Library services for gay lesbian bisexual transgendered transsexual patrons
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Library Services for Gay, Lesbian, Bisexual, Transgendered & Transsexual Patrons. A Workshop for Library and Information Service Professionals and Staff. This presentation will cover:. An overview of the GLBT patron A brief literature review

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Library services for gay lesbian bisexual transgendered transsexual patrons

Library Services for Gay, Lesbian, Bisexual, Transgendered & Transsexual Patrons

A Workshop for Library and Information Service

Professionals and Staff

Liesl M. Seborg


This presentation will cover

This presentation will cover:

  • An overview of the GLBT patron

  • A brief literature review

  • Identification of the intended audience for the workshop

  • An overview of the workshop

  • Bibliography and evaluation

Liesl M. Seborg


The target patron and history

The target patron and history

  • Gay, lesbian, bisexual, transgendered and transsexual (GLBT) persons are approximately 10% of any given community

  • The term “homosexual” was reclassified to be “gay” by the Library of Congress in 1987

  • GLBT persons can be any race, gender, age, socio-economic status—invisible minority

  • GLBT persons do not enjoy civil rights protections for sexual orientation in all communities and workplaces.

Liesl M. Seborg


Library services for gay lesbian bisexual transgendered transsexual patrons

It was found that GLBT persons would feel more comfortable approaching a known GLBT person or GLBT friendly person to discuss GLBT reference questions. It was also noted and suggested that in order to better serve GLBT patrons that a GLBT welcoming environment be created through display of rainbow flags, pro-diversity pamphlets, posters, displays and exhibits. Most important however is having good GLBT resources and collections as well as easy access to those resources.

Fikar, C. R & Keith, L. (2004) Information needs of gay, lesbian, bisexual, and transgendered healthcare professionals: results of an Internet survey. Journal of the Medical Library Association ( JMLA ); 92 (1) Jan, 56-65.

Liesl M. Seborg


Ten suggestions to improve library services to lesbian gay and bisexual people

TEN SUGGESTIONS TO IMPROVE LIBRARY SERVICES TO LESBIAN, GAY, AND BISEXUAL PEOPLE

    1. Use appropriate reviewing sources when selecting LGB materials, such as The Gay and Lesbian Review (formerly The Harvard Gay and Lesbian Review), P. O. Box 180300, Boston MA 02118, (617) 421-0082, [email protected], www.hglc.org/review.htm; and the Lambda Book Report, P. O. Box 73910, Washington DC 20056-3910, (202) 462-7924, (202) 462-5264 (fax), [email protected], www.lambdalit.org     2. Select a wide variety of LGB materials in a wide variety of formats    3. Create and implement detailed catalog records of LGB material    4. Create and provide easily accessible LGB book/reading lists    5. "Book-talk" LGB resources, especially young adult and children's material    6. Provide meeting space for LGB groups and events    7. Provide display space for LGB exhibits    8. Provide outreach services to LGB groups    9. Provide a community bulletin board for LGB activities and resources    10. Sponsor/host "sensitivity training" workshops for staff and volunteers

Joyce, S. (2000) Lesbian, Gay, and Bisexual Library Service: A Review of the Literature. Public Libraries 39 no5 270-9 S/O.

Liesl M. Seborg


Intended audience

Intended Audience

Librarians and Library Staff

It is anticipated that all persons interested in learning how to meet the needs of this invisible minority will attend the workshop.

A range of participants are expected from the GLBT librarian/staff to the novice staff member. The workshop is designed to capitalize on experience and knowledge for communal dissemination.

Liesl M. Seborg


Workshop objectives

Workshop Objectives

  • Bring attention to the invisible minority GLBT patron and their needs

  • Provide information for the creation of GLBT inclusive/welcoming environments

  • Provide tools and skills to foster development of quality services and materials for GLBT patrons

Liesl M. Seborg


Skills to be taught

Skills to be taught

  • Providing reference services to GLBT persons

  • Developing a quality GLBT collection

  • Creating an inclusive and welcoming environment for GLBT patrons

    (4Mat designations in blue)

Liesl M. Seborg


Provide reference services to glbt persons

Provide reference services to GLBT persons

  • Define potential reference needs for GLBT persons via discussion/listing (what, why, what ifs)

