Why do GLBTQ materials get challenged?
GLBTQ materials for youth often get challenged because individuals believe they are legitimately protecting children/teens from inappropriate content. In spite of a lack of evidence supporting their claims, some people challenging content do so under the guise of well-meaning intentions, sincerely thinking that that young people will genuinely be harmed by the material
Others, unfortunately, may think that reading about GLBTQ-related themes and characters will have the effect of “turning one gay"
so to speak, or that GLBTQ materials put perverse ideas into the minds of adolescents that they would not normally think of otherwise.
Oft-challenged young adult author Nancy Garden, who has written many works featuring GLBTQ characters, believes that “the basic reasons for book challenges have remained the same for many, many years: sexual content, homosexual content, ‘bad’ language, perceived age inappropriateness, occult material, religious content (pro or con specific religions!), [and] perceived anti-parent material” (Teacher Librarian, 51).
Furthermore, per her article, "GLBTQ Collections Are For Every Library Serving Teens!," Elisabeth W. Rauch maintained that "According to ALA's Office for Intellectual Freedom statistics, over eight hundred titles have been challenged for the reason of homosexuality between 1990 and 2008...This number represents only the reported challenges. As stated on ALA's website, ' We do not claim comprehensiveness in recording challenges as research suggests that for each challenge reported, there are four or five that go unreported' ...The implication is that over 225 titles are challenged every year for the inclusion of GLBTQ characters and topics" (Rauch, 14).
How to React to Challenges
Upon responding to a challenge, do not react to vehemently or emotionally, as this will only serve to escalate an already precarious situation. It is important to listen to the complainant and understand what exactly they are objecting to, effectively utilizing the challenge as a springboard for a rational discussion. Treat the challenger in a calm and courteous manner, just as you would treat patron making a complaint. Avoid library jargon, simplifying your arguments to focus upon an individual's right to freedom of choice. Familiarize yourself with library policy, and be prepared to clearly explain the challenge procedure and when any sort of decision will be reached.
As the challenge proceeds, know that you are not in it alone. As such, keep a mental tally of support you can elicit from community leaders, library board members, teachers, parents, etc. Always, always stick to the high road, emphasizing the library's role as a positive, democratic force in the community. When making any sort of statement, think it through and choose your words carefully and deliberately.
It is certain that parents have the right to dictate what their child reads or does not read; however, when a parent wants an item removed from the collection, he or she is now dictating what other teens have access to. In an ideal world, when parents object, they should read the book alongside their child, and let them know what they find unacceptable or detrimental. This corresponds to a wonderful opportunity for teens and parents to have a very real discussion, in which both could stand to learn.
Another great tip entails conducting programs/workshops throughout the year for purposes of educating parents in regard to collection development policies and procedures. Per ALA's webpage on strategies for dealing with challenges, "National Library Week in April, Teen Read Week in October and Children’s Book Week in November provide timely opportunities. Suggested topics: how to select books and other materials for youth; how to raise a reader; how books and other materials can help children and teens cope with troubling situations; the importance of parents being involved in their children’s reading and library use; concepts of intellectual freedom" (http://www.ala.org/advocacy/banned/challengeslibrarymaterials/copingwithchallenges/strategiestips)
Likewise, click through on this link to brush up on the West Band case, real-life example, offering countless valuable insights into GLBTQ materials challenges.
Responding to Prejudice and Homophobia
GLBTQ undoubtedly individuals face prejudice, which shows its face in various ways. Some are subtle - a little stereotyping here, some pigeonholing there, while other forms such as hetereosexism and homophobia are more blatant.
In the case of the former, Nancy Garden muses upon the delicate yet clearly palpable distinction between being a "lesbian author" versus "an author who is a lesbian." Pointing out that one of these definitions is incredibly restrictive, I think that Garden makes a valid point that librarians working with GLBTQ youth need to be aware of. This being, that we are very quick to always want to put a label on behaviors, identities, sexualities, and ultimately people; however, GLBTQ populations should teach us about recognizing the differences in various identities and truly celebrating the individual (Teacher Librarian, 50).
To this end, we can’t avoid GLBTQ collections, displays and programs, living in fear of challenges and controversy. In actuality, these materials must be visible and accessible to teens. Librarians can enact a leadership role in collecting and promoting GLBTQ materials, creating programs, and openly advocating for GLBTQ teens. Every teenager has the right to see their experiences and feelings embodied in well-written and meaningful literature, and GLBTQ teens are no exception. Shying away from these issues is only perpetuating the notion that it something shameful, deserving to be hidden away.
