LIBR 220-05
LIBR 220-14
Resources and Information Services in the Disciplines and Professions
Topic: Gay, Lesbian, Bisexual, Transgender, Intersex, and Queer/Questioning (GLBTIQ) Resources and Services
Spring 2009 Greensheet

E. Greenblatt
E-mail
Office Hours: Virtually via email or telephone by appointment.
While there are no special online office hours for this class, I will be happy to answer your questions as they arise. Please submit your questions and comments through ANGEL or send them directly to me. Please start your email subject line with “220-05” or "220-14" so that I can easily identify your emails and ensure a timely reply – within 48 hours of receipt. I will announce on ANGEL any extended absences that may affect the promptness of my responses. Also, when sending emails, please keep in mind that I am most likely in a different time zone than most of you – Mountain Time, which is one hour later than Pacific Time.

ANGEL information: The ANGEL course will be available on Monday, January 12th. Students must self-enroll in ANGEL between Monday, January 12th and Wednesday, January 21st, with the access code that will be distributed via my.sjsu.

Course Description

This class will explore library services and resources as they relate to GLBTIQ (Gay, Lesbian, Bisexual, Transgender, Intersex, and Queer/Questioning) communities and their support systems. We will discuss various library operations and services within the context of GLBTIQ issues and concerns as well as examine and evaluate key publications and other information resources in the field.

Course Prerequisites: LIBR 202 required.

Course Objectives

Student Learning Outcomes
Upon successful completion of this course, students will:

• Understand at least two dozen basic concepts and terms relating to GLBTIQ communities and issues;
• Identify at least 5 service-oriented issues and concerns regarding library use by GLBTIQ communities;
• Identify access barriers to GLBTIQ resources, particularly those relating to subject access
• Learn how to handle challenges to GLBTIQ materials and exhibits in the library;
• Develop the ability to evaluate the appropriateness of information resources relating to this topic and become familiar with key GLBTIQ information resources;
• Become familiar with collection development issues relating to this subject area; and
• Develop culturally competent approaches to working with GLBTIQ communities and individuals
  

LIBR 220 supports the following SLIS Core Competencies:

• Recognize the social, cultural and economic dimensions of information use;
• Use service concepts, principles and techniques that facilitate information access, relevance, and accuracy for individuals or groups of users;
• Articulate the ethics, values and foundational principles of library and information professionals and their role in the promotion of intellectual freedom;
• Understand the nature of research, research methods and research findings; retrieve, evaluate and synthesize scholarly and professional literature for informed decision-making by specific client groups;
• Demonstrate oral and written communication skills necessary for group work, collaborations and professional level presentations;
• Evaluate programs and services on specified criteria; and
• Contribute to the cultural, economic, educational and social well-being of our communities.

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Course Requirements

Course Calendar
Tentative Course Calendar (subject to change with fair notice)

The web-based nature of this course precludes traditional attendance requirements and as such emphasizes participation. This means that all students are required to participate in all discussion board activities. Participation in these discussions must be substantive, thoughtful, creative, and grounded in research and assigned readings. For more information, see the Discussion Rubric.

Weekly assignments are due by 1 a.m. Pacific Time each Monday morning. Other assignments are due by 1 a.m. Pacific Time on the dates stated above.

Weekly Readings

• Week of 1/27/09 - Definitions
  [Note: I prefer that you read these AFTER you have completed the definitions assignment for the previous week as I would like to see what you come up with independently.]
  
  Required Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/012709 terminology Required_Readings
  
  Suggested Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/012709 terminology Suggested_Readings
  
  Believe It Or Not!:
  http://delicious.com/SJSUGLBTIQ/012709 terminology Believe_It_Or_Not!
  
  
• Week of 1/27/09 - LCSH
  
  Required Readings
  
  Greenblatt, E. (1990). Homosexuality: The evolution of a concept in the Library of Congress Subject Headings. In C. Gough & E. Greenblatt (Eds.), Gay and lesbian library service (pp. 75-101). Jefferson, NC: McFarland.
  
  Johnson, M. (2008). A Hidden History of Queer Subject Access. In K. R. Roberto (Ed.), Radical cataloging: Essays from the front (pp. 18-27). Jefferson, NC: McFarland.
  
