Running head: COLLECTION DEVELOPMENT FOR LGBTQ TEENS
Collection Development for LGBTQ Teens
in School and Public Libraries
Dale Monobe
Emporia State University
LI 855XU
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Running head: COLLECTION DEVELOPMENT FOR LGBTQ TEENS
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Abstract
GLBTQ (Gay, Lesbian, Bisexual, Transgender, Queer/Questioning) teens are part of every
community that school and public libraries serve. Library collections, which reflect this, provide
much needed validation and accurate information for this vulnerable and often underserved
population. Therefore, school and public librarians, knowing the many benefits of establishing
and building a GLBTQ teen collection, should first determine the needs of such teens, select and
maintain a core collection of fiction and non-fiction, and be adequately prepared to respond to
inevitable collection challenges.
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GLBTQ Population and Collection Development
American Library Association (ALA) Library Bill of Rights
Though the American Library Association (2011) Library Bill of Rights states that “Books and
other library resources should be provided for the interest, information, and enlightenment of all
people of the community the library serves” and that “Libraries should provide materials and
information presenting all points of view on current and historical issues,” there are those in
many communities who would restrict the definition of “all people” to only those who have a
heterosexual orientation and “presenting all points of view” to only their view of what is sexually
appropriate. It might be claimed that one’s school or public library does not serve a GLBTQ
(Gay, Lesbian, Bisexual, Transgender, Queer/Questioning) population and thus does not need to
collect resources with this population in mind. Recent census data, however, contradicts this,
revealing that this population lives in all areas of the United States (Rauch, 2010). More
specifically it is estimated that three to ten percent of the population identify as GLBTQ and thus
represent a significant part of those who visit and make use of school and public libraries
(Gardes, 2008). As for teens who identify as gay, lesbian, or bisexual, it is estimated that this
ranges from five to six percent of the population. But unfortunately, teens are underserved by
school and public libraries (Taylor, 2010b).
An Underserved Population
Why has this population continued to be underserved when the assumption that GLBTQ patrons
do not exist in one’s community has been shown to be wrong? There are many reasons, both
relatively benign and not so, which include the following:
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-Limited selection of GLBTQ Materials: Before, this might be a somewhat valid reason, but now
there has been a great increase in GLBTQ positive material for young adults (Gardes, 2008).
-GLBTQ Teens May be Invisible to the Librarian and Thought Not to Exist: Not only do
GLBTQ teens go through the challenges of adolescence, but they also endure prejudicial
harassment and bullying; therefore, there is a tendency to remain silent since coming out would
be both emotionally and physically risky (Alexander & Miselis, 2007). In other words, since
GLBTQ teens may likely encounter “homophobia at home, school, and the library” (Martin,
2006, p. 39), they may be afraid to check out GLBTQ material—let alone ask for it.
-Concern that the Library would be Promoting a Pro-gay Agenda: It is interesting to note that
Salt Lake City’s Day-Riverside Public Library (where Adrienne Juarez is now the branch
manager) answered to such a concern with the basic fact that they are acknowledging that
GLBTQ citizens live in their community. “They pay taxes. We’re committed to serving them as
we would any other part of the population” (Alexander & Miselis, 2007, p. 44).
-Self-Censorship by Librarians, which comes in many guises:
-An assumption that patrons do not need GLBTQ materials—which relates to the above
discussion
-An omission of GLBTQ materials for fear of community opposition and conflict
-Prejudice against GLBTQ patrons (Alexander & Miselis, 2007)
-Administrative fears of political backlash as well as fears of community objection and conflict
(Gardes, 2008)
.
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Evaluating the Needs of GLBTQ Teens
Since the GLTBQ teen patron population may be an invisible minority for many librarians, it is
suggested that census results (Alexander & Miselis, 2007) surveys (Rauch, 2010), essays, blogs,
autobiographies of GLTBQ teens be consulted to get a sense of the numbers and of the
challenging to disturbing experiences GLTBQ teens may daily face. A more direct approach, to
ascertain needs, might be to consult with local GLTBQ organizations (Schrader, 2007).
In general, just like other teens, GLTBQ teens need fiction that positively reflects back, through
characters and situations, on their lives and comprehensive non-fiction to find unbiased answers
to their questions (Gardes, 2008). Or, in other words, they need undistorted mirrors for their
lives and clear and unobstructed windows of their life situations.
