










































Georgia Journal of Literacy 
2024, Vol. 46(1), pp. 49–63 
https://doi.org/10.56887/galiteracy.135 
ISSN: 2833-7611 

Practitioner Article  

 
 

 

CONTACT Dr. Bethany L. Scullin, Associate Professor of Literacy, Department of Early Childhood through Secondary 
Education and Reading, University of West Georgia, Carrollton, GA; email bscullin@westga.edu. Nickie B. Smith, 
Graduate Student, University of West Georgia, Carrollton, GA; email nbsmith24@gmail.com. Holly N. Proby, Graduate 
Student, University of West Georgia, Carrollton, GA; hollyproby@yahoo.com. 
 

Teaching Between the Bans: Exploring Book 
Banning, Censorship, and Book Access in the 
Middle Grades 
 
Bethany L. Scullin  
Department of Early Childhood through Secondary Education and Reading, University of West Georgia, 
Carrollton, GA 

Nickie B. Smith 
Graduate Student, University of West Georgia, Carrollton, GA 

Holly N. Proby 
Graduate Student, University of West Georgia, Carrollton, GA 

 
ABSTRACT 

In this article, we invite middle-level educators to discover how literature can be a 
gateway to understanding and addressing book bans, censorship, and access to 
books. We delve into the recent rise in book challenges, particularly against diverse 
narratives, and trace the historical roots of censorship. Highlighting ten selected 
texts, we show how they can be practical tools in teaching the critical importance of 
intellectual freedom. Accompanied by discussion questions and engaging teaching 
ideas, these books aim to spark critical thought, embrace varied viewpoints, and 
motivate students to actively discuss censorship issues. This piece is a resource for 
educators to enrich their approach to complex topics and underscore the vital role of 
reading in shaping aware, inquisitive, and active citizens in today’s increasingly 
complex world. 

KEYWORDS 

banned books; 
educational 
censorship; book 
access; book 
challenges; 
middle school 
literacy; diverse 
narratives 

 
Books themselves are freedom. Freedom to think, to believe, to dream. 

 
Lucas; Words on Fire (Nielsen, 2019, p. 109) 

 
n the first eight months of 2023 alone, the American Library Association’s Office for 
Intellectual Freedom recorded an unprecedented spike in attempts to censor library materials, 
with challenges to 1,915 unique titles (SLJ, 2023). This marks a worrying twenty percent 

increase from 2022, which sets a record for the most challenges in over two decades. Most targeted 
were books reflecting the lives and rights of people of color and the LGBTQIA+ community, 
echoing a historical pattern of marginalizing already underrepresented voices. 

As troubling as these statistics are, they are not without precedent. History is rife with 
censorship, from the destruction of millions of books in the National Library in Sarajevo during 
the Bosnian War in 1992 (Burgess, 2020) to the banning of classics by Shakespeare (Baldassarro, 
2011). We have witnessed the burning of books by profound thinkers in Nazi Germany (Stern, 
2022) and the suppression of scientific truth by the Catholic Church (Artigas, 2006). More 

I 

mailto:bscullin@westga.edu
mailto:nbsmith24@gmail.com
mailto:hollyproby@yahoo.com


50 Georgia Journal of Literacy 46(1)  

 

recently, a Georgia teacher, Katie Rinderle, was terminated for reading a picturebook she 
purchased at the school’s Scholastic Book Fair, My Shadow is Purple (Stuart, 2022), to her fifth-
grade gifted class (Sonnenberg, 2023). These acts of censorship were not simply about removing 
books from shelves; they were about stifling ideas, silencing dissent, and erasing cultural and 
intellectual diversity. 

The pattern is clear: society’s progress stalls when books are banned. Amid a resurgence 
in banning books across the United States, the role of educators in fostering a culture of open 
inquiry and protecting intellectual freedom has never been more important. Recent headlines 
underscore this urgency, with books on topics from diverse historical narratives to those reflecting 
a range of identities being removed from classroom libraries, school media centers, and public 
library shelves. This alarming trend erases numerous perspectives of human experience and 
weakens the foundation of public education within the United States, which thrives on the 
exchange of ideas and the freedom to explore them. Historically, censorship and book banning 
have been instruments of oppression, stifling the voices of marginalized communities and 
reinforcing the barriers to access. As advocates of literacy and students’ rights, we firmly believe 
that every student has the inherent right to read, explore, and think critically about diverse 
perspectives. 

 
Books About Banned Books . . . and Censorship and Book Access 

In an educational environment that is constantly evolving and facing new challenges, teachers find 
themselves at a crucial intersection, balancing the responsibility to address complex issues while 
managing varied external pressures.  The question arises: What path should we take? We propose 
the answer lies in turning to literature itself to provide a solid foundation. By integrating stories 
that reflect on book banning, censorship, and book access, educators equip students with the tools 
to understand and question these issues. This approach allows students to connect with the core 
values of freedom and access, showcasing the real-life and historical impact of these principles. 

