Developments in LGBTQ provision in secondary school library services since the abolition of Section 28

Abstract

The article explores progress made in LGBTQ provision in UK secondary school libraries since Section 28 was repealed in 2003. Little research has been conducted on LGBTQ provision in UK school libraries. This paper aims to fill a research gap in this field. Data was gathered from two qualitative surveys conducted in 2013. The first survey was aimed at LGBTQ people who had been pupils of a UK secondary school at some point during the period 2003–2013. The second was aimed at librarians currently working in UK secondary schools. The surveys were disseminated using targeted mailing lists and social media. A four-staged thematic analysis of the data was undertaken. The research found that school library use among LGBTQ teens is low due to LGBTQ invisibility and fear experienced by young LGBTQ people. LGBTQ school library provision would be highly valued by most LGBTQ pupils. Librarians are generally positive about LGBTQ provision, although they respond differently to diversity. Some adopt a neutral approach to inclusion; others offer more targeted and active support. Librarians’ knowledge and confidence regarding LGBTQ provision also varies. The paper provides increased insight into LGBTQ school library provision in the UK and provides recommendations to improve practice.

The content disseminated on social media by public secondary school libraries as a reflection of society

“…Now more than ever, school libraries have “the capacity and the potential […] to collect, select, organize, and present in their area on the Internet resources of support for the development of reading and learning in the school” (Durban Roca, 2013), reaffirming their role as Resource Centres for Teaching and Learning (CREA) (Area Moreira and Marzal García-Quismondo, 2016; IFLA, 2015; Gobierno de España, Agencia Estatal, 2006, 2013). School libraries also represent a fundamental pillar for the achievement of information literacy (IL) (Blasco Olivares and Durban Roca, 2012; Campal García, 2006; Catalani, 2017; CILIP, 2014; Kim et al , 2014; Marzal et al , 2012; Pagán and Ortiz, 2016; Smith, 2016), of the key curricular competencies at all educational levels (Hanson-Baldauf and Hassell, 2009; Limberg et al , 2012; Martínez-Abad et al , 2017) and of the education of adolescents in such topics of major social relevance as immigration (Elizondo and Gorostiaga, 2016), bullying (Medina Santiago et al , 2017), equality (Muñoz Alvarado, 2013; Walker and Bates, 2016) and gender-based violence (Celis Ávila, 2004; Garro Fallas, 2014).…”

Sexual orientation for the LGBTQ+ community: Information sources and barriers

“…The design of this study was based on the literature review followed by a self-administered qualitative survey. First, we conducted the literature review to identify existing studies in relation to gender-identity discovery, information seeking and information behaviour, considering their results and their limitations (Garrett and Spano, 2017; Mehra et al, 2011; Villarroya and Boté-Vericad, 2023; Villarroya et al, 2022; Walker and Bates, 2016). Additionally, the study explored the role of the Internet and the use of technology in shaping information behaviour and identity discovery.…”

Egyenlőtlenségek a tudományos kutatás területén. Az amatőr kutatók szerepe

“…Mit tegyünk akkor, ha az információhiány súlyosan érinti a vizsgált olvasói csoport esélyeit és életkilátásait? Walker kutatásai szerint 12 első helyen az élet fenntartásához, az egészségmegőrzéshez szükséges információt keresik az LMBT csoportok tagjai, fiataljai. Éppen őket hogyan hagyhatnánk ki az információáramlásból?…”