When I started this blog, I was a public librarian with a clear mission for what I wanted to write about here. Now that I’m a school librarian who is settling into a whole new work culture, it’s become less apparent to me what I’m supposed to talk about on this blog, except to say, “This is really different from my last job and sometimes it feels like I have no idea what I am doing.” Though I have been a school librarian for almost 6 months, it somehow only feels like a couple of days. The newness has not worn off yet. Hence, the lack of blog posts.
I thought I would talk about how George, by Alex Gino, became a project that much of our Upper School became involved in: 2 sixth grade classes, me (the librarian), several teachers, and the school psychologist. It all started when the 5th and 6th grade teachers asked me to present some booktalks to their classes. First, I asked if I could include books that acknowledged the existence of gay and trans* people. This is what I mean when I say that I’m adjusting to a new work culture. I would have never asked if this was OK at the public library. It would never even occurred to me to do so. It was never an issue there, a place where I was heavily protected by the First Amendment and an environment that supported freedom of information. Schools, especially independent schools, are trickier places to navigate, especially for us rah-rah liberal librarians, and I felt compelled to ask permission. Luckily, the teachers were open to my book selections.
I presented several titles: Fake Mustache by Tom Angleberger, The Graveyard Book by Neil Gaiman (which none of them had really read, oddly enough. I know this is an obvious choice), Better Nate than Ever by Tim Federle, The Marvels by Brian Selznick (I showed this trailer), The Uglies by Scott Westerfeld (another older title they hadn’t read), and George by Alex Gino. While we saw increased circulation on all the titles, George generated the most discussion. I couldn’t keep a copy on the shelves and students were constantly asking when they could get their hands on it.
Here’s how I booktalk George: I say that it’s funny that the book is called George, because it’s actually about a girl named Melissa. Melissa gets home from school every day and does some pretty stereotypically “girly” things: She reads magazines written for girls, puts on lip gloss, and combs her bangs down over her face. However, before her mom and brother come home, she must fix her hair, clean her face, and put the magazines back in their hiding place. You see, while Melissa has always known she is a girl, her family sees her as a boy named George.
This last line usually elicits a good deal of confusion, so I ask that if I said Melissa was trans, would they know what this means? When Melissa was born, she was assigned the male gender, but she never identified as such. The teachers and I found that while the students were certainly curious about trans* people, their only exposure to a trans person is Caitlyn Jenner. And while I’m grateful to Caitlyn for giving the students some sort of access point to discuss this topic, she’s certainly not the default experience.
When talking to the class, I referred to the author, Alex Gino, with the pronoun “they“. I explained that beyond she/her and he/him, there are a myriad of other pronouns, including they/them. I quickly realized that they had never heard of anything like this before. Caitlyn Jenner has exposed them to the idea of transitioning from one end of the gender binary to the other, but otherwise, they had no concept of people who exist in the middle (or outside the gender binary altogether).
I thought the booktalks would sort of be a one-off deal, but conversations around George kept sprouting up around the library and the classrooms. Students were asking me if I had anything else like George (I don’t, outside of a copy of Beyond Magenta in the inaccessible professional collection). I mentioned to Alex on Twitter that our students were obsessed with George and they suggested that we have a little Skype session to discuss how that was going. I appreciated this, as talking to kids about the book and trans-related issues was way harder than I had anticipated. They had questions and I had answers (or at least I thought I did), but how were we going to tackle all this in the limited time I, as the librarian, have with students?