Intellectual Freedom and LGBTQ in Libraries

Colleen Malo

Department of Library and Information Science, Dominican University

LIS701: Core Values, Ethics, and Issues in Library and Information Professions

Dr. Bill Crowley

May 1, 2020
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Abstract

This paper looks at intellectual freedom in libraries, focusing on the LGBTQ resources. It covers

what intellectual freedom is, as well as how it is challenged in libraries. Intellectual freedom is

the freedom to hold, receive, and disseminate ideas without restriction. Libraries are expected to

uphold this because of the Library Bill of Rights and the First Amendment. However, patrons can

challenge books that they feel are unfit to be on shelves. Challenging a book means to attempt to

remove or restrict resources, based on the objections of a person or group. If this happens, the

book is censored, and it is removed from the shelves of the library. LGBTQ books are often

challenged or censored in libraries. This does not follow intellectual freedom. A person or group

may challenge these materials because they disagree with LGBTQ for religious reasons, feel that

gay marriage does not follow “proper marriage” ideals, or think that displaying these materials

may out someone who does not want to be yet. While they are entitled to what they want to

believe, that should not stop the library from offering the material to anyone who might need it.

The paper then discusses why LGBTQ resources are beneficial in libraries, both public and

school, and why they should not be challenged. LGBTQ resources help people to understand the

LGBTQ community, in addition to offering a more inclusive curriculum. They can also help the

LGBTQ community or people who are questioning their sexual identities. These are important

and crucial resources that need to be included in libraries for them to be upholding intellectual

freedom.

Keywords: Intellectual freedom, LGBTQ*, challenge, censor, Library Bill of Rights,

public libraries, school libraries, curriculum, diversity

*This paper uses many different forms of LGBTQ. All are correct interpretations. I chose to use

LGBTQ, but any of the following are appropriate and okay to use: LGBT, GLBT, LGBTQ+, etc.
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Intellectual Freedom and LGBTQ in Libraries

Libraries are places of knowledge and learning. They contain all different thoughts and

ideas on religion, people, sports, history, and so much more. While libraries should be places

where people of all ages can come to obtain the information they are looking for, sometimes the

information is removed instead. A major aspect of libraries is the American Library

Association’s Library Bill of Rights, which claims that libraries have intellectual freedom and

should be able to have books and other resources of varying viewpoints, different ideals, and

potentially offensive or obscene material within their libraries. Books and other resources are

removed and challenged for many reasons, but one of the most repeated reasons is due to

Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) authors, themes, and/or characters.

Removing, challenging, and censoring LGBTQ books and resources within the library defeats

the purpose of intellectual freedom and alienates a diverse group of people who want to be able

to read about themselves in the library too.

“Promoting the freedom to read in our nation’s libraries enriches people’s lives, supports

them in the workplace, and encourages lifelong learning” (Magi, 2015, p. 4). Public, academic,

and school libraries’ jobs are to help their patrons with lifelong learning and enriching their lives.

“The American Library Association defines intellectual freedom as the freedom to hold, receive,

and disseminate ideas without restriction” (LaRue, 2018, p. 434). This too, is the job of the

library. Libraries and librarians should strive to help their patrons find the books, resources, and

materials that they need and would like. “[Librarians] mission is to make it possible for the

public to explore the world of ideas” (LaRue, 2007, p. 4). By having intellectual freedom within

the library, patrons are able to explore all issues and ideas.
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This is especially crucial with the constantly changing world today. According to LaRue,

“as America’s population diversifies, libraries must also respond to the changing needs of the

communities they serve” (2018, p. 440). While America has always been a “melting pot” of

cultures, religions, and ideals, the country today is even more diverse and accepting of the

diversity than it has been in the past. Because of this increase in diversity, fiction books have

begun to also diversify from the standard heterosexual white character to characters of different

cultural backgrounds, languages, and sexual identities. Nonfiction is also branching out to

describe this diversity. “Library collections must represent the diversity of people and ideas in

our society” (Magi, 2015, p. 137). Intellectual freedom in libraries helps to make sure that all

kinds of people are able to find a book that they would like to read. “[E]very book has a reader

and every reader has a book. When you deny that person, especially that teenager, his or her

book—when you ban that book—you ban that kid” (Nye & Barco, 2012, p. 117). While

intellectual freedom is what libraries claim to have, many are still striving to reach that level.