Regardless, GLTBQ fiction and non-fiction needs to be part of school and public library
collections. When it is scarce, outdated, or missing, such silence is “. . . easy to misread.” And
unfortunately on more than one occasion, such silence may be “complicity” (Schrader, 2009, p.
107). Furthermore, Gardner (2006) considers that it may be the “most pernicious forms of
prejudice” (p. 48).
But words can be just as pernicious. When asked why a school librarian did
not include GLTBQ reading materials in her library, the librarian replied to the youth, “This is a
school library. If you’re looking to read inappropriate titles, go to a bookstore” (Taylor, 2010b,
p. 15). Needless to say the youth was more than upset.
Benefits of Including and Building a GLBTQ Collection
Including and building a GLBTQ teen collection benefits not only GLBTQ teens, but also the
surrounding library community. Such benefits include:
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-Educating the Community as well as Library Staff about the GLTBQ Community (Rauch, 2010):
Misconceptions may be cleared and GLTBQ issues and concerns may be shared.
-Reducing Isolation: Since heterosexuality is generally depicted in the media as the norm,
GLTBQ teens may feel isolated as well as experience a feeling of alienation. People who are
heterosexual easily see their lives depicted on television, in movies, in magazines, etc. every day,
but GLTBQ people do not (Albright, 2006). This underscores the importance of libraries as
being a safe haven for GLTBQ teens where they may objectively learn about themselves and to
know that there is a positive future waiting for them (Jennings, 2006), but moreover they learn
that they are not the only ones (Albright, 2006).
When I first came out as gay, I set out to find stories to reassure me that being gay isn’t
a bad thing. I looked for books that would make me feel normal. Books with gay
characters. I couldn’t find a single one . . . But now I see that it was because the librarians
refused to buy them, either because of their personal prejudices or because members of
the community would challenge the books. (Taylor, 2010a, p. 427)
Libraries are ideal places for LGBTQ teens to not feel alone, through clearly designated subject
headings and reference services that are user-friendly and confidential, when traditional support,
at home or at religious centers, fails (Schrader, 2007).
-Providing Positive Role Models: As mentioned by Albright (2006), Sutton states: “It’s horrible
growing up and not having anybody you can look to who you think you could aspire to be . . . the
result was that I didn’t believe I had a future . . . “ (p. 55). Fiction and non-fiction as well as
LGBTQ guest speakers can provide a wealth of positive role models for LGBTQ teens.
Unfortunately, one middle school librarian, who ordered a series on positive GLBT role models,
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discovered that school administrators had removed the series before they were shelved (Gardner,
2006).
-Validation: “Every community needs to see their culture reflected in the library” (Alright, 2006,
p. 55). Unfortunately, according to a 2005 study, one-half of reference librarians when asked to
help find GLBTQ materials were not helpful, including those who were silent and one who said,
“So, if you, you know, need . . . yeah,” and then disappeared (Simpson, 2006). What sort of
reflection of GLBTQ culture was provided by these librarians?
-Reducing suicide: Suicide rates among GLTBQ teens is high and are “four times more likely to
commit suicide” then non GLTBQ teens (Rauch, 2010, p. 216). Several years ago at The
University of Utah, a freshman athlete committed suicide because of harassment. His parents
subsequently established a scholarship for GLTBQ students.
-Improving Physical and Psychological Health: GLTBQ teens are more likely “to smoke, drink,
use drugs and have eating disorders and depression,” which is more than likely caused by
“isolation, harassment, bullying and sometimes frank violence” (Rauch, 2010, p. 216) as well as
having to “leave home over conflicts with parents about sexual identity” (Albright, 2006, p. 55).
GLBTQ Collection Challenges
Challenges to establishing and building a GLBTQ Collection are many, which include:
-Librarians: As mentioned above there is self-censorship, such as censorship by omission or by
internal censorship (Alexander & Miselis, 2007).
-Patrons: Patrons may challenge books, saying that “gay people don’t live in my community,”
“that stuff doesn’t belong in libraries,” “I don’t approve of homosexuality or of homosexuals,”
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“buying library materials for gay and lesbian library users endorses the way these people live,”
and finally “the library books on AIDS adequately addresses the information needs of its gay and
lesbian patrons (Schrader, 2007, p. 7). Clearly such patrons would benefit from learning more
about library policy and the local GLBTQ community.
As for school libraries and for youth services in public libraries, patrons who challenge GLBTQ
materials may believe they are protecting children from inappropriate and dangerous information
(Rauch, 2010). But, they are in actuality invalidating the identities of LGBTQ teens, who, if
such material is banned “lose rare representations of their own realities” (p. 217).
