1

Memo of Transmittal

To: Melissa Huffman

From: Chloe Husted

Date: April 13, 2016

Subject: Investigative Report

In this research I will address the issue behind the lack of LGBT subject materials in libraries. I

will attempt to answer how much of LGBT subject materials are censored from the public. Also

how the librarian's reluctance to display this literature in their libraries affect the community. I

am applying my research to libraries in schools at the elementary, middle school, high school,

and college level, and the community in the United States. I have interviewed a librarian at San

Jacinto Elementary School, Alexis Jolliff, and collected research from several scholarly articles.
 Investigative Report:
The Lack of LGBT Subject Materials in the Community
Author: Chloe Husted
Professor: Melissa Huffman
ENG 3352: Business Communication
English Department, Angelo State University
April 13, 2016

Executive Summary
Researchers (Chapman, 2009; Curwood, Schliesman, and Horning, 2009; Downey, 2013;
Hermann-Wilmarth & Ryan, 2013; Oltmann, 2015; Peters & Swanson, 2004; Smolkin & Young,
2011; Thein, Kavanagh, & Fink, 2013) have argued that librarians have an obligation to their
students to inform and teach diverse texts. Downey (2013) explained that the librarians' process
of being equitable with their duties is not easy and it requires courage and self-reflection.
Librarians should display diversity with exciting and meaningful materials. Downey also
described that the librarian's job is to serve and educate the community. Patrons should be
greeted with friendliness and understanding, both in the literature and in person.
The research performed by Chapman addressed the issues behind backlash on LGBT
subject materials. The researcher concluded that the library staff members displayed positive
attitudes regarding the use of LGBT literature in libraries, but there were still complaints from
parents in public schools. Despite librarian’s best efforts, the use of LGBT literature in libraries
is still criticized for being too inappropriate for children even at the high school level. Thein,
Kavanagh, and Fick explored the reasons why librarians and teacher hold anti-homophobic
views, but are reluctant to teach and provide LGBT literature in libraries and classrooms. The
researchers concluded that the librarian’s reluctance comes from the fear of backlash from the
community. Librarians also argued that the material was not appropriate for children and most
people may find LGBT literature offensive to his or her beliefs. There is an assumption that
LGBT literature is equivalent to sex taught in a classroom. Teachers and parents believe LGBT
content should be banned from schools. Scholars, Hermann-Wilmarth & Ryan, suggested that the
LGBT materials are too inclusive then it is the teacher’s job to provide concrete support. If the
literature is not inclusive then it will help teacher’s decide what is not safe and appropriate
reading materials for the classroom.

Introduction
The lack of LGBT subject materials in libraries and the librarian’s resistance has led
researchers to study the censorship (Downey, 2013). I am interested in conducting further
research scholars (Downey, 2013; Oltmann, 2015; Thein, Kavanagh, Fink, 2013) have explained
the reason behind the lack of LGBT literature in libraries across the United States. I will be
studying the many librarians that are reluctant to display LGBT literature in libraries for the
explicit content, their own bias, and the fear of backlash from the community. I will also study
the librarians who display LGBT content in libraries by putting those fears aside and continuing
to go about their work with open minds. I studied several articles on censorship, LGBT youth
and struggles, literature, and the librarians, educators, and certain student's parents who support
or do not support the use of LGBT literature in libraries to present the negative outcomes of
censorship in libraries.
Literature Review
Statement of the Problem
Researchers explained the lack of LGBT collections in libraries all over the United States
(Hermann-Wilmarth & Ryan, 2013). The researcher addressed the same issue of censorship by
stating that librarians have a professional responsibility to put all their prejudices aside and
provide an open-minded and proactive environment for the community (Downey, 2013).
Downey explained that the process takes courage, self-reflection, and strength to overcome the
fear.
The scholar described the different forms of censorship such as book-burning or simply
not knowing where to look (Downey, 2013). The researcher also emphasized the harm of self-
censorship. Librarian's need to express diversity with meaningful materials. Researcher Oltmann
(2015) stated that the inclusion of LGBT material in libraries is controversial. The scholar
explained that the use of LGBT subject materials in libraries can also serve as beneficial to
LGBT students who are still coming to terms with their sexuality and to foster a better
understanding in the heterosexual students.
The article illustrated some of the reasons why certain language arts teachers have pro-
LGBT views, but refuse to teach LGBT issues and text in their classrooms. Public and private
school and community libraries in the United States have little to no LGBT subject materials and
the literature that is present is censored. Therefore, it is the teachers and librarian’s job to
consider all literature that could possibly educate people who are unfamiliar on the subject,
including LGBT themed materials.
Librarians on LGBT Censorship
In a recent interview with Alexis Jolliff, a former librarian at San Jacinto elementary
school librarian, explained the lack of LGBT books in the elementary school libraries. She only
recalled two LGBT books that were in that particular library; Tango Makes Tree and the
Tangerine Dress. Jolliff claimed that there may also be a few chapter books with LGBT
characters. I proceeded to ask her why there is such a small amount in the library. She then
proclaimed that SAISD has a “list of vendors we can use and from those vendors the amount of
books available in this subject area for this age group with good reviews is slim. I know of these
books because I'm the one who bought them. We had a couple of families with gay or lesbian
parents and I was specifically searching for books to represent people in my student’s lives, but
at the same time I wanted quality books. I did receive some resistance from a couple of teachers
on a few of my selections. I don't think it was the two picture books I mentioned, but a couple of
chapter books. That didn't really bother me, but I could see it effecting other librarians.”
Researchers (Chapman, 2009; Curwood, Schliesman, and Horning, 2009; Downey, 2013;
Hermann-Wilmarth & Ryan, 2013; Oltmann, 2015; Peters & Swanson, 2004; Smolkin & Young,
2011; Thein, Kavanagh, & Fink, 2013) have argued that librarians have an obligation to their
students to inform and teach diverse texts. Downey (2013) explained that the librarians' process
of being equitable with their duties is not easy and it requires courage and self-reflection.
Librarians should display diversity with exciting and meaningful materials. Downey also
described that the librarian's job is to serve and educate the community. Patrons should be
greeted with friendliness and understanding, both in the literature and in person.
The education system, most importantly the library, was designed for students to acquire
knowledge of the world they inhabit with little restrictions (Hermann-Wilmarth & Ryan, 2013).
Librarians hold positive views toward LGBT students and issues, but are unwilling to take action
toward advocating for changes in the school policy, which suggested that the lack of LGBT
literature in libraries is not due to homophobic prejudice. (Thein, Kavanagh, & Fink, 2013).
However, there was concern relating to the quality of LGBT materials on younger children. The
researchers suggested that librarians should gain accurate knowledge of LGBT issues and texts
(Chapman, 2013; Thein, Kavanagh, & Fink, 2013). For example, librarians were encouraged to
study other librarians and teachers who displayed LGBT themed materials in their libraries to
gain positive insight. Librarians should also search for well-rounded LGBT text (Downey, 2013;
Macgillivary & Jennings, 2008; Oltmann, 2015; Thein, Kavanagh, & Fink, 2013). In addition to
the librarian’s unwillingness to display LGBT subject material in libraries, Chapman provided an
insight into the LGBT backlash and stated that there were a significant amount of complaints
derived from the parents of children attending the schools with the educational materials
provided. Certain parents along with library staff members believed that LGBT literature should
be located in a separate section to avoid the possibility of complaint, while others believed it
would draw negative attention to the library.

