FAQs

FAQs

In this section, you will find answers to what seem to be some common concerns around creating an LGBTQ collection for young adults in a school library.

==Why should I have an LGBTQ collection in my school library? ==

As is mentioned in the introduction to this Wiki, it can be common for school librarians to practice self censorship when it comes to building LGBTQ collections, out of fear of possible controversy. Despite the possibility of controversy, it is still worth the school librarians time, and a portion of the school library’s budget to build a collection of materials with LGBTQ content. Schools, and/or the wider community can be a hostile place for LGBTQ students. These students also tend to have high information needs, and a need for adult support. A school library that has a good LGBTQ collection can help combat a hostile environment and provide much needed information and support for possibly vulnerable students.

==How can I get started building an LGBTQ collection? ==

Although it may be a bit more challenging to find good LGBTQ materials, there is lots of excellent stuff for young adults out there. There are increasing numbers of good quality LGBTQ books and other materials being produced and reviewed in recent years. Try searching the review literature online with search terms such as “LGBTQ” and its variants, or more specific terms like “gay” or “lesbian”. Once you have found a well reviewed book, you can also check out the author’s other works. Also, some well known young adult authors, such as Francesca Lia Block, write novels that are appealing to a variety of teens and have LGBTQ content. You’ll probably find this is true of many other popular authors.

This wiki is also good starting point! Check out our annotated lists of LGBTQ fiction, non-fiction and online resources.

==What if there are no LGBTQ students at my school? ==

First, it is highly unlikely that there are no students who are LGBTQ at your school. Teens are likely still forming their sexual identity during their high school years, or they may not be ready to “come out” in the often hostile world of high school. Basically, just because you can’t see identify them, doesn’t mean they aren’t there.

Second, an LGBTQ collection isn’t just for students who are gay or transgender or questioning. All students, no matter what their sexual identity, can benefit from having access to information and stories about LGBTQ people and issues.

==How can I make my school library a LGBTQ friendly space? ==

In the often daunting world of secondary school, the library can be a safe haven for students. In order to create this sort of space, you should be firm about what sort of language and behaviour are appropriate inside the library. For example, homophobic jokes or slurs should be unwelcome in the library space. Consider not only students, but also the behaviour of your colleagues and what sort of message their language or behaviour sends to students

If the school, or wider community has LGBTQ events, such as a pride parade, you can also consider creating things like an LGBTQ display to coincide with these events. Also, consider joining an existing LGBTQ organization at your school, such as a gay-straight alliance, or even consider starting one, if there is no such organization at your school. By showing interest in LGBTQ events and organizations, the librarian and, by extension, the library, can build a reputation as being LGBTQ friendly.

==What should I do about challenges to LGBTQ materials in my library? ==

You should be prepared for challenges to LGBTQ materials, but don’t let their possibility prevent you from obtaining these materials. The fact is, a challenge might never happen, but if it does, take heart in the American Library Association’s (ALA) statistics, which show that the majority of challenges of library materials in both school and public libraries don’t result in the “offending” book being removed from the library’s shelves.

Of course, in order for a challenge to be unsuccessful, the librarian needs to be prepared and willing to stand up to the challenge. You should be familiar with your school district’s library collection development policy and consider how you can use it defend LGBTQ materials in your collection. Also be familiar with the statements on intellectual freedom from the [|Canadian Library Assocation (CLA)] or the [|ALA], and their other many useful resources on dealing with challenges.

==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">How can I build an LGBTQ collection when my school library has a limited budget? ==

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Limited budgets are a common problem for school libraries, but it shouldn't prevent you from including at least some LGBTQ materials. Whatever your budget to purchase new materials, allocate a small percentage to begin building an LGBTQ collection. Even buying a few titles can be start. Consider that other school librarians have noticed that these books often have high circulation numbers, so you will be investing in important materials that are of high interest to students.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Don’t forget about the many excellent online resources that are available, and free! You can have a look at the online resources section of this wiki for more information.

==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Can't students just find LGBTQ materials elsewhere, at a public library or bookstore? ==

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">It’s certainly true that students may be able to access excellent LGBTQ materials from other sources, but this is not a reason to not include these materials in a school collection. If the materials are of a good quality, and students want to read them, then why not include them?

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">Again, as has been mentioned before, schools are not always welcoming places for LGBTQ students, and the wider community may have a similar attitude. The more places that students have to access stories and information about LGBTQ people, the better. Building an LGBTQ collection at your school library gives you the opportunity to both increase tolerance at your school and support LGBTQ students with high information needs.

==<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">How can I promote my LGBTQ collection to students? ==

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">School librarians don’t necessarily need to do a whole lot to promote LGBTQ collections, as these materials tend to have high circulation numbers without promotion. As mentioned in a previous question, displays of materials that coincide with LGBTQ events at the school can be a good idea.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14.6667px; text-decoration: none; vertical-align: baseline;">In her article on LGBTQ collections in high school libraries, Debra Lau Whelan also suggests that while librarians shouldn’t push LGBTQ materials on students, they should ensure that these materials are well catalogued, so that students that are looking for them are able to find them easily.