Embed Size (px)
Citation preview
Empowering Library Staff to Reach Out to Spanish Speakers
and Increase their Access to Technology
(Part of WebJunction’s Spanish Language Outreach Program)
March 6, 2008Midland County Library
WELCOME¡BIENVENIDOS!
Introduction Exercise: Origin of Your Name
Find a partner and introduce yourself• Talk about the origin of your name• Are there any cultural reasons for how/why you
were named?
Names in Spanish-speaking Community
• Religious influence• Family influence• Structure of names in Spanish• Sample structure of names in Spanish
• Personal name, paternal surname, maternal surname, woman’s married name
– Socorro Jiménez Martínez de Salinas• How might this impact someone completing a
library card application?
Agenda9:00 a.m. Module 1: Introduction
Objectives/Agenda OverviewLocal Library Expectations Making the Case for Serving Spanish-speaking
CustomersModule 2: Reaching OutEngaging Community Leaders Community Leader Panel
12:00 p.m. Lunch
12:30 p.m. Module 3: Providing ServicesModule 4: Marketing to the Spanish-Speaking
CommunityModule 5: Planning an Outreach ActivityModule 6: WebJunction Resources to Help YouProject Evaluation
4:30 p.m. Adjourn
Local Participant Expectations
• Participants in the ROSA (Reaching Our Spanish-Speaking Audience) Workshop will be expected to:
• Select a minimum of three activities to implement locally in the five months following the workshop. See Suggested Outreach Activities Handout
• Develop an Action Plan for implementing selected activities
• Share the workshop experiences with co-workers and library administration
• Participate in WebJunction’s online community to share successes and challenges
• Participate in evaluation process
Acknowledging Different Stages of Outreach
• Sharing experiences is an integral part of the workshop
• Libraries are at all different levels in their outreach efforts
• We have suggested outreach activities in three stages:
• Getting Started• Involving Staff and Community• Working in Partnership
Workshop Materials
• Power Point Presentation*• Resource Packet*• Action Plan Guide*• Suggested Outreach Activities Handout*• Texas-Specific Resources/Materials
* These materials are also available on WebJunction at:http://webjunction.org/do/Navigation?category=812
Program Goals & History
• Goal: Increase the knowledge and skills of library staff to better serve the needs of Spanish speakers in their communities and increase the number of Spanish speakers using public access computers and other library resources and services.
• Through a partnership between the Bill & Melinda Gates Foundation, WebJunction and state libraries – A nationwide program for library staff launched in 2004.
The Role of Public Libraries
• Libraries can play an important role in closing the gap in technology access between English and Spanish speakers, but doing so requires effective outreach to Hispanic/Latino communities.
• Effective Outreach involves:• Identifying the needs of the community and
addressing the needs through developed services• Making Spanish speakers aware of how the library
can help them improve their lives• Letting Spanish speakers know they are welcome in
the library and have access to all library resources• Delivering services in a culturally responsive way
The Role of School Libraries
The School Library Programs: Standards and Guidelines for Texas - establish four levels of support of Student Achievement for school library programs. The goal of Standard V: Learner-Centered Connections to the Community is to provide information equity by working for universal literacy; defending intellectual freedom; preserving and making accessible the human record; ensuring access to print and electronic resources; connecting school faculty, staff and students to community resources and services as needed; and by connecting community members to school resources and services as appropriate. http://www.tsl.state.tx.us/ld/schoollibs/sls/stand5.html
Changing Landscape
Hispanic/Latinos now comprise the largest minority group in the US and the fastest growing segment of the population
Source: U.S. Census Bureau, 2004, “U.S. Interim Projections by Age, Sex, Race, and Hispanic Origin.”
The Texas Landscape:
8.4 million Hispanics in Texas
The Texas Landscape:
Percent Speaking Spanish at Home in Counties in the
State of Texas, 2000
Source: U.S. Census Bureau, Census 2000
15
Challenges Faced by the Hispanic/Latino Population in Texas
• Education • 46% of adult Hispanics do not graduate from high
school compared to only 9% of non-Hispanic Whites who did not graduate from high school
• In 2007, 42% of 4th grade Hispanic students scored below the Basic reading level compared to 20% of 4th grade White students.
• Gap in access to technology
Sources: U.S. Census Bureau, Current Population Survey, 2006 Annual Social and Economic Supplement. Internet Release date: March 15, 2007 and -U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1992–2007 Reading Assessments.
