Between pages, between spaces: queer(ing) community in online book clubs

When exploring online learning or online communities, literature describing the experiences of 2SLGBTQIA+ (Two-spirit, Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, expansive) individuals are often different than cis-heterosexual individuals and that the differential could be based on the heteronormative environments in which online learning tends to occur. Phase 1 of this study focused on the needs of 2SLGBTQIA+ learners in online spaces, questionnaires were used to provide insight into digital experiences, making use of the Global Readiness Explorer. There were 29 responses for a 2SLGBTQIA+ Online Experiences survey, 2 responses for the Digital Competencies Profiler, and 5 responses for the Fully Online Learning Community Survey. Insights gathered from these surveys demonstrated that participants had experiences of homophobia, transphobia, and discrimination in online spaces. Participants also displayed social competencies and digital readiness when using digital tools or online spaces. Phase 2 of this study used Kincheloe’s bricolage, employing online ethnography to look at learning spaces for 2SLGBTQIA+ adults in Canada and the United States. One book club with 7 participants read Cemetery Boys by Aiden Thomas, and the other with 6 participants read On Earth We’re Briefly Gorgeous by Ocean Vuong. Both book clubs were co-created in an online space and met bi-weekly for six sessions. Members were invited to participate in optional interviews; 5 individuals participated. Book club sessions and interviews were recorded and analyzed using eclectic and pattern coding. Field notes and reflections were analyzed using the same method. Findings indicated that 2SLGBTQIA+ individuals had safety concerns within online spaces, which could act as a barrier. Participants desired online and offline communities with individuals who could be trusted and were accepting. These communities should not be isolated to queer individuals, but need to hold values of acceptance. The co-creation approach of the online book club provided opportunities for elements of critical consciousness to influence community development and provided space for queer joy. Future areas of research include further insight into using co-creation to foster queer joy and the liminal nature of online queer spaces. This study calls for a reimagining of online spaces that expand community.

Name thesis:degree_name

Doctor of Education (EdD)

Discipline thesis:degree_discipline

Education

Grantor

University of Ontario Institute of Technology

Year dc:date.issued

2025

Author dc:creator

• Trinier, Jessica M.

Advisor dc:contributor.advisor

• van Oostveen, Roland

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10155/2018

OAI identifier oai:identifier

oai:ontariotechu.scholaris.ca:10155/2018