The Outsiders

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“When I stepped out into the bright sunlight from the darkness of the movie house, I had only two things on my mind: Paul Newman and a ride home.” (Hinton, page 5)

This is both the first and the last line of The Outsiders, S. E. Hinton’s first published novel, written when she was sixteen years old. It is about a boy named Ponyboy Curtis, living in Tulsa, Oklahoma, where young people are divided into two groups, the Greasers (wrong side of the tracks) and the Socs (rich kids). Ponyboy is a greaser but wants to move beyond that role without betraying his friends. Perhaps the novel isn’t “great literature”, but it appeals to junior high students who so often feel that they, like Ponyboy, are outsiders.

I still remember the first boy — an “outsider” — I gave it to. His name was Gary, and he was sixteen years old in grade eight. He told me that no one had ever been able to make him read a whole book, but when I told him something of the plot (gang rumbles, runaways, a hero saving other kids’ lives), he took home The Outsiders.

Three days later he was back. He said, “I finished it. Do you have any more like that?” I did indeed have more, but Gary dropped out of school soon afterwards. Tragically, he suffered severe brain damage in a motorcycle crash a few months later. I think of Gary each time another boy tells me he’s never read a book.

I love this novel because it continues to speak to my students today, just as it did to students I taught twenty years ago. In all the times I’ve recommended it, I’ve had only two students say they didn’t enjoy it. Many, many more have loved it, and come back asking for more.

As with all books that people love, this one sparks interesting responses. Ponyboy loves poetry, and quotes Robert Frost’s poem, “Nothing Gold Can Stay”. When I talk about this book with groups of students, I read the poem and we share what they think it means to be “gold”. Every time I do this, kids sign out our copies of Robert Frost’s books. Because Ponyboy reads Gone with the Wind, circulation of that always goes up too.

I continue to look for books with the power and voice of The Outsiders. I want books that show kids that they are not alone, that other people their age share their feelings of fear or loss or pain or loneliness. I want books about kids who battle their problems, who are at times overwhelmed by them, but survive. I want to help the outsiders see that they really aren’t outside at all.

 

The Volkswagen Job

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Doing my job this year feels a lot like driving the red 69 Volkswagen I’ve been using since my Camry was written off in an accident. In many ways, my beetle is a great car. It’s been painstakingly restored and maintained and gets lots of admiring glances. But reliable transportation it isn’t. It’s plagued with niggling little problems — a leaking seal, a plugged fuel line, hoses rotting from age. The car seems to be coping fine for a while, and then it dies, leaving me stranded. That beetle is the same age as my teaching career. Coincidence? Read on.

Last week I popped into Costco to pick up a few things. It was only when I wheeled my overflowing cart out to the parking lot that I remembered I had the beetle. For a panic-stricken moment or two I felt like I was in a Mr. Bean episode. I hope no one I know was watching as I stuffed packages, bottles, and cases into every possible orifice of that car, dragging the cart around and around the it, feeling I’d never to be able to make everything fit. I drove the few blocks home leaning against the cases of paper towel and tissues that filled the passenger seat. It didn’t make me feel better when my husband and daughter roared with laughter as they watched me unload, reminding me that they generally don’t let me go to Costco unescorted because, they claim, I get carried away.

Like all teachers these days, I often find myself trying to fit all the demands of my job into a space that’s too small. Twenty years ago the librarian’s position at our school was .4 FTE, with a .4 aide. There were 250 students. This year we have 560 students, and my time in the library is still .4, with an aide at .3. Since I took over the library, we have renovated, automated, added two computer labs, and tripled the size of the collection.

My job as a classroom teacher suffers other pressures. In the last few years we’ve become accustomed to computer-generated IEP’s, report cards we print at school, the ever-increasing numbers of students with special needs, the ever-dwindling budgets. I do realize I’m lucky, of course. I’m one of the few left who has a teacher/librarian position, and it’s a great job in a wonderful school.

But it’s a great job like the Volkswagen is a great car. Most of the time, things work very smoothly. But every once in a while I suffer one of those Mr. Bean moments when I wonder, What can I empty, or reshape, or move so I can fit everything I should be doing into this job? The answer to my problem, of course, is more money for my school.
My red beetle is parked for the winter. The bank stepped in to help: I’m now driving a ’97 Mazda 626, feeling that the security and comfort it provides is well worth the debt I’ve incurred.

But I wonder: what do I do about the shortfalls in my job? I’ve already tried to buy my way out of those; I’ve given up five percent of my salary and a much bigger percentage of my life. We all know how well that’s worked. What I want now is the security and comfort of knowing that the Alberta government is prepared to step in and help me. It’s time to retire the Volkswagen. Give us the support we need to properly do our jobs.

Make Theirs Chocolate

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When I arrive home from school the last day in June, my husband and daughter and dog always come running to greet me. This is not because they love me. This is not because they want to help me haul in the boxes of stuff without which I cannot survive until September. No. They only want to see what loot my students have given me.

In the past few years I have not received many gifts. I am not sure whether this is because I don’t have a home room, or because the students have nicknamed me Conan the Librarian. In any case, my family appreciates the gifts I get. Of course they appreciate them more if they’re chocolate.

My husband has reservations, however. He has this idea that if you go to a potluck dinner, certain guidelines must be followed. Never eat purple food. Never eat anything that moves. To be completely safe, eat only what you brought. Needless to say, he is equally cautious about the food students give me, although I have assured him that there is no need to worry.

Our dog has no such reservations. He once polished off a dozen frozen cinnamon buns (a farewell gift from a grade eight boy — he said he hadn’t had time to bake me cookies). The dog devoured this delight, wax paper and all, in the time it took me to make the trip from house to car and back.

My daughter is more discriminating. She is interested in the non-food gifts I receive, mainly because they might be items she can use. She also appreciates the uniqueness of some gifts: the dummy grenade with a face painted on it, for example. She is patient when I share stories with her about the gifts I truly treasure, like the student-made Christmas ornaments, or the crystal rose bowl one student gave me the year I got married.

From my point of view, any gift is wonderful because it means that a student is telling me that my efforts are appreciated. From my family’s point of view, Cadbury is fine, but Purdy’s is even better.

The Garden

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“A garden is evidence of faith. It links us with all the misty figures of the past who also planted and were nourished by the fruits of their planting.”
Gladys Taber

I have just come in from the garden, where I have managed to spend a few hours in the last 10 days — not enough hours, but some, nonetheless. For my grandmother, I planted evening-scented stocks (lasting beauty in Kate Greenaway’s The Victorian Language of Flowers). Their scent takes me back to Nannie’s garden long ago, where we talked endlessly while I watered her flowers and crunched carrots I’d rinsed under the hose.

