Lis60630 Sylvia Chris Inservice

Running Head: INSERVICE Chris 1
Inservice: Serving LGBT+ Youth in the Library
Sylvia Chris
Dr. Dorr
LIS 60630 Reference Sources and Services for Youth
24 March 2018
Rationale
LGBT+ (lesbian, gay, bisexual, trans, and more) teens are an underrepresented group,
especially in young adult literature. In school, they are likely to be bullied physically or
electronically, and they may have issues with their identity at home. With school and
home being potentially difficult places for LGBT+ youth to feel safe, secure, and
represented, it is important for the public library to understand the needs of this
population. Libraries are meant to be safe places for all people, and LGBT+ youth must
also be acknowledged. Therefore, this presentation will discuss how librarians can serve
LGBT+ teens, help them through a variety of resources, and ensure the teen collection
represents LGBT+ teens.
Conference Proposal
Ohio Library Council Conference Proposal (OLC conference) (for Public Libraries).
Primary Speaker Information:
Name: Sylvia Chris
Institution: Kent State University (College of Communication & Information)
Business Address: 3101 Smith Road, Akron, Ohio 44333
Work Phone: 330-666-4888
Fax #: N/A
Email Address: schris@kent.edu
Home Address: 2445 Lancaster Rd. Akron, OH 44313
Home Phone: 330-388-3657

Topic Area: This presentation focuses on providing library services to LGBT+ youth
through materials (collection development), programming, and technology.
Intended Audience: Librarians, specifically Teen Librarians, who serve youth ages 12-
18, who may be LGBT+, in a public library setting.
Audio Visual/Room Setup: This inservice is done in a meeting room with chairs set up
facing the screen. There will be gaps of space in case any attendees are in a wheelchair
and need room to get to the front. Because there is a Power Point presentation, a laptop,
overhead projector, and screen will be needed. A microphone will be needed as a standby
in case there are many people or someone has difficulty hearing.
Program Information:
o Program Title (less than 10 words): Serving LGBT+ Youth in the Public
Library.
o Program Description: LGBT+ teens may have a more difficult time
finding information that applies to their needs, and they may also be
looking for a safe, nonjudgmental place to read, research, interact with
their peers, and relax. Learn about better serving these teens by providing
better resources, programs, and books to read.
Outline
I. Introduction (12 minutes)
a. Talk about how teenage years are difficult for everyone, but for LGBT+
teens it can be especially difficult because they are struggling with
acceptance, whether from themselves, peers, or adults in their lives, and

that not all of them have support systems at home or school that are
willing to help them with the questions or thoughts they have. (2 minutes)
b. Have the group break off into subgroups based on where they are sitting
and talk about some issues teens in the LGBT+ community might face.
Consider general issues or issues you might see in your community.
(5minutes)
c. Come back as one large group and use the last 5 minutes to talk about the
answers each group came up with.
II. Difficulties for LGBT+ Teens (10 min)
a. Lack of support/acceptance
i. Half of LGBT+ youth are not supported in their own homes (Cray,
2013).
ii. LGBT+ teens who are not supported by their families are 8 times
more likely to commit suicide and 3 times more likely to use
illegal substances (Cray, 2013).
iii. Their needs tend to be ignored in schools.
iv. They may not be accepted within their community.
b. Bullying
i. LGBT+ youth are at a higher risk of being bullied than their peers
(Stopbulling.gov, n.d.).
ii. 10% of LGBT+ teens were threatened or hurt with a weapon while
on school property (CDC, 2017).
iii. 34% have been bullied on school property (CDC, 2017).

iv. 28% have been cyber-bullied (CDC, 2017).
v. Many transgender youth report being verbally harassed by their
teachers (Cray, 2013).
vi. They are more likely to skip school because of bullying (CDC,
2017).
vii. They are twice as likely to be called names
c. Homelessness
i. Lack of family support is cited as one of the main reasons for
LGBT+ youth homelessness (Cray, 2013).
ii. 20-40% of homeless teens are LGBT+ (Cray, 2013).
d. Isolation
i. LGBT+ youth may feel alone without the support of their friends
and family.
ii. Social isolation (Johnson, 2014).
1. LGBT+ youth may not be able to talk to anyone about their
sexuality.
2. They may not have contact with an LGBT+ community.
3. They may withdraw from those around them.
iii. Emotional isolation (Johnson, 2014).
1. LGBT+ teens may feel emotionally separated from peers
and family.
2. They may be more defensive and emotionally guarded.
iv. Cognitive isolation (Johnson, 2014).

