Session
IFLA
Maria De Brasdefer, Policy & Research Officer, IFLA, GRULAC Mariann Schjeide, Library Manager, Volda University Collegue, WEOG Jonathan Hernández, Researcher at the Institute for Library and Information Research, UNAM University, GRULAC
Maria De Brasdefer, Policy & Research Officer, IFLA, GRULAC Mariann Schjeide, Library Manager, Volda University Collegue, WEOG Jonathan Hernández, Researcher at the Institute for Library and Information Research, UNAM University, GRULAC
Organization's Website
Speakers
Mariann Schjeide, Library Manager, Volda University Collegue, WEOG
Vidar Lund – President of the Norwegian Library Association, WEOG
Jonathan Hernández, Researcher at the Institute for Library and Information Research, UNAM University, GRULAC
Netra Adsaya - Dynamic Teen Coalition, CEE
Onsite Moderator
Maria De Brasdefer, Policy & Research Officer, IFLA, GRULAC
Online Moderator
Jonathan Hernández, Researcher at the Institute for Library and Information Research, UNAM University, GRULAC
Rapporteur
Maria De Brasdefer, Policy & Research Officer, IFLA, GRULAC
SDGs
4. Quality Education
4.3
4.4
4.6
4.7
5. Gender Equality
5.5
5.b
8. Decent Work and Economic Growth
8.9
11. Sustainable Cities and Communities
11.4
11.7
11.a
Targets: 4 Quality education (4.3, 4.4, 4.6, 4.7) – The session aligns with this SDG and targets by addressing the importance of unrestricted access to information in higher education 5 Gender equality (5.5, 5.b) – Digital censorship in universities disproportionately impacts marginalized voices, including women. Some gender related resources may also be restricted 8 Decent work and economic growth (8.9) – Unrestricted information access will actively contribute to better economic opportunities. It might also foster innovation, research and a skilled workforce, particularly in the case of universities 11 Sustainable cities and communities (11.4, 11.7, 11.a) – Academic freedom is an important pillar to build more resilient, informed and inclusive societies. Digital censorship in universities may undermine efforts to address social equity.
4.3
4.4
4.6
4.7
5. Gender Equality
5.5
5.b
8. Decent Work and Economic Growth
8.9
11. Sustainable Cities and Communities
11.4
11.7
11.a
Targets: 4 Quality education (4.3, 4.4, 4.6, 4.7) – The session aligns with this SDG and targets by addressing the importance of unrestricted access to information in higher education 5 Gender equality (5.5, 5.b) – Digital censorship in universities disproportionately impacts marginalized voices, including women. Some gender related resources may also be restricted 8 Decent work and economic growth (8.9) – Unrestricted information access will actively contribute to better economic opportunities. It might also foster innovation, research and a skilled workforce, particularly in the case of universities 11 Sustainable cities and communities (11.4, 11.7, 11.a) – Academic freedom is an important pillar to build more resilient, informed and inclusive societies. Digital censorship in universities may undermine efforts to address social equity.
Format
Classroom
The classroom format will allow good visibility of the presentation from all the session participants. There will be a short introduction and activity at the start of the session, this will be followed by a quick presentations that will lead straight into the discussion where we will analyze case studies and share experiences related to academic censorship. We would like to keep the session interactive since the beginning by doing a quiz and/or survey at the start of the session to understand the participants’ perception on this issue. For a more interactive-provocative approach, we will employ an interactive tool titled 'Are You a Censor or a Defender?' with 4-5 scenario-based questions. This will encourage self-reflection on our own biases and perceptions regarding academic censorship. Alternatively, a 'How Much Do You Know About Academic Censorship?' quiz may work as a baseline.
The classroom format will allow good visibility of the presentation from all the session participants. There will be a short introduction and activity at the start of the session, this will be followed by a quick presentations that will lead straight into the discussion where we will analyze case studies and share experiences related to academic censorship. We would like to keep the session interactive since the beginning by doing a quiz and/or survey at the start of the session to understand the participants’ perception on this issue. For a more interactive-provocative approach, we will employ an interactive tool titled 'Are You a Censor or a Defender?' with 4-5 scenario-based questions. This will encourage self-reflection on our own biases and perceptions regarding academic censorship. Alternatively, a 'How Much Do You Know About Academic Censorship?' quiz may work as a baseline.
Duration (minutes)
60
Description
Universities have long been spaces for debate, discovery and the pursuit of truth. However, growing restrictions on information – whether through banned books, blocked databases, content takedowns and pressure to self-censor are threating academic freedom today. Scholars, students and educators, increasingly find their access to knowledge shaped by external forces, which limits their ability to engage with diverse perspectives and genuine learning processes.
This session will examine how digital censorship is affecting universities and academic spaces and what are some of the strategies being used to resist it. It will also highlight the role of university institutions such as libraries and how these protect access to knowledge and intellectual freedom and how they are working to ensure that students and researchers can access trustworthy information despite increasing barriers.
The discussion will also center around policy recommendations for strengthening institutional resilience against censorship and how to partner with libraries and library professionals to ensure that knowledge in universities remains open and accessible to all.
To facilitate interaction between both on-site and online attendees we will ensure communication at all times between both moderators. We will use some survey tools like Mentimeter and Miro that are interactive and easily accessible online to ensure that all the participants will be able to interact with the session speakers. We will create a short "digital censorship scenario" quiz with multiple-choice answers to spark discussion, and we will interact with the participants to brainstorm on solutions and possible models. Most people think of censorship as simply banning materials, but we will also talk about self-censorship, hidden materials, restricted content, etc.
To facilitate interaction between both on-site and online attendees we will ensure communication at all times between both moderators. We will use some survey tools like Mentimeter and Miro that are interactive and easily accessible online to ensure that all the participants will be able to interact with the session speakers. We will create a short "digital censorship scenario" quiz with multiple-choice answers to spark discussion, and we will interact with the participants to brainstorm on solutions and possible models. Most people think of censorship as simply banning materials, but we will also talk about self-censorship, hidden materials, restricted content, etc.