The chapter compiles a glossary of key lesbian, gay, bisexual, transgender, and queer (LGBTQ+) terms and concepts relevant in the twenty-first century that a progressive…
The chapter compiles a glossary of key lesbian, gay, bisexual, transgender, and queer (LGBTQ+) terms and concepts relevant in the twenty-first century that a progressive librarian and information professional should be aware of. These are categorized based on gender, sex, and gender identity; sexual and romantic orientation; LGBTQ+ rights and social justice; and outdated and offensive terms. It also briefly explores support for LGBTQ+ patrons through library-based scenarios and provides the contemporary professional important questions to consider in response to the difficult situations represented. Finally, the chapter provides a listing of 25 American LGBTQ+ web-based resources with annotations for librarians to become LGBTQ+ allies. These are categorized according to LGBTQ+ advocacy, youth, legal issues, policy and research, and libraries and archives.
Leadership training refers to the process of helping individuals develop skills to successfully perform in leadership positions. Existing leadership programs have several…
Leadership training refers to the process of helping individuals develop skills to successfully perform in leadership positions. Existing leadership programs have several drawbacks, including the paucity of leadership programs designed for lesbian, gay, bisexual, transgender and queer (LGBTQ+) individuals in health care. The authors addressed this gap by creating and hosting Q-Forward (formerly Q-Med), the first conference focused specifically on leadership development for LGBTQ+ health trainees.
In this paper, the authors explain how a conference focused on leadership development for LGBTQ+ health trainees can have benefits for trainees, patients and the health-care system. The authors also report the conference proceedings, including planning, participants, guiding principles and programming.
This conference was the first conference for LGBTQ+ health trainees focused specifically on leadership training. The authors believe that the conference was unique, and that such training represents an essential step toward long-term improvements in the health of LGBTQ+ people and other populations.
Health science librarians occupy a unique place in librarianship, guiding healthcare professionals and the public to quality sources of medical research and consumer…
Health science librarians occupy a unique place in librarianship, guiding healthcare professionals and the public to quality sources of medical research and consumer health information in order to improve patient outcomes and quality of life. A broader impact of health sciences librarianship is its advocacy for improvements in public health. In recent years, health science librarians have been actively involved in advocating for adequate, responsive, and culturally competent health care for lesbian, gay, bisexual, transgender, and queer (LGBTQ+) individuals. Health sciences librarians have advocated for LGBTQ+ individuals through a variety of specialized outreach projects to address health disparities found in the LGBTQ+ community such as HIV/AIDS, women’s health, or substance abuse, have collaborated with public health agencies and community-based organizations to identify health disparities and needs, and have implemented outreach to address these needs.
This chapter maps the landscape of health sciences librarian outreach to LGBTQ+ people. The authors develop this theme through case studies of health science librarians providing health information to the LGBTQ+ community and healthcare professionals. Following an overview of advocacy for LGBTQ+ health by the US National Network of Libraries of Medicine and professional information organizations, they conclude the chapter by discussing the “pioneering” nature of these projects and the common threads uniting them, and by identifying the next steps for continued successful outreach through the development of an evidence base and tailoring of outreach and resources to address other demographic aspects of the members of the LGBTQ+ community.
Books serve as important information resources and provide space for reflection and identity-building for many lesbian, gay, bisexual, transgender, and queer/questioning …
Books serve as important information resources and provide space for reflection and identity-building for many lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ+) people. Many in this community have experienced reduced feelings of isolation through engagement with the writings of others. Providing a safe space for such engagement is vital. Library and information science (LIS) professionals are in an optimal position to meet such needs, particularly when efforts are made to implement changes based on explicitly expressed concerns.
This chapter provides a case study of the LGBTQ Center of Durham, North Carolina, to illustrate how the organization is integrating the local LGBTQ+ community into its library by using the community’s own vocabulary and interests to inform the center’s practices and policies. The chapter also offers a guide to the locally responsive, LGBTQ+-specific classification system created for the LGBTQ Center of Durham’s library collection. This classification system was designed to represent library materials for its Durham and surrounding-area users in a useful, accessible, and respectful manner – a feat that the library committee did not feel could be accomplished using existing classification systems.