In this article, we present ten books, including five picturebooks and five novels, which 
serve as both mirrors and windows (Bishop, 1990) into the complex world of censorship, book 
banning, and access to books. We specifically included picturebooks within our list of 
recommended texts, acknowledging their growing recognition in middle-grade classrooms for 
engaging adolescent students. These books are visually appealing and rich in mature themes, 
complex content, and multi-layered meanings. With their intricate illustrations and challenging 
texts, picturebooks cover controversial topics and support reading comprehension skills. This 
combination makes picturebooks valuable educational tools for middle school students, facilitating 
a more profound understanding and engagement with the material (Bintz & Ciercierski-Madara, 
2022; Costello & Kolodziej, 2006). 

Along with the carefully selected texts, we have included suggested discussion questions, 
teaching ideas, and activities with the goal of informing and inspiring students to become 
thoughtful, questioning, and engaged citizens. Our proposed texts range from historical contexts 
that gave rise to censorship to examining its present-day actualities. We explore how books about 
banned books, censorship, and book access can be powerful tools in the classroom. In addition, 
we provide a collection of resources (Figure 1) to aid educators in exploring perspectives of 
censorship, book banning, and access to books and education. By equipping our students with the 
ability to analyze the world around them, we are defending their right to read and empowering 
them to shape the future of their own intellectual freedoms. 
 



Scullin et al. 51 
 

Figure 1: Summaries, Discussion Questions, Teaching Ideas, and Activities with Texts Featuring 
Censorship, Book Banning, and Access to Books and Education 

Ashes (2010) by Kathryn Lasky 
Historical fiction, novel, 320 pp., ISBN 9780142411124 

I’ll say whatever I want. I’m not a book. You can’t burn me! (p. 304) 

Thirteen-year-old Gaby (Gabriella) lives the typical life of any thirteen-year-old girl 
in Berlin in 1932. She goes to the theater with her best friend and enjoys her 
favorite pastime of reading…even during the occasional class. She comes from a 
loving, educated family and great friends, including Albert Einstein. But slowly, that 
all starts to change as the political climate begins to change. Author Kathryn Lasky 
writes a gripping novel about a young girl living in the days when Hitler began to 
come into power. This historical fiction novel highlights how quickly censorship can 
take over and what is really at stake when that happens. Gaby watches how 
censorship affects her classmates, family, and close friends. Then she watches, in 
horror, how censorship affects her beloved books that she has come to cherish. In 
Ashes, the reader takes a historical journey while learning about the dangers of 
censorship. 

Discussion 

● Considering Gaby’s experience, how do changes in political power, like the rise of Hitler, impact 
the freedom to access and enjoy literature? What can this tell us about the role of government 
and politics in shaping what we read? 

● Gaby finds solace in books during turmoil. How do you think banning or censoring books would 
have affected her understanding of the world and her identity? What might be the consequences 
for young people when their access to diverse stories and perspectives is restricted? 

Teaching Ideas & Activities 

● Personal Responses to Censorship: Invite students to create a visual or written response 
expressing their feelings about censorship, inspired by Gaby’s story. They could design posters, 
write poems, or create short stories that reflect what losing access to books might mean for 
them. This activity will allow students to connect personally with the impact of book bans and 
censorship, encouraging them to express their viewpoints creatively and consider the value of 
free access to literature in their own lives. 

● Compare/Contrast: Using the graphic organizer, have students compare and contrast the 
effects of censorship. For example, compare Gaby’s classmates’ behavior and attitudes at the 
beginning of the novel to their behavior and attitude at the end of the novel. How did censorship 
play a part in this? Alternatively, compare Gaby’s life at the beginning of the novel to her life at 
the end of the novel. Again, ask how censorship plays a part in this. Other choices could be 
Gaby’s father, Albert Einstein, and the overall social life of Berlin’s citizens. 

  

https://studylib.net/doc/8019743/compare-and-contrast-graphic-organizer


52 Georgia Journal of Literacy 46(1)  

 

The Book is BANNED (2023) by Raj Haldar  
Fantasy, picturebook, 40 pp., ISBN 9781728276564 

                                           Because we banned everything and there’s no ending left to read. (p. 35) 

Giraffes! Hippos! And unicorns!?! These are some of the things that get BANNED 
in this silly and engaging book about book banning. Author Raj Haldar uses 
ordinary examples to demonstrate to his young readers how banning the simplest 
things can lead to eliminating everything. It all starts when the Hippos want to ban 
the giraffes because they are tall and get all the leaves off the trees. No more 
giraffes!  But wait! What happens when someone thinks the hippos complain too 
much?? They get banned, too! No more giraffes and no more hippos! Thus begins 
this tale of banning things because of differences and dislikes…until there is 
nothing left to read and no ending to the story.. 

Discussion 

● In this story, various items are censored, leading to a series of bans. How does this reflect the 
potential consequences of censorship in real-world scenarios? What might be the broader 
impact on society if diverse ideas and topics are routinely banned?  

