LIS 600

Action Research
Do Internet Filters Hinder the Research of Middle School Students?
BY:

Kyle Butler, Lauren Davis-Fossa, Amy Figley, Laura Lumb, Amy Ralph, and Ann Webb

[April 2010]

Table of Contents
Introduction............................................................................... 3 Research Questions and Areas of Interest.......................... 3-4 Literature Review.................................................................. 4-6 Methodology........................................................................... 6-7 Findings................................................................................ 8-21 Conclusion.......................................................................... 21-22 Bibliography 23 Appendixes24-25

I. Introduction
The members of our group are all aspiring school media coordinators, so our interest for this action research project was to find a current issue that impacts school librarians. We decided to gather and analyze data concerning how school district filtering of websites has affected the research skills of students. The increase of Internet use in schools prompted Congress to enact CIPA, the Childrens International Protection Act, that imposes regulations on any school or library that receives funding for Internet access from the E-rate program. Certain technology is more affordable for schools and libraries through the E-rate program, so a majority of schools have turned to this program in order to decrease expenses and protect their students. As a result, access to certain websites on school computers is limited based on the CIPA filtering requirement.

Through surveys of students and interviews with teachers and the librarian at a middle school in the Winston-Salem Forsyth County Schools, we hoped to gain insight into how filtering has either hindered or enhanced the research skills of students. We also were interested in acquiring insightful feedback from their personal opinions about filtering. As school librarians, we realize that students are turning to the Internet as a primary source for gathering information rather than pulling books from the shelves. As a result, we need to be aware of the impact, both positive and negative, of filtering on students and staff, and be able to assist with the needs of students and staff when they come to the library seeking information.

II. Research Questions and Areas of Interest

Our research was guided by the following question: How does Internet filtering affect middle school students abilities to research? We undertook this project because Internet research is a growing resource for completion of school assignments, and we realize that filtering is a reality for both students and staff. For our research, we chose to survey seventh grade students at Jefferson Middle School in Winston-Salem Forsyth County. We also surveyed seventh grade teachers and the school librarian to gain their input about how blocking websites impacts their students. We began by learning about CIPA, E-rates, and Internet filtering programs. After reviewing the professional literature on the subject, we anticipated that students would experience difficulties with the current filtering system. First, we wondered how filtering affects students daily use of computers at school. Are students and teachers being blocked from websites? Are students choosing to go home to use their personal computers in order to avoid the filters? Also, how do students and staff feel about the school system 3

blocking websites? We sought to discover the reactions of the Internet users at Jefferson, and to reveal what impact filtering has on student research. A broader concern is whether students are being hampered in their research skills? Do teachers limit the scope of assignments or provide lists of websites to use in order to work with the filters? If so, are students being hindered in acquiring proper research skills? These issues led us to ask questions designed to reveal what impact the filtering at Jefferson Middle School has on students research skills.