I remember my godmother in the prairie crocuses (cheerfulness). Their vivid purple takes me back to Fort Macleod, and summers spent weeding her garden, stuffing myself with raspberries, then spending long afternoons with friends exploring willow-hidden creeks and brown coulees.

And as I planted the heliotrope today, I remembered why each year it has a place in one of my pots. There is a line in Act I of Thornton Wilder’s Our Town where Julia Gibbs says to her husband, “Come out and smell the heliotrope in the moonlight.” Each time I smell it, I remember the girl who played Julia, and the other members of that long-ago production I directed.

Vividly I recall Jayne’s intensity as she delivered Emily’s goodbye speech.Part of why I love this play is that Wilder also thought gardens were important. As she leaves the world, Emily says,
Good-by, Good-by, world. Good-by, Grover’s Corners …Mama and Papa. Good-by to clocks ticking…and Mama’s sunflowers. And food and coffee. And new-ironed dresses and hot baths…and sleeping and waking up. Oh, earth, you’re too wonderful for anybody to realize you . . .. Do any human beings ever realize life while they live it?—every, every minute?
Thornton Wilder, Our Town, Act III

An Arabian proverb says, “A book is a garden carried in the pocket.” My garden links me not only to people I love, but to much-loved books as well. In addition to heliotrope (devotion and faithfulness), I have rosemary for remembrance (Shakespeare’s Ophelia in Hamlet, IV, 5) and savoury and thyme for Frances Hodgson Burnett’s book The Secret Garden. Each year I plant pansies — love-in-idleness for Oberon in A Midsummer Night’s Dream. In the scent and colour of my garden lies much of my history.

“If you have a garden and a library, you have everything you need.”
Marcus Tullius Cicero (106-43 BC) Roman statesman, scholar, orator

My library is my garden at school. Like gardens, libraries nourish and delight. They nurture budding intellects, and link us to people and events in our present and in our past. And, like gardens, libraries need constant care and replenishment.

It is the end of the year, and we’re preparing the library for inventory, and for a major renovation next year. At the moment this means weeding. I like to weed. It means spending hands-on time in places I love to be. I take pleasure in the rewards of previous years’ hard work. I get to know again each nook and cranny, each hidden or forgotten treasure. Weeding requires I think about every resource we have. Has it outlived its usefulness? Is it damaged beyond repair? Taking space needed for more fruitful things?

“More things grow in the garden than the gardener sows.”
Spanish Proverb

A friend cultivates a semi-wild area in her yard. Every time she digs out a weed, she replaces it with a plant she wants. This is, of course, what we librarians do as a matter of course, but it’s a simple and effective philosophy of life that I want to apply to my teaching and my life.

Over the coming summer I’ll be thinking about how to do that as I tend my other garden. My next project is to plant something for Ralph Waldo Emerson, who believed
To laugh often and much; to win the respect of intelligent people and the affection of children; to earn the appreciation of honest critics and endure the betrayal of false friends; to appreciate beauty, to find the best in others; to leave the world a little better; whether by a healthy child, a garden patch or a redeemed social condition; to know even one life has breathed easier because you have lived. This is the meaning of success.

The Expert

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I wrote this article in 1990 and was reminded of it recently when I read Kelly Jensen's post, Five Great Questions I Was Asked as a Reference Librarian. 26 years later I can still see that 12 year old girl's face as she asked me the hardest question of my career.

There is one occupational hazard in being a teacher librarian that I have never heard discussed in all the in-services I’ve attended since taking on this role six years ago. It’s this. Everybody expects you to know everything.

Here are some questions I’ve been asked in my job as a junior high school librarian. I am NOT making these up.

“Do you have a book on spontaneous human combustion?”

“What’s the title of that book about the girl who goes back in time and meets her mom when she was a kid? I think it has a pink cover.”

“Somebody told me that Tchaikovsky was gay. Is that true?”

“What bus do you take to get to Southgate?”

And, of course, my personal favorite, “I’m doing research for Human Sexuality. What does ‘interruptus’ mean?”

Teachers can come up with some doozies too, like, “The film I ordered didn’t come in. Can you do a book talk next period on Victorian era literature?”

I used to take this question business for granted until one day I sat down next to a girl who was working in the library and she asked, “Mrs. Peterson, if you kill yourself, do you still go to heaven?”

See what I mean about occupational hazard?

I think I answered that question correctly, thanks to the help I got from the school psychologist. But the next time you ask your friendly neighborhood librarian a question, and she stops to think, be patient with her. Being the expert can be terrifying.

I believe in teacher librarians.

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To listen to my recording of this post, click on the link below.

I believe in teacher librarians

I believe in teacher librarians. I am at the end of my career, having completed my degree in school librarianship post-retirement, so I have known plenty of tls. I am lucky to have had great role models in my time, but as a grandmother with two young boys soon to enter the school system, I find myself looking forward. What will Lucca and Cole find in their school libraries? Will there be someone there to feed their obsession for reading? Will someone help them navigate the new literacies so they learn, grow, and create online? Most important, will someone in their school libraries welcome, accept, and support them as they grow? Thinking about the tls I’ve met in this program, if their schools have professional teacher librarians, the answer to all these questions is yes. How do I know this? Because I know what teacher librarians do.

Teacher librarians provide high quality print and online curricular resources. I believe in Rhonda, who provides her high school students not only with the latest and greatest digital resources, but also with a vibrant print collection including hard-to-find novels by Canadian First Nations writers.

Teacher librarians build a collection and a space that encourages students to read and to learn. I believe in Lissa, who in one-half day of library time per week has transformed the dismal, discouraging library she inherited. Now she leads literacy in a warm and vibrant hub where her students and teachers love to read and work.

Teacher librarians develop events and programs that promote reading. I believe in Joanie, who decided her students needed graphic novels as part of their reading experiences. She planned with her principal, sought expert advice, bought judiciously, solicited input from students, promoted creatively, and invited a knowledgeable guest speaker to her school. She also thoughtfully introduced her teachers to graphic novels. The results? More excitement about reading, and a wider variety of choices for student learning.

Teacher librarians collaborate with teachers to integrate information literacy, inquiry, literature and technology into the curriculum. I believe in Amanda, who eagerly shares her knowledge of teaching reading and writing with her colleagues, and is continually improving her teaching.