1. Some LGBT+ youth do not have access to LGBT+
information.
a. They are exposed to a great deal of negative
information through social media, their classmates,
media, and families.
v. Identity (Johnson, 2014).
1. Many LGBT+ teens will try to conform to hetero-
normative expectations.
2. They feel pressured to be “normal”.
3. They might try to avoid associating themselves with other
LGBT+ people out of fear of being discovered.
e. Depression
i. LGBT+ teens are at a greater risk for suicide than their peers.
1. They are four times more likely to attempt suicide than
non-LGBT+ peers (mentalhealthamerica.net, 2015).
ii. Depression may lead to substance abuse.
iii. Depression may stem from lack of support systems at home or
school.
f. Discrimination
i. Alabama, Texas, and Utah have laws that do not allow schools to
discuss LGBT+ topics at school (Human Rights Watch, 2016).
1. Many schools limit LGBT+ information available to
students.
ii. Many schools have rules against same sex couples at school
events, such as homecoming and prom.
iii. Transgender students have been restricted from bathrooms and
locker rooms.
III. LGBT+ Teen Statistics (5 min)
a. LGBT+ teens are twice as likely to experiment with alcohol and drugs
(mentalhealthamerica, 2015)
b. 37% of LGBT+ teens report being happy compared to the 67% of non-
LGBT+ teens who report being happy (mentalhealthamerica, 2015).
c. Self-harm is twice as likely with LGBT+ teens. (mentalhealthamerica,
2015).
d. 25% felt judged in the library (GLBT Youth, n.d.).
e. Between 2 and 4.5% of teens identify as LGBT+ (GLBT Youth, n.d.).
f. Increased risk for STDs (CDC, 2017).
IV. LGBT+ Teens Today (5 min)
a. LGBT+ youth are “coming out” at younger ages, often 12 (Dewitt, 2012).
b. Many feel that they need to move away from their home towns to be truly
happy (mentalhealthamerica.net, 2015).
c. Many have known their sexual identity since childhood (Dewitt, 2012).
d. They want to be included and matter in their communities.
V. Making the Library a Welcoming Place (10 min)
a. LGBT+ Youth
i. They might not feel included.
ii. They might not feel immediately safe.
iii. They need resources and books to read for fun, like all young
adults.
b. Communication
i. Be mindful and respectful of the teens’ pronouns. It is a simple
way to show respect.
1. Pronouns might encompass more than he/she/they.
ii. Get to know LGBT+ terminology.
iii. Get to know the young adults in the library by taking some time to
talk to them and ask how they are.
1. Build connections with the teens.
iv. Make sure LGBT+ are represented on teen advisory boards.
c. Be an ally
i. Establish a safe environment.
1. Are there gender-neutral bathrooms?
2. Are the youth left unsupervised?
ii. Do not tolerate bullying.
1. Whether from patrons or staff.
2. Library staff should not react in a negative way when a
patron requests or checks out LGBT+ materials.
iii. Keep up with current LGBT+ issues.
d. Available resources
i. Post recent information on the teen part of the library website and
as physical flyers in the teen section.
1. Offering an online alternative can help teens who are not
ready to come out but are still looking for information.
ii. Include resources on STDs, discrimination, depression, physical
health, etc.
VI. Programming (10 min) (GLBTQ Youth, n.d.).
a. Use surveys (online and in person) to get an idea of what teens are looking
for.
b. Consider community needs.
i. Consider having an LGBT+ adult to help run the program if you
are straight or cis-gendered (someone who identifies with the
gender they were assigned at birth).
ii. Provide outreach to shelters for LGBT+ teens who may not have
library access.
c. Support and social groups.
i. Local LGBT+ support groups.
ii. Book clubs.
1. Include LGBT+ positive books.
2. Invite LGBT+ authors to speak.
iii. LGBT+ mentorship programs
iv. LGBT+ positive move nights.
VII. Collection Development

a. LGBTQ Materials (General)
i. They are protected by the ALA Bill of Rights (Library Bill of
Rights, 2017).
1. “Books and other library resources should be provided for
the interest, information, and enlightenment of all people of
the community the library services. Materials should not be
excluded because of the origin, background, or views of
those contributing to their creation” (Library Bill of Rights,
2017).
ii. Label some materials with LGBT+ stickers, but not all for people
who want to remain anonymous.
1. Or consider an LGBT+ section.
2. Provide a pamphlet of materials that people can take.
b. Nonfiction Materials (See suggestions)
i. There should be a diverse collection for LGBT+ teens and their
caregivers.
1. Include a variety of nonfiction – health, lifestyle,
biographies, etc.
a. Ex: historical books about people who were LGBT+
ii. Discard books that promote stereotypical, harmful, and outdated
information regarding LGBT+ people.
iii. Display nonfiction books that are about LGBT+ people.
iv. Pay attention to circulation.

