Project Plan

LAMBDA focuses on building the capacity for library staff to serve this population in the following ways:

Develop the cultural competance of staff in order to encourage trusting relationships with homeless LGBTQ youth.

In order to create the "culture of respect" that is necessary to reach these youth, LAMBDA provides materials and training to break down the misunderstandings and discrimination that may occur when library professionals encounter homeless LGBTQA+ youth.  Training and support material covers topics such as linguistic awareness, legal and social issues in the LGBTQA+ community, tips on how to approach a youth they believe to be homeless, and suggestions on ways to balance personal beliefs with professional responsibilities in order to create an environment of acceptance and respect.  Training also covers aspects of collection development and placement of materials in the library.  LGBTQ logo

Empower LGBTQ youth.

LGBTQA+ youth themselves can provide unique perpectives on the types of services they need and prefer, as well as give instrumental input on the effectiveness of services currently being offered.  Through the community partnerships developed by LAMBDA, library professionals will be connected to these youth and encouraged to seek out their input, through both anonymous means such as questionnaires as well as through personal interaction.  The input of youth will be invaluable because it will help to make the changes in library services partially self-driven.  Library professionals can use this input to provide tailored programming that is flexible enough to accommodate the unique needs of all sexual and gender minority youth.

Build Community Partnerships.

If you would like to discuss this project plan in greater detail and what kind of activities it entails, please contact the co-principal investigator, Suzie Allard at sallard@utk.edu or the postdoctorate researcher, Julie Winkelstein at jwinkels@utk.edu.

LAMBDA is has now completed the following three year timeline.

 

Year 1: (May 1, 2013- April 30, 2014)

May-August Beginning of grant period:

--Meetings between project personnel
--Postdoctoral researcher teleconferences and travels to Knoxville to plan project
--Contact libraries and organizations; identify librarians and youth to help with planning
--Launch project website and add content

September-December:

--Create modules and disperse to participating libraries
--PI’s and project manager visit libraries to meet with personnel
--Invite participants to California and Tennessee workshops
--Postdoctoral researcher travels to Knoxville to plan workshops and summit

January-April:

--Continue to check in with libraries in each location; modify module content as needed
--Plan content and logistics for workshops; Create curriculum and presentation materials
--Conduct first year evaluation
--PI travels to Washington, D.C. to meet with IMLS

 

Year 2: (May 1, 2014-April 30, 2015)

May-August:

--First workshop in San Diego: May 2014
--First workshop in Tennessee: July 2014
--Evaluate first workshops; Adjust curriculum and schedule as needed
--Invite participants to summit in Knoxville

September-December:

--First San Francisco and Alameda County workshop: October 2014
--Evaluate workshop; Adjust curriculum and schedule as needed
--Plan logistics and create materials for University of Tennessee, Knoxville summit

January-April:

--Evaluate summit
--Conduct second year evaluation
--PI travels to Washington, D.C. to meet with IMLS

 

Year 3: (May 1, 2015-April 30, 2016)

May-August:

--Second workshop in San Diego: May 2015
--Second workshop in Tennessee: July 2015
--Evaluate workshops; Adjust curriculum as needed
--Visit participating libraries and organizations in each location to assess the progress of the project

September-December:

--Second workshop in San Francisco: October 2015
--Conduct final evaluation of workshops; create list of best practices

January-April:

--Summit in Knoxville: March 2016
--Visit libraries; meet with librarians, youth, and community organizations to conduct final evaluation and assessment of continuing needs
--Modify modules and website content as needed
--Prepare and submit final report to IMLS; disseminate results at conferences and to journals
--P.I. travels to Washington, D.C. to meet with IMLS