Rising to the challenge: A comparison of library school students’ and working professionals’ predispositions towards challenged materials for children

Abstract

The purpose of this paper is to identify relationships among selected variables (suggested by Fasick & England and Hopkins), in search of possible predispositional differences between library school students and practising librarians. Results indicate that while there is a relatively high degree of dependence among characteristics, there is decidedly less agreement between characteristics and behaviours, and between behaviours; and reveals a double standard in how fiction and nonfiction challenges are handled. The paper concludes with a discussion of the pros and cons of frequency‐based measures, with a call for more research at the individual level. This research was partially funded through a Social Sciences and Humanities General Research Grant. Additional financial support was supplied by the Centre for Research in Information Studies at the Faculty of Information Studies, University of Toronto.

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