I believe in Renae, who as the information literacy leader in her school collaborates with her teachers to implement inquiry-based, information processing projects with all students. Her grade 7 class researched the impact of a proposed mine on a local salmon spawning stream, and used Web 2.0 tools to create an interactive presentation so they could share their concerns at a public forum.

Teacher librarians serve on leadership teams to implement initiatives that improve student learning. I believe in Kelly, part of the literacy committee at her school, who gave copies of The Book Whisperer to all her language arts teachers, Now they are planning to implement free voluntary reading and book challenges in her school. I believe in Terri, who serves other teacher librarians as webmaster for the Alberta School Library Council.

Teacher librarians use instructional technology to teach, to support reading, to facilitate learning and content creation, and to build a virtual library. I believe in Shelly, who reads fan fiction with her students and encourages them in writing their own. She helps them see themselves as both writers and readers. She envisions doing action research on using new technologies with students, both as a way to build their learning, and as a way to advocate for technology funding.

I believe in Brenda, who welcomes a group of grade five boys to the library every day after school so they can chat with her about the books they are reading for her 40-book challenge or tell her a joke or debate which fast food fries are the best. With her colleague, Leslie, Brenda has 400 students recording what they read on their free voluntary reading web sites and discussing online what they read and recommend to others. One result is more student book requests in one year than in the previous eight combined.

Teacher librarians promote reading for pleasure and free voluntary reading in school. I believe in Heather, who fought to eliminate scheduled book exchanges in favor of flexibility. Circulation dramatically increased, formerly reluctant teachers see the value of student choice, and students can get books when they need them.

I believe in Jess, who builds relationships with her students by helping each of them find just the right book. She sees her reader’s advisory as time to get to know her students as they share their questions, their concerns, and their thoughts about the world in which they live.

I believe in Anne, who loves the power of story and the insight her students’ stories give her into their lives. Her goal is to ensure that her students trust themselves as readers capable of making their own reading choices.

Teacher librarians model lifelong learning and reading for pleasure. I believe in Deborah, the enabling adult and model expert reader. She shares with her students her love of literature and the idea that reading is fun. One of her great ideas is the book swap project that reinforces her effort to develop a school culture that celebrates reading and honours choice.

I believe in Melissa, who takes such joy in getting to know every student in her school and passing on her passion for reading. For her reading is a social activity, nurtured by a community of readers.

Teacher librarians involve parents in their children’s learning. I believe in Natasha, who sees parent education, involvement and collaboration in information literacy as a way to teach a whole community, not just its children.

I believe that professional teacher librarians are indispensable to our 21st century learners. I fervently hope that as my two grandsons grow, they are lucky enough to have a teacher librarian in their school. To all the wonderful teacher librarians I have met in the TL-DL program, I want you to know that I believe in you.

Building a High School Library Program That Meets the Needs of Gay, Lesbian, Bisexual, Transgendered, or Questioning Students – Part 3

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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.

On September 22, 2010, eighteen-year-old Tyler Clementi, a freshman at Rutgers University, jumped to his death from the George Washington Bridge.  His private encounter with a man in his dorm room had been secretly recorded and broadcast over the Internet by Clementi’s roommate, who boasted about this on his Facebook page.

Tyler’s death inspired an outpouring of shock and grief around the world, and led to the adoption of anti-bullying and safe environment legislation in two American states (Associated Press, 2010).  For many people saddened by this tragedy the spotlight shone on the homophobic bullying and harassment that cause so many youths to live in fear. Most high school teachers know that homophobia is rampant among teenagers.  We teacher-librarians pride ourselves on the fact that our libraries are safe havens that meet the needs of all our students, but would our GLBTQ students agree? If you aren’t sure, the professional and research literature provides many resources to help teacher-librarians make changes. We can better understand the challenges GLBTQ youth face every day at school, and learn about ways to improve our collections, our services, and our support for GLBTQ youth.  These resources can help us answer this question: How can a high school teacher-librarian ensure that the library is a student-centred safe haven that meets the needs of GLBTQ students?
Understand the Challenges GLBTQ Youth Face at School and in the Library
First we need to see the reality of GLBTQ teen life. Fear is a constant for many GLBTQ high school students.  A recent Canadian study (Taylor et al., 2010) commissioned by Egale Canada Human Rights Trust surveyed 1700 high school students and reported that 75% of GLBTQ students (87% of transgender students) felt unsafe in various areas at school (p. 3), even, for some, the school library (p. 24).  Over 25% of GLBTQ students had skipped school because they felt unsafe (p. 5).  Over 75% heard derogatory (homophobic) comments every day, and 60% (90% of transgender students) said they had been verbally harassed about their sexual orientation (p. 3). Many students (40 % of transgender; 25% of GLBTQ) had been physically harassed (p. 4). Where were the adults while all this was happening?  Sadly, 50% of transgender students (34.1% of GLBQ) reported that staff never intervened when homophobic comments were made (p. 4), and 40% did not feel that they could talk to a teacher (Taylor et al., 2010, p. 5). One participant said, “The teachers know it’s going on, but they rarely pipe up and protect me or others. i guess they figure it’s a lost cause. it takes a lot of energy to defend yourself all the time” (Taylor et al., 2010, p. 34). Other research suggests that these numbers may be conservative. A British Columbia survey of 18 high schools found that GLBTQ students were harassed 80% more than their heterosexual peers (Darwich, 2008, as cited in Haskell and Burtch, 2010). The 2009 Gay, Lesbian and Straight Education Network survey of 7200 students across the United States reported higher percentages of GLBTQ students suffering various types of harassment: 85% were verbally harassed, 40% were physically harassed, and 52% were victims of cyber-bullying. It is shocking to note that 62% of students who were harassed did not report it to authorities, assuming that nothing would be done, or that the harassment would worsen, and 33% of students who did report harassment said that no action had been taken by their school (Kosciw, Greytak, Diaz, &  Bartkiewicz, 2010, p. 3). To what does all this fear lead? According to a study by the organization Advocates for Youth, one-third of gay/lesbian youth say they have attempted suicide at least once, about 30% have dropped out of school, and as many as 40% of homeless youth are gay (Advocates for Youth, 2002, as cited in Curry, 2005, p. 68). Surely school libraries, at least, are safe and welcoming? In addition to looking at overall school experiences, the professional and research literature abounds with accounts of GLBTQ youths’ experiences in the library. A fifteen year-old blogger recalls,