● Considering the book’s humorous approach to banning subjects like dinosaurs and avocados, 
what message does it convey about the reasons behind censorship? How can this perspective 
help us understand the importance of having access to a variety of books and ideas? 

Teaching Ideas & Activities 

● Create a Banned Book: Challenge students to write and illustrate their own short story, picture 
book, or comic strip on a seemingly innocuous topic, then go through a mock ‘banning’ process. 
Discuss the reasons why certain books might be banned and the impact of these decisions, 
encouraging students to reflect on the importance of diverse perspectives in literature. 

● Banned Book Fair: Have students create displays or presentations on books that have been 
historically banned or challenged (in the U.S. and globally). Students can research the reasons 
behind the ban and its cultural or historical context, then present their findings to the class. 

  



Scullin et al. 53 
 

Attack of the Black Rectangles (2022) by Amy Sarig King 
Realistic fiction, novel, 272 pp., ISBN 9781338680522 

The first step is finding out who did it, I Say. 

Then why they did it, Denis says. 

Then we fight it, Marci says. (p. 72) 

His dad believes he is an alien, his mother is a hospice nurse, and his grandfather 
is a truth-teller, so what does that make Mac? Being encouraged to have integrity, 
sixth grader Mac Delaney, in a town that’s 97% white from Pennsylvania, stumbles 
onto a book from the library. Not long into his reading, Mac finds out that someone 
is marking out words and phrases in the book he is reading. Who is the culprit? Did 
someone make a mistake in the book? When Mac goes to his teacher, Ms. Sett, 
for answers, he learns that she agrees with the censorship. With the support of 
friends Denis and Marci, Mac challenges the status quo and finds out they have 
gotten more than they bargained for.  This book aligns with the politics happening 
in modern times. It opens the door to having those hard discussions of acceptance, 

friendship, growing pains, and the importance of letting people decide for themselves what is true. 
However, you have to know all the facts, right? 

Discussion 

● Considering Mac’s reaction to the blacked-out sections in The Devil’s Arithmetic (Yolen, 1988), 
how does censorship in literature impact a reader’s understanding of history, susceptible topics 
like the Holocaust? 

● Mac’s decision to challenge the censorship at his school raises important questions about 
student activism. What role should students play in addressing censorship issues in their schools 
or communities? 

Teaching Ideas & Activities 

● Create a Speech Suppression Poster: Working in small groups or independently, have 
students design posters that illustrate the causes and effects of speech suppression. This project 
allows them to visually express how restricting speech can impact individuals and society while 
critically considering the consequences of limiting free expression. 

● Create a Public Service Announcement (PSA): Have students use Adobe Spark (or similar 
software) to create a PSA on the importance of reading and the impact of book censorship. This 
activity encourages students to express their views on why reading is fundamental and to 
explore the arguments for and against censoring books. Here is a three-minute tutorial:  
youtube.com/watch?v=iWrx0SxTaBw 

  

https://www.youtube.com/watch?v=iWrx0SxTaBw


54 Georgia Journal of Literacy 46(1)  

 

The Library Bus (2020) by Bahram Rahman  
Realistic fiction (based on true events), picturebook, 32 pp., ISBN 9781772781014 

There are no schools for girls in the village or the camp.  

They only have the library bus once a week.  

But I will help them the same way your grandpa helped me. (p. 30) 

Not being aware of the privileges of learning in a classroom, Pari’s mother brings 
the learning experience to remote mountainous areas and teaches her daughter 
Pari the value of an education with a mobile classroom. With the library bus, 
children can escape what they consider the norm of war and rubble and trade it 
for a short while for an adventure a book will take them. Based on actual events, 
the author gives homage to Afghani women in his own family and their relentless 
pursuit of the freedom that literacy can give but is forbidden for the female gender. 
This book will provoke the thinking of middle school students learning about 
geography or cultures beyond their own. 

Discussion 

● Reflect on the role of the library bus in providing access to books in Pari’s story. How does this 
mobile library challenge the traditional barriers to education, especially for girls in war-torn 
areas? 

● Considering the restrictions on girls’ education in Pari’s community, discuss how access to books 
can empower individuals and change societal norms. What impact could this kind of access have 
in communities where certain groups are denied educational opportunities? 

Teaching Ideas & Activities 

● Comparative Analysis: Have students create Venn diagrams to compare learning experiences 
in a library bus versus a traditional classroom setting and the educational opportunities for boys 
versus girls in Afghanistan. This activity encourages students to analyze the different educational 
environments and gender disparities in access to education, enhancing their understanding of 
global educational challenges. 

● Illustrated Storyboard Project: Encourage students to create illustrated storyboards that depict 
key scenes from The Library Bus. Focus on how the library bus impacts the community and the 
differences in educational opportunities for boys and girls in Afghanistan. 