  De la Tierra, T. (2008). Latina lesbian subject headings: The power of naming. In K. R. Roberto (Ed.), Radical cataloging: Essays from the front (pp. 94-102). Jefferson, NC: McFarland.
  
  (2000, Summer). LA&M creates new Library of Congress Leather Subject Headings. Leather Archives and Museum Newsletter (12), pp. 1,8.
  
  Additional Required Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/012709 LCSH Required_Readings
  
  Suggested Readings
  
  Campbell, G. (2000, May 15). Queer theory and the creation of contextual subject access tools for gay and lesbian communities. Knowledge Organization, 27 (3), 122-131.
  
  Olson, H. A. (2001, Spring). The Power to Name: Representation in Library Catalogs. Signs, 26 (3), 639-668.
  
  Additional Suggested Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/012709 LCSH Suggested_Readings
  
  Of Interest:
  http://delicious.com/SJSUGLBTIQ/012709 LCSH Of_Interest
   
• Week of 2/3/09 – Encyclopedias
  
  Required Readings
  
  SantaVicca, E. F. (1979). Evaluating encyclopedias: A framework summary. Gay Insurgent (4-5), 15-17.
  
  Badke, W. (2008, March/April). What to Do With Wikipedia. Online, 32 (2), 48-50.
  
  Harris, C. (2007, June). Can We Make Peace with Wikipedia? School Library Journal, 53 (6), 26.
  
  Breneman, J. (2007, May 13). Battle of the Online Encyclopedias. Boston Herald, pp. 9.
  
  Rector, L. H. (2008). Comparison of Wikipedia and other encyclopedias for accuracy, breadth, and depth in historical articles. Reference Services Review, 36 (1), 7-22.
  
  Additional Required Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/020309 encyclopedias Required_Readings
  
  Suggested Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/020309 encyclopedias Suggested_Readings
  
  Of Interest:
  http://delicious.com/SJSUGLBTIQ/020309 encyclopedias Of_Interest
  
  Believe It Or Not!:
  http://delicious.com/SJSUGLBTIQ/020309 encyclopedias Believe_It_Or_Not!
   
• Week of 2/10/09 – Book Reviews
  
  Required Readings
  
  Sweetland, J.H., & Christensen, P.G. (1995). Gay, lesbian, and bisexual titles: Their treatment in the review media and their selection by libraries. Collection Building, 14 (2), 32-41.
  
  Rothbauer, P.M., & McKechnie, L.E.F. (2000). The treatment of gay and lesbian fiction for young adults in selected prominent reviewing media. Collection Building, 19 (1), 5-16.
  
  Graham, G. (2004). Amazon glitch unmasks war of reviews. Logos, 15 (2), 111.
  
  Credaro, A. (2004, November/December). Walking Through the valley of the shadow of happy talk: Book reviews and collection development. Library Media Connection, 23 (3), 51.
  
  Additional Required Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/021009 Book_Reviews Required_Readings
  
  Suggested Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/021009 Book_Reviews Suggested_Readings
  
  Examples of GLBTIQ book review resources can be accessed at:
  http://delicious.com/SJSUGLBTIQ/021009 Book_Reviews Examples
   
• Week of 2/17/09 – Collection Development
  
  Required Readings
  
  Gough, C. (1990). Key issues in the collecting of gay/lesbian library materials. In C. Gough & E. Greenblatt (Eds.), Gay and lesbian library service (pp. 3-10). Jefferson, N.C.: McFarland.
  
  and one of the following (depending on type of library you are writing about)
  
  Gough, C. (1990). Gay and lesbian materials in public libraries. In C. Gough & E. Greenblatt (Eds.), Gay and lesbian library service (pp. 38-58). Jefferson, N.C.: McFarland.
  
  Jenkins, C. (1990). Gay and lesbian issues for school libraries and librarians. In C. Gough & E. Greenblatt (Eds.), Gay and lesbian library service (pp. 11-24). Jefferson, N.C.: McFarland.
  
  Taraba, S. (1990). Collecting gay and lesbian materials in an academic library. In C. Gough & E. Greenblatt (Eds.), Gay and lesbian library service (pp. 25-37). Jefferson, N.C.: McFarland.
  