-Subject Access: Cataloging service headings may be “pejorative” (Albright, 2006, p. 53).
Moreover, LGBTQ-related subject heading found in library catalogs seem to be “hit and miss”
(Schrader, 2009, p. 108). Unfortunately, librarians may also barriers to subject access, as Taylor
(2010b) states: “The world needs more librarians who are devoted to finding the right book to
put in the right person’s lap, not librarians who think they can decide based on their personal
prejudices” (p. 15).
Filters: Internet filtering software “block[s] millions of completely legitimate websites on an
almost inconceivable array of topics,” which includes an “anti-gay bias.” (p. 7). Moreover,
“many LGBTQ and related sexual health sites are commonly blocked by a wide variety of
software filtering products” (Schrader, 2007, p. 7). Looking at seven commonly used internet
software filters, a Kaiser Family Foundation in 2002 found that 60% of lesbian and gay health
sites were blocked (p. 108).
Responding to GLBTQ Collection Challenges
The following are some viable responses to GLBTQ collection challenges:
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-Educate the public about LGBTQ issues (Alexander & Miselis, 2007)—which would include
providing: “exhibits and displays,” “brochures and reading lists,” “workshops,” and “author
readings” (Schrader, 2007, p. 4). Perhaps even more salient, symbols and signs that indicate that
the library is a “safe place” for LGBTQ teen should be posted (p. 8).
-“Personalize the issue” by allowing the opposition to positively interact with the LGBTQ
community and hopefully seeing more similarities than differences (Alexander & Miselis, 2007,
p. 48). This would include “building relationships with community organizations and
professionals” (Schrader, 2007, p. 4) as well as “well-planned public education programs to
inform their constituencies about the library’s mission to serve inclusive populations” (p. 8).
-Create or have on hand collection policies that clearly state the library’s mission to serve the
community, including all minorities. “Policy is protection” (Schrader, 2009, p. 109). Also,
“Bibliographic notes in the catalog . . . will provide both patrons and librarians reasons about
why the materials were chosen” (Gardner, 2006, p. 48). Additionally, it would be helpful to
have a copy of the ALA’s Resolution on Threats to Library Materials Related to Sex, Gender
Identity, or Sexual Orientation (Simpson, 2006, p. 48).
-Create within library policy a proactive commitment to improve “collections for the GLBT
community, rather than simply stating that no discrimination will be allowed” (Gardner, 2006, p.
48).
-Keep a list of “recommended and award-winning” GLBTQ-themed books. This can help in
collection development as well as provide support for the inclusion of challenged titles (Gardner,
2006, p. 48)
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-Be proactive as the ALA advocates, understanding that “The term proactive clarifies that
librarians should not only provide basic services to the LGBT community, they also should
perform outreach in this community to determine further needs and services the library can
provide” (Albright, 2006, p. 53).
Creating and Building a GLBTQ Collection
Ideally, current editions of GLBTQ core titles should be provided. To initially find such titles, a
librarian can check award lists--such as ALA’s Stonewall Book Awards and Lambda Literary
Awards--consult with “local GLBT organizations, newspapers, and bookstores” (Gardner, 2006,
p. 48); and search magazine and websites--such as the ALA Gay, Lesbian, Bisexual, and
Transgendered Round Table, http://www.ala.org/ala/glbtrt/welcomeglbtround.htm (p. 49)--that
review GLBTQ literature and non-fiction.
Conclusion
GLBTQ teens are a part of every community; therefore, school and public libraries have a
responsibility to reflect this fact in their collection development policies as well as in their
current collections. By providing fiction, non-fiction, educational programs, etc. that positively
mirrors and accurately reflects the realities of GLBTQ life, the isolation and feelings of
alienation among GLBTQ teens will be, hopefully, lessened. But moreover, libraries should not
only house GLBTQ material for teens, but should also be proactive in discovering the
circumstances and needs of their greater GLBTQ community. Challenges to GLBTQ collection
will, no doubt, occur; therefore, well-prepared librarians will have collection development
policies in place that specify the importance of serving GLBTQ patrons in their school and
community.
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In the end, the following quote from the Editor-in-Chief of the School Library Journal, sums up
what every librarian should know: “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” (Kenney, 2006, p. 11).
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References
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representing, and serving. Public Libraries, 45(5), 52-56.
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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.
http://www.ala.org/ala/mgrps/divs/yalsa/yalsapubs/yals/youngadultlibrary.cfm
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