After completing the assigned readings for this week, I couldn’t help but play “connect the dots” with what I’ve learned so far (in both life and academically). Reflecting back on my youth, I can’t remember the last time I read any books with Chinese characters in the story line. I can’t even remember reading any texts that had minority or female characters in school except for Hurston’s Their Eyes Were Watching God . I do remember however reading Shakespeare’s Romeo and Juliet and Voltaire’s Candide; texts that had White, male, and heterosexual protagonists. While I was not conscious of the intersections between race, class, and/or sexuality at that time, I can see it very vividly now. I can also see why it is important for us to read texts that have characters from different backgrounds and experiences; so we may immerse ourselves in their footsteps and walk with him/her as their journey begins.
As a future teen librarian, I would first analyze the stacks to see how diverse the collection is. As mentioned before, it is not only important for us to see ourselves in the characters portrayed in the text, but it also helps us identify with who we are as people and allows us to reflect on the representation of ourselves in society. Aside from looking for racial diversity in teen literature, I would also look through the collection to ensure that they contain an array of characters, genres, and plots that situate story lines in different contexts.
In addition to the analysis, I would also use resources online that specializes in teen literature. I found that Bookriot (https://bookriot.com/) is a really useful for staying in the know about new, upcoming and/or trending teen literature on the market. Their website also has podcast recordings and a section on comics for those who love manga and anime. Subscribers also get daily newsletters from Bookriot with headlines of new articles posted.
Saving the best for last, I would also ask the teens themselves for what to buy. It’s not only important to ask them what they like or what’s trending in their social circles, but having their voices heard will show them that they are valued and appreciated. The creation of a teen advisory board for creating displays or selecting good reads would be a great way to start this partnership.
While not discussed in this week’s readings, I would also avoid placing unnecessary stickers and labels on materials that refers to one’s private lifestyle or situation. Naidoo-Campbell (2013) and Robinson (2016) found that some libraries were placing labels of broken homes and rainbows on books to identify LGBTQI literature. Not only is this uncalled for, but also disturbing to say the least. Teens will be forced to read in privacy and possibly ridiculed by their peers. Removing this practice from collection development procedures and policies will well be worth it if it means creating a safe space for teens.
References
Campbell-Naidoo, J. (2013). Over the rainbow and under the radar: Library services and programs to LGBTQ families. Children & Libraries: The Journal Of The Association For Library Service To Children, 11(3), 34-40. Retrieved from: http://web.a.ebscohost.com.queens.ezproxy.cuny.edu:2048/ehost/pdfviewer/pdfviewer?sid=9679496a-5c81-416e-b005-a67f8420678d%40sessionmgr4006&vid=5&hid=4204
Robinson, T. (2016). Overcoming social exclusion in public library services to LGBTQ and gender variant youth. Public Library Quarterly, 35(3), 161-174. Retrieved from: http://www-tandfonline-com.queens.ezproxy.cuny.edu:2048/doi/pdf/10.1080/01616846.2016.1210439
Stacks, Imagination, Infinite Possibilties 