  Suggested Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/021709 Collection_Development Suggested_Readings
  
  Examples of collection development policies, assessments, and specific collections can be accessed at:
  http://delicious.com/SJSUGLBTIQ/021709 Collection_Development Examples
   
• Week of 2/24/09 – Pathfinders
  
  Suggested Readings
  
  Valenza, J. K. (2004, April). N-Gen Pathfinders Meet N-Gen Students. Voice of Youth Advocates, 27 (1), 38.
  
  Vileno, L. (2007). From paper to electronic, the evolution of pathfinders: a review of the literature. Reference Services Review, 35 (3), 434-451.
  
  Wilson, P. (2002, March/April). Perfecting pathfinders for the Web. Public Libraries, 41 (2), 99-100.
  
  Examples of pathfinders have been gathered at the URL below. While most do not include all the elements specified in your assignment, each contains some unique and resourceful features.
  http://delicious.com/SJSUGLBTIQ/022409 Pathfinders Examples
  
  There are several additional pathfinders, most compiled by students of previous classes, available through ANGEL.
   
• Week of 3/3/09 – Case Studies
  
  This week's readings will relate to a set of case studies. See the Discussion Section of ANGEL for more information.
  
  
• Week of 3/10/09 – Archives
  
  Required Readings
  
  Marston, B. (1990). Lesbian and gay materials in Cornell's collection of human sexuality. In C. Gough & E. Greenblatt (Eds.), Gay and lesbian library service (pp. 65-72). Jefferson, N.C.: McFarland.
  
  Thistlethwaite, P. The Lesbian Herstory Archives. In C. Gough & E. Greenblatt (Eds.), Gay and lesbian library service (pp. 61-64). Jefferson, N.C.: McFarland.
  
  Kniffel, L. (1993). You gotta have Gerber-Hart: A gay and lesbian library for the midwest. American libraries, 24 (10), 958-960.
  
  Lukenbill, B. (2002). Modern gay and lesbian libraries and archives in North America: A study in community identity and affirmation.” Library management, 23 (1), 93-100.
  
  Retzloff, T.(2001). From storage box to computer screen: Disclosing artifacts of queer history in Michigan. GLQ: A journal of lesbian and gay studies, 7 (1), 153-181.
  
  Free access without judgment. (2002). Illinois Library Association Reporter, 20 (5), 4-6.
  
  Schroeder, S., & Schenden, L. K. (2008, June). Lesbian libraries; Keeping track of our heritage with dyke archives. Curve, 18 (5), 50 .
  
  Donnelly, S. (2008). Coming out in the archives: the Hall-Carpenter Archives at the London School of Economics. History Workshop Journal, 66 (1), 180-184.
  
  Additional Required Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/031009 Archives Required_Readings
  
  Suggested Readings
  
  Allen, D. (2005, November 22). Where our history lives. Advocate, 43-44.
  
  Websites of various LGBTIQ archives can be accessed at:
  http://delicious.com/SJSUGLBTIQ/031009 Archives websites
  
  Tour the archives:
  http://delicious.com/SJSUGLBTIQ/031009 Archives tours
   
• Week of 3/17/09 – Professional Library Organizations
  
  Required Readings
  
  Cook, J. C. (2005). Gay and lesbian Librarians and the ‘need" for GLBT library organizations: Ethical questions, professional challenges, and personal dilemmas in and "out" of the workplace. Journal of Information Ethics 14 (2), 32-49.
  
  Embser-Herbert, E. (2006). A community within: Why the heck is there a standing committee for lesbian and gay issues anyway? AALL Spectrum 10 (4), 18-21.
  
  Gittings, B. (1992). Gays in library land: The Gay and Lesbian Task Force of the American Library Association; The first sixteen years. In Berman, S. and Danky, J.P. (Eds.), Alternative Library Literature, 1990/1991 (pp. 11-17). Jefferson, N.C.: McFarland.
  
  SLA caucuses: Creation, purpose and the GLIC (2001, April). Information Outlook 5 (4), 47.
  
  Websites of professional organizations can be accessed at:
  http://delicious.com/SJSUGLBTIQ/031709 Professional_Orgs websites
   
• Week of 3/24/09 – Spring Break, no readings.
  
  
• Week of 4/1/09 – Work on pathfinder critiques – no readings required
   
• Week of 4/7/09 – Young Adult Issues and Concerns
  
  Required Readings
  
  Curry, A. (2005, Fall). If I ask, will they answer? Evaluating public library reference service to gay and lesbian youth. Reference & user services quarterly, 45 (1), 65-74.
  
