Resources for Building A High School Library Program That Meets the Needs of Gay, Lesbian, Bisexual, Transgendered, or Questioning Students: Part 1

PLEASE NOTE: For a much expanded and updated version of this information, please go to Becoming and Being:Reflections on Teacher-Librarianship, pages 192-205.

This is Part One in a series of three posts on this topic. Part Two looks at research literature; Part Three is a full literature review.

Part One: Professional Literature 

How can a high school teacher-librarian ensure that the library is a student-centred safe haven that meets the needs of GLBTQ students?

Introduction

Imagine searching your school library for books about teachers, and finding that there were none.  When you ask the librarian for a book on this topic, she gives you a dirty look, telling you that she doesn’t purchase “those books.” Students who overhear you talking to the librarian laugh at you, saying, “Wow, you want stuff about teachers.  You must be one!”  Soon the word spreads around the library, and everyone is looking at you, laughing, and making rude remarks.  Then you use a library computer to search for information about teachers, but all of the sites are blocked, and you get in trouble for repeatedly trying to access banned sites.   You leave the library with no information, no school network access, and the certainty that you are marked for more harassment.  Welcome to the world of many GLBTQ teens.

If this picture hits too close to home for you, there is help at hand.   First, you can hear the real-life experiences, both good and bad, of GLBTQ teens in their high school libraries.  Then you can review why and how the library should be the center of social change in schools.  Recently there have been many examples in the media of bullying, harassment, and suicide of GLBTQ teens, and the professional literature provides a variety of suggestions on how to reach out to those you serve in your school, and how to make your library safer for them.  In addition, there are many resources available to help you select appropriate print and non-print resources, and to determine what library services GLBTQ teens require to enable them to use these materials effectively.  By implementing suggestions from the professional literature, every teacher-librarian can ensure that GLBTQ students have access to the information they need in their own school libraries.

Themes

Voices of GLBTQ Teens

Anderson, S. B. (2005). What it means to be extreme: Understanding non-traditional teens: Gay, lesbian, bisexual, transgender, and questioning teens. In Extreme teens: Library services to nontraditional young adults (pp. 45-48). Westport, CT: Libraries Unlimited.

Kenney, B. (2006). Do the right thing. School Library Journal, 52(1), 11.

Flecker, M., & Gutteridge, L. (2008). Gay positive literature in libraries could save lives: The leadership role for teacher-librarians in social justice issues. Teaching Librarian, 15(2), 38-39.

Levithan, D. (2004). Supporting gay teen literature. School Library Journal, 50(10), 44-45.

Limited shelf life. (2010). School Library Journal, 56(7), 15-15.

Whelan, D. L. (2006). Out and ignored: Why are so many school libraries reluctant to embrace gay teens? School Library Journal, 52(1), 46.

Social Justice and GLBTQ Teens

Alexander, L. B, & Miselis, S.  D. (2009). Hear the silent pleas of our gay youth. In G. Bush (Ed.), Best of KQ Series: School library media programs in action: Civic engagement, social justice, and equity (pp. 31-33). Chicago, IL: American Association of School Librarians.

Bush, G. (2006). Social action learning. School Library Media Activities Monthly, 22(7), 38-41.

Flecker, M., & Gutteridge, L. (2008). Gay positive literature in libraries could save lives: The leadership role for teacher-librarians in social justice issues. Teaching Librarian, 15(2), 38-39.

Levithan, D. (2004). Supporting gay teen literature. School Library Journal, 50(10), 44-45.

Martin, H. J., & Murdock, J. R. (2007). Serving lesbian, gay, bisexual, transgender, and questioning teens: A how-to-do-it manual for librarians. New York: Neal-Schuman.

Rauch, E. W. (2010). GLBTQ collections are for every library serving teens! Voice of Youth Advocates, 33(3), 216-218.

Schrader, A. M., & Wells, K. (2007). Challenging silence, challenging censorship: Inclusive resources, strategies and policy directives for addressing bisexual, gay, lesbian, trans-identified and two-spirited realities in school and public libraries. Ottawa: Canadian Teachers’ Federation.

Schrader, A. M., & Wells, K. (2005). Queer perspectives on social responsibility in Canadian schools and libraries: Analysis and resources. School Libraries in Canada (17108535), 24(4), 12-45.  

Reaching out to GLBTQ Teens

Gardes, T. (2008). Serving lesbian, gay, bisexual, transgendered, and questioning teens in your library media center. CSLA Journal, 32(1), 23-24. Retrieved from http://www.csla.net/pub/journal.htm

Jones, J. (2004). Beyond the straight and narrow: Librarians can give gay teens the support they need. School Library Journal, 50(5), 45.

Martin, H. J., & Murdock, J. R. (2007). Serving lesbian, gay, bisexual, transgender, and questioning teens: A how-to-do-it manual for librarians. New York: Neal-Schuman.

Whelan, D. L. (2006). Out and ignored: Why are so many school libraries reluctant to embrace gay teens? School Library Journal, 52(1), 46.

Building GLBTQ Collections

Alexander, L. B., & Miselis, S. D. (2007). Barriers to GLBTQ collection development and strategies for overcoming them. Young Adult Library Services, 5(3), 43-49.

Alexander, L. B, & Miselis, S.  D. (2009). Hear the silent pleas of our gay youth. In G. Bush (Ed.), Best of KQ Series: School library media programs in action: Civic engagement, social justice, and equity (pp. 31-33). Chicago, IL: American Association of School Librarians.

Martin, H. J., & Murdock, J. R. (2007). Serving lesbian, gay, bisexual, transgender, and questioning teens: A how-to-do-it manual for librarians. New York: Neal-Schuman.

