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The Lambda Literary Awards (fondly known as the Lammys) were created in 1989 to garner national visibility for LGBTQ books, which had established a foothold through a nascent network of lesbian and gay publishers and bookstores. Today, the Lammys celebrate more than 150 LGBTQ writers across 25 categories, and include several cash prizes for writers at all stages in their careers. Each June, our community comes together in New York City to cheer on finalists and winners for their achievements.

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For over 30 years, the Lambda Literary Awards have identified and honored the best lesbian, gay, bisexual, and transgender books.

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Wildoak, written by C.C. Harrington and published by Scholastic Press, an imprint of Scholastic Inc

Maggie's parents send her to her grandfather's home in hopes that the Cornish countryside will improve her stuttering. There, she finds and saves an abandoned snow leopard that had once been purchased as a pet. In Wildoak Forest, she learns that "all things speak...just not in the same language. With luminous language and a complex, layered story, this book stands out as an exemplary representation of disability as integral to identity and self-acceptance

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Wildoak, written by C.C. Harrington and published by Scholastic Press, an imprint of Scholastic Inc Maggie's parents send her to her grandfather's home in hopes that the Cornish countryside will improve her stuttering. There, she finds and saves an abandoned snow leopard that had once been purchased as a pet.

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YouTube video explaining why pronouns are impor

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Graphic from TSER

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To view this infographic at higher quality, click here. Note:

There are no "male/female" or "man/woman" pronouns. All pronouns can be used for any gender and are gender neutral.
We also do not use "preferred pronouns" due to people generally not having a pronoun "preference" but simply having "pronouns." Using "preferred" can accidentally insinuate that using the correct pronouns for someone is optional.

[image description: a chart of some gender pronouns by Trans Student Educational Resources. The columns are the "subjective, objective, possessive, and reflexive" part of each pronoun set and an example.
The first pronoun set is she, her, hers, and herself. The examples are "she is speaking. I listened to her. The backpack is hers."
The second set is he, him, his, himself. The examples are "he is speaking. I listening to him. The backpack is his."
The third set is (singular) they, them, theirs, themself. The examples are "they are speaking. I listened to them. The backpack is theirs."
The fourth set is ze, hir or zir, hirs or zirs, hirself or zirself. If used it would be ze/hir/hirs/hirself or ze/zir/zirs/zirself. The graphic happened to combine them into one row. The examples included "ze is speaking. I listened to hir. The backpack is zirs."
A note at the top reads "Please note these are not the only pronouns. There are an infinite number of pronouns as new ones emerge in our language. Always ask someone for their pronouns.

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Facebook Twitter Tumblr To view this infographic at higher quality, click here. Note: There are no "male/female" or "man/woman" pronouns. All pronouns can be used for any gender and are gender neutral. We also do not use "preferred pronouns" due to people generally not having a pronoun "preference" but simply having "pronouns."

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Genderbread Person - explaining pronouns

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Genderbread Person - explaining pronouns

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Heads up! I wrote a book all about gender that builds on the "-ness" concepts I introduced with this Genderbread Person. If you appreciate this, you'll love this book.

Hundreds of comments, ditto emails, ditto Facebook messages and Twitter tweeters and in-person holla-atchas and I feel like I'm finally in a place to release this. I give you the new and improved Genderbread Person!

( click for larger size)

Depending on what you folks have to say after checking this out and reading the rationale below, I'll be updating the Breaking through the Binary article and uploading a printer-friendly version of the new graphic. But first, let's rationalize.

Let's break this thing down.

I would really like to see this model replace all instances of the old one. It's more accurate, more inclusive, and still just as accessible (adorable). I'm calling it the "-Ness" Model (independent unidirectional linear continua model seemed wordy), and it overcomes most of the hiccups of the old Genderbread (continua-based), and other models (2D plots, universe models, matrices, venn diagrams, etc.).

More accurate

Men are from Mars and women are from Venus is a funny expression (and scientifically dubious), but it actually nails down the strength of this model. Two planets, not two poles of one planet. Placing man/masculine/male on one end of something (continuum, 2D plot, etc.) and woman/feminine/female on the other (as I did with the old model) creates and reinforces a fallacy central to gender mis understanding: to be more of one, you need to be less of the other. That's incorrect. You can have both. You can have your genderbread and eat it, too.

Most Wednesdays 💌 I publish new Social Justice, Gender, & Sexuality Resources &xrarr;
Get the Email. Let's take "Gender Identity" for our example. I identify as a man, but I identify with a lot of what it means to be a woman. I'm sensitive, kind, familial, and I really like dark chocolate (kidding - stuff's disgusting). Possessing this "woman-ness" doesn't make me any less of a man. But it's a large part of my gender identity, and those traits affect my life and influence my decisions as much and more than many of my "man-ness" does.
This model allows one to define their gender in a way that accounts for varying intensities of -ness. Identifying with aspects of femininity doesn't make you less masculine, it makes you more feminine. To understand gender, and in turn create a safer space for people of all genders, we need to realize that feminine and masculine aren't in a tug of war, they're separate arenas.

More inclusive

What was lacking in the old Genderbread Person was the ability to define intensities of identification, or the amount of -ness one possesses. What's lacking in other models is the ability to define intensity independently for the two major aspects of gender. Our new model comes up spades in both.

Let's take "Attraction" for our example. We know that most people aren't 100% straight or gay. A continuum of gay to straight (think Kinsey) leaves us with bi- in the middle. What about folks who are pansexual? Asexual? Mostly asexual? Hypersexual? None of those identities can be mapped on our old model. Ditto goes for folks who are agendered, pangendered, two-spirited, and the list goes on.

The amount of -ness is, in many cases, as crucial to one's identity as which -ness they possess. A man who is hypersexually attracted to women and a man who is attracted to women both may identify as "straight," but there is no question that they are two different men.

Just as adorable

While we upped the ante on accuracy and inclusivity, we did our best not to compromise what was arguably the most effective aspect of the old Genderbread Person: 'e is freaking adorable! The original genderbread I baked a few months ago has been gobbled up well over 3 million times (that I can account for), and I attribute the wealth of that interest to the fact that it was easy to understand and visually appealing.

While this one is a bit harder to understand at first glance - mostly due to the fact that we're using a method we created, instead of a standard graph - most people in our test group got it (even "non-mathy" people). So that's good. It's an introduction, after all, and we know how important introductions are.

Due gratitude and a huge thank you

This was a tough nut to crack. I want to give a massive kudos to everyone who provided input for this new model. I really believe it'll take up the mantle of the old one and continue it's globetrotting social justice tour. The biggest thanks of all goes to Karen Rayne, who, in an hour over coffee, helped me do what dozens of hours pouring over emails and comments couldn't: make everything in my head make sense on paper.

What do you think?

Did we nail it? Are there a few tweaks you'd recommend? Or did I fall flat on my face so hard I jumbled my brain and am now incapable of realizing how far off this is from good? Let us know in the comments below.

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The Genderbread Person v2.0 - It's Pronounced Metrosexual

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Heads up! I wrote a book all about gender that builds on the "-ness" concepts I introduced with this Genderbread Person. If you appreciate this, you'll love this book. Hundreds of comments, ditto emails, ditto Facebook messages and Twitter tweeters and in-person holla-atchas and I feel like I'm finally in a place to release this.

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Resources on personal pronouns - really great videos.

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Pronouns.org Resources on Personal Pronouns

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Pronouns.org Resources on Personal Pronouns

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YouTube video explaining Bill C-16 (protection of gender identity and gender expression)

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list

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No glossary could encompass the range of identities and terms that are used within LGBTQA communities. If you hear a term you don't recognize, or feel like someone is using a term in a new way, ask the individual what the term means to him or her. This glossary is meant as an introduction to the community, and is not the definitive answer as to how everyone understands these terms.

Ally: An ally is a person who confronts heterosexism, sexism, homophobia, biphobia, transphobia, etc., in themselves and others out of self-interest and a concern for the well-being of LGBTQ people, and who is committed to social justice and equal rights.

Androgynous: Gender expression that falls somewhere in between masculinity and femininity, or perhaps on some other dimension all together.

Aromantic: Someone who does not experience romantic attraction to others.

Asexual: Someone who does not experience sexual attraction towards other people, and who identifies as asexual. May still have romantic, emotional, affectional, or relational attractions to other people. Asexuality is distinct from celibacy, which is the deliberate abstention from sexual activity. Some asexuals do have sex. There are many diverse ways of being asexual. Sometimes shortened as "ace."

Agender: Without gender. Often used as an identification for people who do not identify with or conform to any gender.

Bigender: Having two genders; exhibiting cultural characteristics of male and female roles.

Biphobia: Fear or hatred of people who are bisexual, pansexual, omnisexual, or nonmonosexual.

Bisexual: A person who is emotionally, romantically, sexually, affectionately, or relationally attracted to both men and women, or who identifies as a member of the bisexual community. Also referred to as "bi-affectionate" or "bi."

Cisgender: A term for individuals whose gender identity generally matches with that assigned for their physical sex. In other words, a person who does not identify as transgender. Derived from the Latin root "cis," meaning "on the same side." Closeted: Used as slang for the state of not publicizing one's sexual/gender identity, keeping it private, living an outwardly heterosexual/cisgender life while identifying as LGBT, or not being forthcoming about one's identity. At times, being in the closet also means not wanting to admit one's identity to oneself.

Coming Out: To disclose one sexual identity or gender identity. It can mean telling others or it can refer an internal process of coming to terms with one's identity. In some situations, a heterosexual ally may feel the need to come out about her or his identity.

Crossdresser: Individual who dresses in clothing usually associated with a sex that differs from the one assigned at birth. This is done for a variety of personal reasons. Crossdressing is not indicative of sexual orientation. This term replaces the sometimes pejorative term transvestite.

Demisexual: A person who may experience sexual attraction after a strong emotional attachment is formed. May be seen as falling on the asexual spectrum.

Drag: A public performance that involves playing with gender norms and expectations. Often refers to a man who wears women's clothing (a drag queen), or a woman who wears men's clothing (a drag king).

FTM: Female-to-male transsexual or transgender person. Probably identifies as a trans man. Someone assigned female at birth who identifies on the male spectrum.

Gay Male: A man who is emotionally, romantically, sexually, affectionately, or relationally attracted to other men, or who identifies as a member of the gay community. At times, "gay" is used to refer to all people, regardless of gender, who have their primary sexual and or romantic attractions to people of the same gender. "Gay" is an adjective (not a noun) as in "He is a gay man."

Gender: A socially constructed system of classification that ascribes qualities of femininity and masculinity to people. The attributes of gender can change over time and differ between cultures. Terms for gender identity include woman, man, genderqueer, and agender.

Gender Confirmation Surgery (GCS): The procedures that some trans individuals might undergo so their external bodies can better reflect their internal gender identities. Other names involve sexual reassignment surgery and gender affirmation surgery. These procedures may be called "top surgery" (e.g. reshaping a chest or providing breast augmentation) and "bottom surgery" (e.g. reshaping genitals).

Gender Expression: How one expresses oneself externally, in terms of dress, speech, and mannerisms that society characterizes as "masculine" or "feminine."

Genderfluid: A person who shifts in gender identity and/or gender expression. May be a gender identity itself. Refers to the fluidity of identity.

Gender Identity: A person's internal sense of their own gender. Cisgender, transgender, man, woman, and genderqueer are all examples of gender identities.

Genderism: The belief that there are, and should be, only two genders and that one's gender is inevitably tied to one's assigned sex.

Gender Non-Conforming: A person who does not subscribe to gender expressions or roles expected of them by society.

Genderqueer: A person whose gender identity and/or gender expression falls outside of the masculine/feminine gender binary.

Heteronormativity: Processes through which social institutions and policies reinforce the notion that there are only two possibilities for sex, gender, and sexual attraction: male/masculine/attracted to women and female/feminine/attracted to men.

Heterosexism: Norms and behaviors that result from the assumption that all people are or should be heterosexual. This system of oppression assumes that heterosexuality is inherently normal and superior and negates LGBTQ peoples' lives and relationships.

Heterosexual: A person who is emotionally, romantically, sexually, affectionately, or relationally attracted to members of a different sex. Often called a straight person.

Homophobia: Fear of, hatred of, or discomfort with people who love and sexually desire members of the same sex. Homophobic reactions often lead to intolerance, bigotry, and violence against anyone not acting within socio-cultural norms of heterosexuality. Because most LGBTQ people are raised in the same society as heterosexuals, they learn the same beliefs and stereotypes prevalent in the dominant society, leading to a phenomenon known as internalized homophobia.

Homosexual: The clinical term, coined in the field of psychology, for people with a same-sex sexual attraction. The word is often associated with the idea that same-sex attractions are a mental disorder, and is therefore offensive to some people.

Hormone Replacement Therapy (HRT): The process by which trans individuals choose to take a prescription of artificial hormones. For trans women, that may include estrogen as well as testosterone-blockers. For trans men, testosterone, or T.

Intersex: Term used for a variety of medical conditions in which a person is born with chromosomes, genitalia, and/or secondary sexual characteristics that are inconsistent with the typical definition of a male or female body. The term differences of sex development (DSD) also describes these conditions. Replaces the inaccurate term "hermaphrodite."

Lesbian: A woman who is emotionally, romantically, sexually, affectionately, or relationally attracted to other women, or someone who identifies as part of the lesbian community. Bisexual women may or may not feel included by this term.

LGBTQIAA: Abbreviation for Lesbian, Gay, Bisexual, Transgender, Questioning, Intersex, Asexual and Ally. An umbrella term that is used to refer to the community as a whole. Often shortened to LGBT or LGBTQ, but not as a means to exclude other identities.

Lifestyle: A word often used outside the LGBTQ community to describe life as an LGBTQ person, e.g. "the homosexual lifestyle." Many people find this word inappropriate because it trivializes identity, implies that sexual orientation is a choice, and ignores the variety of lifestyles that LGBTQ people live.

Mono-amorous: The state or practice of having a single romantic relationship during a period of time.

MSM: An abbreviation for men who have sex with men. This term emphasizes the behavior, rather than the identities of the individuals involved.

MTF: Male-to-female transsexual or transgender person. Probably known as a trans woman. Someone assigned male at birth who identifies on the female spectrum.

Non-binary: An umbrella term describing anyone whose gender identity falls outside the binary of woman/man.

Omnigender: Possessing all genders. The term is specifically used to refute the concept of only two genders.

Pangender: Exhibiting characteristics of multiple genders; deliberately refuting the concept of only two genders.

Pansexual: A person who is emotionally, romantically, sexually, affectionately, or relationally attracted to people regardless of their gender identity or biological sex. Use of the term often signals a repudiation of the concept of binary sexes (a concept implied by "bisexual").

Polyamorous: The state or practice of having more than one romantic relationship during a period of time.

Queer: Term describing people who have a non-normative gender identity, sexual orientation, or sexual anatomy - can include lesbians, gay men, bisexual people, transgender people, and a host of other identities. Since the term is sometimes used as a slur, it has a negative connotation for some LGBT people; nevertheless, others have reclaimed it and feel comfortable using it to describe themselves.

Questioning: Refers to individuals who are in the process examining their sexual orientation and/or gender identity.

Romantic Orientation: A way of characterizing one's attraction to other people characterized by the expression or non-expression of love/romance/non-sexual interaction. People use a variety of labels to describe their romantic orientation, including aromantic, homoromantic, and heteroromantic.

Same-Gender Loving (SGL): How some African Americans prefer to describe their sexual orientation, seeing "gay" and "lesbian" as primarily white terms. "Same-sex loving" is also in use.

Sex: A biological term dividing a species into male or female, usually on the basis of sex chromosomes (XX = female, XY = male); hormone levels, secondary sex characteristics, and internal and external genitalia may also be considered criteria. Terms to describe sex include female, male, and intersex.

Sexuality: The complex range of components which make us sexual beings; includes emotional, physical, and sexual aspects, as well as self-identification (including sexual orientation and gender), behavioral preferences and practices, fantasies, and feelings of affection and emotional affinity.

