Children’s news media offers access points for students to learn about the complex and evolving world around them, and school libraries are spaces where students develop the skills and knowledge necessary to interact with media. Yet despite the potential of children’s news media, school libraries often become regulatory spaces where children are directed away from texts (both digital and printed) that are deemed inappropriate due to sophisticated content (Heins, 2007) or in some cases, are encouraged to read on their “level” (Kontovourki, 2012). This constructs children as vulnerable and in need of protection (Robinson, 2013). Instead, I seek to position the focal children as active, critical agents at the center of their own lives. In this article, I analyze conceptions of childhood innocence (James and Prout, 1997), arguing that both childhood and literacy are fluid and permeable constructions. I ask: What are the ways in which texts and literacy practices are censored in one elementary school library? To investigate this, I followed one school librarian, Deborah, and three first-grade students in their school library at City Partnership School as they navigated texts, learned about the world around them through multimedia platforms, and constructed their own identities as readers in a system with clear expectations for what a “readerly” identity looks like.

中文翻译：

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小学图书馆：访问与审查之间的紧张关系

儿童新闻媒体为学生提供了了解他们周围复杂和不断发展的世界的入口，学校图书馆是学生发展与媒体互动所需的技能和知识的空间。然而，尽管儿童新闻媒体具有潜力，但学校图书馆往往成为监管场所，儿童被引导远离因复杂内容而被认为不合适的文本（包括数字和印刷品）（海因斯，2007 年），或者在某些情况下被鼓励阅读在他们的“水平”（Kontovourki，2012 年）。这将儿童塑造成脆弱且需要保护的人（Robinson，2013 年）。相反，我试图将焦点儿童定位为他们自己生活中心的积极、批判性的代理人。在这篇文章中，我分析了童年纯真的概念（James 和 Prout，1997），认为童年和识字都是流动和可渗透的结构。我问：在一所小学图书馆审查文本和扫盲实践的方式是什么？为了调查这一点，我在城市合作学校的学校图书馆中跟踪了一名学校图书管理员黛博拉和三名一年级学生，他们浏览文本，通过多媒体平台了解周围的世界，并在一个系统对“读者”身份的外观有着明确的期望。