Figure 1: United States in LGBT filtering

Source: Schools Across The Country Censor LGBT Educational Materials. (2011). Retrieved
April 13, 2016, from http://thinkprogress.org/lgbt/2011/05/05/177397/aclu-filter-campaign/

The fear of judgement or backlash from the community is the most common reason
librarians are reluctant to provide LGBT subject materials for the public (Downey, 2013). The
use of LGBT literature in libraries may make certain community members uncomfortable and it
is the librarian's job to address these unpleasant reactions. The alternative is to provide and
maintain a standard supply of LGBT literature in libraries. Downey also stated that there is
another significant group of LGBT people and advocators that will appreciate the collection of
LGBT literature provided in the library. The researchers stated that librarians that let the
discomfort of the community discourage them from educating the public are displaying
unprofessional behavior (Chapman, 2009; Curwood, Schliesman, and Horning, 2009; Downey,
2013; Hermann-Wilmarth & Ryan, 2013; Oltmann, 2015; Peters & Swanson, 2004; Smolkin &
Young, 2011; Thein, Kavanagh, & Fink, 2013). Discomfort eventually leads librarians to provide
standard, dull collections, which is a great disservice to the profession and the community.
Access is an important part of a librarian’s profession. Providing diverse and culturally
stimulating literature for the public means that librarians take their job as a provider of
information seriously (Downey, 2013; Hermann-Wilmarth & Ryan, 2013; Macgillivary &
Jennings, 2008; Oltmann, 2015; Thein, Kavanagh, & Fink, 2013).
Figure 1 shows the amount of material taken from one specific library. The figure
displays a chart of the subject materials that are typically censored in libraries around the country
from 1990 to 2010 According to the graph, homosexuality content is a more than a fourth of the
total books banned.

Figure 1: Amount of Subject Material Taken from a Library in 10 years

Source: Book Censorship: History & Statistics-Video & Lesson Transcript | Study.com. (n.d.).
Retrieved April 13, 2016, from http://study.com/academy/lesson/book-censorship-history-
statistics-quiz.html