When I set out to find more LGBT titles, I turned to my school’s library. Honestly? It was pathetic. There was not one single LGBT novel. But oh, of course the librarian went out of her way to buy books about gangs, drugs, and teen pregnancy. When I asked her about that, she replied, “This is a school library. If you’re looking to read inappropriate titles, go to a bookstore.” Uhm, how in the hell is LGBT YA lit “inappropriate”? (Limited Shelf Life, 2010)

Students struggling to find GLBTQ resources in libraries report a number of common issues. These include not being able to find resources, not feeling safe to approach library staff for help, and feeling negatively judged by others (including staff) in libraries (Bridge, 2010; Curry, 2005; Hoheb, 1999; Linville, 2004). In addition, school Internet filters often block GLBTQ sites appropriate for teen use, including them with pornography and obscenity as banned sites (Greenblatt, 2003; Hobeb, 1999; Martin & Murdock, 2007; Schrader & Wells, 2007; Whelan, 2006). Given these findings, it is perhaps not surprising that when asked what school staff members they would approach for help with GLBTQ issues, students ranked only the principal and vice-principal less approachable than the school librarian (Kosciw, Greytak, Diaz, &  Bartkiewicz, 2010, p. 60).  Learn What Information LGBTQ Teens Need     A second strategy to help teacher-librarians improve programming is to examine what GLBTQ students need to know. Rauch (2010) states, “An important part of adolescence is the self-searching and identity-forming transition, when teens need to figure out who they are among their friends, family, and society as a whole” (p. 216). Unfortunately GLBTQ youth are often at a disadvantage during this crucial time as they generally do not have GLBTQ role models in their circle of family and friends, and may even be rejected by them (Behara & Maquet, 2006, p. 13). Alexander and Miselis (2007) point out that “Most GLBTQ teens have limited access to information, few positive role models, and tenuous social support systems, making identity formation extremely difficult” (p. 45). So what information is most useful to GLBTQ youth at this critical time in their lives? Behra and Maquet (2006) interviewed 21 GLBTQ individuals in depth to determine their information needs during the coming out process.  Using the participants’ experiences, as well as the findings of related research literature, Behra and Maquet first defined the coming out process as a series of phases. They identified the concerns experienced in each phase, the information youth needed, and then developed useful, practical interventions that librarians can use to support GLBTQ youth at each phase.

These teens needed information about issues such as how to behave around other GLBTQ people, information about where to find GLBTQ individuals and social groups, examples of positive GLBTQ role models, and reliable information sources about GLBTQ issues to share with family and friends (Behara & Maquet, 2006, p. 9).

Linville (2004), a young adult librarian, also surveyed GLBTQ teens to find out what they wanted from the library. The most popular choice was stories about real people, but teens also wanted coming out stories, information on community resources, equal rights for GLBTQ youth, and safe sex; novels, and books about what it means to be gay (p. 184). Linville says, “They [also] want to know that we know that gay people live in every neighborhood, not just in that gay neighborhood over there. And they want to know that we welcome queer people to the library” (p.186). Build a GLBTQ Collection Once teacher-librarians are familiar with students’ information needs, they can use this knowledge to develop their collections. Building a GLBTQ collection is of course very similar to building any collection.  Schrader and Wells offer this advice.  “Above all, build slowly, seek resources, find kindred spirits, form networks, strategize thoughtfully and know that you are not alone” ( 2007, p. 25).  Of course, there are issues specific to the collection. Locating resources Alexander & Miselis (2007) point out that the number of GLBTQ young adult resources available far exceeds actual library holdings (p. 43).  Unfortunately resources can be difficult to find as GLBTQ books represent only 1% of the market (Clyde and Lobban, 2001 as cited in Cook, 2004, p. 43).  Many books are not available from the usual wholesalers or jobbers as they are printed by small presses (Bridge, 2010; Cook, 2004; Gardner, 2006). Happily the professional and research literature (see Gardner, 2006; Martin & Murdock, 2007; Rauch, 2010; Rockefeller, 2009; Schrader & Wells, 2007; and Whelan, 2006) provides many suggestions for finding new titles.  Teacher-librarians can use the Young Adult Library Services Association and American Library Association web sites, the Lambda Awards and Stonewall Awards (GLBTQ themes), online bookstores, and online databases such as NoveList to find titles.  In addition, teacher-librarians can survey students, talk to their peers, and consult staff of local specialty book stores. They can also network with Gay Straight Alliance facilitators, as well as with PFLAG (Parents, Families and Friends of Lesbians and Gays), and other GLBTQ groups Working with local and community groups has added benefits.  As Rauch points out, “If librarians invite GLBTQ groups into the library and encourage the involvement of the entire community, fear and hatred that exists for non-heterosexuals can be overcome” (2010, p. 218). In addition to resources already suggested, professional readers’ advisory and selection guides for GLBTQ literature are available to assist teacher-librarians in selecting resources appropriate to their libraries.  The Schrader and Wells (2007) guide already mentioned includes an extensive annotated bibliography, as does Serving Lesbian, Gay, Bisexual, Transgender, And Questioning Teens: A How-To-Do-It Manual for Librarians (Martin and Murdock, 2007).  In addition, The Heart Has Its Reasons: Young Adult Literature with Gay/Lesbian/Queer Content, 1969-2004 (Cart and Jenkins, 2006) provides a historical overview of the literature as well as extensive annotated lists.  Bosman and Bradford’s Gay, lesbian, bisexual, and transgendered literature: A genre guide (2008) provides a broader look at the literature by investigating its various genres, providing annotations (and readers’ advisories) for 1100 titles.  Understanding issues with reviews. Traditionally most teacher-librarians have relied on reviews in professional journals to guide their selection choices, but locating reviews of GLBTQ resources can be problematic.  Boon and Howard (2004) reported that titles with GLBTQ content received 41% fewer reviews than a control group of non-GLBTQ young adult fiction titles (p. 135).  Rockefeller (2009) points out that the major reviewing journals may not review books from small, independent presses (p. 289). Rothbauer and McKechnie (2000) discovered what might be considered biased reviews of GLBTQ literature.  In the reviews they read, “If a book was judged to provide some good life lessons it was always evaluated favourably despite any other perceived failings” (p. 13). Clarifying Cataloguing. Another issue in building a GLBTQ collection is cataloguing.  Because subject headings do not keep up with current culture, teacher-librarians are advised to catalogue and cross-reference these resources in user-friendly terms so as to be easily found by students.  While GLBTQ terms are constantly evolving, teens are more likely to use “gay” or “queer” than they are “homosexual” when searching the catalogue, so cataloguers should use current terminology (Bosman & Bradford, 2008; Cook, 2004; Johnson, 2010; McClary & Howard, 2007; Moss, 2008; Rothbauer, 2004; Rockefeller, 2009). Dealing with challenges. While dealing with challenges to collections is never pleasant, the best way to face one is to be prepared for it. Schrader and Wells (2007) and Martin and Murdock (2007) suggest that teacher-librarians start by developing clear guidelines for selecting library materials, including input from teachers, parents, students, administrators, and other staff.  Martin and Murdock  provide ideas for a red light, green light, yellow light, school zone strategy that allows librarians to ease their libraries gently and appropriately into using and promoting GLBTQ literature (2007, p. 125-135). A number of researchers suggest that teacher-librarians should prepare a collection development policy that defines their practice, as well as a challenge procedure that details each step in the process, and ensure all staff (including senior administration) are familiar with these (Rockefeller, 2009; Martin & Murdock, 2007; Schrader & Wells, 2007; Whelan, 2006). In their survey of librarians in 29 states, Alexander and Miselis found that “challenges to GLBTQ materials are unsuccessful when the library is prepared with a strong policy, good reviews to support the materials, and the support of knowledgeable administrators” (2007, p. 47). There is no question that developing a GLBTQ collection requires a great deal from a teacher-librarian. Brian Kenny, School Library Journal Editor-in-Chief, says, “It takes guts to create libraries that support the needs of all our students. It takes even more guts to support collections that may attract fierce opposition. But that just happens to be our job” (2006, p.11). Provide Library Services Appropriate for LGBTQ Teens Just what kind of library services do GLBTQ teens need? David Levithan, author of young adult gay fiction, editor, and a gay man himself, writes an impassioned article about the importance of supporting GLBTQ literature in libraries. In this excerpt he describes how librarians make a daily difference in teens’ lives.