1. Highlight low circing books by putting them on display.
c. Fiction Materials (See suggestions)
i. Make sure materials vary in subject and gender.
ii. Be familiar with new publications.
iii. Pay attention to circulation.
iv. Look up LGBT+ booklists.
v. Remember that wants and needs will change so it is important to
expand the materials available.
vi. Be familiar with different awards.
1. Celebrate award-winning books with displays.
vii. Create book lists.: “If you liked ____ try _____”.
d. Reference Collection (See suggestions)
i. Have materials for caregivers and teens.
ii. Keep up with current publications.
iii. Make sure money in budget is put toward LGBT+ reference books.
VIII. Questions, Discussion, and Evaluation (5 minutes)
a. Allow for questions and comments while participants are completing the
evaluation.
Program Details
This workshop will take place at the 2018 Ohio Library Convention in Sandusky, Ohio at
the Kalahari Resort and Convention Center. The event will be from October 3-5, and will
be attended by Ohio Library Council members and public and school librarians that work
with youth ages 12-18. This workshop will be digitally published to the Ohio Library
Council Website, and per request, it will be e-mailed to librarians who work with young
adults. This program will be advertised on YALSA servers and through Kent State
University.
Supplemental Materials (Resources)
o Fictional Books to Read
o Booklist provided on separate attachment. These YA LGBT+ books are a
few examples of quality LGBT+ writing in showing positive relationships,
identity, and empowerment of LGBT+.
o These books are great additions to any YA collection, bookclub book, and
they are books information professionals working with teens should
consider reading.
o PowerPoint Presentation
o Available in separate file.
o Evaluation
o Available toward the end of the document.
Webliography
Internet resources for serving LGBT+ youth
o Gay, Lesbian, Bisexual, and Transgender Round Table (GLBTRT)
o (http://www.ala.org/rt/glbtrt): This webpage provides information
for library professionals who serve the LGBT+ community.
Information professionals can find links to a variety of topics from
book recommendations to helping create spaces for homeless
LGBT Youth.
o LGBT National Help Center

o (https://www.glbthotline.org): This website provides help to
LGBT+ youth through both phone and live chat options.
o GLSEN: Tools for Librarians
o (https://www.glsen.org/sites/default/files/GLSEN_ToolsForlibraria
ns.pdf) : This resource helps librarians make their library a safe
and inclusive space for LGBT+ teens.
o Library: LGBT Youth & School Resources and Links
o (https://www.aclu.org/library-lgbt-youth-schools-resources-and-
links): This resource provides a wide variety of links on
information regarding LGBT+ youth for librarians and teachers.
o Serving Your LGBT Teen Patrons
o (http://publiclibrariesonline.org/2015/09/serving-your-lgbt-teen-
patrons/): This article by Theresa Horn (2015) provides ways for
teen librarians to make the library a more welcoming place for
LGBT+ patrons.
o Where the Queer Things Are: Library Services to LGBTQ Youth
o (https://ir.uiowa.edu/cgi/viewcontent.cgi?article=1050&context=bs
ides): This resource is a quick way for information professionals to
look at issues in the LGBT+ community and possible solutions that
libraries can adopt.
Publishers:
o Budding Moon
o (http://www.stormmoonpress.com/submissions.aspx): This sub department
of publishing stems from Storm Moon Press. However, Budding Moon
focuses on YA books with LGBT+ themes.
o Feiwel & Friends
o (https://us.macmillan.com/publishers/feiwel-and-friends/): Offers a variety
of YA books, including LGBT+
o Harmony Ink Press
o (https://www.harmonyinkpress.com): Offers a wide variety of genres
featuring LGBT+ characters.
o Harper Collins (Teen)
o (https://www.harpercollins.com): Offers a variety of YA books, including
LGBT+ focused books.
o Queer Teen Press
o (http://www.queerteen-press.com): LGBT+ e-books in a variety of genres.
o Riptide Publishing
o (https://riptidepublishing.com/Home): This publishing company strives to
publish books that encompass all teens. They are LGBT+ friendly and
accept submissions for LGBT+ books.
o Scholastic
o (http://www.scholastic.com/home/) : Recently, this publishing house
created an LGBT+ YA division.
o Simon Pulse (Simon and Schuster Publishing