  



Scullin et al. 55 
 

Words on Fire (2019) by Jennifer A. Nielsen 
Historical fiction, novel, 336 pp., ISBN 9781338275780 

How do you destroy a people? You take away their culture.  

And how is that done? 

 You must take their language, their history, their very identity.  

How would you do that? 

I pressed my lips together, then looked up at her.  

You ban their books. (p. 78) 

Words on Fire is a powerful historical fiction novel that resonates profoundly with themes of censorship, 
the importance of cultural identity, and the courage to defy oppressive regimes. Set in late 1800s 
Lithuania under Russian rule, the story centers around 12-year-old Audra Zikaris, whose life changes 
dramatically when she joins the underground network of book smugglers. These brave individuals risked 
everything to distribute Lithuanian books, which the Russian Empire banned to suppress the Lithuanian 
language and culture. Audra’s journey is one of resilience, bravery, and the transformative power of 
literature. The book not only highlights the historical impact of book banning but also celebrates the spirit 
of resistance and the vital role of access to literature in preserving cultural identity. This narrative offers 
middle school teachers a compelling resource to discuss the consequences of censorship and the 
enduring value of intellectual freedom with their students. 

Discussion 

● How did the actions of the book smugglers in Words on Fire challenge the idea of censorship? 
What risks did they face, and why do you think they believed those risks were worth taking? 

● In what ways does banning books affect a community or culture, as shown in Words on Fire? 
Discuss how the absence of particular books can shape or limit our understanding of the world. 

● If you were in Audra’s situation in Words on Fire, what would you do and why? Would you risk 
breaking the law to preserve and share your culture’s literature? Discuss the moral and ethical 
considerations in such a situation. 

Teaching Ideas & Activities 

● Create a Book Smuggler’s Diary: Have students create a diary or journal entry from the 
perspective of a book smuggler in Words on Fire. Encourage them to express the challenges, 
fears, and motivations of a smuggler. This activity will help students empathize with those who 
fought against censorship and understand the importance of preserving cultural literature. 

● Debate on Book Banning: Organize a classroom debate on book banning. Assign roles to 
students – some as censorship authority members and others as literary freedom defenders. 
This exercise will allow students to explore and articulate both sides of the issue, fostering critical 
thinking and understanding of the complexities surrounding censorship. 

● Interactive Map Exploration: Use online resources to create an interactive map (such as 
Google Maps) showing locations where book banning has occurred historically and in modern 
times, including the setting of Words on Fire. This can be a collaborative project where students 
research and add information to the map, learning about the global impact of censorship and 
the fight for intellectual freedom. 

 



56 Georgia Journal of Literacy 46(1)  

 

The Librarian of Basra: A True Story from Iraq (2005) by Jeanette Winter  
Narrative nonfiction, picturebook, 32 pp., ISBN 9780152054458 

All through the night, Alia, Anis, his brothers, 

and shopkeepers and neighbors take the books 

from the library shelves, pass them over the seven-foot wall, 

and hide them in Anis’s restaurant. (p. 14) 

This story is an accurate account of a librarian in Basra risking everything to save 
the books in Basr’s Central Library. The librarian, Alia Muhammad Baker, fears for 
the safety of the books in her library because there are rumors of war among her 
people. As those rumors become true, Alia must act fast. She is not alone. Her fellow 

citizens answer her cries for help. But will they act in time to save all 30,000 books in the city’s library? 

Discussion 

● Alia and the villagers took significant risks to save their books during the war. Why do you think 
they considered these books so valuable, and what does this tell us about the importance of 
preserving literature in times of conflict or censorship? 

● Considering Alia’s effort to save the library, how does access to books and literature contribute 
to a community’s resilience and identity, especially in challenging times like war? 

Teaching Ideas & Activities 

● Book Rescue Simulation: In this classroom activity, students act as a community deciding 
which books to save in a crisis. Split into groups, they choose books based on criteria like 
historical and cultural importance, mirroring the challenging decisions in literature preservation. 
For added engagement, students can bring their favorite books, imagining them as the last 
existing copies, to deepen their understanding of the value and impact of saving books during 
adversity. 

● Writing Prompt: What would a book think? Pose this question to students and have them 
respond from the perspective of a book in Alia’s library. Students can focus on the book’s 
journey, its significance to the citizens of Basra, and its feelings about being saved. This will help 
students empathize with the emotional value books can hold and explore the impact of losing 
access to literature. 

  



Scullin et al. 57 
 

Banned Book (2023) by Jonah Winter  
Realistic fiction, picturebook, 32 pp., ISBN 9781568463940 

I---   have the right to ---------  ---  ----- 

----  -----  --  ----,  --------  ----  ------ 

----  -----  --  ----  --  --------  l- think  --------,  --  ------  ---- ------ * 

*[This content has been removed.]  (p. 18)   

This short but powerful 32-page picture book addresses the issues of book banning 
and censorship in schools head-on. It features pages with text literally blacked out, 

symbolizing the suppression of words deemed “not allowed” by a group called “We Are Right,” or WAR. 
This group, acting as self-appointed censors, influences school board meetings and advocates for 
removing certain books from libraries. This narrative serves as a crucial resource for middle school 
teachers to explore the consequences of censorship and emphasize the importance of access to literature 
in educational settings. 