I have met so many amazing librarians in the past few years, staunch and strong defenders of expression and representation. I can say without a single doubt that many young readers’ lives have been helped and saved by their librarians’ open-mindedness and courage. (I have the e-mails to prove it.) Many people consider librarians to be gatekeepers, usually in terms of keeping things out. I also think of librarians as gatekeepers in terms of the people they help through the gates. . . the amazing number of librarians who support and encourage their openly gay, lesbian, bisexual, transgender, and questioning students as they strive to live their lives the way they want to live them (2004, p. 45).

What services and support are most helpful? Two resources that provide exceptionally detailed descriptions of programs and services are Serving Lesbian, Gay, Bisexual, Transgender, and Questioning Teens: A How-To-Do-It Manual for Librarians (Martin & Murdock, 2007), and the Canadian resource, 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 (Schrader & Wells, 2007). Strategies suggested here and by other professional and research articles (see Gardes, 2008; Mehra & Braquet, 2006; and Whelan, 2006) include

  • Celebrating Gay Pride Week, Gay History Month, and GLSEN’s Day of Silence, an annual vow of silence to bring attention to harassment in schools;
  • Providing high-quality fiction materials that let GLBTQ students see themselves positively;
  • Putting bibliographies of GLBTQ literature on the library web site, and adding some of these titles to summer reading lists;
  • Helping create and support Gay-Straight Alliances and other student clubs that address GLBTQ issues; host them in the library;
  • Making GLBTQ materials accessible and visible; including them in booktalks, displays, and pathfinders;
  • Encouraging access to appropriate GLBTQ web sites and where possible eliminating Internet filters;
  • Posting Safe Place or similar notices to let everyone know the school library is a GLBTQ-friendly place and that all students will be treated respectfully;
  • Actively discouraging homophobic talk and providing services in a non-judgmental manner to youth seeking “queer” information;
  • Protecting the privacy and dignity of GLBTQ patrons;
  • Treating GLBTQ students as you would any other student;
  • Including GLBTQ materials in regular programming, remembering that straight students can enjoy this quality literature too;
  • Asking GLBTQ students what they like to read.

Committing to the Safe Haven Alvin Schrader (2007, p. 5) asks librarians, “ Do we as a public service profession – and as a society – believe that all young people should be safe and deserve dignity and respect at the library and at school?” Of course all educators will answer yes. But do we all ensure this respect for our GLBTQ students? Bridge observes,

The literature has proved that some librarians are very aware of the inequality of service provided to this user group and have been writing about the issue for more than thirty years. That the same issues are still being raised despite radical changes to equality laws in society confirms that LGBT teenagers remain an invisible minority (2010, p. 20).

For many people the death of Tyler Clementi made homophobia visible. When we understand the needs and experiences of our students, when we build diverse, rich, inclusive and accessible collections, when we provide services that reflect and support our students’ dignity and value, when we reclaim the safety of our spaces, then we truly do offer our GLBTQ students the safe havens they students need. We show them they are no longer invisible.

