New Issue of YALSA’s Journal of Research on Libraries & Young Adults: Vol. 11 N. 1

Volume 11, Issue 1 of YALSA’s Journal of Research on Libraries & Young Adults (JRLYA) is now available online. This issue features research papers about the health-related information needs of public library teen patrons, Australian authors’ OwnVoices, and teen novels featuring characters who identify as LGBTQIA+.

Acknowledging the lack of health reference training for many public librarians, Jennifer R. Banas, Michelle J. Oh, Robin Willard, and Jeremy Dunn examine public teen librarians’ ability to help their patrons search for and use health-related information.  The research team’s results demonstrate which types of health-related issues teen patrons ask about most often, which issues librarians feel most competent to help locate and use appropriate information, and which issues they feel least competent to handle. A replicable tool was also developed by the authors so that other public librarians might improve the health literacy of their communities.

Emily Booth and Bhuva Narayan interviewed seven Australian authors who identify as Indigenous Australian, a person of color, or a member of queer or disabled communities in order to understand the extent to which these authors feel their stories should be used as tools for learning about marginalized people’s experiences.  The authors’ findings illustrate the challenges and expectations that authors from marginalized communities encounter when adding their OwnVoice to the field of youth literature.

Identifying that literature for teens may be a source of learning about sexuality and sexual health for teens who identify as LGBTQIA+, Kristie Escobar interviewed such a group of teens who read books from the Rainbow Book List.  The teens were asked to reflect on the authenticity of the depictions of LGBTQIA+ characters and the extent to which the books fulfilled an information need they might have about sexuality or sexual health.  The author argues that literature about LGBTQIA+ teens may help fill a void left by sexual education that is traditionally abstinence-focused in publicly-funded high schools.

JRLYA is YALSA’s open-access, peer-reviewed research journal, located at: http://www.yalsa.ala.org/jrlya. Its purpose is to enhance the development of theory, research, and practice to support young adult library services. JRLYApresents original research concerning: 1) the informational and developmental needs of teens; 2) the management, implementation, and evaluation of young adult library services; and 3) other critical issues relevant to librarians who work with teens. Writer’s guidelines are located at http://www.yalsa.ala.org/jrlya/author-guidelines/.

Robin A. Moeller, editor, JRLYA

Celebrate Pride Through Advocacy and Awareness @ Your Library

Every year, LGBTQIA communities host amazing parades, marches, and events to celebrate their pride. Whether we are members of this community, family members, or allies, these events have been joyous celebrations of love, appreciation, and acceptance.  However, as youth advocates, we must also remember that Pride celebrations are in remembrance of the Stonewall Uprising on June 27, 1969 in New York City. Not only did these series of events expose the New York City Police Department’s intolerance of the LGBTQIA community, it spurred an entire community to demand equal rights, which turned into a movement that is alive and well.

After the Stonewall Uprising, libraries have played a significant part in providing the LGBTQIA community not just access to information, but created the “Task Force on Gay Liberation  that sought to provide the LGBTQIA community with greater representation in libraries and the community. While libraries have been providing programs and services to the LGBTQIA community for forty seven years, the current political and social climate has seen a resurgence of hate and intolerance towards LGBTQIA people. However, as teen library staff, we can support our LFBTQIA teens by giving them access to knowledge and opportunities to help them advocate for themselves.

In order to implement programs and services, we need to ensure that our libraries are safe places where teens do not have to fear prejudice or intimidation. According to the Federal Bureau of Investigation’s (FBI) Hate Crimes Statistics report (2016):

There were 5,818 single-bias incidents involving 7,121 victims. Of those victims, 59.2 percent were targeted because of a race/ethnicity/ancestry bias; 19.7 percent because of a religious bias; 17.7 percent because of a sexual orientation bias; 1.7 percent because of a gender identity bias; 1.2 percent because of a disability bias; and 0.4 percent because of a gender bias.

As unsettling as these numbers are, libraries can do a number of things to support LGBTQIA youth.  One action we can take is to check all of our policies, specifically behavior and collection polices. By re-visiting our behavior policies, we can check to see if there are statements that specifically state what behavior will not be tolerated.  By updating, or revising, this policy, we inform the public that there are rules that must be maintained to provide a safe environment for everyone who steps through the door. We can inform the public in a variety including handouts or signage the welcomes everyone regardless of their ethnicity, religion, sexual preference, and identity.  Another policy we need to review is collection development policies. By reviewing the language and the timeliness of these guidelines, we can support teens’ right to read even when members of the community who wish to have specific materials removed based on their personal and private opinions. According to the Library Bill of Rights (in regards to minors):

“Article V of the Library Bill of Rights states, “A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.” The “right to use a library” includes free access to, and unrestricted use of, all the services, materials, and facilities the library has to offer. Every restriction on access to, and use of, library resources, based solely on the chronological age, educational level, literacy skills, or legal emancipation of users violates Article V.

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