Discussion 

● How does the literal blacking out of text in Banned Book represent censorship? What impact 
does this visual representation have on your understanding of the effects of censorship? 

● Why do you think the group “We Are Right” wants to ban certain books? Discuss how their 
actions might affect students’ access to diverse perspectives and information. 

● Imagine if your favorite book was banned. How would that make you feel and why? Discuss the 
importance of having the freedom to choose what you read. 

Teaching Ideas & Activities 

● Create a Visual Censorship Exhibit: Have students create visual representations of 
censorship inspired by the blacked-out text in Banned Book. They can use excerpts from various 
books and creatively censor words to reflect the impact of censorship. This can be followed by 
a class discussion on how censorship changes the meaning and impact of literature. 

● Small Group Role-Play Debate: Divide the class into small groups, each representing different 
stakeholders in a book-banning scenario (such as members of WAR, librarians, students, 
authors, etc.). Have the different stakeholder groups present their arguments (either for or 
against book banning) to the class. Then, students can ask questions and challenge their views. 
This activity can foster empathy and understanding of different viewpoints. 

  



58 Georgia Journal of Literacy 46(1)  

 

Property of the Rebel Librarian (2018) by Allison Varnes 
Realistic fiction, novel, 288 pp., ISBN 9781524771478 

Don’t count yourself out just yet, June, 

she [Ms. Bradshaw] says, gathering a stack of books into her arms. 

You read that one book, and one book can change everything. (p. 14) 

June Harper has never caused trouble a day in her life. She loves to read, and she 
loves Ms. Bradshaw, the librarian at her school, Dogwood Middle School. Ms. 
Bradshaw is super friendly and recommends great books, like the one June just 
finished reading, The Making of a Witch. But when June’s dad discovers the book, he 
is not pleased at all! “Missing kids. Witches. It’s too scary for you.” This discovery 
leads to many books being banned from the school library and a recourse of action 

by Ms. Bradshaw that devastates June. It is just too much for someone in middle school! However, when 
June discovers a Little Free Library one day, an idea is sparked, and she takes matters into her own 
hands. She becomes the Rebel Librarian, secretly providing books for the students at Dogwood Middle 
to read. But if her secret identity is revealed, will it just make the matter worse? Will she ever make her 
parents and principal understand the fundamental importance of reading? 

Discussion 

● In Property of the Rebel Librarian, June’s actions challenge the book ban at her school. Discuss 
the importance of individual actions in opposing censorship. What impact can a single person’s 
efforts have in situations like these? 

● Considering the consequences faced by the librarian and the impact on the school community, 
what does this story teach us about the broader effects of censorship on education and 
intellectual freedom? 

Teaching Ideas & Activities 

● Reflective Letter Writing: As an individual or class project, students can write letters to Allison 
Varnes, the author of Property of the Rebel Librarian. In their letters, students should discuss 
their interpretation of why she wrote the book and the key messages they believe she conveyed 
about censorship and freedom of reading. Additionally, they should include their personal 
takeaways and how the story resonated with them.  

● School-Wide Reading Campaign: Organize a school-wide reading campaign featuring books 
that have been challenged or censored. Students can collaborate to create promotional 
materials and host events to discuss the themes of these books, involving teachers, parents, 
and other students. This can culminate in a school assembly or community event where the 
importance of intellectual freedom and diverse literature is highlighted, creating a broader 
conversation about censorship and its impact on the learning environment. 

 
  



Scullin et al. 59 
 

Nasreen’s Secret School: A True Story from Afghanistan (2009) by Jeanette Winter  
Narrative nonfiction, picturebook, 40 pp., ISBN 9781416994374 

The Taliban soldiers don’t want girls to learn about the world, 

the way Nasreen’s mama and I learned 

when we were girls. (p. 5) 

For five years, the Taliban took over Afghanistan, leaving a lasting imprint where 
the way of life for women and girls had forever been changed. This is the story of 
one little girl, Nasreen, and her grandmother, who were resilient to the changes in 
her world. This book is dedicated to the courageous women and girls of 
Afghanistan. 

Discussion 

● In the story, education becomes a secret and risky endeavor. How do you think the act of 
banning books and restricting education can impact a community, especially its younger 
members? 

● Considering Nasreen’s experience and the secret school, discuss why you think access to 
education and books is essential for personal growth. What might be the consequences in a 
society where such access is denied? 

Teaching Ideas & Activities 

● Secret Classroom Activity: Transform the classroom into a ‘secret school’ similar to the one in 
the book. Have students experience a day of learning as if they were doing it in secret, discussing 
what it feels like to have restricted access to education. This activity can help students appreciate 
their right to learn and understand the challenges faced in environments where education is 
banned.  