III. Literature Review

Internet filtering in public schools generates significant library literature. Though this papers specialtythe relationship between internet filters and students research skillswas not a significant focus in texts, the general discussion lined up well with our research findings on how filters operated within Jefferson Middle School. This discussion fell into several categories. Some discuss the what of internet filtersthe practicalities and reasoning behind internet filtering. Other articles debate the should, questioning whether filters are even needed. Finally, the majority of the articles deal with reality of the filters, offering solutions and guidelines for use. Throughout these categories, the literature reflects a general dissatisfaction with filters as they are currently implemented and a search for a better use. Most filtering literature began with the basics: the what of Internet filters in school libraries. One frequent topic was the E-rate program. The federal government offers a low rate on Internet services to public institutions. With the Childrens Internet Protection Act (CIPA), however, libraries must have Internet filters to get the special rate (Schneider, 2002, p. 94). Several articles discussed the specifics of this program, outlining its requirements, but most focused on the merits and failings of this program. While some suggested libraries should simply accept the reality of filters, library literature was largely dissatisfied with this requirement (Brennan Center, 2006, p. ii). One source went so far as to suggest ways the library could receive E-rate funds without adding filtering (Schneider, 2002, p. 94). Even though most pieces were addressed to libraries dependent on E-rate, they still criticized the filtering requirement. The background on filtering also described how filters functioned. Almost all were negative, relating when filters overblocked (blocking valid sites) or underblocked (letting through inappropriate material). In one example, Net Nanny, SurfWatch, CYBERsitter, and Bess blocked [then] House Majority Leader Richard Dick Armeys official website upon detecting the word dick (Brennan Center, 2006, p. i). There were few statistics on over- or under blocking. Instead, evidence was largely presented as case studies (see, Smith, 2006). The next category of literature discussed whether libraries should filter. Almost every source discussed this, and each was negative towards filtering as it is used currently. Some authors claimed filtering is never acceptable. This is the ALAs official stance (American Library Associate, 2003). Most, however, support some filteringif not by stating this outright, then implying it.
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One objection several articles had to filtering was that it perpetuated the Digital Divide. When users encounter problems with the library filter, most go home and access the resource from their unblocked Internet connections. In fact, our research found this as well. Those without such access, however, are left without an alternative (Sutton, 2005). Thus, some argue, the filters actually exacerbate the Digital Divide by creating an environment where only some are denied access totally (Brennan Center, 2006, p. 6). Some articles pointed out that Internet filters can foster a lack of research skills. As one article noted, the schools role is to, grow citizens who must develop skills to evaluate information from all types of sources in multiple formats, including the Internet (Adams, 2008b, p. 54). When students are not allowed to evaluate materials independently of the filter, they fail to build these skills. Moreover, when faced with multiple blocked websites, librarians and instructors often resort to filtering the filterissuing lists of approved websites rather than having students find them (Bell, 2007, p. 40). For example, a search tool like NetTrekker guide[s] students to preselected websites (Adams, 2008c, p.55). As well, filters do not account for the differing development levels of children (Jaeger & Yan, 2009, p. 12). Studentsespecially older students often express frustration with failed searches, making it even more difficult to instruct them in online research (Overzealous Filters, 2006, p. 5). As one writer asks, How can we teach the next generation to make good information choices when they are given no choices at all? (Boule, 2007, p. 42). Finally, most articles framed the debate on filters as an issue of censorship. This perhaps explains the overwhelmingly negative perspective on filters. As one article put it, Librarians cringe when forced to grapple with censorshipespecially self-censorship, (Smith, 2006, p. 151). Despite generally endorsing some form of filters, most approached with trepidation. Despite most articles seeming distaste for filters, few suggest abandoning them, as that would require forgoing federal funds. One article did report on a library choosing to turn off its Internet in protest of filtering laws (Oleck, 2007). While this was a public library, rather than a school library, it still showcases the difficult choices surrounding filters as censorship. Overall, the literature had a dual nature. Despite a self-conscious reluctance to advocate anything that could be seen as censorship, most did just that. Thus, while most articles saw filtering as at least somewhat censorship, they also choose to deal with the reality of its existence. After expressing their dissatisfaction with filters most articles moved to offering solutions to make filters work better in the library. Some articles were devoted totally to this subject while others presented their thoughts on filtering and concluded with suggestions. With both approaches, authors largely offered solutions that brought librarians more control over the filters. Though one article evaluated filtering systems, for the most part, the literature was not as focused on which filter to use as how to use the filter in place.

