filtering is viewed across job classifications, different campus settings and Carnegie classifications. This Carnegie system provides a framework to classify colleges and universities specific to the United States. The participants in the original study included college and university administrators, information technology (IT) managers, librarians and faculty from all disciplines.Software and hardware-based filters, which sift through keywords placed in Internet search engines and online databases, work to limit the return of information from these sources. By their very purpose, filters exist to decrease the amount of information researchers can access. The impact of such filters can be found at the institutional level. Kirp (2003) related how Arcadia University (formerly known as Beaver College) was blocked by search engines in certain public, academic and high school settings where filters blocked access to the college's website. Once the name was changed, enrollment at the university increased substantially and by the fall of 2002, there were over five hundred freshmen, the biggest class in the school's history (Kirp, p.14). There have been many attempts to define academic freedom over the decades. Definitions evolve over time as cultural mores and new ideas change our perceptions. For the sake of this discussion, academic freedom is defined by the authors as the fundamental human right for an individual to pursue or express knowledge and information in any venue and via any media during his or her lifetime, unencumbered by any person, policy or law which would deny such access to information.There is significant amount of research and periodical literature related to other aspects of academic freedom. This topical research focuses on free speech, association, curriculum design, teaching methods, and the conflicted or supporting institutional and personal definitions of academic freedom in the workplace.The use of Internet filters in higher education occurs at institutions throughout the United States. However, appears to be no research on why colleges and universities decide to filter Internet content. …
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