● Comparative Freewrite*: Ask students to freewrite for 15 minutes, comparing their own 
educational experience with Nasreen’s. Encourage them to explore themes like freedom of 
education, access to books, and the impact of censorship on learning. This exercise can deepen 
their understanding of the value and privilege of education in different cultural and political 
contexts. 

*A freewrite is the practice of continuously writing down thoughts as they come, without pausing to edit 
for spelling, grammar, or structure. 

 
  



60 Georgia Journal of Literacy 46(1)  

 

Snow Falling in Spring: Coming of Age in China During the Cultural Revolution (2010) by 
Moying Li 

Memoir, novel, 192 pp., ISBN 9780312608675 

There was nothing Baba treasured more than his books (p. 79) 

...From Baba I learned to value books. But I never truly appreciated them until one day 
in 1968 (p. 82) ...the soldiers dumped all our books into large hemp sacks that they 

pulled from the back of the truck. 

The paper factory will turn this trash [books] into pulp in no time, they announced. 
Dragging the sacks through our gate, they flung them, one after another, onto the open 

truck. Then hurling Baba on top of the bulging bags, 
the soldiers drove away in a cloud of dust. (p. 84) 

This memoir offers readers a vivid look into the Cultural Revolution in China, a period marked by intense 
censorship and suppression of literature. Li’s story began in Beijing and went on from 1966 to 1976. 
Through her eyes, readers experience the harrowing effects of censorship and the loss of intellectual 
freedom as Mao’s Red Guards purge books, culture, and free thought. The author’s recollections provide 
a personal account of a critical historical moment and underscore the importance of preserving access to 
literature and cultural heritage. These themes resonate deeply with contemporary discussions on book 
banning and censorship. 

Discussion 

● How did the Cultural Revolution’s censorship and book ban impact Moying Li’s life and 
education? Discuss the importance of having access to a variety of books and ideas during one’s 
formative years. 

● Compare the experiences described in Snow Falling in Spring with current situations where 
books are banned or censored. What similarities and differences do you observe? 

● Moying Li’s story shows the power of literature in difficult times. Why do you think access to 
books and diverse ideas is important, especially in challenging circumstances? 

Teaching Ideas & Activities 

● Personal Memoir Project: Encourage students to write their own short memoirs or diary entries, 
reflecting on a time when they felt their voice or choices were limited. This exercise will help 
students connect with Moying Li’s experiences and understand the impact of censorship on a 
personal level. 

● Cultural Revolution Research and Presentation: Assign students to research different 
aspects of the Cultural Revolution, such as its impact on education, literature, and personal 
freedoms. Students can then create presentations or posters to share their findings, helping 
them to understand the historical context of Moying Li’s memoir and the broader implications of 
censorship. 

 
The ten selected books outlined above provide a foundation for deeper exploration into 

censorship and literary freedom. Moving to Table 1, we present a range of resources for further 
exploration. We hope this collection, which incorporates various viewpoints on censorship, book 
banning, and access to literature, equips middle-level educators with essential tools for enriching 
classroom dialogues on these vital topics. 



Scullin et al. 61 
 

Table 1: Resources to Explore Perspectives of Censorship, Book Banning, and Access to Literature 
and Education 

Title & Link Description Possible Use for Teachers 

The History of Book 
Bans—and Their 
Changing Targets—in 
the US. 

bit.ly/3TjBlZM 

*Please note that you will 
need to create a free 
account with National 
Geographic to have free 
unlimited access to 
content.  

This article examines the rise in book banning 
in the U.S., highlighting its historical context. It 
covers various eras, from early religious 
censorship in colonial times to modern 
challenges against books discussing 
LGBTQIA+ issues, race, and sexuality.  

The piece also discusses the evolution of 
censorship targets over time, including classic 
authors like Twain and Stowe, and how schools 
and libraries have become contemporary 
battlegrounds for book bans. The article 
emphasizes the impact of these bans on 
intellectual freedom and education. 

Teachers can use this article as a resource to 
educate students about the historical and 
contemporary context of book banning in the U.S. 
It provides examples across different eras, 
illustrating how the targets of censorship have 
evolved.  

This can foster discussions on the reasons behind 
book bans and their impact on society.  

The article can be used to explore themes of 
intellectual freedom and how censorship 
challenges democratic values, encouraging 
critical thinking and debate in the classroom. 

Banned Books – Top 3 
Pros and Cons 

bit.ly/3NkXanI 

*This article is from a 
nonpartisan issue-
information source 
(ProCon.org) 

This article highlights the increasing trends in 
book challenges in the U.S.  

It outlines arguments for banning books, 
including parental rights to shield children from 
certain content, and arguments against 
emphasizing the importance of diverse 
literature for educational and emotional 
development.  

The article also discusses the role of parents, 
schools, and libraries in these challenges and 
highlights the changing reasons for book bans 
over the years. 