Sexual Fluidity: The concept that sexual orientation can vary across the lifespan and in different contexts. This does not mean that it can be changed through volition or therapy.

Sexual Orientation: An enduring emotional, romantic, sexual, and/or affectional attraction. Terms include gay, lesbian, heterosexual, bisexual, pansexual, and asexual. Sexual orientation is fluid, and people use a variety of labels to describe their own.

SGM: An abbreviation for sexual and gender minorities. Used as an umbrella term rather than as an identity for a specific person, particularly in international contexts.

SOGI: An abbreviation for sexual orientation and gender identity.

Stealth: A description for people who, after beginning their transition and living as their preferred genders, do not readily tell others about their pasts, specifically their birth-assigned genders. Others may choose to be more or less open about their trans statuses.

Third Gender: A term for those who belong to a gender category not recognized in the Western binary. For example, Native American two-spirit people, hijra in India, kathoeys in Thailand, and travestis in Brazil. Recognizes that people's identities are specific to their culture.

Transgender: An umbrella term for those individuals whose gender identity does not match with that assigned for their physical sex. Includes, among others, transsexuals, genderqueer people, and crossdressers. In its general sense, it refers to anyone whose behavior or identity falls outside of stereotypical expectations for their gender. Transgender people may identify as straight, gay, bisexual, or some other sexual orientation. Sometimes shortened as trans or trans*.

Transition: An individualized process by which transsexual and transgender people move from living as one gender to living as another gender. There are three general aspects to transitioning: social (e.g. name, pronouns), medical (e.g. hormones, surgery), and legal (e.g. gender marker and name change). Each path through transition is unique to the individual.

Transsexual: Term referring to a person whose gender identity consistently differs from what is culturally associated with his/her biological sex at birth. Some choose to physically change their body so it matches their gender identity. Use caution with this term as many trans people do not identify with it.

Transphobia: Fear of, hatred of, or discomfort with people who are transgender or otherwise gender non-normative.

Two-Spirit: Contemporary term chosen to describe certain Native American and Canadian First Nation people who identify with a third gender, implying a masculine and a feminine spirit in one body. Replaces the problematic term berdache.

WSW: An abbreviation for women who have sex with women. This term emphasizes the behavior, rather than the identities of the individuals involved.

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No glossary could encompass the range of identities and terms that are used within LGBTQA communities. If you hear a term you don't recognize, or feel like someone is using a term in a new way, ask the individual what the term means to him or her. This glossary is

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5 things you should know about trans people by T

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5 things you should know about trans people by T

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SLJ’s Guide to Pride: 20 Titles Spotlighting LGBTQA+ Experience

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SLJ’s Guide to Pride: 20 Titles Spotlighting LGBTQA+ Experience

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Posted June 2017

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Though LGBTQA+ Pride Month is almost over, these great resources are perfect all year round! Below are 18 YA fiction titles featuring LGBTQA+ protagonists who fall for mermaids, join NASA, process lost love, try to save the world, and much more. In addition, two nonfiction favorites provide a solid introduction to queer history for tweens and teens. Lastly, a collection of SLJ articles highlight previous LGBTQA+ collections, showcase author interviews, and offer meaningful ways to create safe, inclusive library spaces for readers seeking LGBTQA+ material.

Gr 8 Up-A flawed but unique mermaid romance for young adults. Ersel, a teenage Nordic mermaid, strives to escape the patriarchal system that values her only as a breeder. She is enamored with all things human and falls in love with a shipwrecked human girl. Ersel makes a deal with Loki, the trickster god, to collect a mermaid voice for him in exchange for legs. She obtains the voice, and Loki grants her wish. However, instead of giving Ersel two legs, he transforms her fins into eight tentacles. Ersel must outsmart the god to achieve her dreams. Readers will likely compare this tale to Disney's The Little Mermaid and will be pleased with the parallels. The unique elements-the steamy same-sex romance and the interweaving of Norse mythology-give this story a lift. Unfortunately the writing is clumsy at times. VERDICT A good addition to YA retelling shelves.-Elaine Fultz, Madison Jr. Sr. High School, Middletown, OH

Gr 9 Up-The expression man up refers to many things. It suggests that "real men" take responsibility for their actions. Real men act bravely in the face of adversity. For Pen (short for Penelope), 16, it is a little more complicated than that. She has a difficult time knowing how to man up when she cannot even classify her own gender identity. For her, the LGBTQ lexicon carries too much cultural baggage and too many expectations. Pen does not want to define herself too closely, especially when everything in her world seems to be crashing down around her. Her best friend Colby has recently become a terrible bully, her parents are more and more unsupportive, and her older brother has been kicked out of the house. On a positive note, her crush, Blake, has taken an interest in her. Pen tries to navigate all of this, while still figuring out who that person is staring back at her from the mirror. This is a fresh title in the growing sea of LGBTQ YA literature. Pen and her peers are neither quirky nor whimsical. They cuss, drink, smoke pot, hook up, and get into fights. There is no sugarcoating in this very real portrayal of an aspect of teen life that many experience. VERDICT Recommended for fans of YA urban fiction as well as those who prefer grittier LGBTQ lit.-Jaclyn Anderson, Madison County Library System, MS
This review was published in the School Library Journal July 2016 issue.
Gr 8 Up-When the Rothgars move in next door, high schooler Tom Grendel's summer takes a turn into uncharted territory that proves often terrible, definitely weird, and occasionally wonderful beyond words. He has struggled with the death of his mother and his father's post-traumatic stress disorder for years; the appearance of the Rothgars, anti-manic pixie dream girl Willow, and inveterate bullies Rex and Wolf in particular push him to more deeply confront love, loss, and what it means to claim one's self. A well-crafted cast of characters and (mostly) winning humor help carry a narrative that never shies away from a nuanced portrayal of the pains and joys of adolescence and of the ability to find strength in embracing life's absurdity. Kaplan cleverly sprinkles elements from the Anglo-Saxon epic poem Beowulf throughout, adding a layer that attentive readers might appreciate. The allusions never run too deep, however, and those unfamiliar with the classic work won't miss much. VERDICT An outstanding YA novel balancing comedy with substantial themes of love, death, and healing.-Ted McCoy, Leeds Elementary and Ryan Road Elementary, MA

Gr 8 Up-Mercedes Moreno is an award-winning artist. But she's in a bit of a slump and is going through a lot. Mercedes's mom just rushed to Puerto Rico to be with her comatose mother, leaving the high school senior to take care of her 14-year-old sister, Angela. Complicating matters further, Mercedes is in love with her best friend Victoria and everyone seems to know it except for Victoria. A week later, a piano appears on Mercedes's front lawn. Angela falls in love and starts to play all the time. Shortly after the piano shows up, so does a new neighbor named Lilia, and she's a painter like Mercedes. Lilia soon becomes a part of the Moreno sisters' lives. She helps Angela, who might be a savant, on the piano. Lilia also invites Mercedes to paint with her at the Red Mangrove Estates. It's here that Mercedes finds clarity, begins to create, and feels inspired again. As her life continues to weigh on her, Mercedes spends more and more time at the estates and soon realizes she can't handle living two lives: one inside the estates and another outside of them. This is a great title that tackles death, love, creativity, growing up, and moving on. There are no tidy endings here, but that just makes this book that is sprinkled with some magical realism more relatable. It's a good read for fans of Natalie Standiford's How To Say Goodbye in Robot. VERDICT A strong purchase for most libraries.-Faythe Arredondo, Tulare County Library, CA

LACOUR, Nina. We Are Okay. 240p. Dutton. Feb. 2017. Tr $17.99. ISBN 9780525425892. POP

LEE, Mackenzi. The Gentleman's Guide to Vice and Virtue. 528p. ebook available. HarperCollins/Katherine Tegen Bks. Jun. 2017. Tr $18.99. ISBN 9780062382801. POP

Gr 9 Up-Sixteen-year-old activist Gregor Maravilla is determined to make a difference in the world and is heading off to a summer camp in upstate New York-Camp Save the World-for teens just like him. He has high hopes that his chosen cause, Feed the Children, will catch the attention of billionaire philanthropist Robert Drill, the founder of the camp. Almost immediately upon arrival, however, Gregor discovers that camp will not be the idyllic experience he has dreamed of. The other campers are even more focused on being politically correct and having the most important world-saving cause than he is, and Gregor learns that Drill is not as involved in the camp as the teen expected. While the protagonist's friendship with movie star Ashley develops, the relationships among the campers deteriorate because of a competition for the best cause. Campers are soon known only for their causes (diabetes, Styrofoam, children), and protesting becomes the sole activity they engage in. Pranks ensue and chaos reigns as Gregor and his fellow campers realize that there is no way to out-activist one another. The biting social satire and witty wordplay in this fast-moving story will engage any socially aware teen but may leave less savvy readers lost in the intended humor. VERDICT A strong purchase for large high school library collections and recommended reading for fans of Moldavsky's Kill the Boy Band.-Kate Olson, Bangor School District, WI

Gr 9 Up-British teen Frances Janvier is a study machine, focused on doing whatever it takes to get into Cambridge. Her public persona is academic nerd, but in private, she is a rebel. Frances is a fan of offbeat podcasts, and her favorite by far is Universe City, whose agender main character (who is also the show's creator) goes by the name of Radio Silence. Frances has joined a fandom Tumblr account, using the moniker Toulouse, and occasionally posts sketches that reflect how she thinks the characters and settings might look. When she receives a message from the creator asking if she is willing to provide graphics for the show, she can't believe it. Frances is even more dumbfounded when she discovers that the mysterious Radio Silence is, in reality, Aled Last, who lives directly across the street from her. Likewise, Aled can't believe that his graphic artist, Toulouse, is Frances. They become fast friends and spend the majority of the summer working together on the podcast. But as the start of Frances's senior year in high school and Aled's first year at university approach, a revelation changes their close relationship. With their friendship in ruins and Aled miles away and spiraling into a dangerous depression, Frances must face long-buried fears and desires to find a way to save him. Oseman is a master at combining sardonic wit with angst to create believable characters and a compelling contemporary story that will resonate with teens. VERDICT A top pick for any YA collection.-Cary Frostick, formerly at Mary Riley Styles Public Library, Falls Church, VA

RUSSO, Meredith. If I Was Your Girl. 272p. ebook available. Flatiron. May 2016. Tr $17.99. ISBN 9781250078407. POP

SÁENZ, Benjamin Alire. The Inexplicable Logic of My Life. 464p. ebook available. Clarion. Mar. 2017. Tr $17.99. ISBN 9780544586505. POP

SILVERA, Adam. History Is All You Left Me. 320p. ebook available. Soho Teen. Jan. 2017. Tr $18.99. ISBN 9781616956929. POP

NONFICTION

POHLEN, Jerome. Gay & Lesbian History for Kids: The Century-Long Struggle for LGBT Rights with 21 Activities. 192p. chron. filmog. further reading. index. notes. photos. reprods. websites. Chicago Review. Oct. 2015. pap. $17.95. ISBN 9781613730829.
Gr 5-8-Tackling everything from Sappho, the Daughters of Bilitis, and the Lavender Menace to Dan Savage, Gladys Bentley, and Ellen DeGeneres, this title offers a comprehensive view of LGBTQ history. While the topic is often framed through the lens of marriage rights, this book provides a multifaceted perspective, emphasizing gay and lesbian figures' places in history. Readers learn that Louisa May Alcott, Maurice Sendak, Marlene Dietrich, Bayard Rustin, and Alan Turing were all members of the LGBTQ community, though many of them were not "out." Readers also gain an understanding of the scope of LGBTQ erasure that has occurred from Pohlen's discussion of how in Emily Dickinson's love poems the words she and her were changed to he and her. While many have whitewashed LGBTQ history, Pohlen discusses two transgender individuals of color who were present at Stonewall (both were teens at the time), Sylvia Rivera and Marsha P. Johnson. In addition, Pohlen emphasizes that while the Stonewall Riots were an important turning point in American history, they were not the only time that the queer community has stood up for its rights. The text is upbeat, conversational, and often humorous in tone. Smattered with compelling photographs, biographical sidebars, and interactive activities (of varying quality), this vital and inclusive history fleshes out the LGBTQ education readers have long been denied, bringing it to light and giving it the attention it deserves. VERDICT A necessary purchase for collections that serve middle grade and teenage patrons. -Ingrid Abrams, The Town School, New York City
SLJ interviews with debut authors of outstanding queer lit: SLJ's interview with Queer, There, and Everywhere author and Quist LGBTQ history app developer Sarah Prager. SLJ's interview with If I Was Your Girl author Meredith Russo. SLJ reports and guides on creating more LGTBQ-inclusive spaces for teens: LGBTQ & You: How to Support Your Students.
PRAGER, Sarah. Queer, There, and Everywhere: 23 People Who Changed the World. illus. by Zoë More O'Ferrall. 272p. bibliog. further reading. glossary. notes. websites. HarperCollins. May 2017. Tr $17.99. ISBN 9780062474315. POP

Articles and interviews
Interviews with authors of important LGBTQ nonfiction: SLJ's Q&A with Jazz Jennings about her memoir Being Jazz.
Help LGTBQ students feel safe in their college journey with LGBTQ and College Bound | College Ready.
SLJ's Curriculum Connections Q&A with Stonewall author Ann Bausum. LGBTQ Collection Development:
Bullying is on the rise, according to a 2016 survey by the Human Rights Campaign. Here is SLJ's report on ways to make their libraries a safer space.

Beyond Magenta author Susan Kuklin spoke with SLJ about her book on transgender teens.

Enhance your collection with some slightly older recommended reads, from SLJ's Spotlight on LGBTQ in Genre Fiction.

A comprehensive resource list of print and online sources from LGBTQ Lit: Speaking Out Focus On.
This article was featured in our free SLJTeen enewsletter.
Subscribe today to have more articles like this delivered to you twice a month.
Extra Helping's Just Another Day in an LGBTQ Comic explores the benefits of lighter fare for readers of all ages.

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SLJ's Guide to Pride: 20 Titles Spotlighting LGBTQA+ Experience

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Though LGBTQA+ Pride Month is almost over, these great resources are perfect all year round! Below are 18 YA fiction titles featuring LGBTQA+ protagonists who fall for mermaids, join NASA, process lost love, try to save the world, and much more. In addition, two nonfiction favorites provide a solid introduction to queer history for tweens and teens.

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Winnipeg Public Library LGBBTQ+ Info Guide

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Winnipeg Public Library LGBBTQ+ Info Guide

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Books, history, resources, and links.

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Find LGBTTQ+ items at the Library * websites to help pick your next great read * lists of organizations & services

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LGBTTQ 7-12 Booklist by Winnipeg School Division

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LGBTTQ 7-12 Booklist by Winnipeg School Division

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Created in 2016

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LGBTTQ K-6 Booklist by Winnipeg School Division

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LGBTTQ K-6 Booklist by Winnipeg School Division

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Created in 2016

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Resources to assist schools to help support LGBT students.

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- STOP A BULLY - LGBT Resources, Gay Student Support

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STOP A BULLY : Canada's Anti-Bullying Reporting Program, Cyberbullying, Bullying Statistics and more.

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Legal Advocacy

Follow legal issues

Legal advocacy is how we ensure the research, education, and awareness work we do is lasting. Our legal advocacy work helps to make explicit that 2SLGBTQI experiences are reflected in policy at all levels of government and beyond.

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Egale is Canada's leading organization for 2SLGBTQI people and issues. We improve and save lives through research, education, awareness, and by advocating for human rights and equality in Canada and around the world.

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Outreach Resources for Services to Gay, Lesbian, Bisexual and Transgender People

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Outreach Resources for Services to Gay, Lesbian, Bisexual and Transgender People

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Provides list of ALA documents related to supporting the LGTB community

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A toolkit for serving the needs of the GLBT community in your library, including defending GLBT materials in library collections.

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Open to All: Serving the GLBT Community in Your Library A toolkit for serving the needs of the GLBT community in your library, including defending GLBT materials in library collections.

