Abstract
Colleges and universities in the United States have made significant progress in their support services and understanding of gender diversity and gender expression, yet there is still work to be done in our integration of the unique needs of gender-diverse students. Instruction librarians are likely to be called on to be an advocate for students in the classroom, library, or on campus, and being gender-knowledgeable is the first step in that process. Educating oneself on the challenges faced by gender-diverse students is the start of creating an inclusive learning environment for this user population. An instruction librarians’ support, or discomfort, around this community is communicated just as clearly through silence as it is through words of affirmation. This chapter will focus on the inclusion of trans, nonbinary, and gender non-conforming students in information literacy programs. We will examine the challenges that are faced by these students and the problems that can arise in teaching situations due to the marginalization and tokenism of these learners.
Self-awareness and reflective practices will be outlined to identify implicit and explicit biases and how these have an impact on instruction. Pedagogical practices that foster inclusion in the classroom will be detailed, with particular weight given to the importance of cultivating and maintaining a culture of mutual respect. This chapter will include information on language usage, unconscious bias awareness, creation of inclusive spaces, limitations of integrated library systems, embedded librarianship, and intersectionality in relation to trans, nonbinary, and gender-fluid students in library instruction programs. We may not know or even be able to predict what state of mind and lived experiences a student may bring with them to the classroom, library, or reference interaction, but gaining knowledge and building confidence with this user population will create a positive, safe, and inclusive learning environment for the student.