  Farrelly, M.G. (2006, July/August). Serving gay youth @ your library. Public libraries, 45 (4), 40-41.
  
  Martin, H.J. (2006, Summer). A library outing: Serving lesbian and gay teens. Young adult library services, 4 (4), 38-39.
  
  Additional Required Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/040709 YA Required_Readings
  
  Suggested Readings
  
  Strawn, P. (2004, Spring). Letters on a changing world. Texas library journal, 80 (1), 30-31.
  
  Jennings, K. (2006, May/June). Librarians Make a Difference. Knowledge Quest, 34 (5), 22.
  
  Gardes, T. (2008, Fall). Serving Lesbian, Gay, Bisexual, Transgendered, and Questioning Teens in Your Library Media Center. CSLA Journal, 32 (1), 23-24.
  
  Additional Suggested Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/040709 YA Suggested_Readings
  
  Examples of innovative programs, services, etc. can be accessed at:
  http://delicious.com/SJSUGLBTIQ/040709 YA Examples
  
  Week of 4/14/09 – Censorship
  
  Required Readings
  
  Burke, S. K. (2008). Removal of Gay-Themed Materials from Public Libraries: Public Opinion Trends, 1973–2006. Public Library Quarterly, 27 (3), 247-264.
  
  Additional Required Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/041409 Censorship Required_Readings
  
  Suggested Readings
  
  Garden, N. (2000, Spring). A writer's perspective on censorship. CSLA Journal, 20 (2), 17-18.
  
  Newman, L. (1997, March/April). Heather and her critics. Horn Book, 73 (2), 149-153.
  
  Additional Suggested Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/041409 Censorship Suggested_Readings
  
  Resources:
  http://delicious.com/SJSUGLBTIQ/041409 Censorship Resources
  
  Things to Ponder:
  http://delicious.com/SJSUGLBTIQ/041409 Censorship Things_to_Ponder
  
  Believe It Or Not!:
  http://delicious.com/SJSUGLBTIQ/041409 Censorship Believe_It_Or_Not!
   
• Week of 4/21/09 – Filtering
  
  Required Readings
  
  Adams, H. R. (2008, September). Filters and Access to Information, Part I. School Library Media Activities Monthly, 25 (1), 55.
  
  Adams, H. R. (2008, October). Filters and Access to Information, Part II. School Library Media Activities Monthly, 25 (2), 54.
  
  Adams, H. R. (2008, November). Filters and Access to Information, Part III. School Library Media Activities Monthly, 25 (3), 55.
  
  M. Schmidt, C. M. (2008, March). Those Interfering Filters! How to Deal with the Reality of Filters in Your School Library. Library Media Connection, 26 (6), 54-55.
  
  Additional Required Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/042109 Filtering Required_Readings
  
  Suggested Readings can be accessed at:
  http://delicious.com/SJSUGLBTIQ/042109 Filtering Suggested_Readings
  
  Things to Ponder:
  
  Boule, M. (2007, December). The Freedom to Be Literate. American Libraries, 38 (11), 42.
  
  Hamilton, S. (2007, November 1). Walking the Library System. Library Journal, 132 (18), 41.
  
  Janes, J. (2007, October). Cluck, Cluck. American Libraries, 38 (9), 49.
  
  Dobija, J. (2007, September). The First Amendment Needs New Clothes. American Libraries, 38 (8), 50-53.
  
  More Things to Ponder:
  http://delicious.com/SJSUGLBTIQ/042109 Filtering Things_to_Ponder
  
  Parental Controls:
  http://delicious.com/SJSUGLBTIQ/042109 Filtering Parental_Controls
  
  Resources:
  http://delicious.com/SJSUGLBTIQ/042109 Filtering Resources
  
  Believe It Or Not!:
  http://delicious.com/SJSUGLBTIQ/042109 Filtering Believe_It_Or_Not!
  
  Just for Fun:
  http://delicious.com/SJSUGLBTIQ/042109 Filtering Just_for_Fun
   
• Week of 4/28/09 – No required readings. Use the extra time to work on your paper.
   

