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** Introduction **

Hello, and welcome to our Wiki for LIBR 526 - Literature and Other Materials for Young Adults. This Wiki is focused on advocating for school library LGBTQ* collections for young adults, as well as providing access to books and resources for starting such a collection.

On this introduction page, you will find information on why having an LGBTQ component to a school library collection is vital, as well as some ideas of getting started or expanding a collection. You can also have a look at our FAQ section, with possible questions that school librarians may have regarding building an LGBTQ collection.

Finally, we have compiled three lists of books and other materials that would make valuable additions to a young adult collection. In these three lists you will find annotations of recent fiction and non-fiction works that could be classified as LGBTQ, as well as links to valuable online resources.

These three lists have been compiled into a downloadable resource booklet, complete with descriptions, and can be printed and distributed. You may download the booklet by clicking the attachment below.

***A Note on Terminology:** LGBTQ stands for Lesbian, Gay, Bisexual, Transgender and Queer and/or Questioning. Although this is a term that is not without controversy among a variety of communities and individuals, it is a generally acceptable, reasonably inclusive and convenient term when discussing the books and other materials on this Wiki. [|Wikipedia's "LGBT" entry] gives more information on the use, variance and criticism of this term.

** Including LGBTQ Works and Resources in a School Library Collection: An Important Challenge **

There are many reasons why a school librarian may choose not to include young adult books and resources with LGBTQ content in their library collection. Difficulty finding reviews of these materials, personal bias or the belief that there are no LGBTQ youth in their community are all possibilities. Another is the fear that these works will draw censorship and controversy to the school library. Fear over censorship and controversy is certainly a legitimate worry. A look at the American Library Association’s (ALA) frequently challenged book lists from the past decade reveals that a significant number of books for young adults have received challenges due to “homosexuality” (ALA Website). Librarians may feel that it is not worth stirring up controversy among parents or even school administration to include these works in a young adult collection. These beliefs and fears can have a tangible effect on library collections. A 2004 study of Canadian libraries concluded that new works with LGBTQ content were both less likely to appear in review literature and on the shelves of young adult collections (Hilton Boon and Howard 2004).

Though there are a variety of reasons that LGBTQ materials are less likely to appear in school library collections, there are also a myriad of reasons why it is very important for school librarians to make an effort to include these books and resources in their library collection. Most librarians involved in providing services for young adults know that they are generally a group with high information needs as well as a need for adult support. LGBTQ teens may have an even stronger need for access to information and adult support. As Jami Jones describes “[g]ay teens…experience more verbal harassment, physical abuse, family problems, lower self-esteem, social isolation, substance abuse, and school failures than their straight counterparts” (45)

In the highly recommended 2006 article “Out and Ignored” by Debra Lau Whelan, a number of LGBTQ individuals recount their experiences as teens. Many of them experienced bullying, isolation and felt ostracized by their family and community (48). The story of one high school student who kept a photo of a gay couple he clipped from a //Time// magazine article under his pillow for a year, “because he was so starved for information about anyone like himself” speaks to both the lack of resources that may be available for LGBTQ teens and their desire, like other teens, to find information and stories with people that represent their perspective or experience (Whelan 48).

Despite the difficulty of many of these teens’ experiences, it is also inspiring to hear how positively their lives were affected by having access to LGBTQ materials in their school or public library. One young adult interviewed in Whelan’s article said “[t]here were so many times when I felt invisible, trapped, and insecure because I wasn’t living up to my families expectations. [Books] made me feel better about myself” (47).

It is not only LGBTQ teens that can benefit from access to these types of books and resources. Having the library be an LGBTQ friendly space within a high school can also contribute to making the wider high school community more tolerant in general towards LGBTQ people. Straight teens can benefit by reading about gay teens in a number of ways, particularly in learning more about and building empathy for their peers.

So, if we know that school library collections for young adults are often lacking in materials with LGBTQ content, even though LGBTQ teens are a individuals who often have high information needs and can greatly benefit from these types of materials, what can school librarians do to improve services and collections for LGBTQ young adults?

One of first things that librarians can do is make the library a space that is LGBTQ friendly. This means not only encouraging students, but also colleagues, to use language and behave in a manner that contributes to a safe and friendly atmosphere for all students. As Jones points out in her article, students, school faculty and staff can unwittingly create a hostile environment for LGBTQ teens, often unintentionally, with their language or behaviour (45).

Another thing the school librarian can do is join any sort of coalition or organization for LGBTQ students that may exist at the school, such as a Gay Straight Alliance. This sends the message to LGBTQ teens, and other students, that the librarian is LGBTQ friendly, and by extension, that the library is a safe space for everyone.

The final, and very important thing that school librarians can do is create an excellent collection of books with LGBTQ content. As the study by Hilton Boon and Howard shows, this can be a challenge, as these types of books may be less likely to appear in the review literature (2004). This may mean that librarian will have to work a bit harder to find good quality materials and resources for their collection.

Fortunately, as the annotated bibliography sections of this Wiki shows, there are good materials out there, and it is up to the librarian to find them. The positive impact that access to these materials can have on LGBTQ teens’ lives far outweighs the extra effort that the librarian may need to put in to build the collection. Once the collection is in place, it is also important for librarians not to push the materials on students, but ensure that they are well catalogued and/or displayed so it is easy for students to locate them (Whelan 49).

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Finally, school librarians must be prepared for possible challenges to the materials in their collection. Librarians should keep in mind that although challenges may come up, statistics are on their side; the majority of book challenges are unsuccessful when librarians are willing to stand up to censorship attempts (Whelan 49). So, though school librarians should be prepared to deal with possible controversy, they also should not let it stop them from building an excellent collection of LGBTQ books and other resources for their library. The positive impact it can have on the lives of LGBTQ teens and possibly the school in general is well worth it. As Carolyn Caywood argues “[t]he school environment is very hostile to a teen who is different. Low self-esteem can drive a teen to drugs or unsafe sex for comfort - or even suicide. Library materials that offer support to gay and lesbian teens can save lives” (50).

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**Works Cited**

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">"ALA Frequently Challenged Books." //American Library Association//. Web. 01 June 2011. <[]>.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Caywood, Carolyn. "Reaching out to gay teens." //School Library Journal// 39.4 (1993): 50. //EBSCO//. Web. 3 June 2011

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Hilton Boon, Michele, and Vivian Howard. “Recent Lesbian/Gay/Bisexual/Transgender Fiction for Teens: Are Canadian Public Libraries Providing Adequate Collections?” //Collection Building// 23.3 (2004): 133-138. //EBSCO//. Web. 29 May 2011.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Jones, Jamie. “Beyond the Straight and Narrow.” //School Library Journal// 50.5 (2004): 45. //EBSCO//. Web. 30 May 2011.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Schrader, Alvin M. “Challenging Silence, Challenging Censorship, Building Resilience: LGBTQ Services and Collections in Public, School and Post-Secondary Libraries.” //Feliciter// 55.3 (2009): 107-109. //EBSCO//. Web. 1 June 2011.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Whelan, Debra Lau. "Out and Ignored." //School Library Journal// 52.1 (2006): 46-50. //EBSCO.// Web. 01 June 2011.