When a patron or group of patrons dislike a book enough, they may ask for its removal

from the library. “A challenge is an attempt to remove or restrict resources, based on the

objections of a person or group” (Magi, 2015, p. 84). Challenges refute intellectual freedom in

libraries. According to Magi’s Intellectual Freedom Manual (2015):

Private groups and public authorities in various parts of the country are working to

remove or limit access to reading materials, to censor content in schools, to label

‘controversial’ views, to distribute lists of ‘objectionable’ books or authors, and to purge

libraries. These actions apparently rise from a view that our national tradition of free

expression is no longer valid; that censorship and suppression are needed to counter
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threats to safety and national security, as well as to avoid the subversion of politics and

the corruption of morals (p. 23).

Whenever a book is challenged, or even censored, this may pacify the person or group that is

against it. However, other people or groups may see themselves within the work or may be upset

by its removal. This can cause a backlash against the original person or group who challenged

the work. According to Magi’s Intellectual Freedom Manual (2015), “expurgation of any library

resource imposes a restriction, without regard to the rights and desires of all library users, by

limiting access to ideas and information” (2015, p. 83). Removing a book removes the right for

anyone to read it. While the person or group who is doing the challenging may feel that they are

doing this for the good of the many or even the right reasons, it means that people who may have

benefitted from the book or resource now does not have the access to it that they used to.

Censorship can come from within the library too. Librarians may self-censor the

materials they order, or they may fail to order certain items for fear of backlash, challenges, or

potential controversy. Creating a more diverse library could make certain communities unhappy.

“Preliminary data indicate that diverse books are disproportionately challenged in libraries”

(Oltmann, 2017, p. 412). Despite this, libraries are working to improve and diversify their

collections. This means that they are adding books with LGBTQ characters and characters from

different cultures and backgrounds. To be able to diversify their collection, librarians create and

maintain collection policies. According to Preer, “through its collection development policy,

programs and exhibits, and its openness to patron suggestions, the library can demonstrate that

commitment in practice” (2014, p. 767). By following these policies, the library is maintaining

intellectual freedom for all its patrons. When considering not ordering a book for the library or

asked by a patron to remove a book, “public libraries have adopted a variety of policies to affirm
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their commitment to intellectual freedom and procedures by which patrons may express concerns

about items in their collections” (Preer, 2014, p. 767). Because of this, libraries are able to offer

patrons forms and policies when they wish to challenge a book. Hopefully these forms and

policies will convince the patron to change their mind, and if not, then create more hoops to

jump through before a book can actually be removed and censored.

All libraries should have intellectual freedom. Therefore, LGBTQ books should be able

to be found and displayed within the library. “Libraries should strive to provide free,

unrestricted, and unfiltered access to library resources and services…for all people in the user

communities, regardless of origin, background, disability, age, reading level, economic status,

housing status, views, sex, gender identity, gender expression, or sexual orientation” (Magi,

2015, p. 51). Because libraries have intellectual freedom, all people within the community

should be able to find books and resources that matter to them. “The American Library

Association stringently and unequivocally maintains that libraries and librarians have an

obligation to resist efforts that systematically exclude materials dealing with any subject matter,

including sex, gender identity, gender expression, or sexual orientation” (Magi, 2015, p. 58).

Whenever a book is challenged due to one of these reasons, it is the library’s right to fight the

challenge and keep the book on the shelf.

Because LGBTQ books are often challenged, some may see this as different from

intellectual freedom. However, according to Magi’s Intellectual Freedom Manual (2015), “the

association affirms that attempts to proscribe or remove materials dealing with the gay, lesbian,

bisexual, and/or transgendered life without regard to the written, approved selection policy

violate this tenet and constitute censorship” (p. 58). Intellectual freedom includes LGBTQ issues,

and books and other resources dealing with LGBTQ issues should remain on the shelf, despite
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challenges. This can sometimes be difficult in school libraries more so than public. “In light of

the number of challenges that LGBTQ+ focused books face, school librarians need continued

support to safeguard their collections against challenges that target their inclusive books

featuring LGBTQ+ realities” (American Association of School Libraries [AASL], 2018, p. 5). It

is almost more crucial for these books to be in school libraries because these students are

figuring out who they are and want to turn to these resources. They also can see themselves in

the characters. Removing these books can alienate these students more. The curriculum can also

benefit from a diverse collection containing LGBTQ materials. “Learners and educators must

have access to materials that meet individual learning needs, abilities, and styles; provide

background information to supplement classroom learning; and provide a broad range of views

on issued ranging from sex and sexuality to politics and religion” (AASL, 2018, p. 41). Keeping