Upon examining the article, "Serving Lesbian, Gay, Bisexual, Transgendered, and Questioning Teens in Your Library Center, " school librarian Tim Gardes illustrates a real-life example of standing up to homophobia. To clarify, a few years ago, while working at a newly opened high school, the principal requested a meeting with him. A woman from the community wanted to go on the record voicing her support against special treatment for gay students and decrying the possible formation of a GSA.
Gardes recalls, "At a certain point in the conversation, she began to ask me repeatedly what my specific interest was in supporting such a club. I replied each time that I was morally, ethically, and legally obligated to support the academic success and personal growth of all students at the school. Specifically, that meant using the library media center as a vehicle to create the types of conditions on campus that would allow all students to be successful" (Gardes, 24).
Fortunately, the principal and administration supported Gardes viewpoint, and a GSA was in fact formed the following year. The author contends that the visibility of the GSA sincerely reduces bullying and discrimination against GLBTQ students at the school. Finally, Gardes came to realize that GLBTQ students do not in fact warrant special treatment, but rather deserve to be treated with the same respect and dignity afforded to all students at the school (ibid, 24).
For a further discussion on the topics of prejudice and homophobia, check out the bullying page by clicking here.
Sources:
ALA Strategies and Tips for Dealing with Challenges to Library Materials, http://www.ala.org/advocacy/banned/challengeslibrarymaterials/copingwithchallenges/strategiestips, Web. 27 Oct. 2012.
Gardes, Tim. "Serving Lesbian, Gay, Bisexual, Transgendered, and Questioning Teens in Your Library Media Center."
CSLA Journal. 32.1 (2008): 23-24. Web. 14 October 2012.
"Much More Than Annie On Her Mind." Teacher Librarian 39.1 (2011): 50-54. Web. 22 Oct. 2012.
Rauch, Elisabeth W. "GLBTQ Collections Are For Every Library Serving Teens!." Teacher Librarian 39.1 (2011): 13-16.
Web. 17 Oct. 2012.
GLBTQ materials for youth often get challenged because individuals believe they are legitimately protecting children/teens from inappropriate content. In spite of a lack of evidence supporting their claims, some people challenging content do so under the guise of well-meaning intentions, sincerely thinking that that young people will genuinely be harmed by the material
Others, unfortunately, may think that reading about GLBTQ-related themes and characters will have the effect of “turning one gay"
so to speak, or that GLBTQ materials put perverse ideas into the minds of adolescents that they would not normally think of otherwise.
Oft-challenged young adult author Nancy Garden, who has written many works featuring GLBTQ characters, believes that “the basic reasons for book challenges have remained the same for many, many years: sexual content, homosexual content, ‘bad’ language, perceived age inappropriateness, occult material, religious content (pro or con specific religions!), [and] perceived anti-parent material” (Teacher Librarian, 51).
Furthermore, per her article, "GLBTQ Collections Are For Every Library Serving Teens!," Elisabeth W. Rauch maintained that "According to ALA's Office for Intellectual Freedom statistics, over eight hundred titles have been challenged for the reason of homosexuality between 1990 and 2008...This number represents only the reported challenges. As stated on ALA's website, ' We do not claim comprehensiveness in recording challenges as research suggests that for each challenge reported, there are four or five that go unreported' ...The implication is that over 225 titles are challenged every year for the inclusion of GLBTQ characters and topics" (Rauch, 14).
How to React to Challenges
Upon responding to a challenge, do not react to vehemently or emotionally, as this will only serve to escalate an already precarious situation. It is important to listen to the complainant and understand what exactly they are objecting to, effectively utilizing the challenge as a springboard for a rational discussion. Treat the challenger in a calm and courteous manner, just as you would treat patron making a complaint. Avoid library jargon, simplifying your arguments to focus upon an individual's right to freedom of choice. Familiarize yourself with library policy, and be prepared to clearly explain the challenge procedure and when any sort of decision will be reached.
As the challenge proceeds, know that you are not in it alone. As such, keep a mental tally of support you can elicit from community leaders, library board members, teachers, parents, etc. Always, always stick to the high road, emphasizing the library's role as a positive, democratic force in the community. When making any sort of statement, think it through and choose your words carefully and deliberately.