Censorship in Schools
LGBT literature in school media centers is a controversial subject to discuss, but Oltmann
(2015) believed that the subject material is beneficial for LGBT students in gaining a better
understanding of their sexuality and fostering a better understanding in the non-LGBT
community. The researcher conducted various studies of the collections of literature in the
libraries of public schools. Although the studies displayed libraries in the United States and
Canada. The research showed the same-low collection numbers are found in United States
libraries. The study went into further detail to examine public high schools in different American
states. The study concluded that every public school sampled at least one LGBT book in their
libraries.
Chapman (2013) reports the findings of a recent study done in the United Kingdom by
Boon and Howard (2004) on the provision of LGBT-related fiction to children in public libraries
and the attitudes of staff members to this subject material. The researcher comprised a checklist
of books and checked them against the catalogs of staff focus groups and an electronic
questionnaire distributed nationwide. The opinions of young LGBT youth and parents were also
gathered. The library staff members displayed generally positive attitudes, but there were
complaints and concerns from parents of the students attending the public schools. The scholar
provided an insight into the LGBT subject backlash, but there were areas of improvement still
needing to be addressed.
The research conducted by Macgillivray and Jennings (2008) analyzed the most widely
used foundations of education textbooks for LGBT content. The way LGBT topics are presented
in textbooks reinforces a negative image on the people of the LGBT community. The researchers
paid particular attention to the LGBT community and their feelings on the issue of censorship of
LGBT subject materials. The researchers believed the use of LGBT topic in textbook can aid the
inclusion in fundamental courses. The scholars stated the texts failed to describe people of the
LGBT community including their history and accomplishments. The textbooks also failed to
recognize the terms and concepts that define the LGBT community. Although the scholars still
believe that their findings hold relevance for other identity and representation issues.
Russo (2006) examined education and government discrimination policies set in place to
determine the status of anti-homophobic groups in the United States. The researcher studied a
case law review of literature used to illustrate the effect homophobia has on children, despite
their sexual orientation, and the development of new public education policy protections induced
to protect LGBT students. The researcher concluded that all children are entitled to a safe and
productive learning environment, and school officials are responsible for ensuring this in all
classrooms.
Patricia L. Daniel suggests that for many language arts teachers, LGBT students are
invisible in the classroom. This is why their rights, feelings, and self-esteem has not been
protected. The researchers (Curwood, Schliesman, and Horning, 2009) collaborated a powerful
defense of teaching LGBTQ literature for the good of all students. The scholars concluded their
research with the statement that researchers who feel supported by colleagues or people whose
judgement is valued, are less likely to reject books they perceive as potentially problematic.
Hermann-Willmarth and Ryan (2013) discussed their work and the importance of
including LGBT topics in elementary language arts classrooms. School teachers consider and
respond to learners with diverse backgrounds, languages, abilities, and experiences. According to
Hermann-Willmarth and Ryan the idea of welcoming classrooms is designed to connect the
home and school lives of students. The researchers studied gay rights policy debates over
marriage and bullying requires an inclusive learning environment. Kids leave school learning
multiple ways to create a family, fall in love, and express themselves in the world. It is one thing
to say that teachers should be reading books with LGBT material with their students, but it is
another to actually read the contexts that might not feel supportive. It is important for the
teachers to know school policies regarding censorship, bullying, and discrimination. If the LGBT
material is inclusive, it is the teacher's job to provide additional concrete support. If the LGBT
material is not inclusive, it will help teachers know what choices might not be safe and
appropriate to teach in the classroom. The scholars concluded that making these policies is an
advocacy starting point for colleagues, administrators, families and teachers.
The three scholars, Thein, Kavanagh, and Fink (2013) studied ways to eliminate some of
the reasons why language arts teachers may hold anti-homophobic views, but still resist teaching
LGBT material in their classrooms. In recent years scholars and teacher educators have
encouraged language arts teachers to include LGBT texts in their classrooms. The researchers
studied articles offering suggestions for selecting engaging LGBT-themed children and young
adult literature and strategies that could persuade middle and elementary school children to
question such discourses in their readings. The scholars also discovered sites for combatting
homophobia and heterosexism in schools and reading as the best way to approach teaching
LGBT subject material. The main argument against the material was that the material was not
appropriate and that it was not part of their job. There was an assumption that the LGBT issues
equates to teaching about sex, did not belong to school at all. Teachers can engage in this
reflective and analytic work individually or in group professional development with free-writing
thoughts about LGBT texts and issues and analyze their responses. The scholars concluded that
teachers can be able to see that driven by patterned discourses and rhetorical arguments to silence
productive dialogue and those interested in interrogating the logic of those discourses often find
it faulty.

References
Book Censorship: History & Statistics-Video & Lesson Transcript | Study.com. (n.d.). Retrieved
April 13, 2016, from http://study.com/academy/lesson/book-censorship-history-statistics-
quiz.html
Chapman, E. (2013). No more controversial than a gardening display? Provision of LGBT-
related fiction to children and young people in U.K. public libraries. John Hopkins
University Press, 61, 542-568.
Cossman, B. (2013). Censor, resist, repeat: A history of censorship of gay and lesbian sexual
representation in Canada. Duke Journal of Gender and Policy, 21, 45.
Curwood, J., Schliesman, M., & Horning, K. (2009). Fight for your right: Censorship, selection,
and LGBTQ literature. The English Journal, 98, 37-43.
Downey, J. (2013). Self-censorship in selection of LGBT-themed materials. American Library
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Hermann-Wilmarth, J., & Ryan, C. (2013). Interrupting the single story: LGBT issues in the
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Macgillivray, I. & Jennings, T. (2008). A content analysis exploring lesbian, gay, bisexual, and
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Smolkin, L. & Young, C. (2011). Missing, mirrors, missing windows: children's literature
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