Challenges Faced by the Hispanic/Latino Population in Texas
• Language• 31.2% of the total population speaks a
language other than English at home, 27% speak Spanish (5,195,182)
• Economics• 25% of Hispanics live below the poverty level
vs. 8% of non-Hispanic Whites • 32% of Hispanic children (under 18 years of
age) live below the poverty level
Sources: U.S. Census Bureau, Current Population Survey, 2006 Annual Social and Economic Supplement. Internet Release date: March 15, 2007 and -U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1992–2007 Reading Assessments.
Action Plan Exercise 1: Making the Case
• See p.1 of Action Plan Guide• Directions: Brainstorm responses to the
following:• Explain the importance of serving Spanish
speakers to someone within the library (staff, director, board member) who is resistant or believes the library should address other priorities
• Explain the importance of serving Spanish speakers to a community member who is resistant
Building Support Within the Library for Serving Spanish Speakers
• Be an advocate• Include in library’s strategic plan/mission• Involve library director• Prioritize - select target segment, specific need,
specific service to start with• Start small, but plan for the long term• Involve all levels of staff
Building Support Within the Community
• Focus on what’s in it for the community• Provide frequent, safe opportunities for people to
learn about/interact with Spanish-speaking community
• Collect stories, anecdotes from Spanish speakers and share them with the community at large
• Use relevant examples and statistics to persuade• Example: local drop-out rate of Latino students
Additional Resources for Making the Case
• 10 Reasons We Buy Spanish Books – By Al Milo, http://www.reforma.org/refogold.htm#Why
• Spanish Translation of the Library Bill of Rights http://www.reforma.org/refogold.htm#derechos
• REFORMA Language Rights http://www.reforma.org/ToolkitPartI.pdf
• Language Use and English-Speaking Ability: 2000 – Census 2000 Brief (Issued Oct. 2003) http://www.census.gov/prod/2003pubs/c2kbr-29.pdf
• National Center for Education Statisticshttp://nces.ed.gov/nationsreportcard/states/profile.asp
MODULE 2: REACHING OUT
How to Refer to the Spanish Speaking Community?
• Hispanic• Latino/Latina• Chicano/Chicana• Mexicano, Colombiano, Salvadoreño, etc. • Depends on local/personal preference
Learning About Hispanic Diversity and Culture
• Will help us understand the perceptions and attitudes that the community has about the library
• Enable us to communicate more effectively with Spanish-speaking customers
• Encourage us to look for ways to make the library more welcoming
What Is Diversity?
• All the ways that human beings are similar and different
• We are all diverse; we all have a stake in making diversity work
Why Diversity and Culture are Important
• Everything that we see has to be interpreted• To understand diversity and other cultures we must
first understand our own • Four dimensions of diversity interact and form the
basis by which we interpret and find meaning and understanding.
1. Personality2. Internal3. External4. Organizational
Four Dimensions of Diversity
Ways in Which We Are Different and Similar
• Personality• Things out of our control—ethnicity, race, age,
gender, physical ability, sexual orientation• Things within our control/life choices—geographic
location, income, parental status, marital status, appearance, personal habits, recreational habits, religion, educational background, work experience
• Work-related factors—classification, work field, division or department, seniority, work location, union affiliation, management status
Action Plan Exercise 2: Who Are Your Spanish-speaking Customers?
See p. 2 of Action Plan Guide• Diversity of community• Country or Countries of origin• Length of residence in U.S.• Facility with English language• Educational level• Economic level• Level of acculturation• Understanding of the library
Understanding of the Public Library
• Varying experiences with public libraries in country of origin
• Common Misconceptions: • Public libraries are only for the educated or for
those attending school. • Library materials are for sale, not for loan. • libreria=bookstore, biblioteca=library• Access to the library and library services
requires a fee. • Libraries will divulge the personal information
used in obtaining a library card to government agencies.
• Libraries only provide materials in English.
Understanding of School Libraries
• Varying experiences with school libraries in country of origin
• In General: • School libraries have closed stacks. • Most rural and poor urban schools don't have
libraries.• Books are scarce and precious commodities!
Collection consists mainly of text books.• Political pressures and funding are constant
threats to the existence of libraries in general. • Lack of professionally trained staff and the pay
is low, often less than teacher’s salary.