It is certain that parents have the right to dictate what their child reads or does not read; however, when a parent wants an item removed from the collection, he or she is now dictating what other teens have access to. In an ideal world, when parents object, they should read the book alongside their child, and let them know what they find unacceptable or detrimental. This corresponds to a wonderful opportunity for teens and parents to have a very real discussion, in which both could stand to learn.
Another great tip entails conducting programs/workshops throughout the year for purposes of educating parents in regard to collection development policies and procedures. Per ALA's webpage on strategies for dealing with challenges, "National Library Week in April, Teen Read Week in October and Children’s Book Week in November provide timely opportunities. Suggested topics: how to select books and other materials for youth; how to raise a reader; how books and other materials can help children and teens cope with troubling situations; the importance of parents being involved in their children’s reading and library use; concepts of intellectual freedom" (http://www.ala.org/advocacy/banned/challengeslibrarymaterials/copingwithchallenges/strategiestips)
Likewise, click through on this link to brush up on the West Band case, real-life example, offering countless valuable insights into GLBTQ materials challenges.
Responding to Prejudice and Homophobia
GLBTQ undoubtedly individuals face prejudice, which shows its face in various ways. Some are subtle - a little stereotyping here, some pigeonholing there, while other forms such as hetereosexism and homophobia are more blatant.
In the case of the former, Nancy Garden muses upon the delicate yet clearly palpable distinction between being a "lesbian author" versus "an author who is a lesbian." Pointing out that one of these definitions is incredibly restrictive, I think that Garden makes a valid point that librarians working with GLBTQ youth need to be aware of. This being, that we are very quick to always want to put a label on behaviors, identities, sexualities, and ultimately people; however, GLBTQ populations should teach us about recognizing the differences in various identities and truly celebrating the individual (Teacher Librarian, 50).
To this end, we can’t avoid GLBTQ collections, displays and programs, living in fear of challenges and controversy. In actuality, these materials must be visible and accessible to teens. Librarians can enact a leadership role in collecting and promoting GLBTQ materials, creating programs, and openly advocating for GLBTQ teens. Every teenager has the right to see their experiences and feelings embodied in well-written and meaningful literature, and GLBTQ teens are no exception. Shying away from these issues is only perpetuating the notion that it something shameful, deserving to be hidden away.
Upon examining the article, "Serving Lesbian, Gay, Bisexual, Transgendered, and Questioning Teens in Your Library Center, " school librarian Tim Gardes illustrates a real-life example of standing up to homophobia. To clarify, a few years ago, while working at a newly opened high school, the principal requested a meeting with him. A woman from the community wanted to go on the record voicing her support against special treatment for gay students and decrying the possible formation of a GSA.
Gardes recalls, "At a certain point in the conversation, she began to ask me repeatedly what my specific interest was in supporting such a club. I replied each time that I was morally, ethically, and legally obligated to support the academic success and personal growth of all students at the school. Specifically, that meant using the library media center as a vehicle to create the types of conditions on campus that would allow all students to be successful" (Gardes, 24).
Fortunately, the principal and administration supported Gardes viewpoint, and a GSA was in fact formed the following year. The author contends that the visibility of the GSA sincerely reduces bullying and discrimination against GLBTQ students at the school. Finally, Gardes came to realize that GLBTQ students do not in fact warrant special treatment, but rather deserve to be treated with the same respect and dignity afforded to all students at the school (ibid, 24).
For a further discussion on the topics of prejudice and homophobia, check out the bullying page by clicking here.
Sources:
ALA Strategies and Tips for Dealing with Challenges to Library Materials, http://www.ala.org/advocacy/banned/challengeslibrarymaterials/copingwithchallenges/strategiestips, Web. 27 Oct. 2012.
Gardes, Tim. "Serving Lesbian, Gay, Bisexual, Transgendered, and Questioning Teens in Your Library Media Center."
CSLA Journal. 32.1 (2008): 23-24. Web. 14 October 2012.
"Much More Than Annie On Her Mind." Teacher Librarian 39.1 (2011): 50-54. Web. 22 Oct. 2012.
Rauch, Elisabeth W. "GLBTQ Collections Are For Every Library Serving Teens!." Teacher Librarian 39.1 (2011): 13-16.
Web. 17 Oct. 2012.