References

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. Retrieved from http://www.ala.org/ala/mgrps/divs/yalsa/yalsapubs/yals/youngadultlibrary.cfm Associated Press. (2010, December 6). Bergen Youth Orchestra to honor former member Tyler Clementi. NJ.com. Retrieved from http://www.nj.com/‌news/‌index.ssf/‌2010/‌12/‌bergen_youth_orchestra_to_hono.html Boon, M, H., & Howard V. (2004). Recent lesbian/gay/bisexual/transgender fiction for teens: Are Canadian public libraries providing adequate collections? Collection Building (23)3: 133-8. . Retrieved from http://www.emeraldinsight.com/products/journals/journals.htm?id=cb Bosman, E., Bradford, J. P. (2008). Gay, lesbian, bisexual, and transgendered literature: A genre guide (R. B. Ridinger, Ed.). Westport, CT: Libraries Unlimited. Bridge, S. (2010). No place on the shelves? Are Northern Ireland’s school libraries addressing the information needs of their lesbian, gay, bisexual and transgendered students? (Master’s thesis, Aberystwyth University, Ceredigion, United Kingdom). Retrieved from http://hdl.handle.net/‌2160/‌5714 Cook, J. C. (2004). GLBTQ teen literature: Is it out there in Indiana? Indiana Libraries, 23(2), 25-28. Retrieved from https://scholarworks.iupui.edu/handle/1805/112 Cart, M., & Jenkins, C. (2006). The heart has its reasons: Young adult literature with gay/lesbian/queer content, 1969-2004. Lanham, MD: Scarecrow Press. Curry, A. (2005). If I ask, will they answer? Reference & User Services Quarterly, 45(1), 65-75. Retrieved from http://www.rusq.org/ 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 Gardner, C. A. (2006). Welcoming our GLBT patrons. Virginia Libraries, 52(2), 45-50. Retrieved from http://scholar.lib.vt.edu/ejournals/VALib/ Greenblatt, E. (2003). Lesbian, gay, bisexual, transgender library users: Overcoming the myths. Colorado Libraries, 29, 21-25. Haskell, R., & Burtch, B. E. (2010). Get that freak: Homophobia and transphobia in high schools. Winnipeg, Canada: Fernwood. Hoheb, M. L. (1999). Missing mirrors: Literacy experiences of adolescent lesbians. (Doctoral dissertation). Retrieved from Dissertations & Theses: Full Text. (AAT 9952918) Johnson, M. (2010). Transgender subject access: History and current practice. Cataloging & Classification Quarterly, 48(8), 661-683. doi:10.1080/01639370903534398 Kenney, B. (2006). Do the right thing. School Library Journal, 52(1), 11. Retrieved from http://www.schoollibraryjournal.com Kosciw, J. G., Greytak, E. A., Diaz, E. M., & Bartkiewicz, M. J. (2010). The 2009 national school climate survey. Retrieved from Gay, Lesbian and Straight Education Network website: http://www.glsen.org/‌binary-data/‌GLSEN_ATTACHMENTS/‌file/‌000/‌001/‌1675-5.PDF Levithan, D. (2004). Supporting gay teen literature. School Library Journal, 50(10), 44-45. Retrieved from http://www.schoollibraryjournal.com Limited shelf life. (2010). School Library Journal, 56(7), 15-15. Retrieved from http://www.schoollibraryjournal.com Linville, D. (2004). Beyond picket fences: What gay/queer/LGBTQ teens want from the library. Voice of Youth Advocates, 27(3), 183-186. Retrieved from http://www.voya.com/ 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, NY: Neal-Schuman. McClary, C., & Howard, V. (2007). From “homosexuality” to “transvestites”: An analysis of subject headings assigned to works of GLBT fiction in Canadian public libraries. Canadian Journal of Information & Library Sciences, 31(2), 149-162. Retrieved from http://www.utpjournals.com/cjils/cjils.html Mehra, B., & Braquet, D. (2006). A “queer” manifesto of interventions for libraries to “come out” of the closet! A study of “queer” youth experiences during the coming out process. LIBRES: Library & Information Science Research Electronic Journal, 16(1), 1-29. Retrieved from http://libres.curtin.edu.au/ Moss, E. (2008). An inductive evaluation of a public library GLBT collection. Collection Building, 27(4), 149-156. doi:10.1108/01604950810913715 Rauch, E. W. (2010). GLBTQ collections are for every library serving teens! Voice of Youth Advocates, 33(3), 216-218. Retrieved from http://www.voya.com 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 Rothbauer, P. (2004). The internet in the reading accounts of lesbian and queer young women: Failed searches and unsanctioned reading. Canadian Journal of Information & Library Sciences, 28(4), 89-110. Retrieved from http://www.utpjournals.com/cjils/cjils.html    Rothbauer, P. M., & Lynne E.F. McKechnie. (2000). The treatment of gay and lesbian fiction for young adults in selected prominent reviewing media. Collection Building, 19(1), 5-16. Retrieved from http://www.emeraldinsight.com/products/journals/journals.htm?id=cb   Schrader, A. M. (2007). “I thought I’d find myself at the library”: LGBTQ services & collections in public and school libraries. PNLA Quarterly, 72(1), 4-9. Retrieved from http://www.pnla.org/ 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 s_wpnonce=bf8f1a15de

Building a High School Library Program That Meets the Needs of Gay, Lesbian, Bisexual, Transgendered, or Questioning Students: Part 2 – Reseach Literature

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

Research Question

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

I am a 60 year old retired teacher-librarian, married, a mother of one and grandmother of one with another on the way. Everywhere I go I see myself reflected back. There are retired teachers’ association lunches, senior shopping discounts, loving (and stylish) grandmothers in television shows and movies. I can walk into any library and immediately find detective books about librarians who solve crimes, picture books for toddlers, and information about osteoporosis. I have spent my whole life going to the library, confident that supportive, knowledgeable, compassionate staff would help me find what I needed when I needed it.

Think for a moment about the GLBTQ youth in your school. What do they see when they look into society’s mirror? What do they see when they walk into your school library? Can they be confident they will get the support they need, and the resources that reflect them in a positive light?

If you aren’t sure about the answers to these questions, there are resources in the research literature available to help you make changes. Much research has been done not only on homophobic bullying, and harassment, but on the challenges GLBTQ youth face in finding resources and supportive, knowledgeable adults in libraries. In addition, you can learn more about the specific information needs of these students, as well as the services that best support meeting those needs. As well, there is help available in terms of acquiring appropriate resources, and to help you evaluate your GLBTQ collection and programming. If, like most teacher-librarians, you need help in meeting the challenges of advocating for your GLBTQ students, you will find many useful suggestions and strategies in the research literature. By building on the research, we can ensure all our students see themselves as safe, supported, and very visible in our school libraries.

Themes

Understand the Challenges GLBTQ Youth Face at School and in the Library

Bridge, S. (2010). No place on the shelves? Are Northern Ireland’s school libraries addressing the information needs of their lesbian, gay, bisexual and transgendered students? (Master’s thesis, Aberystwyth University, Ceredigion, United Kingdom).

Curry, A. (2005). If I ask, will they answer? Reference & User Services Quarterly, 45(1), 65-75.

Hoheb, M. L. (1999). Missing mirrors: Literacy experiences of adolescent lesbians. (Doctoral dissertation). Retrieved from Dissertations & Theses: Full Text. (AAT 9952918)

Kosciw, J. G., Greytak, E. A., Diaz, E. M., &. Bartkiewicz, M. J. (2009). The 2009 national school climate survey.

Taylor, C., Peter, T., Schachter, K., Paquin, S., Beldom, S., Gross, Z., & McMinn, T. (2009, March). Youth speak up about homophobia and transphobia: The first national climate survey on homophobia in Canadian schools phase one report.

Learn What Information GLBTQ Teens Need

Bridge, S. (2010). No place on the shelves? Are Northern Ireland’s school libraries addressing the information needs of their lesbian, gay, bisexual and transgendered students? (Master’s thesis, Aberystwyth University, Ceredigion, United Kingdom).