Teachers can use this article to provide a 
balanced view of the debate surrounding banned 
books, illustrating both sides of the argument.  

It can be a resource for discussion, encouraging 
students to critically evaluate the reasons for and 
against book banning.  

The article contains a "Take Action" section where 
students are provided with five action items 
ranging from learning more about book banning 
and censorship to encouraging students to write 
letters to their US representatives to voice their 
opinions.  

American Library 
Association (ALA) 

ala.org 

 

This comprehensive website offers extensive 
materials on advocacy, current censorship 
issues, and statistical data on book challenges. 
These resources can help create informative, 
engaging lessons exploring the dynamics of 
intellectual freedom and censorship in 
contemporary society.  

Links to resources for more information regarding 
Advocacy & Public Policy, Banned & Challenged 
Books, Censorship by the Numbers, How to 
Report censorship (report challenges or bans of 
materials, resources, programs, and services), 
and Books for All (with the New York Public 
Library). 

Sample Script About 
Book Bans for School 
Board Meetings 

bit.ly/46UewyT 

*To learn more about 
PEN AMERICA: The 
Freedom to Write, please 
visit pen.org/about-us/ 

The article provides a sample script for 
addressing school board meetings about book 
bans, advocating against challenges to books 
that often target themes of race, gender, and 
sexuality. It emphasizes the importance of the 
freedom to read and argues against the 
imposition of one group's preferences over 
others. 

Teachers can use this article to provide students 
with a practical example of civic engagement in 
the context of book bans and censorship. The 
sample script can be modified to express both 
sides of the argument. 

It demonstrates how individuals can effectively 
communicate their concerns to school boards, 
promoting an understanding of advocacy and the 
democratic process. 

 
Final Thoughts 
In this article, we delved into books that tackle themes of book banning, censorship, and limited 
access to literature and education. By bringing these stories into middle-level classrooms, 
educators can help students understand and question these complex issues. As the character Lucas 
stated in Words on Fire (2019), “Books themselves are freedom. Freedom to think, to believe, to 
dream” (Nielsen, 2019, p. 109). This quote underscores the importance of our collection of 

https://bit.ly/3TjBlZM
https://bit.ly/3NkXanI
https://www.procon.org/
https://www.ala.org/
https://www.ala.org/advocacy/advocacy-public-policy
https://www.ala.org/advocacy/bbooks
https://www.ala.org/advocacy/bbooks
https://www.ala.org/advocacy/bbooks/by-the-numbers
https://www.ala.org/tools/challengesupport/report
https://www.ala.org/tools/challengesupport/report
https://www.ala.org/advocacy/books-all-protect-freedom-read-your-community
https://bit.ly/46UewyT
https://pen.org/about-us/


62 Georgia Journal of Literacy 46(1)  

 

suggested texts and the provided teaching ideas, which open up opportunities for critical 
discussion, giving students insights into the consequences of limiting access to diverse voices. 

Looking ahead, our role as educators in promoting free and open access to literature is 
essential. Exploring these books is more than just an academic exercise; it is a commitment to 
freedom and access. It is our responsibility to guide students in appreciating a variety of 
perspectives, fostering a generation of U.S. citizens who value the freedom to read and learn. We 
must keep advocating for the open exploration of literature, setting the stage for a future where 
every book is available, and every viewpoint is accessible.  
 
References 
American Library Association. (2024, February 8). https://www.ala.org/ 
Artigas, M. (2006). What we should know about Galileo. Scripta Theologica, 32, 877–896. 

https://en.unav.edu/web/ciencia-razon-y-fe/lo-que-deberiamos-saber-sobre-galileo 
Baldassarro, W. R. (2011, December 12). Banned books awareness: William Shakespeare. Banned 

Books Awareness and Reading Knowledge. https://bbark.deepforestproductions.com/
column/2011/12/12/banned-books-awareness-william-shakespeare/ 

Bintz, W., & Ciercierski-Madara, L. M. (2022). Middle grades readings: Where are the 
picturebooks? Middle School Journal, 53(3), 22–30. https://doi.org/10.1080/00940771.
2022.2047566 

Bishop, R. S. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and 
Using Books for the Classroom, 6(3), ix–xi. 

