Brian Wickhem - LIBR 281 - Final PaperSCHOOL OF LIBRARY AND INFORMATION SCIENCE

SAN JOSE STATE UNIVERSITY

San Jose, California

LIBR 281 - Seminar in Intercultural CommunicationProf. Buenting

Final Paper - Potential Barriers to Technology Training at Public Libraries

Brian Wickhem

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December 4, 2013

Two action areas identified by the American Library Association as key to maintaining library relevance are the commitments to increasing diversity and to increasing technology-based library services (ALA, 2013a). Public libraries have followed suit, directing additional resources towards underserved community groups and reconfiguring libraries to better serve patrons digital information needs. While ALAs strategic plan is both bold and on-target in shaping the future direction of librarianship, it remains up to each public library to apply this plan in a way meaningful to the community it serves. One way this is carried out is through technology training--offering free library-led or library-sponsored instruction on computer hardware, software, and online resources--and diverse or underserved communities are often groups targeted for these services. Despite the fact that underserved groups are often those with the greatest need for technology training, there are potential cultural barriers that can restrict a library from carrying out this plan. In some cases, these barriers limit a targeted patrons access to resources; in other cases, they limit library staffers ability to teach. In this paper, I will discuss some of these cultural barriers and how they influence the delivery of library services to patrons. I will begin by laying out the public librarys role as a provider of digital services and the demographics of library technology users. I will then discuss notable barriers to accessing these services. I will conclude by offering possible solutions to overcome some of these barriers.

Public Libraries as Technology ProvidersDigital services offered by public libraries have exploded over the past decade. In 1996, only 28 percent of public libraries had free Internet access to patrons; today, nearly all libraries do so (Becker, et. al., 2010). Services have expanded to generally include printing, photocopying, and faxing; electronic research databases; creative software suites for word processing, audio, and video editing; mobile services such as eBooks and lendable devices; educational and leisure video games for youth; and advanced, DIY spaces with 3D-printers and engineering tools. Additionally, nearly all Internet-connected libraries also offer wireless access, meaning patrons bring in a host of additional, personal devices and computers into the mix. The output is wildly varied. Patrons use services to maintain social connections through email and social media. They create resumes for employment opportunities that often can only be submitted electronically. They access online resources for information on health, wellness, government policy, personal finance, and to engage the community. They undertake research for work, school, or creative endeavors. And of course, they pursue entertainment and leisure activities. In rural areas, public libraries are often the sole source of free computer and Internet services for the community (Hoffman, et. al., 2012) and therefore an important access portal.As digital services have rapidly grown and diversified, there remains large numbers of people who are unfamiliar or uncomfortable with the technology. Some require the most basic instruction on how to use a computer and the Internet, while others other technically savvy but require specific training on applying an emerging technology such as eBooks, smartphone apps, or graphic design. Public libraries have recognized this need, along with the increased importance of information literacy as a life skill, by offering technology training to coincide with digital services. This includes training on computer hardware and software; resume writing; creative arts such as graphic design and media editing; registering for email, social media, and other communication services; and accessing eMedia, databases, and other electronic library resources. Recent surveys (Hoffman, et. al., 2012) show that the majority of libraries now provide formal, training courses on computer use, and nearly all report they provide informal assistance to patrons on a regular basis.