Hoheb, M. L. (1999). Missing mirrors: Literacy experiences of adolescent lesbians. (Doctoral dissertation). Retrieved from Dissertations & Theses: Full Text. (AAT 9952918)

Linville, D. (2004). Beyond picket fences: What gay/queer/LGBTQ teens want from the library. Voice of Youth Advocates, 27(3), 183-186.

Mehra, B., & Braquet, D. (2006). A “queer” manifesto of interventions for libraries to “come out” of the closet! A study of “queer” youth experiences during the coming out process. LIBRES: Library & Information Science Research Electronic Journal, 16(1), 7-7.

Rothbauer, P. (2004). “People aren’t afraid anymore, but it’s hard to find books”: Reading practices that inform the personal and social identities of self-identified lesbian and queer young women. Canadian Journal of Information & Library Sciences, 28(3), 53-74.

Rothbauer, P. (2004). The internet in the reading accounts of lesbian and queer young women: Failed searches and unsanctioned reading. Canadian Journal of Information & Library Sciences, 28(4), 89-110. Retrieved from http://www.utpjournals.com/cjils/cjils.html 

Provide Library Services Appropriate for GLBTQ Teens

Bridge, S. (2010). No place on the shelves? Are Northern Ireland’s school libraries addressing the information needs of their lesbian, gay, bisexual and transgendered students? (Master’s thesis, Aberystwyth University, Ceredigion, United Kingdom).

Curry, A. (2005). If I ask, will they answer? Reference & User Services Quarterly, 45(1), 65-75.

Johnson, M. (2010). Transgender subject access: History and current practice. Cataloging & Classification Quarterly, 48(8), 661-683. doi:10.1080/01639370903534398

Linville, D. (2004). Beyond picket fences: What gay/queer/LGBTQ teens want from the library. Voice of Youth Advocates, 27(3), 183-186.

Mathson, S., & Hancks, J. (2006). Privacy please? A comparison between self-checkout and book checkout desk circulation rates for LGBT and other books. Journal of Access Services, 4(3), 27-37. doi:10.1300/J204v04n03_02

McClary, C., & Howard, V. (2007). From “homosexuality” to “transvestites”: An analysis of subject headings assigned to works of GLBT fiction in Canadian public libraries. Canadian Journal of Information & Library Sciences, 31(2), 149-162. Retrieved from http://www.utpjournals.com/cjils/cjils.html

Mehra, B., & Braquet, D. (2006). A “queer” manifesto of interventions for libraries to “come out” of the closet! A study of “queer” youth experiences during the coming out process. LIBRES: Library & Information Science Research Electronic Journal, 16(1), 7-7.

Rothbauer, P. (2004). “People aren’t afraid anymore, but it’s hard to find books”: Reading practices that inform the personal and social identities of self-identified lesbian and queer young women. Canadian Journal of Information & Library Sciences, 28(3), 53-74.

Rothbauer, P. (2004). The internet in the reading accounts of lesbian and queer young women: Failed searches and unsanctioned reading. Canadian Journal of Information & Library Sciences, 28(4), 89-110. Retrieved from http://www.utpjournals.com/cjils/cjils.html 

Overcome Collection Development Challenges

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.

Boon, M, H., & Howard V. (2004). Recent lesbian/gay/bisexual/transgender fiction for teens: Are Canadian public libraries providing adequate collections? Collection Building (23)3: 133-8.

Bridge, S. (2010). No place on the shelves? Are Northern Ireland’s school libraries addressing the information needs of their lesbian, gay, bisexual and transgendered students? (Master’s thesis, Aberystwyth University, Ceredigion, United Kingdom).

Cook, J. C. (2004). GLBTQ teen literature: Is it out there in Indiana? Indiana Libraries, 23(2), 25-28.

Rothbauer, P. M., & Lynne E.F. McKechnie. (2000). The treatment of gay and lesbian fiction for young adults in selected prominent reviewing media. Collection Building, 19(1), 5-16.


 

Evaluate Your GLBTQ Collection

Bridge, S. (2010). No place on the shelves? Are Northern Ireland’s school libraries addressing the information needs of their lesbian, gay, bisexual and transgendered students? (Master’s thesis, Aberystwyth University, Ceredigion, United Kingdom). Retrieved from http://hdl.handle.net/‌2160/‌5714

Cook, J. C. (2004). GLBTQ teen literature: Is it out there in Indiana? Indiana Libraries, 23(2), 25-28.

Boon, M. H. & Howard, V. (2004). Recent lesbian/gay/bisexual/transgender fiction for teens: Are Canadian public libraries providing adequate collections? Collection Building, 23(3), 133-138.

Moss, E. (2008). An inductive evaluation of a public library GLBT collection. Collection Building, 27(4), 149-156. doi:10.1108/01604950810913715

Advocate for GLBTQ Youth

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.

Bridge, S. (2010). No place on the shelves? Are Northern Ireland’s school libraries addressing the information needs of their lesbian, gay, bisexual and transgendered students? (Master’s thesis, Aberystwyth University, Ceredigion, United Kingdom).

Curry, A. (2005). If I ask, will they answer? Reference & User Services Quarterly, 45(1), 65-75.

Kosciw, J. G., Greytak, E. A., Diaz, E. M., &. Bartkiewicz, M. J. (2009). The 2009 national school climate survey.

Mehra, B., & Braquet, D. (2006). A “queer” manifesto of interventions for libraries to “come out” of the closet! A study of “queer” youth experiences during the coming out process. LIBRES: Library & Information Science Research Electronic Journal, 16(1), 7-7.

Taylor, C., Peter, T., Schachter, K., Paquin, S., Beldom, S., Gross, Z., & McMinn, T. (2009, March). Youth speak up about homophobia and transphobia: The first national climate survey on homophobia in Canadian schools phase one report.

Recommended Articles

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.

Linda Alexander, a University of South Florida School of Librarian and Information Science professor, and Sarah Miselis, a recent MLS graduate of the school, present a succinct summary of their research on why the information needs of GLBTQ teens are not being met.  They surveyed school and public librarians across the USA about their GLBTQ collections and programs, and about challenges to GLBTQ resources for young adults.  The authors found that GLBTQ resources are underrepresented in library collections, that societal and personal prejudice against homosexuality influence library policies and collections, and that internet filtering software often prevents students from accessing GLBTQ information.  The authors provide specific suggestions as to how librarians can improve their collections and build strong programs to provide equal opportunities for GLBTQ teens.

Bridge, S. (2010). No place on the shelves? Are Northern Ireland’s school libraries addressing the information needs of their lesbian, gay, bisexual and transgendered students? (Master’s thesis, Aberystwyth University, Ceredigion, United Kingdom).

