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Middle School Librarians' Perception...

Vallie, Kristal Elaine.

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Middle School Librarians' Perceptions and Promotion of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Books.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Middle School Librarians' Perceptions and Promotion of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Books./
Author:	Vallie, Kristal Elaine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	100 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Library science. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13879706
ISBN:	9781392188439

Middle School Librarians' Perceptions and Promotion of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Books.
Vallie, Kristal Elaine.

Middle School Librarians' Perceptions and Promotion of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Books. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 100 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--Texas A&M University - Commerce, 2019.

This item must not be sold to any third party vendors.

This study was a sequential explanatory mixed methods study. The quantitative data, which were collected first, came from a northeast Texas public school district website showing the school library databases of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) book holdings. The qualitative data, which were collected second, came from interviews with middle school librarians in the same school district. The targeted population for the study was all 12 middle school libraries and all 12 librarians from the same district. Six of the 12 middle school librarians agreed to participate. They were interviewed regarding their years of service, certifications, perceptions on the LGBTQ book holdings available in their campus libraries, purchasing of LGBTQ books, professional development opportunities, cataloging, promotion of LGBTQ books, and strategies that can be used to improve access to LGBTQ books for young adults in school libraries. Two instruments were used for this study, which included an LGBTQ book list and interview responses from school librarians. The findings of this study supported those of previous research indicating that there is an overall difficulty in finding LGBTQ-related books with that students can identify (Jennings, 2006; Kosciw, Greytak, Zongrone, Clark, & Truong, 2018; Linville, 2004; Whelan, 2006). After the interviews were completed, 2 critical themes emerged from the research: librarians' perceptions about students' needs and librarians' perceptions and reactions regarding silence within the district. Within the 1st theme, 4 subthemes emerged: (a) know and listen to the students; (b) be open-minded and gently lead them to the books; (c) be a risk-taker; and (d) organize books by genre. Within the 2nd theme, 3 subthemes emerged: (a) silence within the district and professional development, (b) "be careful" with parents, and (c) breaking the silence. According to this research, there is a need for librarians to know and listen to the students they serve within their libraries with open minds and gentleness. The researcher also revealed that librarians need more professional development when dealing with the topic of LGBTQ-themed books and with parents. The researcher also used participant responses, or lack thereof, in this study to reveal the need to break the silence regarding LGBTQ-themed books within the schools and the district.

ISBN: 9781392188439Subjects--Topical Terms:

539284
Library science.
Subjects--Index Terms:

Education

Middle School Librarians' Perceptions and Promotion of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) Books.
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520 $a This study was a sequential explanatory mixed methods study. The quantitative data, which were collected first, came from a northeast Texas public school district website showing the school library databases of lesbian, gay, bisexual, transgender, and questioning (LGBTQ) book holdings. The qualitative data, which were collected second, came from interviews with middle school librarians in the same school district. The targeted population for the study was all 12 middle school libraries and all 12 librarians from the same district. Six of the 12 middle school librarians agreed to participate. They were interviewed regarding their years of service, certifications, perceptions on the LGBTQ book holdings available in their campus libraries, purchasing of LGBTQ books, professional development opportunities, cataloging, promotion of LGBTQ books, and strategies that can be used to improve access to LGBTQ books for young adults in school libraries. Two instruments were used for this study, which included an LGBTQ book list and interview responses from school librarians. The findings of this study supported those of previous research indicating that there is an overall difficulty in finding LGBTQ-related books with that students can identify (Jennings, 2006; Kosciw, Greytak, Zongrone, Clark, & Truong, 2018; Linville, 2004; Whelan, 2006). After the interviews were completed, 2 critical themes emerged from the research: librarians' perceptions about students' needs and librarians' perceptions and reactions regarding silence within the district. Within the 1st theme, 4 subthemes emerged: (a) know and listen to the students; (b) be open-minded and gently lead them to the books; (c) be a risk-taker; and (d) organize books by genre. Within the 2nd theme, 3 subthemes emerged: (a) silence within the district and professional development, (b) "be careful" with parents, and (c) breaking the silence. According to this research, there is a need for librarians to know and listen to the students they serve within their libraries with open minds and gentleness. The researcher also revealed that librarians need more professional development when dealing with the topic of LGBTQ-themed books and with parents. The researcher also used participant responses, or lack thereof, in this study to reveal the need to break the silence regarding LGBTQ-themed books within the schools and the district.
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