Demographics of Library Technology UsersDemographics frequently singled out as showing need for technology training include the elderly, employees of blue-collar or traditional trades, and non-White groups (Hoffman, et. al., 2012; Jaeger, 2012; Zickuhr, et. al., 2013). Combined, these groups form part of a population segment commonly referred to as being on the minus-side of the digital divide--defined as a disparity in knowledge or competency of information and communication technology based upon a variety of socio-economic factors. Becker (2010) argues that because of the latter, there is not one single divide but many, each corresponding with a different factor and causing a different degree of access restriction. In addition to the above, geography, language, disability, marginalized status, residential status, and reluctance to use are other potential divides to technology access, as is the quality of technology available and how many day-to-day activities primarily take place online according to patron lifestyle. Income has additionally been shown to be an enormous factor in the degree of access (Jansen, 2010). The divides are further complicated by the increased role of mobile devices such as smartphones in American society, which is coinciding with a decrease of access by those with limited information literacy to infrastructural services such as stand-alone phone booths and paper reference services. It is no coincidence that many of these divides single out a group considered a diverse population by public libraries. While a wide spectrum of culture groups utilize a librarys digital services, specific groups demonstrate a particular need. Surveys of patrons reveal African-American and Hispanic express a strong interest in public library technology access and training (Zickuhr, et. al., 2013); parents with limited information literacy view these services as extremely important for their children (Miller, et. al., 2013). This is evidence that public libraries are on the right track with targeting diverse populations with technology training. As shown, many of these groups recognize the growing importance of information literacy and recognize the own limitations of their situation in accessing the tools and training needed. They also recognize the public library as a provider of these services. Given public libraries mission to target diverse populations, this becomes an excellent opportunity for public libraries to take on a new, meaningful role as a community service provider, and evidence points toward the majority of libraries taking advantage of this opportunity, even in the face of resource shortages to meet the increasing demand (Becker, 2010).

Potential Cultural Barriers Technology TrainingThat said, not all groups with information literacy needs are flocking to public libraries. There are potential cultural barriers that exist in the communities in question, or within the libraries themselves, that stand in the way of bridging technology and diversity. These are barriers that vary according to each culture group and location, and that every library must identify and address. A common barrier is language and literacy, both on the patron end and on the staffing end. According to the latest U.S. Census (2010), nearly 60 million American citizens speak a language other than English at home. Many diverse populations are identified as such because they speak English as a second language, or speak no English at all. Unless library staffers are multi-lingual in an appropriate language, these patrons cannot understand staff during training units, or even take basic instruction informally. The library cannot effectively promote training services, through promotion and outreach, to these groups without translation. The library may not even possess appropriate technology to effectively train those who may be interested. For example, the standard computer keyboard uses the English, Latin alphabet. Patrons who speak a language that uses another alphabet, such as Cyrillic or Arabic, have the additional difficulty of not understanding keyboard keys or text on screen. The vast majority of online library resources are English-only. San Diego, California, as an example, is one of the most diverse cities in America, where over 100 languages are spoken and nearly a third of the population is Hispanic (City of San Diego, 2010). Yet only 5 of the 60 online databases provided by the citys public library are in a language other than English, and of those all are in Spanish (San Diego Public Library, 2013). Other services, such as eBooks, are English-only. This is not necessarily a decision made solely by the library; rather it is compounded by the fact that there are very few non-English online databases available for libraries to subscribe to. Nonetheless, the concentration of English-centric online resources is a clear obstacle for training certain culture groups. The language barrier is symptomatic of a larger issue of the lack of cultural linkage between library patrons and staff. Many library staffers do not speak the language of local patrons because they are not drawn from the communities. A survey of registered ALA members in 2013 found that nearly 90% are white and 80% are female; African-Americans, who as shown have a strong interest in technology training and speak English, comprise only 4% (ALA, 2013b). Kelley (2013) and Winston (2008) are both critical of the ALA and the information science academic field, noting the lack of progress despite strong pushes from both organizations in the diversification library staff to meet the increased diversity of the patron population. Another potential barrier is an aversion to technology training. This can stem from a variety of sources. There is a simple anxiety over how technology works that probably crosses all cultural groups. Beyond that, there may be cultural barriers to asking for assistance. The Hofstede Model notes that many non-Western cultures have a higher uncertainty avoidance index: The extent to which the members