Importance of LGBTQ Reosurce Libraries

Cassidy Savoia-Snider

INFO 266-10

May 12^th, 2024

 

Citation:

Hays, A. (2020). A Question of Space: Surveying Student Usage of LGBTQ Resources in the LGBTQ Student Center Library and the Campus Library. New Review of Academic Librarianship, 26(1), 110–132. https://doi-org.libaccess.sjlibrary.org/10.1080/13614533.2018.1564336

Summary: 

This article examines how LGBTQ+ students utilize the resource library in a college campus culture center. They compared this data with those collected from students who utilized the collection from the main campus library. The authors are looking at whether LGBTQ+ Students needs are better met based on where the collection is located (main library versus resource center)

Evaluation:

According to the article, more college campuses are creating cultural centers for students to fulfill various needs, including academic, cultural, and social support (Hays, 2020). Research by Hays (2020) mentions that over 90% of the cultural centers built on college campuses provide some type of cultural programming, including allyship training and diversity awareness. A survey conducted on college cultural centers in 2011 found that 80% of these spaces feel they don’t have enough resources to support student’s needs (Hays, 2020). This research supports the idea that there is a need for diverse and equitable information and resources by BIPOC and LGBTQ+ communities. These communities have information needs around topics like self-acceptance, discrimination in the workplace, legal processes like name changes, information on transgender issues, and much more (Hays, 2020). 

Academic and public libraries are accountable for meeting patrons’ information needs. An essential part of the role of librarian professions is to examine the needs of their community and create collections and programs to meet these needs. Hay's (2020) article mentions that LGBTQ+ folks need to be able to easily access resources and information outside of LGBTQ+-specific spaces. Library resource centers on campus are essential, but students would benefit from having access to these materials within the library’s primary collection as well (Hays, 2020). There are many benefits of increasing the visibility of these books and materials by including them in the library's primary collection, and it is vital to meeting the needs of LGBTQ+ folks (Hays, 2020).  Their research found that students who utilize the LGBTQ+ resources in the resource library do so for personal identity-based reasons, not academic ones. They also found that the resource library is utilized for all other reasons besides academic (entertainment, identity exploration, emotional support, etc.). On the other hand, the main library’s collection is utilized primarily for academic reasons. For this reason, the authors take the stance that resource libraries should continue to develop their collections based on their student's needs and provide safe spaces for students. 

 Chapman, E. L., & Birdi, B. (2016). “It’s Woefully Inadequate”: Collections of LGBTQ* Fiction for Teens in English Public Library Services. Journal of Research on Libraries & Young Adults, 7(1), 1–29.

Summary:

This article highlights a study conducted in the UK that investigates how accessible and available LGBTQ+ fiction is to teens in British libraries. Using a mix methods approach they compared library holdings and collections to a list of LGBTQ+ resources and titles they created and collected to see how  much of that list was present and in what formats. Sadly the reported findings suggested that very few libraries had a strong collection of up to date and positive LGBTQ+ fiction available for young readers. Research suggested there were significant gaps and much needed room for improvement across most of the library branches they surveyed. The MLIS staff who were interviewed were often shocked and disappointed that so little relevant titles and resources were available.

Evaluation: 

Though the results of the study proved disappointing because of the clear lack of titles available to LGBTQ+ youth and teens the study was very successful in exposing a gap in the collection. The results of the study were distributed to the branches they conducted their research at and the staff were able to see their lack of collection and start to address it. The staff also were given access to the list created be the researchers so they could build and grow their collection of LGBTQ+ materials that are genuinely wanted by LGBTQ+ teens. 

Hatcher, Rachel

Winter, J. (2019). Equity through diversity: Their importance of LGBTQ titles in our elementary school libraries. California School Library Association Journal, 43(1), p. 5-8. Retrieved from: http://csla.net/publications/journal/

Winter stresses the importance of a diverse collection, including adding LGBTQ titles to the collection. She makes an insightful recommendation: libraries should have plenty of LGBTQ titles as ebooks for checkout. In a school library setting, students may not want to advertise what they are reading to other students. Having both fiction and nonfiction titles available as ebooks allows for a level of privacy students may appreciate.

Winter also suggest using Teachingbooks.net. I like to use their “Find Resources For” buttons to learn more about LGBTQIA+ books. This site offers the ability to narrow your results based on grade level, curricular area, genre, cultural area, award-winning books, and more.

