The results of the first cross-campus survey of student opinions on Zero Textbook Cost (ZTC) courses are in: City University of New York (CUNY) students like their ZTC courses, primarily for the cost savings and ease of access. The survey results yield rich data about how positively students feel about their Zero Textbook Cost (ZTC) courses as well as ways to improve the design and delivery of Zero Textbook Cost courses to make them more beneficial for student learning.

This paper explores how self-identified LGBTQ students use the library located within a culture center on campus serving lesbian, gay, bisexual, transgender and queer students, compared to the ways those students use the main campus library. In particular, this study asks how LGBTQ students' needs of library collections may differ based on where those collections are located. While much has been written about pluralism, diversity, and multiculturalism in the library, there have been strikingly few studies by librarians attempting to work with minority student cultural centers on campus. Through an in-depth survey, this study directly asks LGBTQ students who frequent the LGBTQ Resource Center about their needs and usage habits in each library collection. By learning from the students directly, one can make claims about best practices for outreach, collection development, and information literacy practices specific to LGBTQ students who may have different needs for collections in different spaces. A Note on Key Terms: descriptive terms for sexuality and gender-based identities have changed frequently throughout the past century in accordance with social and cultural norms. In an attempt to simplify terms and remain inclusive, this paper will use LGBTQ as the descriptive identity term throughout. However, when citing or referring to studies or organizations that use a slightly different identity term (for instance, GLBT), this paper reproduces the original language of the cited study.

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This article underwent fully-anonymous peer review in accordance with JLSC's peer review policy.

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