One set of solutions for filtering dealt with unblocking specific websites as needed. Most libraries have a network administrator who controls the software (Schmidt, 2008, p. 54). As this requires a third party, unblocking sometimes does not happen or takes so long it becomes moot (Sutton , 2005, p.2). Moreover, it takes the control over selection out of a librarians hands. Also troublingly, one source noted that libraries actually frequently block far beyond CIPAs standards (Adams, 2008b, p. 54). Thus, libraries should approach unblocking with flexibility. Several authors suggested getting administrator privileges for the librarian or setting up an unblocked, supervised station so blocked websites can be accessed immediately (Schmidt, 2008, p. 54-55). Perhaps the best, if most obvious, solution is to foster communication. Students, teachers, librarians, and tech support must be in communication to work through problems (Overzealous Filters, 2006, p. 4). Though obvious, it seems quite rare. Each group is often in a different sphere, and students are left frustrated. The other solution offered for dealing with filters was simply educating students on using the Internetwith or without filters. Education came up before as a disadvantage of filtersthey can stop students from learning research skills. However, education can also be part of the solution. For example, some suggest using the librarys home page to explain the filter (Brennan Center, 2006, p. 73). Teaching students to understand the system helps avoid the frustration which sometimes makes students give up on a search. Moreover, teaching students basic Internet research skills helps them handle problems they encounter. If a student cannot access one website, they could find the information on another if they had the skills to locate multiple valid sources. As well, students need these basic skills so they can learn to filter independently. As the ALA official statement on filtering says, Filters do not protect children, education does (American Library Association, 2003). Unless students learn to handle the variety of sources the Internet provides, they will be lost in the filter-less environment in which they will ultimately be set free. In general, the literature on Internet filtering is negative, but resigned. Though librarians shy from filtering in theory, in reality most use filters and few suggest eschewing them entirely, instead searching for solutions to better a filtering system indubitably in place. This attitude lines up well with the reaction at Jefferson Middle School. As well, the popular trend in the literature towards teaching Internet research skills points to a better solution for Jefferson. Overall, library literature is opposed to filtering as it is currently implemented but pragmatically moves towards better use.

IV. METHODOLOGY
Research Methods
In order to explore our research questions concerning school Internet filtering systems, we decided to focus on the students and faculty at one particular grade level. After preliminary discussion amongst our group and an informal consultation with a small group of middle school teachers, the seventh grade students and faculty of Jefferson Middle School were chosen for the research study. This choice was due to availability of access to the school and students' use of the school Internet for assignments and research. Two methods of research were conducted to compile data. To determine the effects of school Internet filtering on the students' work as well as general
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level of appropriateness of the school internet filter, oral interviews were conducted with all fifteen members of the seventh grade teaching staff as well as the one full-time school media specialist (see Appendices B and C for interview questions). Also, anonymous written surveys were distributed by teachers to 197 seventh grade students to determine the prevalence of school internet use for assignments amongst students as well as the general student opinion of the school internet filters (see Appendix A for Student Survey questions).

Process of Analysis
After the interviews and surveys were completed, the data was analyzed to find trends in responses. The teacher and school media specialist interview questions were comprised of openended questions designed to gauge the level of efficiency and appropriateness of the school Internet filter. Also, the interview questions were structured to assess the staff's opinions as to the effects of Internet filtering on students work and research skills. The student survey contained five questions that could be answered with a yes, no, or sometimes response to establish the presence or absence of student difficulty in completing assignments due to school internet filtering as well as the amount of student use of school computers for assignments in general. The student survey also contained one open-ended question to assess the general student population's opinions of filtering. After examination of the students' open-ended question, the opinions of the students were separated into the categories of negative, positive, mixed, and no discernible opinion. The opinions of the students were further categorized into subheadings according to discernable trends amongst the students' answers. Given that some of the students expressed more than one distinct opinion, the sum of the opinions exceed the amount of students.

Limitations
Initially, we planned to survey 100% of the seventh grade student population at Jefferson, but we encountered some circumstances that made this plan not necessarily feasible. As a result of time constraints in the classroom on account of state test preparation as well as regularly scheduled classroom activities, the surveys were inconvenient for the teachers to administer. Also, since the surveys were anonymous, students who missed the initial survey, on account of school absence due to sickness or school related activities, were difficult to account for. Due to these limitations, only approximately 50% of the seventh grade student population could be surveyed at this time. Furthermore, we neglected to pre-test our student survey questions before administering to the mass of students. As a result, some student survey questions were answered in an unanticipated nature. Some asked if they could answer sometimes to the first five questions, which made us realize we should have included that category as an option

V. Findings
Student Surveys Research Question 1: Do you use the Internet for school assignments?
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One hundred and seventy-seven out of 197 students indicated that they did use the Internet to complete school assignments. Ten of the students surveyed suggested that they used the Internet only sometimes to complete school assignments. Nine of the students said that they do not use the Internet to complete school assignments. One of the students surveyed did not provide an answer to this question. It is significant that the majority of the students surveyed use the Internet to complete school assignments. The results of this question prove that the seventh grade teachers at Jefferson Middle School are assigning students projects that require them to research. They also indicate that students are using the Internet as their main source of information for their required assignments. These results prove that it is necessary that the students have access to both computers and the Internet to work on their assignments.