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The Rainbow Book List is created by the Rainbow Book List Committee of the Gay, Lesbian, Bisexual, and Transgender Round Table of the American Library Association.

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The Rainbow Book List Committee proudly announces the 2017 Rainbow Book List. The Rainbow Book List is a bibliography of books with significant gay, lesbian, bisexual, transgender, or queer/questioning content, which are aimed at youth, birth through age 18. The list is intended to aid youth in selecting high-quality books that were published between July 2015 and December 2016. The list is also intended to aid as a collection development or readers' advisory took for librarians serving children and young adults.

The committee members evaluated nearly 270 books from small, independent, and large publishers, and selected 47 books from 24 publishers for the 2017 Rainbow Book List. The list also includes three additional books selected by the Stonewall Book Awards Committee as Mike Morgan & Larry Romans Children's & Young Adult Award or Honor Books.

Starred titles indicate the Rainbow Book List's Top Ten choices from the list, highlighting books of exceptional queer representation and literary merit to receive particular commendation.

The committee members would like to note the wider representation of the queer spectrum this year, including more asexual, gender queer, and biromantic characters as well as polyamorous relationships; however, there was a distinct drop in bisexual/pansexual representation. Middle grade fiction books, as well as high-quality non-fiction continue to be sparse. Homelessness, which disproportionately affects LGBTQ+ youth, also continues to be a scarcely addressed, but sorely needed, subject. While there has been an increase in diversity of characters as well as characters of various intersectionalities, the numbers still remain small on the whole.

Austrian, J.J. Worm Loves Worm. Written by J.J. Austrian; illus. by Mike Curato. 2016. 32p. HarperCollins/Balzer & Bray, $17.99 (9780062386335). Age 3-8. Worm loves worm, and now they want to get married. But which worm is the bride and which is the groom? And does it matter?

Howe, James. Big Bob, Little Bob. Written by James Howe; , illus. by Laura Ellen Anderson. 2016. 32p. Candlewick, $15.99 (9780763644369). Ages 3-7. Three friends learn that gender doesn't matter when it comes to playing with toys.

* McLemore, Anna-Marie. When the Moon Was Ours. 2016. 273p. Macmillan/St. Martin's/Griffin/Thomas Dunne, $18.99 (9781250058669). Grades 9+. Stonewall Book Awards-Mike Morgan & Larry Romans Children's Honor Book. A girl born of a water tower and a boy who hangs moons risk everything for love in this magical fairy tale.

Russo, Meredith. If I Was Your Girl. 2016. 288p. Flat Iron Books, $17.99 (9781250078407). Grades 10+. Stonewall Book Awards-Mike Morgan & Larry Romans Children's Award Book. Meredith Russo tells the story of Amanda Hardy, a trans teen who moves to rural Tennessee for a fresh start. Groundbreaking for its skill and authentic representation, this book displays the complexity, power, and hope possible when authors' #ownvoices are reflected in their art.

* White, Kiersten. And I Darken. 2016. 486p. Random House Children's Books/Delacorte, $18.99 (9780553522310). Grades 9+. Lada and Radu, children of the Wallachian prince Vlad Dracul, are abandoned to the Ottomon Empire to ensure peace between the kingdoms. When assassination plots and unexpected loves arise, both must decide where their loyalties arise.

Young Adult Non-Fiction

* O'Neill, Katie. Princess Princess Ever After. 2016. 53p. Oni Press, $12.99 (9781620103401). Grades 2-5. A g raphic novel where girls are heroes, monsters just want to dance, and two princess find their happily ever after together.

The 2017 Rainbow Books list committee includes Co-Chair Kathleen Breitenbach, Hamilton Township Public Library, Hamilton, N.J.; Co-Chair Mary Gen Davies, Chicago Public Library, Chicago; Heather Acerro, Rochester Public Library, Rochester, Minn.; Dawn Betts-Green, Tallahassee, Fla.; Ruth Ann Compton, Arlington County Public Library, Arlington, Va.; Shelley Ann Mastalerz, Seattle Public Library, Seattle; and Edward Sullivan, Oak Ridge, Tenn.

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The Rainbow Book List Committee proudly announces the 2017 Rainbow Book List. The Rainbow Book List is a bibliography of books with significant gay, lesbian, bisexual, transgender, or queer/questioning content, which are aimed at youth, birth through age 18. The list is intended to aid youth in selecting high-quality books that were published between July 2015 and December 2016.

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Lists books by seven categories: Gay, Lesbian, Bisexual, Transgender, Intersex, Asexual, and Aromantic.
Includes middle years, YA and New Adult.

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YA Pride's LGBTQIA+ YA Masterlist is divided into seven sections, Gay, Lesbian, Bisexual, Transgender, Intersex, Asexual, and Aromantic. There are many identities beyond/outside of these, but since there are so few books that feature protagonists with these identities, we do not have separate sections for them. We hope that this will change in the future!

The Masterlist is a resource that provides a list of widely available books that have LGBTQIA+ protagonists. This is not a comprehensive list. It is also not a list of our recommendations. Some of the books we've included have problematic content, and are not titles that we recommend.

We have excluded many self-published and small press titles. The self-published and small press titles we have included on this list are high quality, and many of them contribute something significant to LGBTQIA+ YA (such as a black gay main character or a book about a trans character written by a trans author).

Books on this list are Young Adult, Middle Grade or non-erotic New Adult, and feature a main character of that identity or a significant side character whose presence & story is very prominent throughout the book. (We broke this a little in the Asexual and Aromantic sections, since there are so few books with protagonists of those identities. In fact, in the Asexual and Aromantic sections, we included some non-YA titles.)

The masterlist is a work in progress, and we will be adding titles, different features, and other additions in the future. If you have recommendations on how we can improve the lists, email vee@gayya.org. If you notice we've missed a title, have included one that doesn't fit, or have misplaced one, email masterlist@gayya.org and cc vee@gayya.org.

We ask that you do not repost these lists elsewhere.

/pansexual/polysexual

(including nonbinary identities)

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YA Pride's LGBTQIA+ YA Masterlist is divided into seven sections, Gay, Lesbian, Bisexual, Transgender, Intersex, Asexual, and Aromantic. There are many identities beyond/outside of these, but since there are so few books that feature protagonists with these identities, we do not have separate sections for them.

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From BookRiot

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I love reading end of year lists, but I tend to have an issue with them-the same issue I usually have in life: could be gayer. Could be more queer! Luckily, the Book Riot community reads a ton of LGBTQ+ lit, so this post is to gather up our favourite queer books published in 2017, all in one place. In case you're looking for certain kinds of representation, we've tried to indicate which groups are represented in each title.
Steph Auteri
A delicious mix of horror, speculative fiction, and feminism, Machado's short stories play with the question of what it means to be a woman, and who is allowed to claim ownership of women's bodies. Most refreshing of all is how unapologetic her protagonists are when it comes to their own sexual appetites. In a world that lays claim to women's sexuality while simultaneously shaming them for it, Machado's world of sexually voracious women was one I wouldn't mind living in, despite the terrors that tended to lurk in dark corners.
Danika Ellis
by Hazel Newlevant (bisexual woman, lesbian love interest)

I knew I would love this just from the cover, but it went above even those expectations. I was giggling and swooning while reading. It was ridiculous. This is a tiny little graphic novel that tells a queer, poly, BDSM story that is sweet and kind and the artwork is beautiful, and I just wanted to crawl inside the pages and curl up there. What a treat.

All of my picks just made me squee happily while I read them. This is a book that has both a fat, geeky, anxious aspie protagonist and a Chinese-Australian bisexual protagonist. There's an F/F interracial (both POC) romance between two vloggers who are fans of each other! This is a love letter to fandom that all takes place at a convention, and I gobbled it up in a day.

Finally! A middle-grade book where a girl has a crush on a girl! And it's obvious, right from the cover! This is such a necessary book to exist. Queer kids rarely have media that represents them. Plus, this is adorable, and I kind of feel like I understood more about Shakespeare from this than from taking university classes about him? Mattie also comes out in a very accepting environment, which is great.
Adiba Jaigirdar
follows Adam Thorn on a single, odd day of his life where he must come to terms with himself and find release. All the while, his story is connected to the spirit of a girl who has recently died, and has come back to the living world to find her own release. is ultimately an amazing and honest book about love, family, friendship, and so much more.
Kate Krug
Tanner and his family relocates back to his mother's hometown of Provo, Utah, forcing him back into the closet in order to adhere to the popularly held LDS beliefs. Then he meets Sebastian Brother, a devout LDS prodigy and they both go down a journey of self-discovery, the true meaning of religion, and what it means to be honest to yourself. I cried. I laughed. I "aw"ed. And I cried some more. This book, straight up, (along with its cover) is beautiful.

Not only is this a groundbreaking book (the first anthology of speculative fiction by trans writers), but there are simply so many incredible stories in here. I was totally blown away by the quality of the stories: their inventiveness, their humour, and their emotional impact. I CRIED and I LAUGHED. Just to give you a taste of some of my favourites: a trans woman with a uterus transplant finds herself mysteriously pregnant and acquiring Virgin Mary status; a non-binary person finds a mysterious egg that spawns an alien double that looks just like them; a trans woman and a cis woman in love team up to use the latest body swapping technology to their advantage.
Casey Stepaniuk
This is one of those YA books clearly written by an adult who actually spends time with teens and knows them. The characters were messy and made lots of mistakes, perhaps most of all the main character Sana whose journey to discovering her lesbian sexuality and dealing with knowing that her dad is having an affair has lots of bumps. I LOVED the queer girls of colour romance and I really appreciated the book's complex look at racism, stereotyping, relationships, and culture. Sana's journey to learn to stop lying and hiding from the problems in her life was too real.

One of the many things I loved so much about this book was that while the lgbtq representation was right up front, romance wasn't the focus of the story. Instead it was about grief and healing and two best friends (and former almost-girlfriends) reconnecting after a difficult year. And it's just such a lovely, soft read. It's a slow book, but not in a bad way, more in a way that makes you slow down and take a moment to appreciate everything.

by Julia Ember (bisexual, lesbian, queer)
Rachel Brittain
A queer retelling of The Little Mermaid featuring mermaids falling in love with Viking warriors and trying to outwit the trickster god Loki? Yes please! Honestly, I don't know what more needs to be said about it, except that it's also body-positive and features a fat mermaid (she needs blubber for those arctic winters, okay?) and is just a really fun read.

This queer retelling of Peter Pan is everything I ever dream of in reimagined stories. Peter is recast as a young trans man, who flees to Neverland in an attempt to escape his unaccepting family, who insist on calling him "Wendy" and refuse to see him for who he is. In Neverland, he finds adventure, romance, acceptance, and the possibility of living life as his true self. But living in Neverland has its price, and Peter is forced to confront not only who he wants to be, but where he wants to be that person. Part love story, part adventure, part coming-of-age tale, the whole book is perfect, and the ending gave me shivers. For real shivers. It might have been my all-time favorite ending of any book I read this year.

I am a little bit (okay, A LOT) obsessed with this webcomic, written by a queer comic artist based in Minnesota. I don't want to give anything away, so very broadly: it's the story of two gay robotics inventors and the trans robot one of them ends up raising as his daughter. The world building is flawless, the art is gorgeous and expressive, and the story is stunning-relatable and fast-paced, with beautifully realized and emotionally complex characters. It's everything I want in a comic. At its heart, it is a story about queer family: what it means to belong, what makes us human, and the affirming and unique webs of connection that queer people build with each other.

Bill Hayes's memoir about his relationship with the famous neurologist Oliver Sacks has nothing at all to do with being queer. That's part of why I've included it here. There are many spectacular books that are specifically about the queer experience, but queer people also experience things that are universal: falling in love, starting over, moving to a new city, the illness and death of loved ones, grief, exuberance, the glorious and heartbreaking unexpectedness of life. This book is about all of that. It's gorgeously written, heartbreaking, intimate, and thoughtful: a big tumbling mess of a book about what it feels like love and lose another human. I cannot recommend it enough.
Laura Sackton
I am pretty picky about mysteries, but this book managed to make me happy in pretty much every way. Sure, this is the classic "long ago crime comes back to haunt group of friends," but it's so much more than that. There's a solid plot with great twists and turns, well developed characters that we see grow and change, and it manages to be a book about queer issues where everything comes together naturally and feels earned.

This delightful and empathetic novel examines the search for identity within the Indian immigrant community. A great example of intersectionality in action with issues of race, class, gender, and sexuality, we follow Ranjana, a mother who has just sent her only child to college, and Harit, an isolated middle-aged man who only finds connection by dressing up as his dead sister for his mother. This is a generous, funny, and tender book where you feel like you know these characters well and want nothing more than to spend time in their company.

This speculative novel takes place in near-future China where the one-child rule and a preference for male children has created a society where there aren't enough women to go around. In this society, women take on additional husbands and men must prove their worthiness. It's also a society that focuses so strongly on procreation that homosexuality is outlawed. This book has a fascinating combination of gender roles turned upside down with traditional ideals of patriarchy still being used to hold people back.
Jessica Woodbury
I loved this retelling of Snow White much for many reasons. In part, much like cis-het characters aren't really identified as such-it's just assumed and isn't really a major part of the story-Lynet's sexuality was just how it was. It was not really relevant to the story and it wasn't a major plot point any more than any other romance. I liked its understatedness and acceptance without question.

I loved this novel for its MANY layers. It dealt with sexuality, racism, mental health, blended families, racism, and the various issues that can go along with all those. The characters were multidimensional and flawed and perfectly human. I think it should be required reading for young adults.

This book won my heart in the very first chapter. Finally, a book about a queer girl who doesn't hate her small town! Protagonist Billie is in love with her two best friends-one guy, one girl-in equally confusing and wonderful ways, but in attempting to keep her feelings hidden and not ruffle feathers, she finds she's missing out on the opportunity to explore her own identity and just maybe inspire some change. This book pulls no punches, and Stevens nails the complexity of small town and religious attitudes towards queerness, but by the end I felt triumphant.
Kristen McQuinn
This is the funniest serious novel I've ever read about anxiety. I love how protagonist Maeve navigates her first girlfriend and intense family issues all the while staying real about the impact of anxiety on everyday life. Mac doesn't offer any magical fixes or dramatic saves, but Maeve's growing self awareness and humor offer the perfect amount of levity in the story and demonstrate compassion for those with anxiety.

is a charming graphic novel with small hints at romance and a fairy tale vibe that's perfect for younger readers. I'm not sure what charms me more-the dragons who can grow tea leaves, or how casually diverse and inclusive O'Neill draws the story. Either way, this story about friendship and valuing fading art forms is a definite keeper.

Walden's graphic memoir is a starkly beautiful story of a girl stuck in place: between youth and adulthood; figure skating and art; between hiding from her desire and embracing who she is. At just twenty years old (!), Walden proves herself an immensely gifted artist.
Tirzah Price
I rarely, oh so very rarely, appreciate non-fantastical YA. I fell head over heels for Sonia Patel's newest, Jaya and Rasa , from the moment I spotted its stunning cover in the library. I appreciate so much getting to know these two wounded characters from pre-adolescence. Jaya is a transgender teenage boy, something his traditionally-minded Gujarati family would never accept. Despite not being able open up at home, he manages to find his own identity thanks to Nirvana, guitars, charity work, and a best friend who also doesn't fit in well at his snooty prep school. Rasa has been forced to grow up too fast thanks to being forced to become provider to her younger siblings. When she thinks things might be looking up, despite CPS separating her from her younger brother and sisters, she finds herself trapped in the life of a high-end prostitute. Jaya and Rasa is less Romeo and Juliet in Honolulu, as it's been billed, and more of a painfully honest look at what growing up "other" is like. Nothing is sugar-coated, the reality is bleak and honest, but Patel gives us just a bright enough glimmer of hope to keep reading, to keep going.

