With committee hearings underway, CEA members are bringing their teacher voice to the Legislative Office Building to ensure Connecticut’s laws support public schools, teachers, and students in the strongest ways possible.
Dozens of members testified at yesterday’s public hearing of the Committee on Children in support of a proposal that would ensure every school library has clear policies on how its book collections are developed—and processes in place for how materials may be reviewed and reconsidered. Crafted by school library media specialists, Senate Bill 1271 An Act Concerning School and Public Libraries received a strong endorsement from educators, parents, and legislators alike.
West Hartford middle school librarian Melissa Thom, whose district has clear, board-approved guidelines for library collections and educational materials inquiry—and a certified school librarian in all 16 of its schools—said guidelines such as these are invaluable.
Newington school librarian Jessica Dalton praised the bill for affirming the importance of equitable access to information, professionally curated library collections, and transparent policies that uphold intellectual freedom and educational integrity.
“School libraries are more than just book repositories; they are dynamic learning hubs where students develop essential research skills, engage with diverse perspectives, and discover literature that resonates with their personal experiences,” she said. “SB 1271 recognizes the expertise of school librarians and ensures that collection development, programming, and reconsideration policies are guided by professional standards rather than external pressures that may seek to limit access to information.”
“A well-developed school library collection does not happen by accident,” Winsted school library media specialist Karen Pfeffer emphasized. “Library media specialists are trained to curate a balanced collection that reflects the diverse needs of all learners—supporting curriculum goals, fostering intellectual curiosity, and ensuring representation for students of all backgrounds and identities. This includes selecting high-quality literature, ensuring access to materials for reluctant and advanced readers alike, and providing resources for students with learning differences.”
She added, “Across the country, school libraries are facing increasing challenges to materials, displays, and programming. That’s why we need clear procedures for material selection and reconsideration policies for challenged books, to protect the integrity of our library collections. Without these policies in place and trained professionals to uphold them, school libraries risk becoming vulnerable to censorship that undermines the educational mission of our schools.”
The heart of a school
“School libraries are not only spaces for academic enrichment, they are the heart of a school, where students from diverse cultural, social, and economic backgrounds come together to explore different perspectives and share experiences,” said Ledyard school librarian Kathleen Smith. “As a librarian, I strive to curate a collection that reflects the diversity of our student body and provides a wide array of voices, cultures, and experiences while also being appropriate for the age level I serve. In my daily interactions with students, I witness firsthand the excitement of a student who connects to a book. Students have told me about the positive impact a single book has had on them. I have listened to conversations as student-run book clubs select stories that allow them to explore the world. As a parent, I do not want my son’s ability to learn about himself and others restricted by individuals who do not want particular titles to be available in libraries.”
Echoing Smith’s concerns, Amity school librarian Kristin Yeakel testified that while every parent has the right to make determinations about book choices for their own children, “a few parents should not be allowed to make those decisions for the many.”
She added, “It’s important to note that librarians use several trusted resources to evaluate any material we bring into our libraries, and we strive to serve as educational hubs where people can gather and learn. We offer safe, accessible spaces for everyone and support marginalized groups, including women, immigrants, people of color, the LGBTQ community, and those facing religious persecution.”
“In recent years, we’ve been concerned about the increasing number of book challenges,” said Ellington elementary school librarian Sarah Burdacki. “Access to books with self-affirming, relatable stories is one way to support our students’ social emotional well-being. Providing a wide range of books that act as ‘doors, windows, and mirrors’ to our students is extremely important to us.” While she agreed that parents should be able to decide what their own children read, she argued that they should not have that same control over what other children can access.
Retired reading specialist Rose Tiernan recalled that her own school library provided something her family could not.
“As a child in a rural community, my family was not able to provide all the books I wanted to read,” she said. “My school library became my treasure trove.”
Sobering stories
School librarians also shared statistics, including the fact that Connecticut is one of 17 states with more 100 challenged titles in 2023, school districts spend $40,000 a year on average on book challenge cases that make it to the courts, and 47 % of the titles targeted in book challenges represent the voices and lived experiences of LGBTQIA+ and BIPOC individuals.
They shared difficult personal stories as well.
“Last year, I had a parent accost me at my place of work in front of other students and administration,” one librarian recalled in written testimony. “The parent did not like that the protagonist of a book their student checked out of the library was a member of the LGBTQ community. The complaint was homophobic and discriminatory, and I still assured the parent that they had every right not to let their child read the book. This story is not unique. If our school had a clear policy, this entire situation could have been avoided.”
“We thank the Children’s Committee for raising SB 1271 and for working to protect our students’ right to learn, as well as our educators’ freedom to teach,” said CEA President Kate. “SB 1271 takes a crucial step in ensuring accountability for local governing bodies and safeguarding educators’ and librarians’ ability to provide a diverse and comprehensive curriculum that prepares students for the complexities of an interconnected world. The freedom to read and explore a wide range of ideas is fundamental to a quality education and the development of students’ critical thinking skills. Book bans undermine this by restricting access to materials that encourage students to engage with diverse perspectives and think critically about the world and their place in it. These bans often target topics essential to student success—such as history, identity, and social issues—while depriving them of the opportunity to navigate these subjects in a safe educational environment like our libraries.
“Limiting access to these materials not only restricts intellectual growth, it also weakens students’ preparation for civic life and their ability to engage in thoughtful discourse. This is why our educators, librarians, and media specialists play such a crucial role in selecting reading materials with purpose and careful consideration. As trained professionals, they ensure that books and resources align with students’ interests, age, and maturity while fostering intellectual and personal growth. SB 1271 acknowledges their expertise and provides essential protections while also giving local governing bodies a role in policy development.”