Research Question 2: Do you use school computers for these assignments?

One hundred and sixty students said that they used school computers to complete assignments. Twenty-four of the students indicated that they did not use the computers at school while eleven of the students said that they only used the school computers sometimes. Finally, two of the students surveyed did not provide an answer to this question. A significant number of students use school computers to complete required assignments. This means several things for the school. First, the school must provide computer access to the students either through the library, in classrooms, or through computer labs in the school. Secondly, the school must provide Internet access to the students. Finally, students are subjected to any Internet filters that are part of the schools networking system. Librarians are often required to maintain computers in both the library and the schools computer labs. They also have to schedule classes for times to use the computer. Computer access is an important and necessary feature of the school media center.

Research Question 3: Have you ever been denied access to a website you needed at school?

One hundred and sixty-one students have been denied access to a website that they needed at school. Thirty-three students have never been denied the use of a website that they needed. Two students indicated that they experienced denial of a website they needed only sometimes. One student did not provide an answer to this question. Overall, the majority of the students seem to have issues when trying to gain access to some websites while using school computers. Unfortunately, there is not much that can be done about this issue. Filters are mandated by the Child Internet Protection Act.

Research Question 4: Do these blocked websites make it more difficult to complete your assignments?

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One hundred and forty-five students felt that blocked websites make it more difficult to complete their assignments. The Winston-Salem Forsyth County School System uses a filtering program called NetTrekker to filter computer websites. This limits the students ability to access several sites that they may need for an assignment. Thirty-three students did not feel that blocked websites make assignments more difficult. Two students felt that blocked websites sometimes make it more difficult for them to complete assignments. The majority of the students felt that blocked websites were an issue that made it more difficult for them to complete assignments. This issue may cause a major problem because students often turn to the librarian when and if they have an issue while searching on a computer. It may be necessary for a librarian to have a vast knowledge of available websites that are not filtered. Otherwise, a student may become frustrated if they cannot access the information that they need.

Research Question 5: Do you use your home computer to complete assignments in order to avoid these blocked websites?

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One hundred and fifty-eight students use the Internet at home to avoid Internet filters at school. Thirty-three students said that they do not use their home computers to complete school assignments. One student indicated that sometimes they use their home computers to complete assignments. This issue is a concern for librarians because several patrons are avoiding using school equipment and resources to complete assignments. Students may refuse to work on assignments during school hours in order to work on their home computers. The scheduled computer lab time or library time may be wasted because students do not want to work on the schools computers.

Research Question 6: How do you feel about website filters at your school? Explain.

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This open ended question brought several responses from the students. Some of the students gave more than one opinion. One hundred and twenty-three out of 207 opinions regarding Internet filters were negative. Thirty-four students favored the filters at school. Forty-one students had mixed views regarding filters at their school. Nine students had either no interest in the issue or they did not respond to this question.

Negative Views
One hundred and twenty-three students had a negative view of the filtering system. The majority of the students said that they did not like the Internet filters because they were frustrated about not being able to access websites to complete assignments (40 of 207) or that they could not access information from websites that they believe to be reliable sources (34 of 207). Twenty students expressed a negative view of Internet filters, but they did not explain why they did not like them. Some of the students (10 of 207) did not like the filters because they kept them from accessing websites for entertainment purposes. Seven students felt that filtering was unfair, while three students felt that blocking websites was unnecessary. Two students felt that the school should trust the students more. Some students expressed frustration about the filters but did not explain why. Finally, two students suggested that the teachers, not filters, should monitor Internet use. The large number of negative viewpoints indicates that many of the students at Jefferson Middle School feel that web filters disrupt their ability to use school computers. A large number of students also indicated that their abiltity to complete school assignments was hindered by web filtering. Librarians may have to consider teaching students to gain access to information on the Internet that is not blocked by the web filtering system used by the county.
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Positive Views
Thirty-four of the students at Jefferson had a positive view of Internet filtering. Twentyfour students indicated that they believed that the Internet filters were fine. Ten of the students also expressed that they felt the Internet filters were necessary to keep students from visiting websites that are inappropriate. These positive viewpoints may indicate that these particular students have
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not had difficulty with the filtering system used by the Winston-Salem Forsyth County School district or that they are worth the inconvenience.