Bridge’s thesis includes an extensive, thorough literature review looking at the specific information needs of LGBT students, and the barriers preventing them from getting this information.  She interviewed two groups: LGBT individuals aged 16-25, and school librarians, and her findings supported those she found in the literature.  In Irish schools homophobic abuse is widespread, teachers receive no training in LGBT issues, religious beliefs discourage both LGBT programming and the purchase of resources, and internet filtering and lack of privacy on school computers prevent access to information.  Bridges concludes that while librarians can institute simple changes to make their libraries friendlier, the urgent need is government support for changes in school policies on LGBT issues.

Curry, A. (2005). If I ask, will they answer? Reference & User Services Quarterly, 45(1), 65-75.

Curry’s survey of reference service to a young woman asking for GLBT resources, although dealing with public libraries, allows teacher librarians to examine what their behaviour would be in similar circumstances.  Curry reviews the literature that supports the historical importance of the library in helping GLBT youth deal with the issues of their sexual orientation, including coming out, the desire to read fiction with positive role models, and isolation and fear of homophobic abuse.  She emphasizes that searching for GLBT information means taking a risk, and caring and competent librarians help the information seeker feel safe.  Curry’s analysis of the 20 reference desk sessions provides specific suggestions on how to, and how not to, conduct such reference interviews.

Hoheb, M. L. (1999). Missing mirrors: Literacy experiences of adolescent lesbians. (Doctoral dissertation). Retrieved from Dissertations & Theses: Full Text. (AAT 9952918)

Although this document is more than ten years old, it provides invaluable information about the importance of reading to help lesbian (and, by extension, GBTQ youth) make meaning of their lives, as well as accounts of the study participants’ struggles to find the texts they needed, none of which they could get from their school libraries.  A section describing the failure of their high schools to keep them safe from homophobic abuse and neglect is particularly heart-rending.  Hoheb includes detailed descriptions of the type of resources, both fiction and non-fiction, that the women would have liked to have had available to them in high school.

Mehra, B., & Braquet, D. (2006). A “queer” manifesto of interventions for libraries to “come out” of the closet! A study of “queer” youth experiences during the coming out process. LIBRES: Library & Information Science Research Electronic Journal, 16(1), 7-7.

Mehra and Braquet, assistant professors from the University of Tennessee, envision libraries as agents of change that can help make society more inclusive and accepting of diverse sexual orientations. To achieve this they suggest libraries be supportive of “queer” youth during the coming out process, a difficult time when youth require information, empathy, and support.  The researchers interviewed in depth 21 “queer” individuals about the challenges that faced them during their coming our phase, and what they felt librarians could do to better support youth during this phase of their lives. This information alone provides many ideas to how school libraries can improve collections and services for GLBTQ youth, and the authors conclude with their own list of specific strategies.

Taylor, C., Peter, T., Schachter, K., Paquin, S., Beldom, S., Gross, Z., & McMinn, T. (2009, March). Youth speak up about homophobia and transphobia: The first national climate survey on homophobia in Canadian schools phase one report.

This report details the results of a survey of 1700 high school students across Canada, and contains information that should be shared with all high school teachers.  Homophobic harassment, including verbal and some physical abuse, is prevalent in Canadian high schools: 75% of GLBTQ students felt unsafe in some areas of their school (including the school library for some), and heard homophobic comments every day.  Many students felt that their teachers were ineffective in stopping the harassment.  In those schools with anti-homophobic programs, GLBTQ students felt safer and experienced less abuse than those attending schools without these programs, but more direct action needs to be taken at the district and provincial level.

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

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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.

Connect

Connect with our students

Vision of the Future

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I am very proud to share the collaborative project  which my EDES 545 classmates and I created as our final assignment. Please visit our wiki, Vision of the Future – Using Web 2.0 in Schools, and enjoy our VoiceThread below:


 
For me this quote from Marcel Proust sums up what I have experienced in this collaborative project and in this course.

“The only true exploration, the only true fountain of youth would not be to visit foreign lands, but to possess other eyes, to look at the universe through the eyes of others.”

I have had an opportunity few teachers are lucky enough to experience. After a lifetime spent teaching, I have become a student in the digital age. While like Kathy Shrock, I am in fact a digital pioneer, through this project I’ve been given a chance to look at the possibilities of the digital native world through other eyes; through the collective intelligence of my classmates as we built our learning space in the participatory culture on the read/write/reflect web.

In January when this class began I thought I knew a lot about web 2.0. I had taken the introductory class, used the tools for two years, and as a consultant shared them with others. I realize now that I had only scratched the surface. What did I learn?

This class has profoundly changed me, and I want to acknowledge each of my classmates for their part in this change.

Ruth taught me the transformative power of web 2.0 for the global good as she used Twitter to help those devastated by the earthquake in Haiti.

Mark reminded me that education should be playful and fun. By sharing his experiences teaching up north, he reminded me that when you truly value your students, you make a huge difference in your community.

Dawn taught me the beauty and utility of multi-tasking as we Skyped, edited, created, and laughed together, and reminded me that making learning transparent for our students makes us better teachers.

Shirley modelled grace and class and perseverance. Her knowledge of and empathy for her students shines.

Natasha is the perfect 21st century teacher librarian, mentoring teachers and students with grace, respect and expertise.

Jackie quietly stepped in as needed, encouraging here, adding deft touches there, unstinting of her time and expertise. I want to be just like Jackie when I grow up.

One of the highs of the final project was being able to step in and do some of the administriva that has to be done – setting up the VoiceThread account, doing the initial wiki build, sending the emails to keep us on the same page. Sometimes it felt like herding cats, but I find I like that feeling! I love being retired but I do miss helping people.

There were some lows. There’s nothing like being linked to a group of brilliant teachers to remind of you of your own shortcomings – but of course, that’s good for me. And we did hit the depths as we came to grips with the breadth of what we had decided to do, but fortunately the strength of the group came though as we called in the cavalry – and they arrived in time. I don’t think we could have so internalized all the 21st century skills in any more effective way.

For that I thank Joanne, who honoured her students by allowing them the freedom to take a huge risk by doing our final project collaboratively. Through the content, process, trust, and guidance Joanne shared with us over this course, she gave us wings and set us free.

My classmates and I created our “digital tapestry”, where our individual talents, expertise, and creativity are woven together, and each individual strand is worthy in and of itself, but made stronger, more beautiful, and more useful as part of the splendid whole. Joanne, you made that possible.