How about a speculative western where the hippopotamus in the room is the hippopotamuses that are ridden like horses were in the real 1890s, not the fact that one of the heroes uses nonbinary pronouns? Oh, and the main character falls for them. Sound good? It is.
Michelle Hart
There should probably be a thousand YA novels about the grand tour that was popular among the upper class in 18th century Europe, but I'll settle for this suuuuuuper bisexual one about rakish Monty, who is in love with his (biracial!) best friend Percy. Bonus: his sister Felicity, who is awesome in this book, has her own story coming out next year, and she is on the ace spectrum.

This story is about Julie from Code Name Verity before the war, and she kisses both boys and girls and it's magical and perfect and I love it forever.
Brandi Bailey
How to Survive a Summer by Nick White (gay men, trans love interest)

Will Dillard's story takes place in two timelines: his childhood in the Mississippi Delta, leading up to his summer in a gay conversion camp, and his life as a graduate film student, learning about a slasher flick based on that summer and deciding to confront his past with a southbound road trip. I love the slow-moving, Southern Gothic style of storytelling, and the way Nick White painted all his characters-even the antagonists-with unexpected strokes of empathy. Themes of redemption and forgiveness shine through, the most beautiful being Will's self-forgiveness when he remarks on "my own worst desire, which turned out not to be my attraction to the same gender but my longing to obliterate myself completely and remake something new and wholesome in its place."

[UPDATE: Sarah's contributions were accidentally excluded from the original post! Here they are:]
Annika Barranti Klein
by Kathryn Ormsbee (asexual)

Finally, finally, the asexual novel I've longed for. I adore this book and it's riffs on fandom, friendship, and exploring your sexuality. In some ways, it reminded me of an ace The ace community often has to speculate if a character is asexual, so bravo to Kathryn Ormsbee for confronting it head on.

The Gentleman's Guide to Vice and Virtue (generally queer) by Mackenzi Lee

It lives up to the hype. Historical fiction and adventure aren't really my jam, but I would listen to our hero, Monty, narrate anything. Buried in the swashbuckling plot are little pockets of tragedy, as Monty opens up about the trauma he has experienced. Debauchery and self destruction are Monty's way of dealing with the doom of his future and unrequited love. Whether Monty and his crew are facing pirates or prison, the real danger-life after the Tour-is never lost on Monty. The ending took my breath away.
Emily Polson
I wrote that this warm middle-grade novel is the queer happily-ever-after we deserve, and I'm sticking to it. One gay couple and one lesbian couple decide to co-parent each other's children and raise a big, multiracial family together. But when one of their aging parents moves in with them, it throws them all for a loop, especially nine-year-old Sumac. It's a story of a child slowly discovering that regardless of what changes may rock her world, the home her queer parents have built for her is safe.

This book is gorgeous for all sorts of reasons. For one, it's magical realism, and that rarely exists in YA, or at least I've never heard of it in quite this style. For another, it's all about this gorgeous lush plant life magic: the Nomeolvides women, who are the protagonists, are all connected to the earth, their names describing the kind of flowers they make bloom. And, best of all as far as I'm concerned, is how McLemore portrays the protagonists queerness. All the young women in the book are queer, and the five McLemore cousins are very clearly bi, with various degrees of preference and what they're attracted to. Some are into the butch look for women and a soft beauty in men, some are into masculine men and feminine women, some are into the bothness of an androgynous neighbor who plays with gender and presentation on the regular. The depiction of bisexuality is beautiful and there are some paragraphs that deconstruct biphobic beliefs really, really well but without breaking the narrative style.

Those are our favourites! What did we miss?

Looking for more queer books? Check out:
Sarah S. Davis
It's only here for 10 days! Snag your ISBN Thinking of You tee, available in 5 awesome styles, by 1/26.
Alyssa Ross Ilana Masad And the whole LGBTQ tag.

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I love reading end of year lists, but I tend to have an issue with them-the same issue I usually have in life: could be gayer. Could be more queer! Luckily, the Book Riot community reads a ton of LGBTQ+ lit, so this post is to gather up our favourite queer books published in 2017, all in one place.

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Whether you are school-based or at a community library you've probably observed young people who find safety and solace among the stacks. They sit and read during lunch and do their homework after school. They may come to the library to escape the taunting of peers or disapproval of their parents.

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“They Kind of Rely on the Library”: School Librarians Serving LGBT Students

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“They Kind of Rely on the Library”: School Librarians Serving LGBT Students

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Written by Shannon M. Oltman. Posted March 18, 2016

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The Journal of Research on Libraries and Young Adults

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Shannon M. Oltmann, Assistant Professor, School of Information Science, University of Kentucky

Oltmann, Shannon M. "They Kind of Rely on the Library": School Librarians Serving LGBT Students. Journal of Research on Libraries & Young Adults 7 (2016): n. page. Web. <Date accessed>.

Abstract

This research examines school librarians' perspectives on collecting LGBT materials. Based on qualitative interviews with thirty-one school librarians, this project found generally strong support for collecting LGBT materials. School librarians discussed serving their communities, having resources for all students, and meeting the needs of diverse students. In addition, they shared several ways that school libraries can counter bullying: creating a bully-free zone in the library, collecting LGBT and anti-bullying materials, collaborating with guidance counselors and teachers, suggesting particular books for certain students, being a supporter of students, and positioning the school library as a safe space.

Introduction

LGBT students are in nearly every high school in the United States.[i] Some researchers report that approximately 3 to 10 ten percent of the student population,[ii] or 5 to 6 percent of teens in grades 7-12,[iii] self-identify as LGBT. Mehra and Braquet estimated that there are 2.5 million LGBT teenagers in the United States.[iv] Given these numbers, it is clear that virtually all school libraries in the United States serve at least some LGBT students. Furthermore, even if a school has no LGBT-identified students, it is highly likely that the heterosexual students know of LGBT friends, family members, and other individuals. Martin and Murdock estimate about 80 percent of teens know someone who is LGBT.[v]

Previous literature has examined the occurrence of lesbian, gay, bisexual, and transgender (LGBT)[vi] resources in school libraries.[vii] Most of this literature has performed a count of resources, such as a list check.[viii]

The current study is a follow-up to Oltmann, which analyzed the holdings of high school libraries in two different states, one in the South and one in the Northeast.[ix] This follow-up study provides an in-depth investigation of the perspectives of school librarians, the individuals who are responsible for collecting (or not collecting) LGBT resources in school libraries. There have been anecdotal reports and autobiographical reflections,[x] but to date there has been no systematic investigation into the perceptions of school librarians. Thus, this paper fills an important gap in the research.

In addition, library and information science (LIS) research on LGBT resources has only touched lightly, if at all, on bullying of LGBT teens. However, this may be a fruitful area, drawing connections between efforts to reduce bullying in schools and the collection of LGBT resources.

Research Questions

This research sought to address the following research questions:

1. What are school librarians' views on collecting LGBT resources?

2. For those who do collect LGBT resources, what are their reasons for doing so?

3. What roles can school librarians play to counter bullying of LGBT students?

Literature Review

As described above, LGBT teens face a number of obstacles, including bullying, which has been connected to various problems later in life. There are a number of programs or interventions designed to aid bullied students, though to date the role of the school library has rarely been considered.

Bullying and Associated Problems

Within the past few decades, there has been "a particular emphasis on issues of bullying" in high schools.[xi] Fedewa and Ahn noted that research shows "the rates of bullying for GLB[T] students are reportedly significantly higher."[xii] Their own research indicated that GLB youths were 2.24 times more likely to be teased or bullied than their straight peers.

In 2007 the Gay, Lesbian and Straight Education Network (GLSEN) conducted a National School Climate Survey to capture the environment of LGBT teens in high schools. In that survey, 86 percent of LGBT teens reported being verbally harassed at school because of their sexual orientation, and 67 percent reported experiencing verbal harassment because of their gender expression.[xiii] Over half (61 percent) reported feeling unsafe at school.[xiv] Gardes noted that LGBT students hear antigay slurs as often as twenty-six times per day, with faculty intervention rarely occurring.[xv]

Four years later, in a follow-up survey by GLSEN, 80 percent of LGBT students reported receiving verbal harassment due to sexual orientation. Thirty-eight percent reported being physical harassed due to sexual orientation, and 27 percent due to gender expression. As Perez, Schanding, and Dao noted, these rates of harassment are lower than the reported rates in previous years, though they are still higher than the rates of non-LGBT harassment.[xvi] A significant percentage of "adolescent students experience what is referred to as gender-based, homophobic, and anti-LGBT bias/bullying."[xvii]

The frequent harassment and bullying experienced by LGBT students is correlated with "high levels of health risk behavior."[xviii] Fedewa and Ahn noted that homophobic bullying was "significantly related to their psychological, physical, and social problems."[xix] Research has found that LGBT students are more likely to participate in risky behaviors such as using drugs and alcohol, not practicing safe sex, becoming homeless, and having suicidal thoughts and behaviors.[xx] Hughes-Hassell, Overberg, and Harris explained that "the isolation and despair LGBTQ youth experience places them at a high risk for a variety of other problems including homelessness, substance abuse, and suicide."[xxi] Kosciw, Palmer, Kull, and Greytak found that diminished academic achievement was correlated with bullying and harassment of LGBT students.[xxii] Summarizing the current literature, Savage and Schanding noted that LGBT teens have higher rates of feeling isolated, using alcohol and other substances, having difficulty focusing on schoolwork, feeling ostracized by their families, engaging in sexually risky behavior, and experiencing mental health and suicidality issues.[xxiii]

Frameworks to Support LGBT Students

Because of the findings that LGBT students face frequent harassment and that this harassment has measurable negative effects in their lives, several frameworks have emerged that attempt to support LGBT students. Three of the most common are anti-bulling policies, gay-straight alliances (often referred to as GSA groups or clubs), and development and designation of "safe spaces" at schools and other locations.

Several researchers mention the presence of anti-bullying or harassment policies as an important step toward protecting LGBT youth and reducing the incidence of harassment they experience.[xxiv] In particular, the explicit "inclusion of gender identity, gender expression, and sexual orientation as protective classes" can have beneficial outcomes.[xxv] This sort of school-based support can improve the overall environment for LGBT students.[xxvi] Greytak, Kosciw, and Boesen cautioned, however, that many school policies focus on reporting procedures and processes, which may limit their effectiveness in actually reducing bullying.[xxvii]

The second type of supportive framework mentioned in the literature is the existence of a GSA group. The general purpose of GSAs is "to provide safe environments for LGBTQ and heterosexual youth to socialize, receive support, and engage in advocacy efforts."[xxviii] These are typically student-run organizations, similar to other high school groups. They may meet regularly, host events, and provide opportunities for LGBT students and straight allies to support one another.[xxix] The number of GSAs nationwide has increased substantially over the past decade (reaching approximately four thousand as of 2012), indicating both a need for such an organization and the increasing acceptability of them.[xxx] GSAs can play four different roles in a school: offering counseling and support, providing a safe space (see below), acting as a vehicle for raising awareness and increasing visibility, and being part of a broader schoolwide effort for increasing visibility and awareness of LGBT issues.[xxxi] The presence of a GSA can improve students' perception of safety and acceptance at the school.[xxxii] Kosciw et al. found that the existence of a GSA was positively correlated to "a decreased incidence of anti-LGBT victimization."[xxxiii]

The third type of framework for supporting LGBT students is the development and designation of "safe spaces" or "safe zones."[xxxiv] The concept of a safe space is often vague and imprecise,[xxxv] but it generally means a program that provides some training to faculty and staff, who then publicly show support for LGBT students with stickers or signs. For example, a faculty member might hang a pink triangle or a rainbow sticker on her door, which signifies that her classroom is a safe space for LGBT students; as a safe place, the classroom should have fewer incidents of slurs, bullying, and harassment.[xxxvi]

Safe place programs "help raise awareness about LGBTQ issues, increase support of LGBTQ students, it helps LGBTQ students feel more safe [ sic], valued, and it instills in them a sense of belonging."[xxxvii] As Ratts et al. noted, the presence of a safe space program provides visible evidence of LGBT allies in the school.[xxxviii]

Role of School Librarians

In addition to the three supportive frameworks discussed above, the literature also frequently mentions curricular support. This involves classroom or library materials that discuss LGBT history, politics, events, and individuals in a positive way.[xxxix]

There are several reasons for inclusion of LGBT-positive information and materials in schools. Kosciw et al. reported that an inclusive, LGBT-positive curriculum was correlated with less victimization, having an increased benefit "in schools with poor climates or for students who are more severely victimized."[xl] Similarly, Szalacha found that students felt safer in schools that had LGBT issues incorporated in the curriculum.[xli] In addition, students reported being more resilient when they had access to information about sexual orientation and gender identity.[xlii]

As Patterson explained, "Less is known about the influence of curricular material than about legislative and policy responses to the problems of LGBT students in schools, but the available evidence suggests that curricular changes may contribute to safer schools."[xliii] Given the paucity of research into informational resources, perhaps it is not surprising that school libraries are rarely mentioned as a possible avenue for attaining and sharing such resources. Cianciotto and Cahill's call for school libraries to "include age-appropriate books about LGBT people, history and culture" is unusual; every other article that mentioned curricular and informational resources for LGBT students failed to mention school libraries.[xliv]

Yet school libraries could be a vital, important asset in the efforts to make schools safer and more accepting of LGBT students-a point frequently asserted in the library science literature, though overlooked in most of the LGBT research. Downey noted that "librarians are in the powerful and important position of being able to help reduce these risks [faced by LGBT students] by providing access to quality GLBT-themed young adult (YA) materials."[xlv] Whelan and Garry argued that libraries can be "safe havens" for LGBT students searching for information.[xlvi] Vaillancourt and Rauch both suggested that LGBT students can benefit from access to information as well as a sense of community that the library can foster.[xlvii] Students benefit in two ways: LGBT students have access to information that can support them and enrich their lives, and straight students have access to information to better understand LGBT history, culture, and individuals.[xlviii] Phillips noted that librarians could offer pastoral care to support teens who are victimized by bullying.[xlix]

Some authors suggest that libraries, including school libraries, explicitly reach out to LGBT students, "publicly inviting and welcoming a group that is often excluded and marginalized" by conducting outreach, hosting programming, and celebrating LGBT-related events (such as acknowledging the Stonewall anniversary).[l] Even if a school does not have LGBT-related information in the curriculum, the library can collect such information; one of the school library's missions is to "enable students to access ideas unavailable in the school curriculum."[li]

Censorship in School Libraries

As Boon and Howard note, however, "a young adult's access to fiction with LGBT content differs considerably depending upon his or her location."[lii] Oltmann and Hughes-Hassell, Overberg, and Harris similarly found variance in the number of LGBT titles held by high school libraries.[liii] The 2007 GLSEN study found that most students said they did not have access to LGBT materials in their school libraries.[liv] "A lack of LGBTQ-themed literature in school libraries can send a message to LGBTQ teens that the school library is not the place for them, and that their lives and their concerns are not valued there."[lv]

Garry investigated the tension between selection and censorship when school librarians purchase (or do not purchase) LGBT-related resources. She reported that "administrative and community support" was particularly important, with "those who felt supported [seeming] more comfortable with potentially controversial materials than did those who felt stifled."[lvi]

Some scholars focus on self-censorship, or "making collection management decisions on the basis of avoiding conflict . . . self-censorship decisions are often made on the basis of religious, sexual, political, or health factors."[lvii] Whelan argued that self-censorship by school librarians is "rampant and lethal." She reported on a survey which found that 70 percent of school librarians said they would not buy certain materials if they thought parents would object to its presence in the school library.[lviii]

The current study brings together these various threads in the literature. School librarians could be a part of the framework meant to support LGBT students who experience bullying at school; conversely, school librarians could be practicing censorship (or self-censorship) by not supplying relevant resources. However, this question is overlooked in the relevant research.