Mixed Views
Forty-one of the students questioned had a mixed view regarding website filtering. Thirtyfour students felt that the school should block student access from inappropriate websites. These students also felt that the current amount of filtering was too strict. Seven students expressed frustration regarding the filtering system but did not explain why they were frustrated. These students were also fine with having a filtering system in the school.

No View
Unfortunately, nine of the students surveyed either expressed no interest in explaining their views of filtering or provided an illegible answer. One student simply put, I dont know when asked about filtering. Five students said that they did not care about the internet filtering at their school. Three students answered the question but their answers were illegible.

Teacher Interviews Research Question 1: Do you provide lists of resources for your students to use when you assign projects or research? If so, explain why.

Overall the majority if the teachers interviewed (11 of 15) give their students either a list of resources to use or some other type of guidance when assigning projects or research to students. Some of the teachers give the students a list of sources to get them started, keep them focused, or help them to create a better project. Many of the teachers also indicated that the students do not know how to look for proper or appropriate resources. These teachers provide lists to their students so they will not be wandering aimlessly on the Internet looking for information and wasting
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valuable class time. Two of the teachers interviewed stated that they sometimes provide guidance to their students, but that they also let the students look for sources themselves. The last two teachers interviewed did not provide a list of sources for students during projects.

Research Question 2: How do you feel about the school filtering websites for students?

Many of the teachers at Jefferson had mixed views regarding the schools Internet filtering. The teachers that had a positive view or a mixed view all suggested that the filtering was necessary to keep students from visiting inappropriate websites. What separates these two groups is the fact that the teachers with mixed opinions also gave a negative viewpoint regarding filters. Many of these teachers feel that while the filters are necessary, they are too strict and limit the students abilities to research on the Internet. The teachers also expressed frustration because they did not have the ability to go around the filters to use websites that they feel could provide important information to them or their students. The one teacher with a completely negative view of the filtering system agreed with the teachers with mixed opinions that the filters blocked too much information.

Research Question 3: How does this filtering affect your students work?

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Eight out of fifteen teachers felt that their students work was either negatively affected or sometimes affected by the schools Internet filter. They explained that students are limited by filters when trying to access information from certain websites and locate pictures for school projects. Seven of the teachers stated that the Internet filters do not affect student work. Many of these teachers also explained that their students do not have issues with filters because they guide them through the process or provide a list of websites that the students must use to complete their assignment.

Research Question 4: Is this hindering their research skills? If so, how?

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Eight of the fifteen teachers believed that Internet filters hinder a students ability to research. They explained that the filters limit a students ability to locate information from the Internet on their own. These limitations do not allow the students to participate fully in searching for their own information because some websites are blocked from their view. Other teachers felt that it was bad for teachers to provide a list to their students because the students are spoon-fed information without having to search on their own to locate what they need. Seven teachers felt that the schools filters do not impact students research skills because they have access to enough information from websites that are not blocked or they can use computers at home to find more information.

Research Question 5: In your opinion, is the level of filtering appropriate?

Six of the fifteen teachers interviewed felt that the Internet filtering was too limiting or that there was too much filtering. These teachers believe that the filtering system should be revised to
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allow more access to everyone. Five teachers believed that the filtering system was appropriate for everyone at the school. Some teachers (3) agreed with them but explained that the filters were appropriate for student use. Two teachers felt that the filtering system was too restrictive for teachers. They believe that teachers should be allowed to access more websites than students. Finally, one teacher said that the Internet filtering level was not appropriate, but they did not explain why they felt that way.

