Library collections reflect diversity

In its interpretation of the Library Bill of Rights, “Diversity in Collection Development,” the American Library Association states that “Library collections must represent the diversity of people and ideas in our society” (AASL, 2018, p. 247).

Whatever their background, students need books and other media that both mirror their experiences, and offer them insight into the backgrounds of people who are not like them.

“Books are sometimes windows, offering views of worlds that may be real or imagined, familiar or strange. These windows are also sliding glass doors, and readers have only to walk through in imagination to become part of whatever world has been created or recreated by the author. When lighting conditions are just right, however, a window can be a mirror. Literature transforms human experience and reflects it back to us, and in that reflection we can see our lives and experiences as part of the larger human experience” (Bishop, 1990/2015, p. 1).

Because there is so much current backlash against books that mirror an LGBTQIA+ experience, I uplift this population as one for whom librarians must especially gird themselves with the convictions of their profession.

Gartley (2015) cites a survey from 2004, in which LGBTQ teenagers were asked what resources they most wanted in the library. “The most common response, which outnumbered all other responses combined, was real stories about real people. Other responses, in order of greatest frequency, included: coming out stories, how-to information on activism (such as how to start a Gay-Straight Alliance club), stories about fictional characters, lists of community resources, information about being LGBTQ, information about safe sex and sexual health, information about transgender issues, and information about bisexual issues.”

And Dorr and Deskins (2018) argue that all children should be exposed to stories that feature LGBTQIA+ characters. Doing so isn’t about exposing children to details of sexual practices; rather it’s about “understanding, empathy, acceptance, and respecting basic human rights” (Dorr & Deskins, 2018, p. xxii).

These stories would not be subjected to “othering,” either through plastering with rainbow stickers or by segregating them into a separate LGBTQIA+ collection (Ellis, 2022). I would, instead, offer lists in both print and digital formats, that patrons could request to help find materials that center an LGBTQIA+ experience.

References:

American Association of School Librarians. (2018). National school library standards for learners, school librarians, and school libraries. ALA Editions.

Bishop, R.S. (2015). Mirrors, windows, and sliding glass doors. Reading is Fundamental, Jan. 3, 2015. (Reprinted from “Mirrors, windows, and sliding glass doors,” 1990, Perspectives: Choosing and Using Books for the Classroom, 6 [3]). https://scenicregional.org/wp-content/uploads/2017/08/Mirrors-Windows-and-Sliding-Glass-Doors.pdf

Dorr, C. & Deskins, L. LGBTQAI+ books for children and teens. ALA Editions.

Ellis, D. (2022, July 3). Let’s talk about rainbow stickers on queer books. Our queerest shelves [email newsletter]. Book Riot.

Gartley, E. (2015). LGBTQ curriculum inclusion: The role of the school library. In Das. L. H., Brand-Gruwel, S., Walhout, J. & Kok, K. (Eds.). The School Library Rocks: Proceedings of the 44th International Association of School Librarianship (IASL) Conference 2015, Volume I: Professional Papers (2nd ed.) (pp. 143–157). Heerlen, Open Universiteit.


Author’s note: This post is the third of four that were originally one longer essay. I have broken it up into four separate pieces for the convenience of readers.

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