The current study draws upon strands in the literature, particularly Oltmann and Garry.[lix] Similar to Garry, this project is based on qualitative interviews with school librarians, asking them about their reasons for collecting (or not collecting) LGBT materials.[lx] Similar to Oltmann, this study focuses on two states, one in the South and one in the Northeast. (See Oltmann for a detailed depiction of the two states.[lxi]) These two states were chosen because they are very different on a number of demographic variables (such as political leaning, rural/urban, and, at the time of the study, variance in whether same-sex marriage was legal).

Methods

The data for this project was collected via qualitative telephone interviews. As Lilleker explained, "Interviews can provide immense amounts of information that could not be gleaned from official published documents or contemporary media accounts."[lxii] Qualitative interviews seemed particularly apt for this research project, which sought to uncover school librarians' perspectives on a sensitive, potentially controversial, subject.

Subjects were recruited in multiple waves. First, a general recruitment e-mail was sent out via the official Listservs for school librarians in the southern and the northeastern state. Second, school librarians from smaller schools were targeted with individualized e-mails; this was done on the premise that smaller schools were likely to have fewer LGBT books (as supported by Oltmann[lxiii]). These steps resulted in thirty-one total interviews, with twenty-four from the southern state and seven from the northeastern state. It is not known why the number of respondents varies so much, but the responses from the two states were remarkably similar and will be analyzed together.

The goal was to recruit public high school librarians exclusively. Inclusion of LGBT materials in elementary or middle schools-or in private schools-may be more controversial than their inclusion in public high schools, due to students' age and maturity and the mission of the schools. However, focusing on public high schools proved somewhat difficult because there were relatively few respondents and because school librarians from middle and elementary schools were eager to be interviewed. The final sample includes respondents from two private high schools, two public middle schools, one middle/high school combination, and one elementary school (see table 1). Although variance was anticipated based on the respondents' location (northeastern or southern), type of locale (urban, suburban, or rural), and school size (large or small enrollment), no variance was found; in other words, regardless of these demographics, the respondents' comments were substantively the same.

The interviews lasted from eight to thirty-two minutes, with an average of eighteen minutes. All but two respondents were female, but to protect the male respondents' identity, all were given female pseudonyms. Table 1 displays the pseudonyms, the location (southern or northeastern state), the school setting of each respondent, and the length of their interviews.

Every interview was conducted via telephone and recorded with the respondents' permission. The interviews were transcribed and then analyzed with QSR NVivo 10.0 following standard content analysis procedures for qualitative data.[lxiv] The data was coded deductively, based on the content in the interviews themselves; it was organized into categories (similar to the headings in the "Results" section), with key quotations noted.

Initially, the interviews focused on inclusion of LGBT books in high school library collections. As the interviews continued, the topic of bullying and libraries' roles in combating bullying emerged as important themes; questions about bullying were then added to subsequent interviews. This is elaborated below.

Findings

The most significant finding is that all thirty-one respondents felt that collecting LGBT materials was important and valuable. For example, Erin said, "Your collection should absolutely mirror your students. . . . They're the people who are reading books, and I think there should be some books about them, too." Similarly, Rose explained, "I do feel strongly that there's a high need for that. Kids need, teenagers want to see themselves in the literature." These respondents emphasized the importance of reflecting one's population in the materials collected.

If one considers the research indicating that LGBT-identified individuals live in every county in the United States,[lxv] then these librarians are correct: including LGBT resources reflects their population. Patricia further explained, "I do really think it's important that we have literature to reflect all of our kids, our white, our black, our Hindu, our gay, I don't care. I think it's important that they be able to see some of themselves in a positive light." Kelsey further elaborated on this point:

At this level [high school], you have kids who are really trying to figure out who they are and even who other people around them are, and I feel like it's important for them to be able to read about things that either they may be feeling or questioning. And they may see themselves in the characters of a book, or other people around them; it helps them understand. I think that that's good for them to be able to kind of internalize that in a private setting such as reading a book. . . . I think that books give them the opportunity to have kind of a private conversation with themselves about an issue.

Other respondents focused on the thoroughness of their collection. Gemma noted that LGBT books "are necessary if you want a well-rounded collection, a well-rounded library." Emily added, "I think it's our responsibility as librarians to have books on all manner of topics." Madeleine also focused on the librarian's role: "Our job as a librarian is to have something for all of the students, something that is interesting for everybody where they can connect with" the literature.

Allison demonstrated that she was aware of some of the problems faced by LGBT teens; she noted that "the highest suicide rate of teenagers is for GLBT kids, and so I don't want that to ever be on my conscience that I have not provided those kids with the same kind of materials that would make them realize that they're not alone in the world."

This research relies on the interviews of thirty-one respondents; there are approximately 225 high school librarians in the southern state and approximately 160 in the northeastern state. Clearly, this small sample cannot be seen as representative of the broader population. There are many perspectives missing from this sample, as seen in the general agreement on collecting LGBT resources. Librarians who were ambivalent or negative about collecting LGBT resources are not represented here. Essentially, they declined to participate in the study; there are many possible reasons for this, but the non-participation of some librarians cannot really be studied from this data.

However, there is rich, saturated representation of the positive perspective. Saturation occurs in qualitative research when "no new themes, findings, concepts, or problems were evident in the data."[lxvi] The nuances of the positive perspective were fully captured, as described below.

Variation in Responses

While all of the respondents thought inclusion of LGBT books was appropriate, the comfort level and enthusiasm for this position varied greatly. Twelve respondents indicated some hesitancy or reluctance when discussing collecting LGBT materials, though only seven of those twelve were from public high schools. Kerri expressed a neutral stance, saying, "I'm okay with it. I have not sought out material, but when things come in, I'm okay with it." Mia echoed her, saying, "I wouldn't say I shy away from those titles, but I don't intentionally set about making sure that I'm really stocked up. I probably am a little bit more conservative in general about my choices"; then she added: "I never shy away from a book because there might be openly gay characters in the story, but I am really cautious when that is the story." Similarly, Gwyneth reported that sometimes "I don't really feel comfortable with this book so I'll send it back. . . . I do exercise some judgment-I don't know if censorship's the right word."

Ivy said, "I want to say I'm all for it, but my community is a little stodgy, so you've got to look for what's going to push it without pushing it so far that your community's going to be in a complete uproar about it." Serena explained, "I'm not purposely going out and looking for those per se, but if they're popping up on a list, that's not an automatic negative for me." However, as she elaborated, she displayed some caution:

Personally I don't have any trouble with having those types of topics in the library . . . but there are a few newer books that are coming out that are a little more, I don't want to say graphic per se, but a little more in your face than others. I don't know what the technical word for that would be. David Levithan was one recently [who] came out with Two Boys Kissing. The cover of that and the title of that-if it had had a different name and a different cover, I would've put it in the collection in a heartbeat because my kids love David Levithan. But that particular title and that particular cover-I'm in a very rural, very conservative, Christian area, and to put that on my shelf, I think would have been just pushing it a little too much.

Even though Serena's students would have likely enjoyed the book, she did not buy it. Note that there was no actual challenge or hostility from the community; the potential of such problems was enough to dissuade her from purchasing the item. Here, we see some evidence of self-censorship. Several of these respondents declined to purchase items that they felt could be challenged, the very definition of self-censorship. While less than half of the respondents indicated that they self-censored, its presence in regards to LGBT literature is troubling.

In contrast, nineteen respondents expressed strong, willing opinions about including LGBT materials. Nora simply stated, "I 100 percent think we need that in the library." Ginny similarly said that "it needs to be here. It's not offensive or whatever; it's a must." She added that it ought to be done "because of the kids. When the kids come in and find a book, it's like, 'Wow, you really got this!' So it's just part of the curriculum; it's part of who I am and [what] the library is."

Lynn was even more emphatic: "I definitely think it's a must. Every school in every county across the country needs to have that, and I'm a big believer in that." Kyla explained, "If I didn't have those books, that would not be serving part of my population, and not only that, but I think all students should have access to books in that genre." Dorothy noted that the northeastern state where she worked was known for being fairly liberal, "so it's probably easier for me to justify inclusion than it might be in some parts of the country or some communities."

Several respondents noted that high school is a time of exploration and self-discovery. Gwyneth, for example, said: "I think these kids need to find out if this is what they want do to with their life, if this is what speaks to them, if this is what's in their hearts." Alexa added that "kids who are struggling with that sexuality, kids who are exploring and just trying to figure out who they are" need resources to help them.

Patricia added, "[LGBT materials] should definitely be included. We've got GLBT kids. So what? Like, you're not allowed to be reflected in the literature? That's crazy." Again, as many respondents did, Patricia emphasized the importance of students seeing themselves reflected in the available literature. This was a strong theme in several responses. Alexa noted, "I have students who want to read that, and they're exploring their sexuality at this point and they need to be reading about real people and fiction that looks like them. Kids are exploring and just trying to figure out who they are." Rose added that "kids need to see themselves in the literature."

Some respondents compared the inclusion of LGBT materials to the inclusion of other specialty literature that focused on other minorities or other sensitive topics. Diana said, "I try to always include the best African American characters [and] books, and it's a reflection of our world and our reality." Allison, likewise, noted that she also collected "the same thing for African American kids or poor kids or . . . there's a new books about a girl [who's] mixed race." She worked to make sure the diversity of her student population was reflected in her library's collection. Finally, Jamica compared LGBT materials to resources that feature African American characters, noting that she collects both, even though the corresponding populations may be small: "I want students who are not gay and not African American to have access to materials about people [who] are not just like them."

Many of the respondents reported that they personally knew LGBT individuals, often family members, friends, current or former students, or school officials. Terry, for example, said, "As a teenager, I had a couple of friends who were gay, but they moved away because they knew there wasn't going to be any acceptance." Serena noted, "I've had a lot of kids who have graduated from here, and after they've graduated, they have come out and openly said that they're gay or lesbian or whatever." One librarian told the story of a student who came in searching for material because his brother had just come out as gay; the librarian was able to point the student to several resources that provided him with a better understanding of the situation.

Jamica said that a former student, now in college, wrote a letter explaining he was transgender and thanking her for her support: "He was saying 'thank you for making me feel that I was understood.' . . . I just felt like, I'm doing my job if that person felt supported and represented." The respondents were frequently moved as they described these situations and the LGBT individuals with whom they were close. It was clear, for several of them, that personally knowing LGBT individuals was one of the reasons their libraries contained LGBT materials. Amelia said, "I knew I had some students [who] were struggling with their identities in a very conservative town. And so I immediately realized I had a very vulnerable audience that these books could help."
Support from Administration
Respondents were asked about the levels of support they felt they received from their principals and other administrative staff. The responses were mixed. Several people indicated that their administration was unlikely to know whether the school librarian collected LGBT materials-or anything else. Alexa said, "I don't think they're aware that I have as much as I do and, honestly, most administrations don't know what's in their library." Mia added that it "probably has not crossed their minds," and Dorothy went further, saying that the administration was "pretty oblivious about what's in the library."

Some individuals indicated that they were unlikely to receive much support from their administration for having LGBT materials in the school library. Ivy said, "I suspect they might be a little uncomfortable with it, because I think maybe in the climate that we're in." Several respondents noted that they had had worked for several principals over the last several years who displayed varying levels of interest in the school library. Because of this frequent turnover, the librarians did not have a sense of support from the administration. Patricia added, "Actually, [the principal] can be open-minded, but he's much more conservative than I am."

However, most respondents said that they believed their administration would support having such materials in the school library. Nora, for example, explained: "I would say that they probably support my choices as a library professional to have all kinds of books in the library. . . . I've never received any kind of pushback." Pamela added, "We've never had that discussion, [but] they trust me in my selections. . . . It might warrant a discussion, but I think that they would support whatever my thoughts were." Here, we see the school librarians relying on their expertise and professionalism and assuming that other professionals-the administrators-will similarly recognize and respect this professionalism. Lynn was a bit more guarded, explaining that her administration would be "supportive but yet cautious, always wanting to make sure that we can defend what we have here." Serena extended this point:

I talk to my administrator on a routine basis, and he's very supportive of what I have at the library. If there's something I think that's may be a question at some point, I'll say, "Hey, heads-up, I've got this, it's new, the kids are liking it, and I'm putting it on the shelf." And he'll say, "Okay, fine." He trusts my judgment and my selection of what I'm doing, and that I'm doing what's best for the kids. So I feel very supported. . . . I feel absolutely they would stand behind me on whatever I've got. And because what I choose, for the most part, is based on good reviews and awards and recommended lists, that's support enough for it.

Ginny noted that her principal "never asked, never questioned anything that I put in," while Annabelle said, "I can't imagine them giving me a hard time." Gwyneth said that her administration "would not be surprised to know that I have it because we do have the gay-straight alliance in the building. So I'm assuming they are [supportive of LGBT resources in the school library]." Rose said, "The administration does support my library [in many ways]," and she thought that support would extend to LGBT resources: "They're very inclusive, and I would think that they would be shocked if I did not try to be inclusive of all of our students."

Jody explained that the administration knew there were LGBT students at the school, and thus the administration should conclude that the library has resources for this population. She said, "We have to service these kids. My principal is also a Christian, but never once has he come to me to say, 'What are you doing?' He gets it." Holly, at a private religious school, had a more nuanced response. She did collect some LGBT resources because her collection development statement "simply says that we will provide materials that are balanced without over-sensationalizing and we will focus on accuracy." She added:

The administration is fully aware [that I have LGBT resources]. I did give them a sampling of some of the things we had, and I was asked to remove some of the books and I was allowed to keep some. I wish I knew their criteria for making those demands, but I honestly don't.

Role of Gay-Straight Alliance (GSA) Groups

A number of respondents noted that their schools had gay-straight alliances or similar groups designed to show support for LGBT students and their allies. For example, both Gwyneth and Nora indicated that their schools' GSA groups were very active; Nora added that she "will highlight those particular books and put them on display so that the students know we have books about everyone here" when the GSA meets. Terry noted that her school had a group similar to the GSA, which indicated to her that "our administration is pretty open" and respectful of those students. Annabelle explained that "several of the people in my book club belong to an organization in our school called the Gay-Straight Alliance and are very interested in making sure that it's a well-rounded collection." LaToya indicated that her school's GSA met in the library, another way that libraries can demonstrate support for LGBT students. Jamica, Allison, Dorothy, Patricia, Emily, and Amelia also mentioned their schools' GSA groups.

All of the respondents who discussed GSA groups volunteered the information without prompting during the interview. They saw providing LGBT resources as one way to establish support for LGBT students, similar to a school allowing a GSA. Perhaps the schools' GSA groups prompted the librarians to be assertive about searching for and collecting LGBT resources.
Bullying and the Librarian's Role
The majority of respondents said they saw little evidence of bullying. Sometimes this was attributed to the general school atmosphere, with a zero-tolerance policy for bullying-for example, illustrated by Erin's comment that the administration is "very, very good about picking up on that stuff and nipping it in the bud. They take it very, very seriously." Others reported that there may be less physical bullying in the school halls, but a lot of it has moved to the online environment, where it is less visible to teachers and staff. As Nora said, "I think they're going more online. It's more subversive so it's not necessarily an outright thing in front of the teacher . . . but it definitely exists. It's definitely still around." Respondents noted that students are bullied about a variety of things, including weight, dress, appearance, family background (such as economic status, being in jail, drug use, etc.), race, ethnicity, being socially awkward, and also sexuality and gender identity.

Many respondents also talked about the school library's role in combating bullying. For example, several respondents indicated that they saw little evidence of bullying because they explicitly created no-bullying zones in their libraries; they did not allow teasing, name-calling, or other negative behaviors. Velda explained: "I am pretty careful, and I keep a really close eye out. . . . If I see it and hear it, I immediately speak to that student. . . . I make it very clear at the beginning of the year that I have a zero tolerance for bullying." Phoebe also made a point to intervene if she saw bullying, modeling appropriate behavior, because "I really do think that librarians can be that person who shows kids the right way to intervene and the right way to deal with things."

Other than enacting a no-bullying zone in their libraries, the respondents indicated several ways that school librarians could play a role in reducing bullying: collecting materials for the school library, collaborating with the guidance counselors and teachers, suggesting particular books for certain students, being a supporter of students, and creating a safe space.