o (http://www.simonandschusterpublishing.com/simonpulse/): This
publishing company has a wide range of YA books, including LGBT+.
LGBT+ Youth Book Awards
o ALA Gay, Lesbian, Bisexual, and Transgendered Book Award.
o Stonewall Book Awards List
o (http://www.ala.org/rt/glbtrt/award/stonewall/honored): Awards for books
that go above and beyond in writing about the LGBT+ experience.
 Includes fiction, nonfiction, YA, and children’s.
Web Resources for LGBT+ Youth
o Gay, Lesbian, & Straight Education Network (GLSEN)
o (https://www.glsen.org/participate/student-action): A website that offers
information on how to make one’s community more LGBT+ friendly.
o It Gets Better Project
o (https://itgetsbetter.org): This website supports LGBT teens and reminds
them that things will get better.
o The Trevor Project
 (https://www.thetrevorproject.org/#sm.00085l7rd19h3e3bqt81a89c
0qj7n): Crisis intervention and suicide prevention for LGBT+
teens.
Print Sources:
Bibliography
o Nonfiction/Reference for Teens, Information Professionals, and
Caregivers
o Dignity for all: Safeguarding LGBT Students (Peter Dewitt, 2012).
 This book uses examples, templates, and strategies to help
information professionals create a safer learning
environment for LGBT+ youth.
o Outlaw: What LGBT Youth Should Know about Their Legal Rights
(Lisa Keen, 2007).
 This book helps LGBT youth understand laws and their
rights, how they can exercise their rights, and how and
when to get help.
o Queer, There, and Everywhere (Sarah Prager, 2017).
 This book is an LGBT+ history book about LGBT+ people
who changed the world.
o Top 250 LGBTQ Books for Teens: Coming Out, Being Out, and the
Search for Community (Michael Cart and Christine A. Jenkins,
2015).
 This book has acquired 250 LGBTQ books for teens on a
variety of LGBTQ topics. This can be useful for collection
development planning and as reference for teens looking
for books to meet their needs.
Serving LGBT+ Youth in the Library: Presentation Summary
Difficulties for LGBT+ Youth
o They are not supported.

o Higher suicide rate.
o May not be accepted in their communities.
o Higher risk of bullying.
o Many have been threatened, harmed, or harassed on school property.
o Higher risk of being homeless.
o May be isolated from peers.
o May not have access to healthy LGBT+ information.
o Often are discriminated against.
Statistics
o Not as happy as their peers.
o More likely to commit self-harm.
o More likely to contract an STD.
LGBT+ Teens Today
o Coming out around the age of 12
o Want to move away from home.
o Many have known their sexual identities since childhood.
Making the Library a Welcoming Place
o Communicate
o Use correct pronouns
o Know LGBT+ terminology
o Talk to them as people
o Be an ally
o Have available resources

Programming
o Consider community needs
o Outreach to LGBT+ shelters
o Support groups
o Book clubs
Collection Development
o Have materials available.
o Include fiction and nonfiction
o Have a wide variety
o Display LGBT+ books
o Have reference books for youth and caregivers.

Evaluation
Serving LGBT+ Youth in the Library
1. I work
a. In a school library (School Librarian or School Media Specialist)
b. In a public library (Youth/Teen Librarian)
c. Other (please specify):
2. After this presentation, I feel more confident in serving LGBT+ Youth
a. Yes
b. No
3. After this presentation I understand the difficulties LGBT+ Youth face
a. Yes
b. No
4. I know how to make my library a welcoming, safe place for LGBT+ Youth
a. Yes
b. No
5. I know how to select resources for LGBT+ Youth
a. Yes
b. No
6. I am aware of LGBT+ YA friendly publishers
a. Yes
b. No
7. I know how to make my library more inclusive for LGBT+ Teens
a. Yes
b. No
8. I can suggest resources to the caregivers of LGBT+ Youth
a. Yes
b. No
9. My biggest takeaway from this presentation was
10. Some questions I have include:
11. Something I wish had been discussed or further discussed:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Resource
For this assignment, I found that an extremely helpful resource was the Gay, Lesbian,
Bisexual, and Transgender Round Table (GLBTRT) found through ala.com. The
American Library Association (ALA) strives to provide service to all people, and it
provides many detailed tools, services, and resources that librarians and caregivers can
utilize in assisting LGBT+ youth and adults. The information is practical and broken
down in a way that is easy to understand. Overall, I found this resource to be beneficial
and very well done. The website is easy to navigate for any user, and it is also well-kept
up and full of current information and issues regarding the LGBT+ community.
References
Bullying and LGBT Youth. (2015, August 17). Retrieved from
http://www.mentalhealthamerica.net/bullying-and-gay-youth
Cray, A. (2013, May 30). 3 Barriers that Stand Between LGBT Youth and Healthier
Futures. Retrieved from
https://www.americanprogress.org/issues/lgbt/news/2013/05/29/64583/3-barriers-
that-stand-between-lgbt-youth-and-healthier-futures/
DeWitt, P. M. (2012). Dignity for all: Safeguarding LGBT students. Thousand Oaks, CA:
Corwin Press.
GLBTQ Youth. (n.d.). Retrieved from
https://youthserviceslibrarianship.wikispaces.com/GLBTQ Youth
Johnson, Michael (2014, April 18). Isolation of LGBT youth. Retrieved from
https://lavenderhealth.org/2014/02/04/isolation-of-lgbt-youth/
Lesbian, Gay, Bisexual, and Transgender Health. (2017, June 21). Retrieved from
https://www.cdc.gov/lgbthealth/youth.htm
LGBTQ Youth. (n.d.). Retrieved from https://www.stopbullying.gov/at-
risk/groups/lgbt/index.html
Library Bill of Rights. (2017, February 16). Retrieved from
http://www.ala.org/advocacy/intfreedom/librarybill
"Like Walking Through a Hailstorm" | Discrimination Against LGBT Youth in US
Schools. (2017, June 06). Retrieved from
https://www.hrw.org/report/2016/12/07/walking-through-
hailstorm/discrimination-against-lgbt-youth-us-schools
United States: LGBT Students Face Discrimination. (2016). Retrieved from
https://www.hrw.org/news/2016/12/07/united-states-lgbt-students-face-
discrimination