Working With Community Leaders to Learn About Your Community
Community leaders are:• experts on the community• trusted and relied upon by the community• dedicated to helping the community• part of the social network of the community
Working with Community Leaders is the Most Effective Technique for:
• Planning• Outreach • Collection development• Marketing • Evaluation
How to Use Community Leader Interview Process
• To introduce yourself and learn about the community
• To identify the needs of the community• To get feedback on a specific service or program• To publicize or market a specific service or
program • To find out how well you are doing in reaching
and serving the community
Benefits of Community Leader Interviews
• Informs the community about the library• Helps library be more responsive to customers• Connects library to community issues• Validates the community• Builds relationships and trust• Develops library advocates• Provides multiple perspectives• Stimulates creativity
Community Leader Interview Guide,
page 3 of Resource Packet
Community Leader Interview Process
• Identify leaders• Set up interviews• Conduct interviews• Summarize information• Develop preliminary response/plan• Set up follow-up interview
Identifying Community Leaders
See Community Resources list,
page 7 of Resource Packet
Sample Process for Community Leader Interview
• See page 9 of Resource Packet• Checklist of what to do• Practice what you want to say• Make it your own
Interview Questions
• Focus on the community and the customer not the library
• Ask questions about community problems, needs, barriers, events, opportunities
• Help community leaders share their expertise• Show interest in the community• Demonstrate that you want to help solve
community problems• Avoid asking library-centric questions
Building Trust
• Building trust takes time and persistence• 1st interview begins relationship• 2nd interview shares your findings and your
ideas for how the library can help• 3rd interview asks for marketing support
Community Leader Interview Experience
• Who are your community leaders?• How can they help you?• What resources do they have available?
By the Numbers: the Spanish Speaking Community in Midland
• 33% of the people in Midland are Hispanics and live mostly on the south and east side of the city.
• 41% of the Region’s population are Hispanic.• http://www.midlandtexas.gov/pdf/
MidlandDowntownPlan.pdf
• Resources for finding your local demographicshttp://factfinder.census.gov/home/saff/main.html
http://www.mla.org/map
Getting to Know the SpanishSpeaking Community
• Jose Cuevas
Owner, Jumburrito, Inc.
• Liz Zenteno
Director, Cogdell Learning Center
Midland College
• Louisa Valencia
President of Friends of the Library
Former County Commissioner
432-697-1884
MODULE 3:
PROVIDING SERVICES
Responding to the Needs of the Community
What’s Working – Common Traits of Successful Services
• Partnering with community organizations• High level of organizational support• Sufficient resources (staff, money) • Positive attitude towards Hispanic/Latino
community• Promoting programs through Hispanic media and
community service agencies that serve Spanish speakers
• Awareness of cultural diversity
Impact of Culture
• Culture is the “software” that determines our behavior and attitudes
• We all have culture and we are all culturally programmed
• None of us has the same cultural program• We all belong to many different cultures with
different cultural rules
Learning Cultural Rules
• Where do we learn our cultural rules?• Who teaches us how to think, act, behave in our
culture?• How do we learn what is acceptable in our
culture? How do we learn to be an American?• Cultural rules are not written down• Cultural rules absorbed unconsciously
Cultural Assumptions
• We interpret a person’s behavior based on our cultural rules
• What is normal?• Normal = Different • We make assumptions when we don’t
understand
Cultural Perspectives
• Sense of self and space• Communication and language• Dress and appearance• Food and eating habits• Time and time consciousness• Relationships• Values and norms• Beliefs and attitudes• Mental processes and learning styles• Work habits and practices
Adapted from Lee Gardenswartz and Anita Rowe, Managing Diversity, Rev. ed. (McGraw Hill) 1998.
Action Plan Exercise 3: Cultural Differences
• Review “Selected American and Hispanic/Latino Cultural Differences,” p. 3 of your Action Plan Guide
• For each cultural difference, give an example on p. 4 of how you or the library could adapt or respond to this cultural difference in planning and delivering library services
Why Do Spanish speakers Want/Need Computer Training and Access?
• Help kids succeed (and keep up with them!)
• Apply for jobs or function in current jobs
• Access important information (health, legal, educational, etc.)
• Communicate with family/get news from home
• Learn and improve English skills• Entertainment (music, movies,
sports)
Types of Programs Being Offered
• Basic computer skills• Internet/email• Word and other common applications• Using search engines: how to find the
information you need• ESL tutorials• Social software, eg. Skype• Open hours – one-to-one help
Finding the Right Instructor
• Language Ability• Technology Skills• Awareness of Cultural Differences eg.
