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
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.

Greensheet Links
Weekly Readings
Course Requirements
ANGEL Tutorials
iSchool eBookstore

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.

Course Requirements

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

Assignments Due
Jan. 21-23   Jan. 23 Introductions
Jan. 21-26 Definitions Jan. 26  
Jan. 27-Feb.2 LCSH Feb. 2 Definitions
Feb.3-9 Encyclopedias
Pathfinder Topic Due
Feb. 9 LCSH
Feb. 10-16 Book Reviews Feb. 16 Encyclopedias
Feb. 17-23 Collection Development Feb. 23 Book Reviews
Feb. 24-Mar. 2     Collection Development
Mar. 3-9 Pathfinder Mar. 9 Case Studies
Mar. 10-16 Archives Mar. 16 Pathfinder Discussion
Mar. 17- 20 Professional Library Organizations
Issue Paper Topic Due
Mar. 30 Archives
Mar. 23-27 Spring Recess
Mar. 31 Cesar Chavez Day    
Apr. 1-6 Pathfinder Critiques Apr. 6 Professional Library Orgs
Apr. 7-13 Young Adult Issues & Concerns Apr. 13 Pathfinder Discussion II
Apr. 14-20 Censorship Apr. 20 Young Adult Issues & Concerns
Apr. 21-27 Filtering Apr. 27 Censorship
Apr. 28-May 4     Filtering
May 5-12 Issue Paper May 12  

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: terminology Required_Readings

    Suggested Readings can be accessed at: terminology Suggested_Readings

    Believe It Or Not!: 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: 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: LCSH Suggested_Readings

    Of Interest: 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: encyclopedias Required_Readings

    Suggested Readings can be accessed at: encyclopedias Suggested_Readings

    Of Interest: encyclopedias Of_Interest

    Believe It Or Not!: 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: Book_Reviews Required_Readings

    Suggested Readings can be accessed at: Book_Reviews Suggested_Readings

    Examples of GLBTIQ book review resources can be accessed at: 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: Collection_Development Suggested_Readings

    Examples of collection development policies, assessments, and specific collections can be accessed at: 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. 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: 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: Archives websites

    Tour the archives: 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: 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: 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: YA Suggested_Readings

    Examples of innovative programs, services, etc. can be accessed at: 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: 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: Censorship Suggested_Readings

    Resources: Censorship Resources

    Things to Ponder: Censorship Things_to_Ponder

    Believe It Or Not!: 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: Filtering Required_Readings

    Suggested Readings can be accessed at: 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: Filtering Things_to_Ponder

    Parental Controls: Filtering Parental_Controls

    Resources: Filtering Resources

    Believe It Or Not!: Filtering Believe_It_Or_Not!

    Just for Fun: 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

Participation in threaded discussions  15%
Facilitating threaded discussion    5%
Weekly assignments  25%
Pathfinder  20%
Pathfinder critiques  10%
Issues paper  25%
TOTAL 100%

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.

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:

97 to 100 A
94 to 96 A minus
91 to 93 B plus
88 to 90 B
85 to 87 B minus
82 to 84 C plus
79 to 81 C
76 to 78 C minus
73 to 75 D plus
70 to 72 D
67 to 69 D minus
Below 67 F


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 More detailed information on a variety of related topics is available in the SJSU catalog at 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 Add/drop deadlines can be found on the current academic year calendars document on the Academic Calendars webpage at The Late Drop Policy is available at 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

Consent for Recording of Class and Public Sharing of Instructor Material

University Policy S12-7,, 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 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

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 requires that students with disabilities requesting accommodations must register with the Accessible Education Center (AEC) at to establish a record of their disability.

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