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Running Head: INSERVICE Chris 1

Inservice: Serving LGBT+ Youth in the Library

represents LGBT+ teens.

Primary Speaker Information:

Name: Sylvia Chris

Institution: Kent State University (College of Communication & Information)

Business Address: 3101 Smith Road, Akron, Ohio 44333

Work Phone: 330-666-4888

Email Address: schris@kent.edu

Home Address: 2445 Lancaster Rd. Akron, OH 44313

Home Phone: 330-388-3657

through materials (collection development), programming, and technology.

18, who may be LGBT+, in a public library setting.

in case there are many people or someone has difficulty hearing.

o Program Description: LGBT+ teens may have a more difficult time

looking for a safe, nonjudgmental place to read, research, interact with

better resources, programs, and books to read.

I. Introduction (12 minutes)

teens it can be especially difficult because they are struggling with

acceptance, whether from themselves, peers, or adults in their lives, and

Consider general issues or issues you might see in your community.

answers each group came up with.

II. Difficulties for LGBT+ Teens (10 min)

more likely to commit suicide and 3 times more likely to use

illegal substances (Cray, 2013).

iii. Their needs tend to be ignored in schools.

iv. They may not be accepted within their community.

on school property (CDC, 2017).

iii. 34% have been bullied on school property (CDC, 2017).

iv. 28% have been cyber-bullied (CDC, 2017).

v. Many transgender youth report being verbally harassed by their

teachers (Cray, 2013).

vii. They are twice as likely to be called names

i. Lack of family support is cited as one of the main reasons for

LGBT+ youth homelessness (Cray, 2013).

ii. 20-40% of homeless teens are LGBT+ (Cray, 2013).

ii. Social isolation (Johnson, 2014).

1. LGBT+ youth may not be able to talk to anyone about their

2. They may not have contact with an LGBT+ community.

3. They may withdraw from those around them.

iii. Emotional isolation (Johnson, 2014).

1. LGBT+ teens may feel emotionally separated from peers

2. They may be more defensive and emotionally guarded.

iv. Cognitive isolation (Johnson, 2014).

1. Some LGBT+ youth do not have access to LGBT+

a. They are exposed to a great deal of negative

information through social media, their classmates,

media, and families.

v. Identity (Johnson, 2014).

1. Many LGBT+ teens will try to conform to hetero-

2. They feel pressured to be “normal”.

3. They might try to avoid associating themselves with other

LGBT+ people out of fear of being discovered.

1. They are four times more likely to attempt suicide than

non-LGBT+ peers (mentalhealthamerica.net, 2015).

ii. Depression may lead to substance abuse.

iii. Depression may stem from lack of support systems at home or

discuss LGBT+ topics at school (Human Rights Watch, 2016).

1. Many schools limit LGBT+ information available to

events, such as homecoming and prom.

iii. Transgender students have been restricted from bathrooms and

III. LGBT+ Teen Statistics (5 min)

LGBT+ teens who report being happy (mentalhealthamerica, 2015).