appropriate dress for teaching• Knowledge of the Spanish-speaking community
Overcoming the Language Barrier
• Find a volunteer from the Spanish-speaking community to serve as a translator
• Keep the class size small• Refresh knowledge of technology terms in
Spanish
Class Logistics
• Scheduling• Course Information• Enrollment• Transportation• Child care• Marketing
Preparing for Class
• Before Class• Prepare computers
• As Class Begins• Anticipate late arrivals• Address fears• Demonstrate basics
• Throughout Class• Explain terminology• Provide clear handouts in Spanish• Empower students
Curriculum Resources
• Basic Skills• Internet & Email• Office Applications• ESL Resources• HTML
See page 11 of Resource Packet for annotated listof web resources or visit:
www.webjunction.org/do/Navigation?category=7843
Additional Strategies
• Marketing Materials for Public Access Computers in Spanish
• Open lab hours staffed by bilingual staff• Instructions for Opening and Using a Hotmail
Account in Spanish • ESL Software • Reference list of Search Engines/Resources in
Spanish• Reference list of Spanish Online Computer
Tutorials
Service Success Principles
• Make no assumptions about what the community knows about the library or its services
• Establish trust and respect one person at a time/one day at a time
• Integrate the library into heart and soul of the community
MODULE 4:MARKETING TO
THE SPANISH-SPEAKING COMMUNITY
What Are You Marketing?
• Focus on selling the service or program in terms that “connect” or mean something to the community — that relate to their needs, problems, life situations, etc.
• Focus on selling the concept that the library is there to help. Avoid focusing on selling the “library.”
Developing Messages That Connect• Instead of a brochure publicizing the Spanish language
collection, develop flyers (with book cover illustrations) that call attention to specific materials:
• Are you expecting a baby? What can you do to be sure your baby is born healthy and strong? These materials are available to you for free at the public library.
• Are you going for a job interview? Do you need to know what to expect and how to prepare for a job interview?
• Instead of publicizing a list of computer classes, talk about what the classes will help them do:
• Do you want to learn how to communicate with your family in Mexico? Come to the library to learn how to send e-mail messages.
• Are you looking for a job? Come to learn how to submit your job application on the computer.
Developing Messages That Connectsuggestions for schools
• Instead of publicizing family night at the library, let parents know what they will learn, and how it will help their children.
• Are your little ones ready to start school? Come to the school library let us show you what they need to know before they go to kindergarten and how you can have fun teaching your child!
• Do you know how your children are using the computer at school? Come to the school library and we'll show you!
• Would you like to help your children do well in school? Come to the school library we'll show you how to help them with their homework!
Developing Messages That Connectsuggestions for schools
• Instead of publicizing family night at the library, let parents know what they will learn, and how it will help their children.
• Would you like to know what is in your school library? Come for a tour!
• Did you know that your school library has web sites to help students with their homework, and that you can use them from home? Come to the school library and learn how to use them!
• Do your children know more about using the computer than you do? Want to surprise them with how much you know? Come to the school library and we’ll show you how!
Communicating with Latinos
• 48% get advice about a product through someone they know who has already used the product
• 62% gain knowledge about a product from their relatives
• 16% get their information from a newspaper or magazine
“Marketing News,” July 22, 2002
Techniques for Better Word-of-Mouth Exposure
• Promote service among local community leaders• Hold special events within the community tailored
to community needs and interests• Partner with community events• Work with the ethnic media to help spread the
word
Working with Spanish-Language Media• Build personal
relationships• Support the community• Connect to their issues• Spanish-language
media reaches 87% of the Hispanic/Latino community
“The Ethnic Media in America: the Giant Hidden in Plain Sight:Public Opinion Survey of Asian American, Hispanic, African American, Arab American and Native American Adults,” June, 2005.
Tips on Preparing Marketing Materials
• Emphasize the visual. Use color.
• Emphasize the 4 F’s: • Free (Gratis), Family,
Food, Fun• Use their language • Get help reviewing translations • Get it down to basics
Action Plan Exercise 4 : Marketing
• See page 5 of your Action Plan Guide. Pick a current service your library provides and develop a message about that service that connects with the community’s needs, interests, or situation.
• Brainstorm three different ways in which you can market the service to Spanish speakers in the community.