Rauch, E. W. (2010). GLBTQ collections are for every library serving teens! Voice of Youth Advocates, 33(3), 216-218.

Rockefeller, E. I. (2009). Selection, inclusion, evaluation and defense of transgender-inclusive fiction for young adults: A resource guide. Journal of LGBT Youth, 6(2), 288-309. doi:10.1080/19361650902962641

Schrader, A. M., & Wells, K. (2007). Challenging silence, challenging censorship: Inclusive resources, strategies and policy directives for addressing bisexual, gay, lesbian, trans-identified and two-spirited realities in school and public libraries. Ottawa: Canadian Teachers’ Federation.

Schrader, A. M., & Wells, K. (2005). Queer perspectives on social responsibility in Canadian schools and libraries: Analysis and resources. School Libraries in Canada (17108535), 24(4), 12-45.  

Library Services for GLBTQ Teens

Alexander, L., & Miselis, S. (2009). Hear the silent pleas of our gay youth. In G. Bush (Ed.), Best of KQ Series: School library media programs in action: Civic engagement, social justice, and equity (pp. 31-33). Chicago, IL: American Association of School Librarians.

Anderson, S. B. (2005). Outside the mainstream: Service to extreme teens – out and proud: Serving gay, lesbian, bisexual, transgender, and questioning teens. In Extreme teens: Library services to nontraditional young adults (pp. 89-90). Westport, CT: Libraries Unlimited.

Gardes, T. (2008). Serving lesbian, gay, bisexual, transgendered, and questioning teens in your library media center. CSLA Journal, 32(1), 23-24.

Martin, H. J., & Murdock, J. R. (2007). Serving lesbian, gay, bisexual, transgender, and questioning teens: A how-to-do-it manual for librarians. New York: Neal-Schuman.

Schrader, A. M., & Wells, K. (2005). Queer perspectives on social responsibility in Canadian schools and libraries: Analysis and resources. School Libraries in Canada (17108535), 24(4), 12-45. Retrieved from http://www.clatoolbox.ca/casl/slic

Whelan, D. L. (2006). Out and ignored: Why are so many school libraries reluctant to embrace gay teens? School Library Journal, 52(1), 46.  

Recommended Articles

Levithan, D. (2004). Supporting gay teen literature. School Library Journal, 50(10), 44-45.

David Levithan draws on his experiences as a gay man, editor, and author of young adult gay fiction to urge teacher-librarians to include LGBTQ literature in collections.  He applauds teacher-librarians who brave controversy and stand up for intellectual freedom so that students can safely sign out the resources they need, and includes specific examples of  how to take a stand.  The article includes examples of the power that the right book at the right time can have for those who too often feel isolated and vulnerable.

Gardes, T. (2008). Serving lesbian, gay, bisexual, transgendered, and questioning teens in your library media center. CSLA Journal, 32(1), 23-24.

Tim Gardes, a California district librarian, provides some disturbing research statistics that show why LGBTQ teens are less likely to graduate from high school.  Gardes then points out that schools are legally required to improve conditions for these students.  Since school libraries have traditionally served other minority groups well, they are certainly able to better the treatment of LGBTQ students.   Gardes provides specific procedures to implement change, and stresses the positive effect on school climate that establishing a Gay Straight Alliance club had at one of his schools.

Martin, H. J., & Murdock, J. R. (2007). Serving lesbian, gay, bisexual, transgender, and questioning teens: A how-to-do-it manual for librarians. New York: Neal-Schuman.

This manual is an extensive guide that offers a wealth of material on issues, programming, services, and collections for LGBTQ teens. The authors include statistics from various studies that detail the shocking physical, emotional, and intellectual risks faced by these teens, and ways to help make libraries safe spaces for them.  In addition to offering strategies for library staff to deal with possible challenges to LGBTQ content or programming, the manual details ways for librarians to connect with and actively involve LGBTQ teens in the library in visible, positive ways.  In addition, the authors differentiate between strategies best suited to school libraries as opposed to public libraries.

Schrader, A. M., & Wells, K. (2007). Challenging silence, challenging censorship: Inclusive resources, strategies and policy directives for addressing bisexual, gay, lesbian, trans-identified and two-spirited realities in school and public libraries. Ottawa: Canadian Teachers’ Federation.

Alvin Schrader, Director of Research, University of Alberta Libraries, and Kristopher Wells, Chair of the Sexual Orientation and Gender Identity Sub-Committee of the Alberta Teachers’ Association’s Diversity, Equity, and Human Rights Committee, present a two-part manual with a Canadian perspective.   Part I discusses the current situation regarding the lack of resources and services for GLBTQ youth, and provides “A Guide for Action in Library Policy and Practice” to help librarians improve collections and services.  Part II of the book provides lists of annotated resources, including elementary, young adult, and professional books, as well as videos.  Canadian titles are identified, and the authors intend to provide updated lists on the Canadian Teacher Federation web site.

Whelan, D. L. (2006). Out and ignored: Why are so many school libraries reluctant to embrace gay teens? School Library Journal, 52(1), 46.

Debra Whelan, School Library Journal’s senior editor for news and features, shares statistics about the challenges, including a lack of resources in their school libraries, faced by GLBTQ teens.  Whelan puts a human face on the statistics by interviewing students and librarians whose stories illustrate the issues.  Whelan points out that although many librarians censor materials because they fear controversy, or personally believe these materials inappropriate, they risk breaking the law in doing so.  She offers suggestions on how to build a GLBTQ collection, how to make these resources accessible to students, and how to network to enlist support.

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