LGBTQ materials in the school can be really beneficial and crucial to everyone in the school.

Despite LGBTQ materials being beneficial and a crucial aspect of intellectual freedom,

they are still typically one of the most challenged books. “Most challenges to library resources in

2018 focused on materials and programs associated with issues of concern to those in the gay,

lesbian, transgender, and queer communities, most notably drag queen story hours and books

affirming transgender youth, like Alex Gino’s George” (Rosa, 2019, p. 6). While the LGBTQ

community as a whole is slowly becoming more acceptable in America, books are taking a lot

longer. “Everyone is impacted by the suppression of anyone, and when a community refuses to

know itself whole, it fails” (Miller, 2018, p. 8). By removing and censoring LGBTQ books, the

LGBTQ community itself is suppressed and alienated.

There have been many court cases, letters, and challenges involving LGBTQ books and

resources. One book that has been challenged many times is Uncle Bobby’s Wedding by Sarah S.
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Brannen. This book follows a young guinea pig named Chloe who attends her uncle’s wedding

where he will marry his boyfriend. She worries about whether she will still be his favorite person

after he’s married. According to Nye and Barco, “the points of the complaint were these: the

topic of gay marriage was itself inappropriate for the age group of a children’s collection; gay

marriage was contrary to the definition of marriage in the dictionary, contrary to the spirit of our

nation’s founders, and contrary to the Bible; and the purpose of the book was to promote the idea

that gay marriage was acceptable” (2012, p. 110). While the person who complained about

Uncle Bobby’s Wedding has valid points for himself or herself, the book should not be removed

because of the impact it could have on the LGBTQ community, as well as others who may just

enjoy the story. The library would suggest that this patron could fill out one of the forms

mentioned earlier, and then review the library’s policy regarding intellectual freedom. The

library must be willing to have resources on all types of sexuality, not just heterosexuality.

Displays about LGBTQ books and resources are also widely challenged and censored. A

display in Hurricane, Utah was banned. However, the library fought against this ban. “They have

been fighting this decision, which contravenes the Library Bill of Rights and departs from

widespread practice around raising awareness of resources for underserved or historically

marginalized populations” (Miller, 2018, p. 8). The LGBTQ community is growing and should

be allowed to have displays in libraries just like any other group. While some may argue that a

display could be detrimental to people who are afraid to take books for fear of outing themselves,

it could be argued that not all books have to go on display. Online displays can also be a

beneficial way of posting about LGBTQ materials which could help patrons find what they are

looking for without outing themselves.

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Despite the challenges of LGBTQ materials, libraries continue to push for diverse

materials and intellectual freedom. According to LaRue, “[libraries] must continue to offer a

common ground for the minds and hearts of our communities and our nation, where everyone

has a seat at the table, and everyone is heard” (2018, p. 445). Having all points of view available

is crucial to intellectual freedom in libraries. Voices from all aspects of life, culture, sexual

orientation, gender, and religion really helps make the library a place for all. For many people,

finding a book where they are represented can be really impactful to their lives. “The most

touching stories were from gay people themselves, many of whom reported trying to find books

in the libraries of their youth about people like themselves – and in the absence of such books

concluding that they must indeed be outcasts” (Nye & Barco, 2012, p. 113). If LGBTQ books are

challenged or censored, many people may lose this opportunity to read about characters like

themselves. It also helps with being a mirror and window to LGBTQ issues:

As mirrors, diverse library materials allow people from diverse communities to see

themselves reflected in what they are reading. For example, LGBT youth often suffer

from isolation and uncertainty about their sexuality and their acceptance by friends and

family; reading about teens with similar experiences can provide support and

encouragement…As a window, diverse literature allows readers to gain insight into the

experiences of others (Oltmann, 2017, p. 414).