Additional Marketing Resources
• ¡Bienvenidos! ¡Welcome!: A Handy Resource Guide for Marketing Your Library to Latinos by Susannah Mississippi Byrd, published by ALA Editions
• Marketing to American Latinos: A Guide to the In-Culture Approach by Isabel Valdes
• Hispanic Marketing: A Cultural Perspective by Felipe Korzenny and Betty Ann Korzenny
Additional Marketing Resources
• The Whole Enchilada: Hispanic Marketing 101 by Juan Faura
• Hispanic Marketing & Public Relations: Understanding and Targeting America’s Largest Minority by Elena del Valle
MODULE 5: PLANNING AN
OUTREACH ACTIVITY
Key Steps to Planning Services
• Determine community needs & prioritize • Assess your current level of responsiveness• Determine target audience• Consider potential partnerships• Develop action steps • Market service to target audience• Evaluate, document, and adjust
74
Assessing Your Current Level of Responsiveness
Serving Latinos Communities Checklist, p. 17 of Workshop
Handout Packet
Tips for Using the Success Check List
• Have staff members at different levels within the organization complete the check list. Share the rankings and select one or two areas to work on
• See also excel version on WJ for statistical analysis across staff: http:webjunction.org/do/DisplayContent?id=14165
• Invite community leaders to tour the library. Ask them to complete the check list. Discuss their rankings and action steps for the library.
• Approach/enter the library as if you were a member of the Hispanic community. Complete the check list and select one or two action areas.
Suggested Outreach Activities List
Additional Outreach ResourcesPara los niños - http://yourperlguy.com/demo/pln/index.html
A family learning program that serves parents whose first language is Spanish. The program is facilitated for free by libraries and children’s museums, and all materials and
resources needed to establish a program at your site are available at no cost online.
Dígame un cuento / Tell Me A Story: Bilingual Library Programs for Children and Families -
http://www.tsl.state.tx.us/ld/pubs/bilingual/
El Día de los Niños/El Día de los Libros: A Celebration of Childhood and Bilingual Literacy - http://www.tsl.state.tx.us/ld/projects/ninos/contents.html
Action Plan Exercise 5:
• Review the list of Suggested Outreach Activities and select an activity you would like to implement in your library
• Use page 6 of your Action Plan Guide to begin planning your activity
MODULE 6: WEBJUNCTION &
RESOURCES FOR IMPLEMENTING
OUTREACH
WebJunction
• WebJunction.org online since May 2003• WebJunction is an online community where
library staff share ideas, solve problems, take online courses – and have fun.
• Read: Articles, handouts, worksheets, downloads and other content
• Learn: Online learning courses/tutorials • Share: Discussions and networking
82
WebJunction.org
83
Registering
84
Signing In
85
SLO Home Page
86
WebJunction.org/Spanish
87
Working with Computers and Spanish Speakers
88
Navigating to the Discussion Boards
89
Viewing the SLO Forums
90
Viewing Topics
91
Viewing Posts
92
Posting a Message
How to Get Involved• Share resources (handouts, lesson plans, links, etc.)
online at WebJunction• Join conversations in forums on the Discussion
Boards at WebJunction• Give feedback: on the boards, through email• Become a “thought leader” in the community by
modeling participation• Take a course• Apply for the OLOS Diversity Fair Scholarship• See WebJunction’s Get Involved for more ways to
get involved!
How would you get involved?
• Is there a problem in your library you can find a solution to on WebJunction?
• Do you have a resource or idea you would like to share with other libraries?
• What else?
What’s at Stake?
An opportunity here to collaboratively create:
• Rich online collection of resources• Supportive network of like-minded colleagues• A comprehensive resource for others who want to
conduct similar outreach activities• All geared to develop and support effective Spanish
Language Outreach in Libraries!!
Project Evaluation• Your feedback is used to:
• Measure program impact • Improve the program and revise the
curriculum• Report impact to the Gates Foundation• Recommend future investments in libraries to
the Gates Foundation
• Participants do three online surveys: • Pre-Assessment (1-2 weeks prior to
workshop) • Workshop Evaluation (immediately following)• Post-Assessment (5 months after the
workshop)
Project Evaluation• Workshop Evaluation:
Your feedback is very important to us. You will receive an email from the ROSA State Coordinator, Myra Zatopek immediately following the workshop requesting your feedback for today’s workshop.
The survey will be available online at:
http://www.surveymonkey.com/s.aspx?sm=47V3MEO3IzE4j9Rh7l77Qw_3d_3d
Workshop Follow Up
• Monthly Webinars on WebJunction• Monthly Program Updates• Texas State Library will create a web site with
links and resources on outreach for Spanish-speakers
• Follow-up workshop session will be held at Texas Library Association’s Annual Assembly in July 2008 (everyone will be invited to attend)
• Texas State Library and ROSA Trainers will conduct a follow-up conference call with ROSA participants late summer 2008
ROSA Contacts
• Minerva AlanizAssistant LibrarianTexas Tech University806-742-2238, ext. [email protected]
• Myra Arredondo ZatopekROSA State CoordinatorTexas State Library & Archives [email protected]
¡MUCHAS GRACIAS!