Building on the case study for applicability, the author makes recommendations for how LIS professionals who wish to better serve LGBTQ+ users can incorporate the community into their library and/or collection. The author provides additional suggestions for action, with varying levels of commitment, for library professionals and volunteers. Through resource development, training, collection development, and classification revision, libraries can more closely align their practices with the needs of users of all gender identities and sexual orientations.
The purpose of this work is to identify the components of authentic communication with LGBTQ publics and to examine if there is a difference in what constitutes authentic…
The purpose of this work is to identify the components of authentic communication with LGBTQ publics and to examine if there is a difference in what constitutes authentic communication for LGBTQ publics compared to other publics.
We conducted in-depth interviews with professionals who both identify as LGBTQ and are instrumental in developing content targeted to this public.
Authenticity is synonymous regardless of the target public; however, differences emerge in the manifestation of authenticity with historically marginalized groups, like LGBTQ publics.
Practitioners working with historically marginalized communities need to make sure they are walking the walk, not just talking the talk.
Authentic communication arises from an organization's broader holistic commitments to diversity, equity and inclusion.
The insights derived by our participants are unique, as they are perspectives traditionally “written out” of research.
The chapter introduces the reader to select language of human sexuality and the definitions and characteristics of some key terms related to lesbian, gay, bisexual…
The chapter introduces the reader to select language of human sexuality and the definitions and characteristics of some key terms related to lesbian, gay, bisexual, transgender, and questioning/queer (LGBTQ+), identifies different theoretical perspectives of human sexuality and sexual orientation, and discusses select LGBTQ+ theories and concepts in a historical context that library and information science (LIS) professionals should consider while performing their roles related to information creation–organization–management–dissemination–research processes. It helps better understand the scope of what is LGBTQ+ information and traces its interdisciplinary connections to reflect on its place within the LIS professions. The chapter discusses these implications with the expectation of the LIS professional to take concrete actions in changing the conditions that lack fairness, equality/equity, justice, and/or human rights for LGBTQ+ people via the use of information. Important considerations in this regard include the need for an integrative interdisciplinary LGBTQ+ information model, growth of a diversified LGBTQ+ knowledge base and experiences, holistic LGBTQ+ information representations, LGBTQ+ activism, and participatory engagement and inclusion of LGBTQ+ users.
A lesbian, gay, bisexual, transgender, and queer+ (LGBTQ+) community’s hunger for its history became an arena for creative, unorthodox work involving a library and…
A lesbian, gay, bisexual, transgender, and queer+ (LGBTQ+) community’s hunger for its history became an arena for creative, unorthodox work involving a library and information science (LIS) educator, librarians and other educators, and even a university library. The result was fundamentally collaborative, involving community and educational organizations; all inspired by social responsibility and community engagement goals, some of which can be found in a university mission statement. The story of these individuals and organizations begins with a drive toward a greater awareness of LGBTQ+ history, a goal that led to creating inclusive high school history curricula. Along the way, these efforts generated information resources such as a community-generated database, a temporary history exhibit, a conference, and a workshop geared to gay straight alliance (GSA) organizations in high schools. GSAs and their statewide supporting organization, the Illinois Safe School Alliance, were also the part of this work. While the larger goal of this work was to help diverse constituencies understand the importance of their history by developing, curating, and utilizing information resources that fulfill overlooked community information needs, this chapter comes to focus on a piece of that work, the development of Illinois’s first LGBTQ+ history elective. Consequently, this chapter can show how librarians and libraries can actualize social justice aims and thereby expand traditional library practices through sustained efforts that may lead to smaller specific goals, some of which may develop in unforeseen ways. The key is to expand the existing aims of libraries into sustained community engagement while remaining open to the opportunities that arise along the way.