These resources could be beneficial to, not only the LGBTQ people, but friends, family,

teachers, and people in the community to help understand what they are going through.

Groups as a whole are also impacted by intellectual freedom. According to McCabe,

“serving groups may improve library services, by providing a more detailed understanding of

community needs, by offering a contest for library user education tailored to specific interests, by
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providing access to community expertise for developing library collections, and by providing

new opportunities for collaboration and resource sharing” (2001, p. 158). By serving the LGBTQ

community as a whole, the library can make sure that it is keeping its resources and collection up

to date and helping the rest of the community be respectful and kind. When considering the

whole LGBTQ community, instead of a singular person, it really can show the scope of how

widely these resources affect so many people.

Schools and school libraries promoting LGBTQ resources can be positively impactful to

the curriculum as well. According to AASL, “improving and safeguarding LGBTQ+ collections

positively impacts the academic and social-emotional learning of all learners” (2018, p. 5). This

means that all students can learn about themselves, others, and how they are all affected by this

material. While one student may not be a part of the LGBTQ community, he or she may have

friends, family, or other classmates that are. By learning through these resources, a student might

be able to understand someone else a little better. “By sharing LGBTQ+ literature, resources, and

tools with fellow educators in your school, you can work to create a more-inclusive school

climate—including in your own library” (AASL, 2018, p. 23). Schools, like libraries, should be

welcoming of diversity within their student and staff population. The more diverse, the more

everyone can learn from one another. The benefits of having LGBTQ resources really could

bring together the school population and make it more open to all students. “By collaborating

with community and school partners who are LGBTQ+ inclusive, school librarians can deepen

their own knowledge and understanding of issues related to building a strong LGBTQ+

collection and creating more-inclusive instructional practices” (AASL, 2018, p. 21).

LGBTQ resources in the library are a part of the intellectual freedom that libraries are

supposed to have and encourage. While these materials are often challenged, the benefits and
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understanding that they offer the library are an important part of intellectual freedom. They have

a right to be in the library and to be read. Intellectual freedom in libraries guarantees everyone a

voice in the library, a book to read, and their opinions heard. While this can be hard to fathom

and books are still challenged, the fact that more LGBTQ resources are able to be found in more

and more libraries shows that intellectual freedom is important. Every reader should be able to

find themselves in a book, regardless of gender, culture, background, or sexual identity. The

library is a place for all, especially the LGBTQ community.

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References

American Association of School Libraries (AASL). (2018). Defending Intellectual Freedom:

LGBTQ Materials in School Libraries. National School Library Standards For Learners,

School Librarians, and School Libraries, 1–60.

“Defending Intellectual Freedom.” National School Library Standards,

https://standards.aasl.org/project/lgbtq/. Accessed 5 Feb. 2020.

LaRue, J. (2018). Intellectual Freedom. In S. Hirsh (ed.), Information Services Today: An

Introduction (2nd ed., pp. 434–449). Lanham, MD: Rowman & Littlefield.

LaRue, J. (2007). The New Inquisition: Understanding and Managing Intellectual Freedom

Challenges. Westport, CT: Libraries Unlimited.

Magi, T. (ed.). (2015). Intellectual Freedom Manual (9th ed.). Chicago: ALA Editions.

McCabe, R. B. (2001). Civic Librarianship: Renewing the Social Mission of the Public Library.

Lanham, MD: The Scarecrow Press, Inc.

Miller R. (2018). Truth to Power. Library Journal, 143(14), 8.

Nye, V., & Barco, K. (Eds.). (2012). True Stories of Censorship Battles in Americas Libraries.

Chicago: American Library Association.

Oltmann, S. (2017). Creating Space at the Table: Intellectual Freedom Can Bolster Diverse

Voices. Library Quarterly, 87(4), 410-418.

Preer, J. (2014). Prepare to Be Challanged! Library Trends, 62(4), 759-770.

Rosa, K. (ed.). (2019). Introduction: The State of America’s Libraries 2019. American Libraries,

5-8.