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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.

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.

Purpose: This chapter examines the implementation of lesbian, gay, bisexual, transgender, and queer (LGBTQ) health curricula in medical education, focusing on how this content is presented to students to understand if these curricula can fulfill goals of achieving healthcare equity for LGBTQ populations.

Methodology: This research draws on data from six months of participant observation of an academic medical center and school and 28 interviews with medical faculty, students, community members, administrators, and LGBTQ Health Center employees.

Findings: This research has three findings: (1) this medical school has variable definitions for LGBTQ health, making it a hybrid form of knowledge based in (a) understanding the unique health needs of; (b) being culturally competent to; and (c) being a (structural) advocate for LGBTQ patients; (2) LGBTQ health is integrated into multiple courses in the curriculum; and (3) LGBTQ health is becoming a medical specialty frequently delivered to students by LGBTQ health experts.

Research limitations and implications: This research used snowball sampling to recruit participants engaged in LGBTQ health at the institution; it therefore risks self-selection bias. Findings from this study are not generalizable.

Originality: This research argues that LGBTQ health experts engage in a new kind of diversity and inclusion work because (1) these health experts are not always LGBTQ identified; (2) this work is not necessarily unpaid or involuntary; and (3) it involves a hybrid knowledge requiring an understanding of LGBTQ identity, medical knowledge, and social science. Because these LGBTQ health experts opt into this work, and broadly define it, a message available to other physicians and students is that LGBTQ health remains elective.

This paper aims to provide a more comprehensive understanding of the concept of community archives, offering a critique of the community archives discourse through a historical case study focused on the origins of the Gerber/Hart LGBTQ library and archives in Chicago.

This study explores the archival collections of the founders of the Gerber/Hart library and archives and the librarians that have worked there as a means for understanding the origins of the archival impulse, the rationale for building the collections and the practices that shaped the collections during the first decade of the organization’s history.

The historical analysis of the Gerber/Hart library and archives situates community archives and LGBTQ collections within the broader historical context that lead to the founding of the organization and reveals deep connections to the information professions not previously considered by those studying community archives.

The paper offers a reconceptualization of community archives as archival projects initiated, controlled and maintained by the members of a self-defined community. The authors emphasize the role of the archival impulse or the historical origins of the collection and the necessity for full-community control, setting clear boundaries between community archives and other participatory archival models that engage the community.

Possibilities for self-representation for transgender (trans) and gender non-conforming (GNC) youth must be conceptualized in relation to youths’ placement within frames of power. Powerful institutional forces in youths’ lives include schools and policing and, as is evidenced by youths’ statements, extend to mass media portrayals. Library approaches that reify the inclusion of representative texts do not adequately meet the needs of trans and GNC youth. As a profession, librarianship must reflect on ideological approaches to gendered embodiment to push against an ongoing repetition of institutional harms done to trans and GNC youth.

This chapter offers examinations of information needs, complex online worlds, and incorporation of histories made invisible by power alongside critical literacy skills as crucial aspects of providing services to all possibly or actually trans and GNC youth. It critically situates the circumstances of trans youths’ lives in relation to the effect that adult perceptions have on trans and GNC youths’ ability to access resources. It provides a framework for reflection on how young adult librarians often unconsciously limit library access by enacting gendered expectations that do not always match the possibility or actuality of youths’ experiences or self-conceptions. The chapter outlines modes of communication – through library materials, programs, community resources and partnerships – that convey deeper understandings of trans and GNC experiences to possibly or actually trans and GNC youth.

The purpose of this paper is to explore the authentic experiences and sense-making processes of LGBTQ+ participants of Amsterdam Pride as well as their bodily and spatial interactions that arise during the festival.

By taking a critical, poststructuralist stance on pride festivals and drawing on 40 in-depth interviews and participant observation, the data are subjected to an inductive, qualitative, thematic content analysis for key themes.

Amsterdam Pride provides distinct spaces for LGBTQ+ individuals to express their carnivalesque bodily practices freely. While Pride offers an existential authentic experience by creating spaces for LGBTQ+ individuals where they can be themselves, the participants exhibit their “authentic” identities freely only within limited time and space that are not separated from the heteronormative order. Pride is increasingly perceived by LGBTQ+ participants as an arena for demonstrating their “normality”. Thus, the paper “signposts” greater political tensions between the queer movement and growing normalisation/citizenship trends among LGBTQ+ individuals.

The paper contributes to a growing body of knowledge around issues of LGBTQ+ identities within the context of an oppressive heteronormative social order. It also reinforces the need for pride festivals for embracing queer, disruptive, sexually dissident expressions of identity as well as continuing transgressive and sexually dissident spaces. This study fills a significant void in the mainstream festival and event management literature and contributes to the theoretical development of festival and critical tourism research by identifying aspects of LGBTQ+ tourists’ authentic experiences at Amsterdam Pride.

Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes.

The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom.

Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed.

This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.

This chapter addresses the current state of librarian participation in the global lesbian, gay, bisexual, transgender, and queer+ (LGBTQ+) Wikipedia engagement efforts and proposes an extended librarian advocacy to advance LGBTQ+ rights and concerns. The author provides a brief history of global LGBTQ+ Wikipedia engagement, librarian involvement in Wikipedia, and librarian participation in global LGBTQ+ Wikipedia initiatives. In the process, the author examines the underrepresentation and invisibility of librarians in global LGBTQ+ Wikipedia engagement efforts and Wikipedia initiatives in general, as well as the barriers that librarians face in becoming active Wikipedian librarians. Based on a review of the literature, the analysis of data gathered from Wikipedia, and the author’s own experiences as an LGBTQ+ Wikipedian librarian, the author recommends strategies for librarians to advocate for and include global LGBTQ+ Wikipedia engagement in their professional practice.

This chapter draws on 10 years of ethnographic fieldwork collected in gay bars from three American cities to explore the strategies LGBTQ subcultures deploy to recreate meaningful places within the vestiges of local queer nightlife. As gentrification and social acceptance accelerate the closures of LGBTQ-specific bars and nightclubs worldwide, venues that once served a specific LGBTQ subculture (i.e., leather bars) expand their offerings to incorporate displaced LGBTQ subcultures. Attending to how LGBTQ subcultures might appropriate designated spaces within a gay venue to support community (nightlife complexes), how management and LGBT subcultures temporally circumscribe subcultural practices and traditions to create fleeting, but recurring places (episodic places), and how patrons might disrupt an existing production of place by imposing practices associated with a discrepant LGBTQ subculture(place ruptures), this chapter challenges the notion of “the gay bar” as a singular place catering to a specific subculture. Instead, gay bars increasingly constitute a collection of places within the same space, which may shift depending on its use by patrons occupying the space at any given moment. Beyond the investigation of gay bars, this chapter contributes to the growing sociological literature exploring the multifaceted, unstable, and ephemeral nature of place and place-making in the postmodern city.