LGBTQ Titles in Academic Library Youth Collections

Ramirez, Carmina

Williams, V. K. ginger. williams@wichita. ed., & Deyoe, N. nancy. deyoe@wichita. ed. (2015). LGBTQ Titles in Academic Library Youth Collections. Library Resources & Technical Services, 59(2), 62–71. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=lls&AN=102629829&site=ehost-live&scope=site 

The authors of this study analyzed the LGBTQ collections of academic libraries to find out how well equipped they were. The role of academic libraries is to collect youth literature for student teachers and librarians to evaluate and use books with youth. Their study shoed that the academic libraries lacked LGBTQ titles for many different reasons such as lack of need, limited budgets, unfamiliarity with this emerging literature, and limited time to devote to collection development. The authors hope that the study will prompt librarians to assess their collections to be more inclusive. Some of the   recommendations made by the authors specified that librarians include questions in their surveys about the needs of LGBTQ titles, updating collection procedures to consider LGBTQ themed titles and assess whether local collections provide adequate access to LGBTQ themed youth literature for curriculum support.

This study is very extensive and important. Academic libraries support the development of teacher and librarian programs therefore having access to LGBTQ titles to evaluate and familiarize with is vital to their education.

2.5 Million Teens

Rickman, W. (2015). 2.5 Million Teens. Knowledge Quest, 43(5), 22–27. Retrieved from http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=102556292&site=ehost-live&scope=site

Rickman surveyed Arkansas school librarians about LGBTQQ issues in collection development. Although her response level was very low (37 out of 700), Rickman concluded that there is a "lack of resources available for the LGBTQQ student population in the state and an acknowledgment of the need for resources."

Although there are a few major limitations to the study, I agree with Rickman's assessment and also appreciated the list of resources for finding quality material for LGBTQQ students. 

The case of LLACE

Rivera, Destiny

Wakimoto, D. K., Hansen, D. L., & Bruce, C. (2013). The case of LLACE: Challenge, triumphs, and lessons of a community archives. The American Archivist, 76(2), 438-457.

This article gives us a little history on the Lavender Library, Archives, and Cultural Exchange (LLACE), a people’s library with LGBT items located in Sacramento, California. This library has withstood resistance and condemnation but affirms its mission to serve this community and anyone interested. They have presentations, crafternoons, film screenings and more!  LLACE is a setting in which contents that serve historically marginalized communities can be curated and preserved by and for the people. LLACE “affirms its commitment to document communities neglected by institutional archives and libraries”. Developing institutional spaces for marginalized communities is one way in which libraries serve the community. LLACE represents a Special Collections and is a highly recommended read for developing a collection that embodies the diversity of the community.

LGBTQ Collection Development

Deligencia, Nick

Fiehn, B. & Suzuki, T. (2013, November 6).  LGBTQ diversity: Building a collection for independent readers. Retrieved from http://www.slj.com/2013/11/collection-development/lgbtq-diversity-building-a-collection-for-independent-readers/

Summary:  The authors recommend 17 books for students in grades 4-9.  LGBTQ materials may face challenges from the community, but libraries must recognize that “nearly 2 million children live in same-sex parent homes; they are no longer an exception in the diversity of family constructs.”  Additionally, many students may identify as LGBTQ themselves, or choose to ally themselves with those who do.

Most books on the list do not feature LGBTQ main characters.  There are fiction and nonfiction titles.

Comments:  California mandates LGBT inclusion in the curriculum.  There is no age/grade requirement for when/how this is to be accomplished.  I work in a fairly progressive-minded high school, and there is a segment of the student population that openly identifies as LGBTQ.  Thoughtful inclusion of books in this genre supports current and future students, as well as state curriculum guidelines.  Many students in the school read at the 5-7 grade level, so the books on the list should be accessible for independent reading.  This article provided 17 concrete, vetted recommendations along with a brief summary of each title--a great time-saver for a school librarian!

Advocating and Integrating: LGBTQ lit in school libraries up to par?

Hughes-Hassell, S., Overberg, E., & Harris, S. (2013). Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ)-Themed Literature for Teens: Are School Libraries Providing Adequate Collections?. School Library Research, 161-18.

In their study of 125 high schools throughout the southeastern United States, Hassel, Overberg and Harris came to a few important, and perhaps surprising conclusions regarding materials for and by LGBTQ community members.

#1     While it is probably no surprise that the high schools studied were generally undercollecting LGBTQ-themed materials, many libraries failed to properly tag or catalog their LGBTQ themed titles so they were nearly impossible to find through the catalog.

#2      LGBTQ Biographies were found to be especially lacking in high school collections.  While identifying with fictional characters can be self-affirming, reading about individuals who have braved and survived a homophobic world can be incredibly empowering to queer students.  Let's step it up!

#3      School libraries are called to uphold curriculum and support state standards.  As it stands, nearly all states have adopted comprehensive reproductive health curriculum that includes LGBTQ health-related issues, yet most of the high schools in the study had none or very few materials related to LGBTQ health issues.  For this reason alone school libraries have a responsibility to provide health and sexuality information.  Reproductive health, gender identity, gender expression, and sexual orientation are topics that fall within any high school health course.  We can do better and we are obliged to.