Blakemore, E. (2023, April 24). The history of book bans—and their changing targets—in the U.S. 
National Geographic. https://www.nationalgeographic.com/culture/article/history-of-
book-bans-in-the-united-states 

Burgess, A. (2020, February 21). András Riedlmayer catalogued years of cultural heritage 
destruction by Serbian nationalists in the Balkans, testified before the U.N. The Harvard 
Gazette. https://news.harvard.edu/gazette/story/2020/02/harvard-librarian-puts-this-war-
crime-on-the-map/ 

Costello, B., & Kolodziej, N. J. (2006). A middle school teacher’s guide for selecting picture 
books. Middle School Journal, 38(1), 27–33. https://files.eric.ed.gov/fulltext/EJ7528
77.pdf 

Pen America. (2023, September 25). Sample script about book bans for school board meetings. 
https://pen.org/script-book-bans-school-board/ 

ProCon.org. (2024, January 29). Banned books – Top 3 pros and cons. https://www.procon.org/
headlines/banned-books-top-3-pros-and-cons/ 

School Library Journal. (2023, September 20). ALA releases preliminary 2023 book ban data. 
https://www.slj.com/story/censorship/ALA-Releases-Preliminary-2023-Book-Ban-Data 

Sonnenberg, R. (2023, June 22). Georgia teacher fired for reading children’s book about 
acceptance in class. Southern Poverty Law Center. https://www.splcenter.org/news/
2023/06/22/georgia-teacher-fired-reading-childrens-book-about-acceptance-class 

https://www.ala.org/
https://en.unav.edu/web/ciencia-razon-y-fe/lo-que-deberiamos-saber-sobre-galileo
https://bbark.deepforestproductions.com/column/2011/12/12/banned-books-awareness-william-shakespeare/
https://bbark.deepforestproductions.com/column/2011/12/12/banned-books-awareness-william-shakespeare/
https://bbark.deepforestproductions.com/column/2011/12/12/banned-books-awareness-william-shakespeare/
https://doi.org/10.1080/00940771.%E2%80%8C2022.2047566
https://doi.org/10.1080/00940771.%E2%80%8C2022.2047566
https://www.nationalgeographic.com/culture/article/history-of-book-bans-in-the-united-states
https://www.nationalgeographic.com/culture/article/history-of-book-bans-in-the-united-states
https://news.harvard.edu/gazette/story/2020/02/harvard-librarian-puts-this-war-crime-on-the-map/
https://news.harvard.edu/gazette/story/2020/02/harvard-librarian-puts-this-war-crime-on-the-map/
https://files.eric.ed.gov/fulltext/EJ752877.pdf
https://files.eric.ed.gov/fulltext/EJ752877.pdf
https://pen.org/script-book-bans-school-board/
https://www.procon.org/%E2%80%8Cheadlines/banned-books-top-3-pros-and-cons/
https://www.procon.org/%E2%80%8Cheadlines/banned-books-top-3-pros-and-cons/
https://www.slj.com/story/censorship/ALA-Releases-Preliminary-2023-Book-Ban-Data
https://www.splcenter.org/news/%E2%80%8C2023/06/22/georgia-teacher-fired-reading-childrens-book-about-acceptance-class
https://www.splcenter.org/news/%E2%80%8C2023/06/22/georgia-teacher-fired-reading-childrens-book-about-acceptance-class


Scullin et al. 63 
 

Stern, G. (2022). The burning of the books in Nazi Germany, 1933: The American response. The 
Museum of Tolerance at the Simon Wiesenthal Center. https://www.museumoftolerance
.com/education/archives-and-reference-library/online-resources/simon-wiesenthal-center-
annual-volume-2/annual-2-chapter-5.html 

 
Literature Cited 
Haldar, R. (2023). This book is banned. Sourcebooks eXplore. 
King, A. S. (2022). Attack of the black rectangles. Scholastic. 
Lasky, K. (2010). Ashes. Puffin Books. 
Li, M. (2010). Snow falling in spring: Coming of age in China during the Cultural Revolution. 

Square Fish. 
Nielsen, J. A. (2019). Words on fire. Scholastic. 
Rahman, B., & Grimard, G. (2023). The library bus. Pajama Books. 
Stuart, S. (2022). My shadow is purple. Larrikin House.  
Varnes, A. (2018). Property of the rebel librarian. Random House Children’s Books. 
Winter, J. (2005). The librarian of Basra: A true story from Iraq. Clarion Books. 
Winter, J. (2013). Nasreen’s secret school: A true story from Afghanistan. Zaner-Bloser. 
Winter, J. (2023). Banned book. Creative Editions. 
Yolen, J. (1988). The devil’s arithmetic. Viking. 
 
 
Received: December 20, 2023 | Accepted: February 8, 2024 | Published: May 15, 2024 

https://www.museumoftolerance.com/education/archives-and-reference-library/online-resources/simon-wiesenthal-center-annual-volume-2/annual-2-chapter-5.html
https://www.museumoftolerance.com/education/archives-and-reference-library/online-resources/simon-wiesenthal-center-annual-volume-2/annual-2-chapter-5.html
https://www.museumoftolerance.com/education/archives-and-reference-library/online-resources/simon-wiesenthal-center-annual-volume-2/annual-2-chapter-5.html

	Books About Banned Books . . . and Censorship and Book Access
	Figure 1: Summaries, Discussion Questions, Teaching Ideas, and Activities with Texts Featuring Censorship, Book Banning, and Access to Books and Education
	Table 1: Resources to Explore Perspectives of Censorship, Book Banning, and Access to Literature and Education

	Final Thoughts
	References
	Literature Cited

