INTRODUCTIONIn the past decade, using the Internet has become as much a part of the media center experience as using reference and trade books, or magazines and newspapers to meet information needs. This has brought about not only the need for training of librarians and users, but also an untapped wealth of resources, available at the click of a mouse. Schools have met feelings of excitement while embracing the new information source, but have experienced uncertainties concerning the regulation and control of the use of the Internet in School Library Media Centers. The introduction of the Internet has called into question the ideas of open access, authority control, and acceptable use of media center materials. Internet access functions as an "extension of the school library and media center" (1). The Internet has represented an exciting new aspect of meeting information needs and "searching for information on the Internet heightens students' enthusiasm for learning and creates a willingness to share with one another" (2).The Internet has been introduced into library programs that are already in place. Unlike books, which have gone through editing and publisher reviews, the Internet is an open forum for anyone who has a modem to publish their works. No weeding or selection of appropriate materials takes place with Internet resources, like with traditional library materials. Connection in schools "raises concerns that students will be exposed to ideas or materials that may be unhealthy or at the very least non-educational" (3), though the purpose of establishing connections is directly intended to enhance the delivery of educational materials to students and teachers (4). Since the Internet is not regulated in a way similar to books and magazines, unwanted content comes through. The internet presents "new methodologies and technologies [that] redefine who has control of information flow" (5). Less-than-perfect filtering programs have been tried in schools, but "to ensure that there is no questionable material on a single system, a school would have to either have no links to other systems (eliminating the need for Internet access) or make sure that everyone in the world agrees to keep questionable materials out of their systems" (6), neither one a viable option. The only alternative to providing Internet access in school media centers is to not provide it at all. This is not a sound alternative because "failure to take advantage of the Internet . . . would ignore society's demand for a technologically literate workforce. It would also forsake a boundless global information system" (7). Instead, librarians, teachers and principals must do the best they can to ensure acceptable use of the Internet to allow students access to the vast resources available online. Return to the top of this document. |
TECHNOLOGY OBJECTIVESSince Internet connectivity has become an extension of most school library media programs, objectives and standards to guide student Internet usage have been written or reworded. Six interacting themes of information literacy support the integration of Internet resources into the library curriculum:
The American Library Association, an organization that presents standards guiding school and public libraries, incorporates Internet use into its standards:
Standards and objectives for school library media specialists are helpful in integrating the Internet into school library programs to make the best of this vast resource. Standards and objectives and the acceptance of the Internet by librarians and school officials allow for the integration of this vast wealth of resources into students' research. Return to the top of this document. |
LITERATURE REVIEWReview of the literature available about Acceptable Use Policies leads to the revelation of several trends among researchers and reporters of AUP use in schools with Internet access. The themes represented in several of the review articles include a discussion of AUPs and their components, and either support of or opposition to the presence of AUPs in schools. Many of the journals and articles explain the components of AUPs and the roles of those involved in the creation and maintenance of AUPs in schools. What is an Acceptable Use Policy?An Acceptable Use Policy (AUP) is a policy that sets forth rules of conduct for Internet use. In schools where Internet access is available, the AUP is in force to regulate Internet use. Briefly stated, an Acceptable Use Policy is "a document, usually approved by the Board of Education of the school district, that details acceptable uses, rules of on-line behavior and responsibilities of students while on-line, access privileges, and the classroom uses of the Internet. Penalties for violations are defined. In most cases the parent or guardian, the student, and the teacher sign the AUP user agreement and parent consent form, which is kept on file as a legal document" (11). Instead of a separate policy, detached from other rules of the school, the AUP should function as an "extension of the school's policies" (12). AUPs take the form of "guidelines for student use of the Internet and other school-provided computer network services, such as E-mail" (13). AUPs outline specifically what is appropriate Internet content and usage for students and state consequences for breaching the guidelines. Support for the Use of AUPs in School Library Media ProgramsAt the December meetings in Seattle of the U.S. National Commission on Libraries and Information Science (NCLIS), the commissioners voted to tell the library world that NCLIS "feels strongly that the governing body of every school and public library...should establish, formally approve, and periodically review a written acceptable use policy statement on Internet access" (14). Others feel an AUP is necessary to instill values of appropriate use in students. Rather than focusing on consequences of breaking parameters set in the AUP, it is "essential to empower children to use the Internet safely, responsibly, and effectively-whether in the company of an adult or on their own" (15). Teaching students ethical behavior is the essence of the argument for the existence of AUPs in school libraries. Students have to "learn that ethical behavior in the electronic world is as important as ethical behavior in the physical world" (16). Those advocating the existence of AUPs in school libraries strongly feel that instilling values and ethics of appropriate Internet use in students is fundamental. Opposition to the Presence of AUPs in School Media ProgramsThose opposing the presence of Acceptable Use Policies also champion the notion of instilling values and ethics of appropriate Internet use in students. The best protection for students "comes from