Class Assignments
Percentage weight assigned to class assignments

Late Assignments
Assignment due dates are clearly stated both on the "Greensheet" and on the ANGEL course site. Be sure to back up your work as a preventative measure and retain copies of your assignments until the end of the grading period. Late work will only be accepted under special circumstances, with advance notification and proper documentation.

Incompletes
SLIS discourages the awarding of an incomplete. An incomplete is granted only in cases of serious medical or family emergency. Most of the coursework must be completed and supporting documentation is required. Inefficient time management or course overload is not a valid reason to receive an incomplete.

Grading Scale

The standard SJSU School of Information Grading Scale is utilized for all iSchool courses:

In order to provide consistent guidelines for assessment for graduate level work in the School, these terms are applied to letter grades:

• C represents Adequate work; a grade of "C" counts for credit for the course;
• B represents Good work; a grade of "B" clearly meets the standards for graduate level work;
  For core courses in the MLIS program (not MARA) — INFO 200, INFO 202, INFO 204 — the iSchool requires that students earn a B in the course. If the grade is less than B (B- or lower) after the first attempt you will be placed on administrative probation.  You must repeat the class the following semester. If -on the second attempt- you do not pass the class with a grade of B or better (not B- but B) you will be disqualified.
  
• A represents Exceptional work; a grade of "A" will be assigned for outstanding work only.

Students are advised that it is their responsibility to maintain a 3.0 Grade Point Average (GPA).

University Policies

General Expectations, Rights and Responsibilities of the Student

As members of the academic community, students accept both the rights and responsibilities incumbent upon all members of the institution. Students are encouraged to familiarize themselves with SJSU's policies and practices pertaining to the procedures to follow if and when questions or concerns about a class arises. See University Policy S90-5 at http://www.sjsu.edu/senate/docs/S90-5.pdf. More detailed information on a variety of related topics is available in the SJSU catalog at http://info.sjsu.edu/web-dbgen/catalog/departments/LIS.html. In general, it is recommended that students begin by seeking clarification or discussing concerns with their instructor. If such conversation is not possible, or if it does not serve to address the issue, it is recommended that the student contact the Department Chair as a next step.

Dropping and Adding

Students are responsible for understanding the policies and procedures about add/drop, grade forgiveness, etc. Refer to the current semester's Catalog Policies section at http://info.sjsu.edu/static/catalog/policies.html. Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at http://www.sjsu.edu/provost/services/academic_calendars/. The Late Drop Policy is available at http://www.sjsu.edu/aars/policies/latedrops/policy/. Students should be aware of the current deadlines and penalties for dropping classes.

Information about the latest changes and news is available at the Advising Hub at http://www.sjsu.edu/advising/.

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7, http://www.sjsu.edu/senate/docs/S12-7.pdf, requires students to obtain instructor's permission to record the course and the following items to be included in the syllabus:

• "Common courtesy and professional behavior dictate that you notify someone when you are recording him/her. You must obtain the instructor's permission to make audio or video recordings in this class. Such permission allows the recordings to be used for your private, study purposes only. The recordings are the intellectual property of the instructor; you have not been given any rights to reproduce or distribute the material."
  • It is suggested that the syllabus include the instructor's process for granting permission, whether in writing or orally and whether for the whole semester or on a class by class basis.
  • In classes where active participation of students or guests may be on the recording, permission of those students or guests should be obtained as well.
• "Course material developed by the instructor is the intellectual property of the instructor and cannot be shared publicly without his/her approval. You may not publicly share or upload instructor generated material for this course such as exam questions, lecture notes, or homework solutions without instructor consent."

Academic integrity

Your commitment, as a student, to learning is evidenced by your enrollment at San Jose State University. The University Academic Integrity Policy F15-7 at http://www.sjsu.edu/senate/docs/F15-7.pdf requires you to be honest in all your academic course work. Faculty members are required to report all infractions to the office of Student Conduct and Ethical Development. The Student Conduct and Ethical Development website is available at http://www.sjsu.edu/studentconduct/.

Campus Policy in Compliance with the American Disabilities Act

If you need course adaptations or accommodations because of a disability, or if you need to make special arrangements in case the building must be evacuated, please make an appointment with me as soon as possible, or see me during office hours. Presidential Directive 97-03 at http://www.sjsu.edu/president/docs/directives/PD_1997-03.pdf requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at http://www.sjsu.edu/aec to establish a record of their disability.

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