J. Hasselberger
Spring 2016

Are School Libraries Providing Adequate Collections of LGBTQ-Themed Literature?

Amy Jessica McMillan
INFO 266
March 29, 2016


Hughes-Hassell, S., Overberg, E., & Harris, S. (2013). Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ)-Themed Literature for Teens: Are School Libraries Providing Adequate Collections? School Library Research, 1-18.

To read the whole report, go to the American Library Association's link here.

Summary: Researchers Hughes-Hassell, Overberg, and Harris set out to discover whether school libraries maintained adequate collections of lesbian, gay, transgender, and questioning (LGBTQ)-related titles. According to the authors of the study, a typical high school's LGBTQ population is about 5.9 percent of the total population. Therefore, there should be at least that percentage of LGBTQ-related books in a school library collection. However, researchers found that LGBTQ-themed titles made up an average of only .4 percent of the collections studied. This was true for literature, as a well as nonfiction. Reasons given for this discrepancy included possible biases held by librarians or fears of repercussions by communities perceived to be "anti-gay."

Hughes-Hassell et al., endorsed increasing LGBTQ-related collections in school libraries, citing Article V of the American Library Association's Library Bill of Rights, which states, "A person's right to use the library shall not be denied or abridged because of origin, age, background or views." They also cited several studies in which LGBTQ-themed books were found to have positive impacts on readers in the midst of the "identity formation" stage of adolescence. 

Ultimately, while Hughes-Hassell et al. acknowledged the barriers to building LGBTQ-related school library collections, they encouraged librarians to equip themselves with the "courage, honesty, and fortitude" necessary to do so anyway. In their view, a robust and diverse collection will "open up a world of understanding to other students, teachers, and administrators," who may soon become "allies and advocates."


Evaluation and Analysis: One aspect of this study that I found very interesting was the authors' use of LGBTQ book lists for teenagers, particularly from the book Webber's (2010) Gay, Lesbian, Bisexual, Transgender, Questioning Teen Literature. I recommend opening the link to this study in order to see the books the researchers recommend. I noticed the study was published shortly after California's FAIR Education Act (2011), which mandated the inclusion of LGBTQ-related content into the curriculum. In California at least, the situation may be improving in response to that legislation. Finally, as a middle school teacher, I wonder what LGBTQ-related titles are appropriate for younger adolescents. This study focused solely on high school students, and I would argue that middle school students have different needs than older teenagers.

Young adult Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) non-fiction collections and countywide anti-discrimination policies.

Kimura, Camden

Stringer-Stanback, K. (2011). Young adult Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) non-fiction collections and countywide anti-discrimination policies. Urban Library Journal, 17 (1), 1-27.

Summary: In this article, Stringer-Stanback described her study of LGBTQ non-fiction collections in Southeastern states in the USA (Florida, Georgia, North Carolina, South Carolina, Virginia) and whether there was a correlation between amount of non-fiction books on LGBTQ topics in the public library system and anti-discrimination policies in the counties in which the public libraries resided. She had two hypotheses: 1) that counties with LGBTQ anti-discrimination ordinances would be more likely to have a Young Adult LGBTQ non-fiction materials in public libraries; 2) that counties without LGBTQ anti-discrimination ordinances would be less likely to have Young Adult LGBTQ non-fiction materials.

Stringer-Stanback ultimate found that the statistics she found were not significant to prove her hypotheses. Only 25% of the counties she looked at had 50% or more of the titles on her 23 item non-fiction materials list. What she did find evidence of was counties with that were more demographically diverse had more items on her list.  She recommends further studies into the relationship on demographically diverse counties and Young Adult LGBTQ non-fiction collections.

Evaluation: This was an interesting article; I expected to see some correlation between anti-discrimination policies and library collections and was surprised that Stringer-Stanback found so little evidence to prove that. That her hypotheses were not proven suggests that there are more factors at work in the creation of collections than county policy. Of course, this is going to be true of any collection, but I did expect that county policy would have some influence on library collections. I did wonder if Stringer-Stanback’s list was maybe too short: she only had 23 items on her list and the items either came from awards lists (LAMBDA Literary Foundation Awards, Stonewall Awards) or from the ALA GLBT Roundtable bibliography. If there are only 23 LGBTQ non-fiction materials for young adults, then I find that extremely disheartening. Otherwise, she might want to look at expanding her list.

One fact she had that I found especially interesting is that all libraries she examined had What Becomes of the Brokenhearted: A Memoir by E. Lynn Harris. This memoir is about Harris’ life as an African-American man and a gay man in the South. I wondered if this suggests that libraries are more likely to have LGBTQ non-fiction that is geographically relevant. However, I have no other evidence to back that thought up and it might be another idea worth studying.