teaching them responsibility and good values, a task educators share with parents . . . Students' capacity for responsible behavior is tied to their cognitive development" (17). Teachers and media specialists are aware of the changes in students' cognitive abilities, and can structure teaching and student activities around bolstering responsible behavior in students (18). Students need to learn to "rely on internal rather than external means to guide their"(19) Internet searching activities. This value of behaving responsibly will extend to students' Internet use, these behavior advocates believe. This argument against Acceptable Use Policies promotes the idea that, by instilling values of good behavior in students, students will make choices to use the Internet responsibly and AUPs or contracts are not needed. Review of the literature points to opposition to AUPs in schools for another reason. Another argument against Internet Acceptable Use Policies is based on the fact that AUPs are too limiting, and that they "overprotect" students. School Library Media Centers need to concentrate on "sustaining an atmosphere of free inquiry" (20). Acceptable Use Policies should be flexible, allowing "legitimate student research--such as a project on skinheads or war--without requiring the student to get permission to access information on gray areas" (21). Those believing that AUPs are too limiting follow the notion that AUPs infringe on students' rights to access of materials. A strong opposition to AUPs is promoted by the American Library Association and other organizations who are against censorship or limiting access to materials guaranteed under the First Amendment. In 1997, the U.S. Supreme Court recognized the Internet in libraries as "a medium of "speech" entitled to the highest level of First Amendment protection in the landmark decision Reno v. ACLU" (22). In this landmark case, it was stated that: The Internet represents a vast library. It is a virtual library already present within any public library that selects Internet access. The fundamental First Amendment question is: given the free availability of a near-infinite range of content on the Internet, can the library ever deliberately deprive a library user of the constitutionally protected materials he or she seeks? The emphatic answer of the librarian informed by principles of intellectual freedom is: absolutely not. (23) The American Civil Liberties Union and the American Library Association oppose the use of AUPs in schools because they limit what students have access to. Limiting or censoring what can be accessed contradicts the fundamental notion of these groups that individuals have the right to seek and receive all information according to their rights under the First Amendment. Many oppose the use of Acceptable Use Policies in schools because of a belief in instilling values in students to make the right choices regarding Internet access, the fact that AUPs limit students' access, or the idea that AUPs are a form of censorship blocking students' First Amendment rights to information. Other less-grounded reasons for opposing AUP existence in schools include:
Opposition to AUPs stems from the notions that they are not needed as a document separate from the schools' existing behavior management, that AUPs limit students' access and infringe on their First Amendment rights, or unawareness of the need for AUPs by school officials. A review of the literature reveals these points. Return to the top of this document.
Development of an Acceptable Use PolicyAfter a school decides they are going to adopt an Internet Acceptable Use Policy in their media center, the question of what to include in the AUP must be answered. Review of the Literature leads to a consensus of points that several authors feel should be included in the AUP. A review of literature reveals several major points of inclusion for AUPs.
Other suggestions for items to include in school Acceptable Use Policies include an online notice of rules (28), parental consent (29), protecting the school from liability (30) and a disclaimer absolving the school from responsibility (31).
Who is Involved in the Creation of a School AUP?A final trend found in the literature concerning school Internet Acceptable Use Policies is the discussion of who should be involved in creating and maintaining AUPs. Most of the articles pointed out that what is considered appropriate use will likely be influenced by local issues. Input from "students, teachers, parents, and administrators" (32) will help ensure that the policy meets the needs of all involved. One person, usually a system administrator or school board official, oversees the creation of the AUP. Someone at the level of each building, usually a principal, will be responsible for coordinating the policy in the building. A director of technology resources or librarian will be responsible for making sure the policy is in place and is followed (33). Classroom teachers and librarians are responsible for making sure students are aware of the policies. Parents should be involved by being asked to sign AUP documents, if provided, but should also be invited into the media center to participate in their students' seeking of information. Active participation of "appropriate stakeholders, such as teachers, students, parents, administrators and staff," (34), increases the likelihood that the Acceptable Use Policy will be successful. Return to the top of this document. |
CONCLUSION AND IMPLICATIONSAcceptable Use Policies in schools have become an issue to all of those working with students in a library or classroom setting. Since the Internet made its way into most American schools at the end of last century, students have had access to information from all spans of the globe, which can be accessed simply. The Internet "masks [students'] physical youth and presents them as virtual equals" (35), and any child with skills to use a mouse can access its resources. There are a wealth of resources discussing the use of AUPs in schools, detailing the positive aspects of the Internet but cautioning against the danger of students accessing material which is adult-intended. From the literature, I have formed a viewpoint that AUPs are necessary to some degree in schools, though the idea of teaching values and ethics when using the Internet have strong tendencies to give students the best from the Internet. As a school media specialist, I am interested in following the development of legislation and other ideas to shape acceptable use of the Internet in schools.
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WORKS CITED
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REFERENCE LIST
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