School Media Specialist Interview Research Question 1: Do you ever provide lists of resources for students to use while theyre in the library?
The school media specialist expressed that he sometimes provides a list of sources to students who visit the library to do research. He explained that if a project is being assigned year after year then he creates a list of good websites that the students can use to find what they are looking for. He said that he has created and handed out to students a web sources list on African countries. This list provides students with the state and federal websites that give information about African countries.

Research Question 2: Do the students ever ask you for Internet resources?
Students seldom ask the school media specialist for Internet sources. He occasionally places suggestions of good websites up near the computers that the students sometimes use. If the students are doing an important research project for classes he speaks to the students about where to find information before they start their research. If a student visits the library without his or her class his approach is different. He has observed that most of the students who visit the library on their own want to search the computer without assistance from library staff. He mainly allows these students to research without giving suggestions.

Research Question 3: How do you feel about the school filtering websites for students?
The school media special is fine with the school filtering websites. Most of the time filtering does not cause a problem in the library. Rarely do filters interfere with student work in the library.

Research Question 4: How does this filtering affect the students work, if you think it does?
The school media specialist feels that it is rare for students work to be affected by the filtering system. He explained that the Internet has a wealth of information that the students can
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access. The only time that students really have an issue researching with Internet filters is when doing health assignments. Researching certain body parts triggers the filtering system and denies the students access. Excluding this particular issue, the school media specialist feels that the students can easily research with the filtering system in place.

Research Question 5: What do you do if a students access is denied to a website you consider useful?
The only time that the Web filters deny students access is when they are working on controversial topics. The school media specialist expressed that the students poor wording of keyword searches causes them to be denied access to the websites they need. He indicated that he teaches the students to put words in quotes within Google to keep them from being blocked by filters. Basically, he instructs students to put terms like sexually transmitted diseases in quotes so they can access appropriate information to complete a project. He also emphasized the fact that he has not tried to get any websites unblocked because the students can find information on their topics on other websites.

Research Question 6: In your opinion, is the level of filtering appropriate?

Overall the librarian expressed that he felt that the level of Internet filtering was appropriate for students. He suggested that the teachers be allowed to access YouTube because there is good information available there that is blocked by the school system. He also expressed the need to be allowed access to forums where books are discussed. He uses these forums to help him make decisions regarding collection development additions.

Overall Findings
It is evident through our research that web filters are affecting students and teachers. The majority of the students interviewed felt that web filters hindered their ability to complete school assignments. Many of the students also expressed a negative view of web filters citing their inability to access information to complete projects as the main cause. Teachers also expressed concerns about the schools filtering system. Of the fifteen teachers interviewed, half of them felt that Internet filters were too limiting to either teachers or students. Some of the teachers expressed the view that filters hinder their students abilities to access the information that they need to complete assignments. Many of the teachers also felt that teacher access to Internet was also too limited and that they need more access. The librarian also expressed concern for staff access to the Internet. He articulated frustration that the staffs access to some websites was too limited. Clearly, filtering is an exasperating issue for a majority of the schools students and staff. Ultimately, we also discovered that web filters are not the only issue in this school. Students at Jefferson are seriously lacking in research skills. Several of the teachers interviewed said that the students do not have the skills to research using the Internet. It may be necessary for Jeffersons library staff to
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teach students research skills to help them to find resources that will not be flagged by the schools filters.