Amelia, for example, said that "building those collections that address [bullying], that take it on and show kids different ways to maneuver situations, is so important." Ginny felt that the main support a library could offer was "just the books that you keep. I have a lot of books on bullying and [it's] in the storyline." Similarly, Madeleine was concerned about "making sure we have books and literature and that kind of thing." LaToya agreed, noting, "I have books on suicide and other topics that are not particularly comfortable but again might be necessary for a student who has a need." Erin explained that her school had done a big anti-bullying push a few years ago: "I went ahead and bulked up the collection and got every book about bullying that is recommended for high schools. And those have been helpful. I have seen a lot of kids check those out." Several respondents emphasized that they promoted anti-bullying materials. Mia noted that she promoted them, not as anti-bullying books per se, but just as good books, with the result that "the kids will read them."

In addition, several respondents indicated that they worked closely with teachers and guidance counselors to build an anti-bullying collection and incorporate it into the curriculum. Nora said, "My counseling office approached me earlier in the year; they wanted more video resources about bullying. So we were able to get some of those on DVD. . . . We found a couple that would support what they were also doing." Dorothy noted that incorporating anti-bullying resources into the curriculum "really gets the kids talking . . . something that the whole class reads [and] when you hear them talking afterward, you know they've absorbed something." Velda explained:

I work closely with our school psychologist and social work[er] and our school counselors by writing them lists of books and lists of materials and lessons because it's imperative: How are kids going to learn and function if they feel left out, different, weird, strange, that they don't belong, or that other kids can bully them? How are they going to be able to focus and do well in school?

Another way that school librarians combat bullying is through bibliotherapy, or suggesting particular books for particular students. Rose noted that "there are lots of young adult novels out there that kids can be pointed to for helping with bullying." Ivy explained:

If you are good at being able to match up books with kids, then you can say, "Hey, come over here, I've got a great book; I think you'll like it." If it's for somebody who bullies, then you can hand them a book on bullying that has . . . redemption: "You can do this." If it's somebody who is bullied, then it's like, "You're not all by yourself; you're not alone." In a high school, a librarian is like a counselor.

Kyla added that school librarians can help "through providing the books that have characters in those situations where the student can read that and see how those characters deal with it in positive ways. . . . I'm a firm believer in bibliotherapy."

Librarians sometimes discussed deeper relationships in their efforts to reduce bullying. For example, Gwyneth said that the library is a place where "kids can come and get away from things and maybe process" whatever they are going through. Madeleine noted that she tries to be "an advocate" for the students, especially those who are socially awkward and spend time in the library. Alexa explained, "I feel like my role here is a ministry because not only do I supply them with books, but I love them and I give them attention and life advice." Diana related that "these kids, most of them have nobody to talk to, and they do experience bullying at school, so they kind of rely on the library once they discover that I'm not going to be mean."
School Libraries as Safe Spaces
A final way that school librarians can aid bullied students, according to the respondents, was by positioning the library as a safe place. Half of the respondents used the phrase "safe place" or "safe space" (without prompting from the interviewer) when describing their library, LGBT students, and the library's role in combating bullying. Gemma, for example, said, "We offer a place for kids to come, a safe place for kids to come and get away . . . where they've got somebody who can look out for them and make sure they're in a good environment." Lynn concurred, saying, "Anything the library can do to help promote a safer, more inclusive learning environment." Ginny added that "the library is your safe haven. The library is a safe haven for kids [who] are different, being picked on. This is where they want to come and be safe. It's a huge role." Alexa said:

My library has sometimes been called "the Isle of Misfit Toys" because a lot of my kids, the kids who just hang out here at lunch and before and after school, are the kids [who] just don't really fit in anywhere. I think [the library] is a safe place for them.

Ivy, similarly, said that students enter her library before school "because it's a safe place; it's a place where they don't feel like anybody's going to make fun of them . . . just because it is a place they can go." Phoebe explained that her goal was to "make my space the safest place possible, always; safe physically, safe mentally, safe emotionally because there are so many places, especially in this digital world, [where] kids aren't safe." Terry shared, "A lot of students come to the library for safety because they feel safe [there]." Gwyneth noted that "the library is kind of a sanctuary for those who have been thinking that they are . . . that they might be gay." She recalled boys who felt ostracized because of their sexuality coming to the library to relax and be themselves. Courtney added, "I really want kids to feel welcome and find a home, because a lot of the kids [whom] we service aren't necessarily mainstream, and they find a place [in the library] to hang out where they like to be."

For some respondents, thinking of the library as a safe space had a more formal conceptualization. For example, Emily explained that she received a "safe space" sticker from the GSA group and was proud to hang it by the library door. Velda said she had a large sign in her school library, stating that it was a safe space. She elaborated, "It's imperative that kids have a safe place where they can just be themselves and not worry that someone's judging them."

Discussion

These school librarians were vocal about the importance of collecting LGBT resources and about the roles that school libraries can play in countering bullying in schools. All of the respondents interviewed for this project indicated that they collected LGBT materials, though some expressed a certain degree of reluctance or hesitation. Most, though, were enthusiastic about collecting LGBT resources, noting that it is important for students to see themselves reflected in the school's resources; just as important, non-LGBT students need opportunities to learn about LGBT issues. Finding this much concurrence in the interviews was unexpected and leads to a few tentative conclusions.

First, this research demonstrates acceptance of having LGBT resources in school libraries, although, as explained above, negative perspectives were not represented in the data. Overall, the respondents were comfortable with collecting LGBT materials and were unafraid of stating so. They indicated that, even with conservative administrations or communities, they still thought they should have these materials. Many respondents relied on their professionalism and professional ethical principles to support their decision to collect LGBT resources. The similarity in responses, across thirty-one respondents from two very different states, is striking. This may be in part because librarians open to collecting these materials were more likely to agree to take part in the study.

A second, and related, conclusion is that many respondents had personal reasons (in addition to the professional ones) for maintaining an LGBT collection. Several told stories of LGBT individuals they personally knew, such as family members or close friends. They knew that these individuals had gone through difficult times in school, and the school librarians wanted to ease the way for other LGBT individuals so that the pain and difficulty of harassment and bullying would not be repeated. Others told of current or recent students who had found value and comfort in the school library's LGBT collection. Some linked the school library's collection with the school's GSA group, indicating that library collections were another way that the school environment could be supportive of LGBT students. Respondents discussed bibliotherapy and reaching out to marginalized students (many of whom were openly or suspected to be LGBT), demonstrating their deep caring and commitment to serving students.

Third, this research found evidence of some self-censorship in public high school libraries with regard to LGBT resources, as predicted in previous literature. Some respondents indicated hesitation about purchasing LGBT materials, while others flatly stated that they avoided items which had the potential to spark challenges. Doing so is clearly a form of self-censorship. This is cause for concern, especially since other librarians explained how beneficial LGBT resources were for many students. It is important to note, however, that the evidence for self-censorship was limited. Most respondents did not say anything that indicated they practiced self-censorship.

Fourth, respondents noted several ways that libraries could aid schools in reducing bullying. These efforts included making the library a bully-free zone, collecting anti-bullying books, collaborating with teachers and guidance counselors, conducting bibliotherapy, connecting deeply to students, and making the school library an explicit safe zone. For many respondents, this latter role was the most important thing that the school library could do to counter bullying.

Fifth, this research illuminates the roles of school libraries in combating bullying-a fact too often overlooked by researchers of youth, LGBT youth, and bullying. As discussed in the literature review, only one source mentioned school libraries as a possible resource; the overwhelming majority of resources on bullying and LGBT victimization did not even consider school libraries as a possible ally in the charge against bullying. This is something that school librarians and library advocates need to correct, by reaching out more assertively to anti-bullying groups and researchers.

Conclusion and Future Directions

These conclusions can be evaluated and tested in other states and other school libraries. Most of the data for this project came from public high school librarians; it would be interesting to compare these results with research that focused on middle or elementary school or private schools. Although this data came from two very different states, one mostly conservative and one mostly liberal, additional variation would be useful; do these similarities, for example, hold true across the nation?

An additional area for future research is the recruitment of school librarians who are neutral or negative about collecting LGBT resources. It seems unlikely that all school librarians in either the southern state or the northeastern state approve of and eagerly seek to collect LGBT materials. It is likely, rather, that those librarians who disagree with collecting LGBT resources deliberately chose to not participate in this research. This may be particularly true in communities that are conservative or in schools where the administration is conservative (however, recall that some respondents indicated that they collected LGBT resources in conservative communities or under conservative administrations). It cannot be determined, from this research, why those school librarians with neutral or negative perspectives on LGBT materials did not participate; we may speculate that selecting LGBT materials carries some social and professional approval, and choosing to not have these items may have some negative stigma attached. Perhaps the school librarians who chose to not collect these items feared negative perceptions of their actions. Others, however-those who participated in the interviews-focused on the positive aspects of providing LGBT materials.
Acknowledgements: This research was funded by a 2014 ALA Diversity Grant. The author wishes to express thanks to ALA for the generous funding to support this work.
Notes

[i] Elisabeth W. Rauch, "GLBTQ Collections Are for Every Library Serving Teens!" Teacher Librarian 39, no. 1 (2011): 13-16; S. M. Oltmann, "Variables Related to School Media Center LGBT Collections," Libri, 65, no. 1 (2015): 25-33.

[ii] Tim Gardes, "Serving Lesbian, Gay, Bisexual, Transgendered, and Questioning Teens in Your Library Media Center," California School Library Association Journal 32, no. 1 (2008): 23-24.

[iii] Nicole E. Rossi, "'Coming Out' Stories of Gay and Lesbian Young Adults," Journal of Homosexuality 57, no. 9 (2010): 1174-91.

[iv] Bharat Mehra and Donna Braquet, "Progressive LGBTQ Reference: Coming Out in the 21st Century," Reference Services Review 39, no. 3 (2011): 401-22; see Jason Cianciotto and Sean Robert Cahill, LGBT Youth in America's Schools (Ann Arbor: University of Michigan Press, 2012) for a smaller estimate.

[v] Cited in Rauch, "GLBTQ Collections."

[vi] This paper uses the abbreviation LGBT to represent lesbian, gay, bisexual, and transgender individuals. Some of the relevant literature adds a "Q" for queer and questioning. Some of the relevant literature changes the order of these letters. When citing literature, I will follow the author's format.

[vii] Oltmann, "Variables Related to School Media Center"; Laurel A. Clyde and Marjorie Lobban, "A Door Half Open: Young People's Access to Fiction Related to Homosexuality," School Libraries Worldwide 7, no. 2 (2001): 17-30; Candi Pierce Garry, "Selection or Censorship? School Librarians and LGBTQ Resources," School Libraries Worldwide 21, no. 1 (2015): 73-90; Sandra Hughes-Hassell, Elizabeth Overberg, and Shannon Harris, "Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ)-Themed Literature for Teens: Are School Libraries Providing Adequate Collections?" School Library Research, 16 (2013), http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol16/SLR_LGBTQThemedLiteratureforTeens_V16.pdf.

[viii] Garry, "Selection or Censorship?"; Oltmann, "Variables Related to School Media Center."

[ix] Oltmann, "Variables Related to School Media Center."

[x] Gardes, "Serving Lesbian, Gay, Bisexual, Transgendered, and Questioning Teens."

[xi] Joseph G. Kosciw, Neal A. Palmer, Ryan M. Kull, and Emily A. Greytak, "The Effect of Negative School Climate on Academic Outcomes for LGBT Youth and the Role of In-School Supports," Journal of School Violence 12, no. 1 (2013): 46.

[xii] Alicia L. Fedewa and Soyeon Ahn, "The Effects of Bullying and Peer Victimization on Sexual-Minority and Heterosexual Youths: A Quantitative Meta-Analysis of the Literature," Journal of GLBT Family Studies 7, no. 4 (2011): 399.

[xiii] Cianciotto and Cahill, LGBT Youth.

[xv] Gardes, "Serving Lesbian, Gay, Bisexual, Transgendered, and Questioning Teens."

[xvi] Evelyn R. Perez, G. Thomas Schanding Jr., and Tam K. Dao, "Educators' Perceptions in Addressing Bullying of LGBTQ/Gender Nonconforming Youth," Journal of School Violence 12, no. 1 (2013).

[xvii] Ibid., 65. See also Charlotte J. Patterson, "Schooling, Sexual Orientation, Law, and Policy: Making Schools Safe for All Students," Theory into Practice 52, no. 3 (2013): 190-95.

[xviii] Stephen T. Russell, Caitlin Ryan, Russell B. Toomey, Rafael M. Diaz, and Jorge Sanchez, "Lesbian, Gay, Bisexual, and Transgender Adolescent School Victimization: Implications for Young Adult Health and Adjustment," Journal of School Health 81, no. 5 (2011): 224.

[xix] Fedewa and Ahn, "The Effects of Bullying," 410.

[xx] Kosciw et al., "The Effect of Negative School Climate"; Hughes-Hassell, Overberg, and Harris, "(LGBTQ)-Themed Literature for Teens."

[xxi] Hughes-Hassell, Overberg, and Harris, "(LGBTQ)-Themed Literature for Teens," para. 3.

[xxii] Kosciw et al., "The Effect of Negative School Climate."

[xxiii] Todd A. Savage and G. Thomas Schanding Jr., "Creating and Maintaining Safe and Responsive Schools for Lesbian, Gay, Bisexual, Transgender, and Queer Youths: Introduction to the Special Issue," Journal of School Violence 12, no. 3 (2013): 1-6.

[xxiv] Pat Griffin, Camille Lee, Jeffrey Waugh, and Chad Beyer, "Describing Roles That Gay-Straight Alliances Play in Schools: From Individual Support to School Change," Journal of Gay and Lesbian Issues in Education 1, no. 3 (2004): 7-22; Kosciw et al., "The Effect of Negative School Climate"; Patterson, "Schooling, Sexual Orientation, Law, and Policy"; Cianciotto and Cahill, LGBT Youth.

[xxv] Fedewa and Ahn, "The Effects of Bullying," 414; Emily A. Greytak, Joseph G. Kosciw, and Madelyn J. Boesen, "Putting the 'T' in 'Resource': The Benefits of LGBT-Related School Resources for Transgender Youth," Journal of LGBT Youth 10, nos. 1-2 (2013): 45-63; Russell et al., "Lesbian, Gay, Bisexual, and Transgender Adolescent School Victimization."

[xxvi] Savage and Schanding, "Creating and Maintaining Safe and Responsive Schools."

[xxvii] Greytak, Kosciw, and Boesen, "Putting the 'T' in 'Resource,'" 57.

[xxviii] V. Paul Poteat, Katerina O. Sinclair, Craig D. DiGiovanni, Brain W. Koenig, and Stephen T. Russell, "Gay-Straight Alliances Are Associated with Student Health: A Multischool Comparison of LGBTQ and Heterosexual Youth," Journal of Research on Adolescence 23, no. 2 (2012): 319-30; see also Sean Currie, Maralee Mayberry, and Tiffany Chenneville, "Destabilizing Anti-Gay Environments through Gay-Straight Alliances: Possibilities and Limitations through Shifting Discourses," The Clearing House: A Journal of Educational Strategies, Issues and Ideas 85, no. 2 (2012): 56-60; Savage and Schanding, "Creating and Maintaining Safe and Responsive Schools"; and Greytak, Kosciw, and Boesen, "Putting the 'T' in 'Resource.'"

[xxix] Tina Fetner, Athena Elafros, Sandra Bortolin, and Coralee Drechsler, "Safe Spaces: Gay-Straight Alliances in High Schools," Canadian Review of Sociology 49, no. 2 (2012): 188-207.

[xxx] Griffin et al., "Describing Roles That Gay-Straight Alliances Play."

[xxxii] Poteat et al., "Gay-Straight Alliances."

[xxxiii] Kosciw et al., "The Effect of Negative School Climate," 55.