The goal of this chapter is to address the importance of helping teachers develop an understanding of LGBTQ+ issues and ways to create inclusive classrooms for LGBTQ…
The goal of this chapter is to address the importance of helping teachers develop an understanding of LGBTQ+ issues and ways to create inclusive classrooms for LGBTQ+ students with particular attention to how LGBTQ+ identities/experiences can be valued and visible through literary and literacy practices. The issues addressed in this chapter are grounded in queer theory and intersectionality, which provide a space for challenging heteronormative environments in many schools as well as acknowledging the complex intersectionality of diverse identities. This framework is unpacked so readers can see how it supports instructional practices. Theory and literature inform discussion of the move in the literacy profession toward LGBTQ+ -inclusive mindsets and pedagogies. They further inform practical implications and examples provided by the author. A major issue of our time is LGBTQ+ inclusion in schools and the role of teachers in implementing literacy practices that address the needs of LGBTQ+ students and making visible their diverse identities. For the field of literacy, this is evidenced in the revision of Standard 4 Diversity and Equity in the International Literacy Association’s (ILA) Standards for the Preparation of Literacy Professionals 2017 (Standards 2017). ILA Standards 2017, which will be released in 2018, require programs preparing literacy professionals to develop candidates’ knowledge of queer theory and literacy practices inclusive of diverse students, with diversity including sexual orientation, gender identity, and gender expression. Further, ILA Standards 2017 acknowledge intersectionality across forms of diversity and that a rich understanding of diversity improves the quality of teaching and learning within and across classrooms, schools, and communities. This chapter expands on these topics and offers foundational content and resources to help literacy teacher educators, candidates in literacy programs, and other stakeholders to answer this call for building a literacy field that is welcoming, inclusive, and equity-oriented. Developing the knowledge base about LGBTQ+ issues, including theoretical foundations, social justice teaching mindsets, and concrete pedagogical literacy practices that build inclusive classrooms, can be an accessible, meaningful, and fruitful endeavor that will enrich literacy education programs and the learning communities in which literacy professionals work. Teacher educators and teachers can utilize book choices, approaches to classroom discussion and assignments, and school initiatives to build a learning environment that values LGBTQ+ students’ identities and experiences and disrupts heteronormativity in the curriculum. Multiple examples of how this can be done are offered. Understanding intersectionality also helps teacher educators and teachers see how forms of diversity are not silos. Individuals’ identities are comprised of various aspects. The topics discussed in this chapter center on LGBTQ+ issues but are applicable beyond just this scope.
Post-secondary institutions are at a crossroads. Students from various marginalized communities are increasingly encountering hostile environments. Fortunately…
Post-secondary institutions are at a crossroads. Students from various marginalized communities are increasingly encountering hostile environments. Fortunately, historically Black colleges and universities (HBCUs) offer students safe spaces to deconstruct vital issues. However, they have struggled to keep pace with other colleges and universities committed to supporting LGBTQ students. As a result, LGBTQ students feel isolated and abandoned because of conservative ideas rooted in heteronormativity. This chapter will explore: (1) findings from a study that examined the perceptions and attitudes of undergraduate students from a public HBCU regarding the LGBTQ community; (2) how conservative tenets impacts LGBTQ students’ experiences; and (3) university support systems for LGBTQ students. In addition, the chapter includes recommendations and implications for HBCU administrators.
This chapter considers the current state of lesbian, gay, bisexual, transgender, and questioning (LGBTQ+) librarianship in the United Kingdom. It begins with a question…
This chapter considers the current state of lesbian, gay, bisexual, transgender, and questioning (LGBTQ+) librarianship in the United Kingdom. It begins with a question: at the time of writing, there seems to be more of a focus on LGBTQ+ issues in museums and archives than there is in libraries. Why is this so? To answer this, the chapter focuses briefly on the wider social setting; looks at current library provision; discusses what “queer librarianship” might involve; considers whether LGBTQ+ library staff’s and LGBTQ+ library users’ voices are heard; and then looks at the question of mainstreaming provision, and considers whether this would be a positive step forward.