VI. Conclusions
Filtering is a difficult issue to address due to federal laws put in place that require schools to have filters. Librarians cannot do away with filters so what can they do to assist students and teachers with assignments and research? Librarians could create a Needs Assessment for Internet sources at their school and present this information to Central Office. A Needs Assessment would provide the data from the librarians and teachers perspectives and experiences. This data could possibly persuade Central Office to modify the filtering system to allow the school access to reliable websites. An additional suggestion is that librarians and teachers must teach students how to search the Internet, with or without filters. Teaching the students to understand the filtering system can help alleviate their frustrations. Teaching basic Internet research skills will enable students to find another source when they are blocked from a site at school rather than abandoning a search in frustration. Students must also be taught how to determine reliable and useful sites versus unreliable sites, so that they are eventually able to filter independently. Teachers often address the lack of filtering skills by providing a list of websites that students can use when completing assigned projects. This may be doing the students a disservice because these students will have to research on their own in both high school and college. High school students are required to complete a research project as a graduation requirement and college students have to write a variety of papers that sometimes require the use of the Internet. It is important for school media specialists and teachers to focus not only on teaching students researching skills from books but also Internet researching skills. Librarians must first discover where to find reliable information on the Web. Then, they must teach students how to find the information. If students learn how to find reliable information on the Internet then filters may not be such a problem for them. Reliable websites may not be filtered as often as other websites allowing students to gain access to information easier and complete school assignments faster.

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Bibliography
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Adams, H. R. (Sep 2008a). Filters and Access to Information, Part I. School Library Media Activities Monthly, 25(1), 55. Adams, H. R. (Oct 2008b). Filters and Access to Information, Part II. School Library Media Activities Monthly, 25(2), 54. Adams, H. R. (Nov 2008c). Filters and Access to Information, Part III. School Library Media Activities Monthly, 25(3), 55. American Library Association. (2003). Libraries and the internet toolkit: Libraries, the internet and filtering. Retrieved from http://www.ala.org/ala/aboutala/offices/oif/iftoolkits/litoolkit/librariesinternetfiltering.cfm Bell, M. A. (Jan 2007). The elephant in the room. School Library Journal,53(1), 40-42. Boule, M. (Dec 2007). The freedom to be literate. American Libraries, 38(11), 42. Brennan Center for Justice at NYU School of Law. (2006). Internet filters: A public policy report (2nd ed.). New York: M. Heins, C. Cho, & A. Feldman. Jaeger, P. T. and Yan, Z. (Mar 2009). One law with two outcomes: Comparing the implementation of CIPA in public libraries and schools. Information Technology and Libraries, 28(1), 614. Oleck, J. (June 2007). IL libraries shut internet service in protest. School Library Journal, 53(6), 20. Overzealous filters hinder research. (Jan 2006). Newsletter on Intellectual Freedom, 55(1), 4. Schmidt, C. A. (Mar 2008). Those interfering filters!: How to deal with the reality of filters in your school library. Library Media Connection, 26(6). 54-55. Schneider, K. G. (Jan 2002). E-rate: The agony and the ecstacy. American Libraries, 33(1), 94. Smith, A. (Winter 2006). Internet filtering policy & attitudes in Texas public libraries. Texas Library Journal, 82(4), 148-151. Sutton, L. (Nov 23 2005). Blocked: Experiences of high school students conducting term paper research using filtered internet access. Teachers College Record. Retrieved from http://www.tcrecord.org/content.asp?contentid=12248
Appendix A-Student Survey Instructions: Answer Yes or No to questions 1-5. Give your opinion for question 6. 23

1. Do you use the Internet for school assignments? 2. Do you use school computers for these assignments? 3. Have you ever been denied access to a website you needed at school? 4. Do these blocked websites make it more difficult to complete your assignments? 5. Do you use your home computer to complete assignments in order to avoid these blocked websites? 6. How do you feel about the school system blocking certain websites?

Appendix B-Teacher Interview Questions

1. Do you provide lists of resources for your students to use when you assign projects or research? If so, explain why.

2. How do you feel about the school filtering websites for students?

3. How does this filtering affect your students work?

4. Is this hindering their research skills? If so, how?

5. In your opinion, is the level of filtering appropriate?

Appendix C-School Media Specialist Interview Questions

1. Do you ever provide lists of resources for students to use while theyre in the library? 24

2. Do the students ever ask you for Internet resources?

3. How do you feel about the school filtering websites for students?

4. How does this filtering effect the students work?

5. What do you do if a students access is denied to a website you consider useful?

6. In your opinion, is the level of filtering appropriate?

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