  • Group Discussion--identify sources for those needs: medical, informational, support, community sources (how, what ifs, what, why)

  • Handout with links and suggested sources (what, how, why)

Liesl M. Seborg


Develop a quality glbt collection

Develop a quality GLBT collection

  • Brainstorm with whole group for what constitutes quality (what, how)

  • Break into groups to discuss known titles and ideas for resources for collection building, report to larger group (what, how, what ifs, why)

  • Discuss and identify resources for collection building (how, what ifs, what)

  • Handout with links and suggested sources (what, why, how)

Liesl M. Seborg


Create an inclusive and welcoming environment for glbt patrons

Create an inclusive and welcoming environment for GLBT patrons

Move from ethos of Neutrality to Support. Lecture as to why need to do so.

  • Role play with group: present a clearly gay topic for reference question (what ifs, why)

    • Brainstorm answers, body language, what to say….

  • environment: lecture format with slides (why, what ifs, what)

    • create safe space for GLBT persons to browse and receive info

    • create displays for National Coming Out Day (October 11th) and other significant days (local Gay Pride Week)

    • include GLBT persons in programs, diversity statements and displays

    • do sensitivity training for all employees

  • connect: lecture format (what, why)

    • connect with community groups and programs and their leaders for input, support, and potential financial contribution

    • invite GLBT persons to participate on advisory committees (youth and otherwise)

      - Handouts (what, how, why)

Liesl M. Seborg


Arcs model

ARCS Model

  • Attention—Survey questions at opening of session, invisible minority, participation

  • Relevance—Meeting needs of patrons, collection building, service, reference, community connection

  • Confidence—Role playing, sharing of already known information and resources, connection with and recognition of peers, handouts

  • Satisfaction—Handouts with Links and resources, workshop evaluation

Liesl M. Seborg


Bibliography

Bibliography

  • Carmichael, J.V. Jr., & Shontz, M.L. (1996) "The last socially acceptable prejudice: gay and lesbian issues, social responsibilities, and coverage of these topics in M.L.I.S./M.L.S. programs," Library Quarterly 66 (Jan. 1996): 48.

  • Carmichael, J.V. Jr., "Homosexuality and United States libraries: land of the free, but not home of the gay." 1998. Accessed 16 April, 2004, www.ifla.org/IV/ifla64/002-138e.htm; Barbara Gittings, Gays in Library Land: The Gay and Lesbian Task Force of the American Library Association: The First Sixteen Years (Philadelphia: Barbara Gittings, 1990)

  • Fikar, C. R & Keith, L. (2004) Information needs of gay, lesbian, bisexual, and transgendered healthcare professionals: results of an Internet survey. Journal of the Medical Library Association ( JMLA ); 92 (1) Jan, 56-65

  • Flemming, T. & Sullivant, J. (2000) “Consumer health materials for lesbians, gay men, bisexual and transgendered people.” Public Library Quarterly Vol 18 (3/4), 95.

  • Joyce, S. (2000) Lesbian, gay, and bisexual library service: A review of the literature. Public Libraries 39 no5 270-9 S/O.

  • Lukenbill, B. (2002) Modern gay and lesbian libraries and archives in North America: as study in community identity and affirmation. Library Management, 23 1/2, p 93.

  • McCarthy, B. (1997).  A tale of four learners:  4MAT's learning styles.  Educational Leadership, 54(6),  46-52.

  • Rothbauer, P.M. & McKechnie, L.E.F. (2000) The treatment of gay and lesbian fiction for young adults in selected prominent reviewing media. Collection Building. Bradford: Vol. 19, Iss. 1; 5.

  • Small, R.V. (1997) “Motivation in instructional design,” ERIC Digests EDO-IR-97-06.

Liesl M. Seborg


Evaluation and thanks

Evaluation and Thanks!

  • Please evaluate my presentation/workshop at my designated dLIS 560 class link:

    http://catalyst.washington.edu/webtools/webq/survey.cgi?user=dmlis560&survey=23

  • I would also appreciate an email of your comments to use in the finalization of my lesson plan and discussion.

    [email protected]

Liesl M. Seborg


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