[xxxiv] There is some overlap here with GSAs, as some research indicates that "school-sanctioned GSAs are an increasingly common strategy employed to afford sexual-minority youth a 'safe space' within which they can receive social support and develop social networks." Currie, Mayberry, and Chenneville, "Destabilizing Anti-Gay Environments," 57.

[xxxv] Fetner et al., "Safe Spaces."

[xxxvi] Kerry John Poynter and Nancy Jean Tubbs, "Safe Zones: Creating LGBT Safe Space Ally Programs," Journal of LGBT Youth 5 no. 1 (2007): 121-32; see also Patterson, "Schooling, Sexual Orientation, Law, and Policy."

[xxxvii] Manivong J. Ratts et al., "Safe Space Programs in K-12 Schools: Creating a Visible Presence of LGBTQ Allies," Journal of LGBT Issues in Counseling 7, no. 4 (2013): 392.

[xxxviii] Ibid.; Fedewa and Ahn, "The Effects of Bullying."

[xxxix] Cianciotto and Cahill, LGBT Youth; Russell et al., "Lesbian, Gay, Bisexual, and Transgender Adolescent School Victimization"; Patterson, "Schooling, Sexual Orientation, Law, and Policy"; Perez, Schanding, and Dao, "Educators' Perceptions in Addressing Bullying"; Kosciw et al., "The Effect of Negative School Climate"; Griffin et al., "Describing Roles That Gay-Straight Alliances Play"; Poteat et al., "Gay-Straight Alliances"; Greytak, Kosciw, and Boesen, "Putting the 'T' in 'Resource.'"

[xl] Kosciw et al., "The Effect of Negative School Climate," 59.

[xli] Laura A. Szalacha, "Safer Sexual Diversity Climates: Lessons Learned from an Evaluation of Massachusetts Safe Schools Program for Gay and Lesbian Students," American Journal of Education 110, no. 1 (November 2003): 58-88.

[xlii] Cianciotto and Cahill, LGBT Youth.

[xliii] Patterson, "Schooling, Sexual Orientation, Law, and Policy," 193.

[xliv] Cianciotto and Cahill, LGBT Youth, 178.

[xlv] Jennifer Downey, "Public Library Collection Development Issues Regarding the Information Needs of GLBT Patrons," Progressive Librarian 25 (2005): 90; see also Bharat Mehra and Donna Braquet, "A 'Queer' Manifesto of Interventions for Libraries to 'Come Out' of the Closet! A Study of 'Queer' Youth Experiences during the Coming Out Process," LIBRES Library and Information Science Research Electronic Journal 16, no. 1 (2006); Linda B. Alexander and Sarah D. Miselis, "Barriers to GLBTQ Collection Development and Strategies for Overcoming Them," Young Adult Library Services 5, no. 3 (2007): 43-49.

[xlvi] Debra Lau Whelan, "OUT and Ignored," School Library Journal 55, no. 2 (2006): 46-50; Garry, "Selection or Censorship?"; see also Morya Lang, "Library Rhetoric: The Canadian Library Association Statement of Diversity and Inclusion and LGBTQ Advocacy," Progressive Librarian 32 (2009): 36-54; and Rae Helton, "Diversity Dispatch: Reaching Out to LGBT Library Patrons," Kentucky Libraries 74, no. 2 (2010): 14-16.

[xlvii] Shawn Vaillancourt, "Libraries as Safe Spaces," American Libraries 44 (January/February 2012): 30; Rauch, "GLBTQ Collections."

[xlviii] Oltmann, "Variables Related to School Media Center"; Clyde and Lobban, "A Door Half Open."

[xlix] Abigail L. Phillips, "More than Just Books: Librarians as a Source of Support for Cyberbullied Young Adults," Journal of Research on Libraries and Young Adults (May 2014).

[l] Kim Becnel, "Sticks, Stones, and Sneering Tones: The Librarian's Role in Ending the Bullying Epidemic," Children and Libraries 11, no. 3 (December 2013): 13; see also Rauch, "GLBTQ Collections"; Gardes, "Serving Lesbian, Gay, Bisexual, Transgendered, and Questioning Teens"; Ann Curry, "If I Ask, Will They Answer? Evaluating Public Library Reference Service to Gay and Lesbian Youth," Reference and User Services Quarterly 45, no. 2 (2005): 65-75; and Angie Manfredi, "Accept the Universal Freak Show," Young Adult Library Services 7, no. 4 (2009): 26-31.

[li] Katherine Fiore, " ACLU v. Miami-Dade County School Board: Reading Pico Imprecisely, Writing Undue Restrictions on Public School Library Books, and Adding to the Collection of Students' First Amendment Right Violations," Villanova Law Review 56, no. 1 (2011): 97; see also Richard J. Peltz, "Pieces of Pico: Saving Intellectual Freedom in the Public School Library," BYU Education and Law Journal (2005): 103-56.

[lii] Michele Hilton Boon and Vivian Howard, "Recent Lesbian/Gay/Bisexual/Transgender Fiction for Teens: Are Canadian Public Libraries Providing Adequate Collections?" Collection Building 23, no. 3 (2004): 133-38.

[liii] Oltmann, "Variables Related to School Media Center"; Hughes-Hassell, Overberg, and Harris, "(LGBTQ)-Themed Literature for Teens."

[liv] Cianciotto and Cahill, LGBT Youth.

[lv] Hughes-Hassell, Overberg, and Harris, "(LGBTQ)-Themed Literature for Teens," 10.

[lvi] Garry, "Selection or Censorship?," 84; see also Gardes, "Serving Lesbian, Gay, Bisexual, Transgendered, and Questioning Teens."

[lvii] Wendy Rickman, "A Study of Self-Censorship by School Librarians," School Library Research 13 (2010), http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol13/SLR_StudyofSelf-Censorship_V13.pdf.

[lviii] Whelan, "OUT and Ignored."

[lix] Oltmann, "Variables Related to School Media Center"; Garry, "Selection or Censorship?"

[lx] Garry, "Selection or Censorship?"

[lxi] Oltmann, "Variables Related to School Media Center." As in Oltmann, the states will not be identified, to extend further confidentiality to the respondents. The author may be contacted by e-mail for further information.

[lxii] Darren G. Lilleker, "Interviewing the Political Elite: Navigating a Potential Minefield," Politics 23, no. 3 (September 2003): 208.

[lxiii] Oltmann, "Variables Related to School Media Center."

[lxiv] Barbara M. Wildemuth, Applications of Social Research Methods to Questions in Library and Information Science (Westport, CT: Libraries Unlimited, 2009).

[lxv] Rauch, "GLBTQ Collections."

[lxvi] Jill J. Francis et al., "What Is an Adequate Sample Size? Operationalising Data Saturation for Theory-Based Interview Studies," Psychology and Health 25, no. 10 (2010): 1230. See also Glenn A. Bowen, "Naturalistic Inquiry and the Saturation Concept: A Research Note," Qualitative Research 8, no. 1 (2008): 137-52; Kathleen Gerson and Ruth Horowitz, "Observations and Interviewing: Options and Choices in Qualitative Research," in Qualitative Research in Action, ed. Tim May (London: Sage, 2002); Greg Guest, Arwen Bunce, and Laura Johnson, "How Many Interviews Are Enough? An Experiment with Data Saturation and Variability," Field Methods 18, no. 1 (2006): 59-82; and Sharan B. Merriam, Qualitative Research: A Guide to Design and Implementation (London: Jossey-Bass, 2009).

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"They Kind of Rely on the Library": School Librarians Serving LGBT Students

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Shannon M. Oltmann, Assistant Professor, School of Information Science, University of Kentucky Oltmann, Shannon M. "They Kind of Rely on the Library": School Librarians Serving LGBT Students. Journal of Research on Libraries & Young Adults 7 (2016): n. page. Web. . This research examines school librarians' perspectives on collecting LGBT materials.

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by Teresa Horn. September 18, 2015

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by Theresa Horn on September 18, 2015

"Here was one place where I could find out who I was and what I was going to become. And that was the public library." Jerzy Kosinski[1]

The teenage years are not easy for anyone, but for many LGBT teens, the struggle to understand themselves and find acceptance from their peers and community can be even more difficult. The public library can be a wonderful resource for LGBT teens looking for answers or for those just needing a safe, welcoming space to gather with friends. If you want to begin to make a connection with your LGBT teen patrons, there are a few easy steps you can take to get started improving service to this often underserved community.

One of the easiest ways that librarians can help improve their service to LGBT teens is by becoming familiar with some basic terminology. People often mistakenly use inappropriate or outdated words that can offend or hurt, even when it is unintentional. Suzanne Walker, Professional Development Office Supervisor at the Indiana State Library, offers a training session on serving LGBT youth for librarians throughout the state. She says that it is especially important for librarians to understand the difference between gender identity and sexual orientation and recommends the terminology guide from UCLA to help clarify words that you are unclear about. She states that "There are an endless number of ways for a human to be a human and it's important for librarians to remember that we serve all of them."

Another way libraries can help reach the LGBT patrons is by having a collection that includes both informational and recreational materials that represent the diversity of the community. The Gay, Lesbian, Bisexual, and Transgender (GLBT) Round Table of the American Library Association is a great place to get some guidance on how to help build a balanced collection.

The GLBT Round table creates the Rainbow List and also sponsors the Stonewall Book Awards, which honor books for youth that have exceptional merit relating to the gay/lesbian/bisexual/transgender experience.

However, the best way to find out what your LGBT teens need from your library is to ask them! If you are not sure who the LGBT teens are in your library, this might mean going outside of your library walls for help. Many high schools and most colleges have a Gay Straight Alliance group that can help answer questions you may have about serving LGBT youth.

There may be occasions where a LGBT teen comes to you in a crisis situation. LGBT teens are more likely to experience violence than their heterosexual peers and have higher rates of suicide and homelessness. Many also lack a good support network. "It's important for librarians to remember that we don't have to have the answer for every question that crosses our desks, but we do have to know where to find that answer. Make sure your librarians know what resources are available to your teens and tell them about those resources through signs in the restrooms, programs, wordofmouth, or brochures." explains Walker. If your library isn't already, consider becoming a registered Safe Place, a national youth outreach and prevention program that helps connect teens with the resources that they need in their communities.

Finally, it is also important not only to have the knowledge and resources but to also celebrate the LGBT community. Many libraries have LGBT resources but shy away from putting them on display or highlighting them on the library's website. If you have LGBT resources available but they are difficult to find, think about what message this is sending to your LGBT teens. Not sure where to begin? Why not try something for Teen Read Week, October 18-24!

References

http://www.ala.org/PrinterTemplate.cfm?Section=Available_PIO_Materials&Template=/ContentManagement/HTMLDisplay.cfm&ContentID=11968. Accessed 9/18/15.

Tags: lgbt youth, LGBTQIA, service to teens, Teen Read Week, teens, working with teens at the library, youth

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by Theresa Horn on September 18, 2015 "Here was one place where I could find out who I was and what I was going to become. And that was the public library." ­­ Jerzy Kosinski[1] The teenage years are not easy for anyone, but for many LGBT teens, the struggle to understand themselves and find acceptance from their peers and community can be even more difficult.

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“The Fight for Positive and Accurate LGBT Information in Libraries”

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“The Fight for Positive and Accurate LGBT Information in Libraries”

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By Courtney Suciu

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Barbara Gittings July 31, 1932-February 18, 1972

Gay rights pioneer Barbara Gittings advocated for a revolution in the inclusion and cataloging of LGBTQ materials in public libraries to create a more positive, supportive, informative environment for all members of the community.

Barbara Gittings grew up during a time when same-sex attraction and relationships were associated with criminality and mental illness - on the rare occasions when the subject was discussed.

As a high school student in Wilmington, Delaware, Gittings had crushes on other girls, but it didn't seem particularly unusual to her until she was up for membership in the National Honor Society. She was an exceptional student yet her application was flatly rejected. On the grounds, a teacher revealed, of her "homosexual inclinations."

That was the first time Gittings heard the word "homosexual." But she didn't think about it in terms of her own sexuality until she developed a close, platonic friendship with another woman while studying at Northwestern University. People gossiped about the nature of their relationship. The two women started seeing less of each other in order to quash the rumors, and Gittings saw a psychiatrist who confirmed her suspicions.

The rumors about her were at least partly true: she was a lesbian.

Now she had to figure out what that meant.

"My mission was not to get a general education but to find out about myself and what my life would be like. So I stopped going to classes and started going to the library. There were no organizations to turn to in those days. Only libraries were safe, although the information contained was dismal." - Barbara Gittings

The psychiatrist offered to "cure" Gittings of her inclinations, but she couldn't afford the regular visits. So she went to the library instead. It was the only place where she could find any information about homosexuality at all, even though it was cataloged under the heading "Sexual Perversion" along with books about pedophilia, incest and sex crimes, and most of it related specifically to men.

None of what she discovered in her research quite meshed with her own experiences as a lesbian. "I thought, this is not about me," she recalled years later. "There is nothing here about love or happiness. There has to be something better."

Gittings ended up flunking out of Northwestern, but she found her life's work: it was up to her to help create that something better.

"For years I would haunt libraries and secondhand book shops trying to find stories to read about my people, and then I became active in other arenas of the gay rights movement, but I always kept an eye on the emerging literature...It began to talk about homosexuals who were healthy and happy and wholesome and who had good lives...That rang the bells for me-libraries, gay books!" - Barbara Gittings

In the late '50s and through the '60s, Gittings sought out people who were similar to her. She became active in the nation's first lesbian groups, marched in many of the first LGBT protests, and in 1963 took over as the editor of The Ladder lesbian magazine.

In the years prior to Gitting's editorship, The Ladder was primarily an apolitical publication that included news articles, poetry, fiction and book reviews. But with Gittings at the helm, photographs of actual lesbians replaced generic line drawings on cover, and the words "A Lesbian Review" were added as a subtitle beneath The Ladder. The magazine started advocating for visibility of lesbians, explicitly addressing concerns of the lesbian community, and encouraging conversation and debate around those issues.

"I discovered the power of the press, the power to put in what you want in order to influence readers," she said.

When Gittings left her position as editor of The Ladder she focused her passion for the power of the printed word by promoting access to positive, supportive homosexual resources in libraries. When the American Library Association formed its Task Force for Gay Liberation in 1970 (now called the National Gay and Lesbian Task Force), Gittings volunteered on the first professional gay caucus's founding board.

In 1971, she became the group's coordinator and spent the next 16 years working "to counter the lies in the libraries about homosexuality, so that gay people will no longer be assaulted or bewildered or demoralized by almost everything they read on the subject."

"As a teenager, I had to struggle alone to learn about myself and what it meant to be gay. Now for years I've had the satisfaction of working with other gay people all across the country to get the bigots off our backs, to oil the closet door hinges, to change prejudiced hearts and minds, and to show that gay love is good for us and for the rest of the world too. It's hard work - but it's vital, and it's gratifying, and it's often fun!" - Barbara Gittings

For insightful analysis on the profound impact the task force had on classification and organization of gay resources in libraries, check out Melissa A. Adler's article "'Let's Not Homosexualize the Library Stacks:' Liberating Gays in the Library Catalog" (available on Proquest Central's Gender Watch database).

Adler draws some especially interesting parallels between the work of the Gay Task Force in re-categorizing gay materials in libraries, and the fight Gittings and her colleagues took up with the American Psychiatric Association (APA) to remove homosexuality from the Diagnostic and Statistical Manual (DSM) as a mental disorder. (It was removed in 1973).

There is a compelling overlap in the role of language and categorization and the treatment (as a library subject and as a mental/medical condition) of homosexuality as a pathological condition. Adler points out that the Library of Congress, influenced by the Task Force for Gay Liberation, moved "Homosexuality" from the category of "Sexual deviations" to "Sexual Life" before the APA declassified homosexuality as a mental illness.

