Altobelli, R., & Lambert, N. J. (2022). LGBTQ-Inclusive Collections: School Librarian Self-Reflections    

            And Collection Development Guide. Knowledge Quest, 50(4), 22+.             

            https://link-gale-com.libaccess.sjlibrary.org/apps/doc/A697577817/PROF?u=csusj&sid=

            bookmark-PROF&xid=130d040d

Summary

In recent years school libraries have been experiencing an increase in book challenges, especially books with LGBTQ+ themes. This article hopes to supply librarians with the tools that they need to be confident when making decisions about adding these books to the collection and learning to defend them when necessary.

The article begins with some basic vocabulary around gender identity, gender expression, sex, attraction and sexual orientation, and gives resources for additional information, explores stereotypes, and discusses the importance of having a safe space for LGBTQ+ students. Several links to recommended book lists and award lists are given for easy reference. The author reminds us that when adding to the collection, it is also  necessary to examine the current collection and remove books that are incorrect or out of date, and this includes incorrect information about legal matters or health issues.

Adding books with LGBTQ+ representation to the library collection helps to increase visibility. Reading these books can help students identify with characters who are like them or who are like their friends.  Part of having an inclusive collection means that the collection will have a variety of different perspectives available to all. 

Review

This article was clearly written and well researched.  It explains the reasons why an inclusive collection should contain LGBTQ+ books and gives resources for librarians to seek out good books (both fiction and non-fiction).  Adding these books to our collections is vital, because it is stated that about half of all students have trouble finding LGBTQ+ books in their school library.  We need to support our students and give them what they need and want to read. Remember that by reading these students will find people they identify with, or people they see in their lives, and we want to continue to provide those doors and windows to see and walk through.

I enjoyed this article and feel it gives good information. The resources provided are good ones to keep on hand and help to further research on the subject.

Brenna Smith

Tait, E., Vo-Tran, H., Mercieca, P., & Reynolds, S. (2019). Don't worry, a school library with fewer books and more technology is good for today's students. Retrieved from https://theconversation.com/dont-worry-a-school-library-with-fewer-books-and-more-technology-is-good-for-todays-students-114356?

Summary: In the article published by The Conversation, Tait, Vo-Tran, Mercieca, & Reynolds focus on an all girl's school in Melbourne that sparked a lot of attention through social media by creating a "technology focused center." Many were upset because they assumed that the Melbourne school had completely done away with checking our print books, but this was not the case. The principal argued that she believed in creating a "Learning Center" where the staff continues to provide library services but also offers "discussions with students to encourage creative thinking."
This article also reiterates what we as librarians already know, and that we are constantly changing the way we support patrons as quickly as our society shifts. That "library professionals have been at the forefront of embracing technology: from establishing the first computer labs in schools in the 1980's through to working with students and teachers to use new technologies such as 3D printing, robotics, gaming and recording suites in learning and creativity." With the vast amount of online information and new technologies, they will not be absorbed or used properly without the guidance of a librarian.  

Evaluation: I felt that a significant piece of this article was when the principal defended her decision to restructure the library by calling it a Learning Center. As we have been studying throughout this quarter, libraries can no longer consist of collections of print books. To help today's student be successful for the future, we have to make sure that the library and its staff are integrating technology and project based learning activities into each visit.

Transmedia Demystefied

McMillan, Amy

Becnel, K., & Pope, J. C. (2015). Transmedia Demystified: (Re)introducing your students to the power of story. Library Media Connection, 33(6), 16-17.

Summary:

Asserting that young people today are "raised on hyperlinking and multitasking," Pope and Bechel advocate purchasing transmedia materials as a way to bring young readers into the world of literature. Transmedia, according to expert Henry Jenkins, is a "process where integral elements of a fiction get dispersed systematically across multiple delivery channels" (p. 16). For school libraries, this means updating how we think of a "book." In deciding whether to carry a transmedia item, librarians need to assess the following:

1. Are the multimodal elements are "vital or supplemental?"
2. What technology is involved?  Will students be able to access and use it?
3. What is the publisher's commitment?
4. How will the library circulate the extra physical items, such as maps, letters, or cards?
5. Is it shareable or "designed for single use?"

Evaluation:

While I agree with Pope and Becnel that transmedia stories can be powerful, I can't quite picture how this would look in a school library. They give several examples, such as Tony Diterlizzi's The Search for WonderLa and Rick Riordan's Maze of Bones from the 39 Clues series. In theory, providing access to transmedia materials sounds like a perfect fit for school libraries, but I don't understand how the library will bundle all of the materials together for students to access them. I wonder if transmedia storytelling will become more common as more schools provide students with mobile devices. Once students have easy access to both digital and print materials, this kind of storytelling may appeal to a wider audience. Perhaps we are seeing what is just the beginning of a wider transmedia movement.