In that light, it's exciting to think about the power of libraries - and activist librarians - to impact culture at large by changing how information is categorized and accessed.
By Courtney Suciu, Marketing Communications Specialist
Barbara Gittings July 31, 1932-February 18, 1972
Gay rights pioneer Barbara Gittings advocated for a revolution in the inclusion and cataloging of LGBTQ materials in public libraries to create a more positive, supportive, informative environment for all members of the community.
Barbara Gittings grew up during a time when same-sex attraction and relationships were associated with criminality and mental illness - on the rare occasions when the subject was discussed.

As a high school student in Wilmington, Delaware, Gittings had crushes on other girls, but it didn't seem particularly unusual to her until she was up for membership in the National Honor Society. She was an exceptional student yet her application was flatly rejected. On the grounds, a teacher revealed, of her "homosexual inclinations."

That was the first time Gittings heard the word "homosexual." But she didn't think about it in terms of her own sexuality until she developed a close, platonic friendship with another woman while studying at Northwestern University. People gossiped about the nature of their relationship. The two women started seeing less of each other in order to quash the rumors, and Gittings saw a psychiatrist who confirmed her suspicions.

The rumors about her were at least partly true: she was a lesbian.

Now she had to figure out what that meant.

"My mission was not to get a general education but to find out about myself and what my life would be like. So I stopped going to classes and started going to the library. There were no organizations to turn to in those days. Only libraries were safe, although the information contained was dismal." - Barbara Gittings

The psychiatrist offered to "cure" Gittings of her inclinations, but she couldn't afford the regular visits. So she went to the library instead. It was the only place where she could find any information about homosexuality at all, even though it was cataloged under the heading "Sexual Perversion" along with books about pedophilia, incest, and sex crimes, and most of it related specifically to men.

None of what she discovered in her research quite meshed with her own experiences as a lesbian. "I thought, this is not about me," she recalled years later. "There is nothing here about love or happiness. There has to be something better."

Gittings ended up flunking out of Northwestern, but she found her life's work: it was up to her to help create that something better.

"For years I would haunt libraries and secondhand book shops trying to find stories to read about my people, and then I became active in other arenas of the gay rights movement, but I always kept an eye on the emerging literature...It began to talk about homosexuals who were healthy and happy and wholesome and who had good lives...That rang the bells for me-libraries, gay books!" - Barbara Gittings

In the late '50s and through the '60s, Gittings sought out people who were similar to her. She became active in the nation's first lesbian groups, marched in many of the first LGBT protests, and in 1963 took over as the editor of The Ladder lesbian magazine.

In the years prior to Gitting's editorship, The Ladder was primarily an apolitical publication that included news articles, poetry, fiction and book reviews. But with Gittings at the helm, photographs of actual lesbians replaced generic line drawings on the cover, and the words "A Lesbian Review" were added as a subtitle beneath The Ladder. The magazine started advocating for visibility of lesbians, explicitly addressing concerns of the lesbian community, and encouraging conversation and debate around those issues.

"I discovered the power of the press, the power to put in what you want in order to influence readers," she said.

When Gittings left her position as editor of The Ladder she focused her passion for the power of the printed word by promoting access to positive, supportive homosexual resources in libraries. When the American Library Association formed its Task Force for Gay Liberation in 1970 (now called the National Gay and Lesbian Task Force), Gittings volunteered on the first professional gay caucus's founding board.

In 1971, she became the group's coordinator and spent the next 16 years working "to counter the lies in the libraries about homosexuality, so that gay people will no longer be assaulted or bewildered or demoralized by almost everything they read on the subject."

"As a teenager, I had to struggle alone to learn about myself and what it meant to be gay. Now for years I've had the satisfaction of working with other gay people all across the country to get the bigots off our backs, to oil the closet door hinges, to change prejudiced hearts and minds, and to show that gay love is good for us and for the rest of the world too. It's hard work - but it's vital, and it's gratifying, and it's often fun!" - Barbara Gittings

For insightful analysis on the profound impact the task force had on classification and organization of gay resources in libraries, check out Melissa A. Adler's article "'Let's Not Homosexualize the Library Stacks:' Liberating Gays in the Library Catalog" (available in GenderWatch).

Adler draws some especially interesting parallels between the work of the Gay Task Force in re-categorizing gay materials in libraries, and the fight Gittings and her colleagues took up with the American Psychiatric Association (APA) to remove homosexuality from the Diagnostic and Statistical Manual (DSM) as a mental disorder (it was removed in 1973).

There is a compelling overlap in the role of language and categorization and the treatment (as a library subject and as a mental/medical condition) of homosexuality as a pathological condition. Adler points out that the Library of Congress, influenced by the Task Force for Gay Liberation, moved "Homosexuality" from the category of "Sexual deviations" to "Sexual Life" before the APA declassified homosexuality as a mental illness.

In that light, it's exciting to think about the power of libraries - and activist librarians - to impact culture at large by changing how information is categorized and accessed.

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Glossary of terms.

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For additional resources on how to fairly and accurately report on transgender people, please see " In Focus: Covering the Transgender Community" and visit glaad.org/transgender.

Glossary of Terms - Transgender

Sex

The classification of a person as male or female. At birth, infants are assigned a sex, usually based on the appearance of their external anatomy. (This is what is written on the birth certificate.) A person's sex, however, is actually a combination of bodily characteristics including: chromosomes, hormones, internal and external reproductive organs, and secondary sex characteristics.

Gender Identity

A person's internal, deeply held sense of their gender. For transgender people, their own internal gender identity does not match the sex they were assigned at birth. Most people have a gender identity of man or woman (or boy or girl). For some people, their gender identity does not fit neatly into one of those two choices (see non-binary and/or genderqueer below.) Unlike gender expression (see below) gender identity is not visible to others.

Gender Expression

External manifestations of gender, expressed through a person's name, pronouns, clothing, haircut, behavior, voice, and/or body characteristics. Society identifies these cues as masculine and feminine, although what is considered masculine or feminine changes over time and varies by culture. Typically, transgender people seek to align their gender expression with their gender identity, rather than the sex they were assigned at birth.

Sexual Orientation

Describes a person's enduring physical, romantic, and/or emotional attraction to another person. Gender identity and sexual orientation are not the same. Transgender people may be straight, lesbian, gay, bisexual, or queer. For example, a person who transitions from male to female and is attracted solely to men would typically identify as a straight woman.

Transgender (adj.)

An umbrella term for people whose gender identity differs from the sex they were assigned at birth. People under the transgender umbrella may describe themselves using one or more of a wide variety of terms - including transgender. Some of those terms are defined below. Use the descriptive term preferred by the person. Many transgender people are prescribed hormones by their doctors to bring their bodies into alignment with their gender identity. Some undergo surgery as well. But not all transgender people can or will take those steps, and a transgender identity is not dependent upon physical appearance or medical procedures.

Transsexual (adj.)

An older term that originated in the medical and psychological communities. Still preferred by some people who have permanently changed - or seek to change - their bodies through medical interventions, including but not limited to hormones and/or surgeries. Unlike transgender, transsexual is not an umbrella term. Many transgender people do not identify as transsexual and prefer the word transgender. It is best to ask which term a person prefers. If preferred, use as an adjective: transsexual woman or transsexual man.

Trans

Used as shorthand to mean transgender or transsexual - or sometimes to be inclusive of a wide variety of identities under the transgender umbrella. Because its meaning is not precise or widely understood, be careful when using it with audiences who may not understand what it means. Avoid unless used in a direct quote or in cases where you can clearly explain the term's meaning in the context of your story.

Cross-dresser

While anyone may wear clothes associated with a different sex, the term cross-dresser is typically used to refer to men who occasionally wear clothes, makeup, and accessories culturally associated with women. Those men typically identify as heterosexual. This activity is a form of gender expression and not done for entertainment purposes. Cross-dressers do not wish to permanently change their sex or live full-time as women. Replaces the term "transvestite".

Transition

Altering one's birth sex is not a one-step procedure; it is a complex process that occurs over a long period of time. Transition can include some or all of the following personal, medical, and legal steps: telling one's family, friends, and co-workers; using a different name and new pronouns; dressing differently; changing one's name and/or sex on legal documents; hormone therapy; and possibly (though not always) one or more types of surgery. The exact steps involved in transition vary from person to person. Avoid the phrase "sex change".

Sex Reassignment Surgery (SRS)

Also called Gender Confirmation Surgery (GCS). Refers to doctor-supervised surgical interventions, and is only one small part of transition (see transition above). Avoid the phrase "sex change operation." Do not refer to someone as being "pre-op" or "post-op." Not all transgender people choose to, or can afford to, undergo medical surgeries. Journalists should avoid overemphasizing the role of surgeries in the transition process.

Gender Identity Disorder (GID)

outdated, see Gender Dysphoria

Gender Dysphoria

In 2013, the American Psychiatric Association released the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) which replaced the outdated entry "Gender Identity Disorder" with Gender Dysphoria, and changed the criteria for diagnosis. The necessity of a psychiatric diagnosis remains controversial, as both psychiatric and medical authorities recommend individualized medical treatment through hormones and/or surgeries to treat gender dysphoria. Some transgender advocates believe the inclusion of Gender Dysphoria in the DSM is necessary in order to advocate for health insurance that covers the medically necessary treatment recommended for transgender people.

Transgender women are not cross-dressers or drag queens. Drag queens are men, typically gay men, who dress like women for the purpose of entertainment. Be aware of the differences between transgender women, cross-dressers, and drag queens. Use the term preferred by the person. Do not use the word "transvestite" at all, unless someone specifically self-identifies that way.

OTHER TERMS YOU MAY HEAR

You may hear the following terms when doing research on transgender issues or speaking to an interview subject. As they are not commonly known outside the LGBTQ community, they will require context and definition if used in mainstream media.

Cisgender

A term used to describe people who are not transgender. "Cis-" is a Latin prefix meaning "on the same side as," and is therefore an antonym of "trans-." A more widely understood way to describe people who are not transgender is simply to say non-transgender people.

Gender Non-Conforming

A term used to describe some people whose gender expression is different from conventional expectations of masculinity and femininity. Please note that not all gender non-conforming people identify as transgender; nor are all transgender people gender non-conforming. Many people have gender expressions that are not entirely conventional - that fact alone does not make them transgender. Many transgender men and women have gender expressions that are conventionally masculine or feminine. Simply being transgender does not make someone gender non-conforming. The term is not a synonym for transgender or transsexual and should only be used if someone self-identifies as gender non-conforming.

Non-binary and/or genderqueer

Terms used by some people who experience their gender identity and/or gender expression as falling outside the categories of man and woman. They may define their gender as falling somewhere in between man and woman, or they may define it as wholly different from these terms. The term is not a synonym for transgender or transsexual and should only be used if someone self-identifies as non-binary and/or genderqueer.

TRANSGENDER NAMES, PRONOUN USAGE & DESCRIPTIONS

Always use a transgender person's chosen name.

Many transgender people are able to obtain a legal name change from a court. However, some transgender people cannot afford a legal name change or are not yet old enough to legally change their name. They should be afforded the same respect for their chosen name as anyone else who uses a name other than their birth name (e.g., celebrities).

Use the pronoun that matches the person's authentic gender.

A person who identifies as a certain gender, whether or not that person has taken hormones or undergone surgery, should be referred to using the pronouns appropriate for that gender. If you are not certain which pronoun to use, ask the person, "What pronouns do you use?"

If it is not possible to ask a transgender person which pronoun they use, use the pronoun that is consistent with the person's appearance and gender expression or use the singular they.

For example, if a person wears a dress and uses the name Susan, feminine pronouns are usually appropriate. Or it is also acceptable to use the singular they to describe someone when you don't wish to assign a gender. For example: "Every individual should be able to express their gender in a way that is comfortable for them."

Some people use the singular they to reflect their non-binary gender identity and/or gender expression.

In 2015, The Washington Post updated its style guide to include the singular they to describe people who "identify as neither male nor female." It is increasingly common for people who have a non-binary gender identity and/or gender expression to use they/them as their pronoun. For example: "Jacob writes eloquently about their non-binary identity. They have also appeared frequently in the media to talk about their family's reaction to their gender expression."

It is never appropriate to put quotation marks around either a transgender person's chosen name or the pronoun that reflects that person's gender identity."

Terms to Avoid

"transgenders," "a transgender"

Transgender should be used as an adjective, not as a noun. Do not say, "Tony is a transgender," or "The parade included many transgenders."

"transgender people","a transgender person"

For example, "Tony is a transgender man," or "The parade included many transgender people."

"transgendered"

The adjective transgender should never have an extraneous "-ed" tacked onto the end. An "-ed" suffix adds unnecessary length to the word and can cause tense confusion and grammatical errors. It also brings transgender into alignment with lesbian, gay, bisexual, and queer. You would not say that Elton John is "gayed" or Ellen DeGeneres is "lesbianed," therefore you would not say Chaz Bono is "transgendered."

"transgenderism"

This is not a term commonly used by transgender people. This is a term used by anti-transgender activists to dehumanize transgender people and reduce who they are to "a condition."

"being transgender"

Refer to being transgender instead, or refer to the transgender community. You can also refer to the movement for transgender equality and acceptance.

"sex change," "pre-operative," "post-operative

Referring to a "sex-change operation," or using terms such as "pre-operative" or "post-operative," inaccurately suggests that a person must have surgery in order to transition. Avoid overemphasizing surgery when discussing transgender people or the process of transition.

"biologically male," "biologically female," "genetically male," "genetically female," "born a man," "born a woman"

Problematic phrases like those above are reductive and overly-simplify a very complex subject. As mentioned above, a person's sex is determined by a number of factors - not simply genetics - and a person's biology does not "trump" a person's gender identity. Finally, people are born babies: they are not "born a man" or "born a woman."

"assigned male at birth," "assigned female at birth" or "designated male at birth," "designated female at birth"

"passing" and "stealth"

While some transgender people may use these terms among themselves, it is not appropriate to repeat them in mainstream media unless it's in a direct quote. The terms refer to a transgender person's ability to go through daily life without others making an assumption that they are transgender. However, the terms themselves are problematic because "passing" implies "passing as something you're not," while "stealth" connotes deceit. When transgender people are living as their authentic selves, and are not perceived as transgender by others, that does not make them deceptive or misleading.

"visibly transgender," "not visibly transgender"

Defamatory Language

Defamatory: "deceptive," "fooling," "pretending," "posing," "trap," or "masquerading"

Gender identity is an integral part of a person's identity. Do not characterize transgender people as "deceptive," as "fooling" or "trapping" others, or as "pretending" to be, "posing" or "masquerading" as a man or a woman. Such descriptions are inaccurate, defamatory and insulting. (See "passing" and "stealth" as problematic terms above.)

Defamatory: "tranny," "she-male," "he/she," "it," "shim"

These words dehumanize transgender people and should not be used in mainstream media. The criteria for using these derogatory terms should be the same as those applied to vulgar epithets used to target other groups: they should not be used except in a direct quote that reveals the bias of the person quoted. So that such words are not given credibility in the media, it is preferred that reporters say, "The person used a derogatory word for a transgender person." Please note that while some transgender people may use "tranny" to describe themselves, others find it extremely offensive.

Defamatory: "bathroom bill"

A term created and used by far-right extremists to oppose nondiscrimination laws that protect transgender people. The term is geared to incite fear and panic at the thought of encountering transgender people in public restrooms. Simply refer to the nondiscrimination law/ ordinance instead. For additional resources on how to fairly and accurately report on nondiscrimination laws and bathrooms, please see "Debunking the 'Bathroom Bill' Myth - Accurate reporting on LGBT nondiscrimination: A guide for journalists."

Return to GLAAD Media Reference Guide Home

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GLAAD Media Reference Guide - Transgender

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For additional resources on how to fairly and accurately report on transgender people, please see "In Focus: Covering the Transgender Community" and visit glaad.org/transgender.Glossary of Terms - TransgenderSexThe classification of a person as male or female. At birth, infants are assigned a sex, usually based on the appearance of their external anatomy.

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An Ally’s Guide to Issues Facing the LGBTQ Community 

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An Ally’s Guide to Issues Facing the LGBTQ Community 