of a culture feel threatened by ambiguous or unknown situations and have created beliefs and institutions that try to avoid these (Hofstede, 2013). Ethnically, this includes many Arabic- and Spanish-speaking groups, along with certain Asian groups such as Japanese. This may manifest itself in the library setting as a hesitation to enter into an unknown class situation, especially with the potential of sharing space with other culture groups. A patron may see the training and discourse as a threat to their cultural perceptions of face, defined broadly as a persons positive social value in relation to others in differing personal interactions (Ting-Toomey, Oetzel, 2002). In this case, the patron might see the asking of assistance, or attendance of class, at a library to be too unsafe to carry out. DeFaveri (2005) notes that that classroom settings as well as other physical arrangements, such as the classroom setting or desk arrangements where a patron sits across from a librarian, come off as authoritarian in a way that makes certain culture groups uncomfortable. There is also a potential for full-blown library anxiety, a feeling of intimidation towards the size and perceived skills necessary to utilize a library. Observed and researched by Mellon (1986), the concept is mainly associated with academic libraries, but the roots are linked to the cultural barriers discussed above and parallels can be seen in the public library setting and with technology training. Gilton (2005) goes further to say library anxiety is especially prevalent in international students speaking English as a second language, and in particular with the culture shock associated with an unfamiliarity with libraries. It is easy to see how library anxiety can play a role as a limiter. Ethnic groups suffering from such anxiety would naturally be averse to use or ask for assistance for library digital services on-site, and would be left to their own devices in utilizing online resources from off-site.The library itself and how it is arranged may inadvertently create cultural barriers to technology training by being an unwelcoming place. Beyond the potential feeling of otherness that diverse culture groups often experience when patronizing a place that is arranged according to White and English expectations, other factors may be at play that the library is directly or indirectly responsible for. As mentioned above, there may be an anxiety over attending a class with other cultures or the expectations of group learning in a class setting may be alien. Tetteh (2011) has shown that African immigrant males, for example, may refuse to partake in library services run by female staff. More directly, and as shown above, libraries can be unwelcoming through a lack of information displayed in appropriate languages. This is a common oversight with public libraries, with some locations failing to even having signage for foreign language materials written in the language of the material itself. Other activities taking place at the library may be insensitive, such as a display case about dogs at a library with a large Muslim community, or a male staffer touching a devout Muslim female in the process of training, or regular training classes that take place during sacred days or holidays. A library that gains a reputation as being insensitive to a particular culture group will likely see that groups patronage decrease. Finally, there may be a disconnection between a culture and the importance of public libraries that limits that groups participation in technology training. Some culture groups, such as the elderly, may simply not see information literacy as a skillset that is meaningful. Others, such as asylum seekers or refugees from impoverished nations, may be unaware of information literacy, or have no tradition of information literacy (or even libraries) in their communities. Lloyd (2013) notes that for Southern Sudanese and other African refugees, information literacy training is extremely challenging because of both the great gulf in education in resources from their countries in origin, but also because many African communities are collectivist and have a strong preference for interpersonal communication, rather than mediated communication.

SolutionsPublic libraries looking to connect diverse populations with digital services and provide training to increase information literacy must identify these potential cultural barriers that, while not necessarily caused by the library, must be addressed and overcome to increase the equitability of services and improve access. A critical tool to accomplish this is a needs assessment. Defined as an in-depth survey of the potential needs of a specific patron demographic, and a proposal of how those needs may be met through library services--all through a formal discourse with the demographic in question--a needs assessment is the first step to determining what information literacy needs, if any, a particular culture group may have and an appropriate course of action to carry out services. The added benefit of a thorough needs assessment is that the process will hopefully uncover many of the potential cultural barriers discussed above that otherwise might be overlooked. Once completed, the community in question is likely more aware of the library and the nature of library services. The library also better understands the most effective ways to market services, such as through well-placed flyers, or off-site visits with the community, or partnering with community leaders, organizations, and businesses. Contact through a needs assessment might also turn up volunteers in the target community that are willing aid with language or even the training itself. Specifically, the assessment should inform on how to design technology training to the target populations cultural proclivities and to overcome the varied barriers listed above. Another strategy is to develop outbound bridge technologies tailored to specific groups. Vollmer (2010) notes that although many ethnic minorities have less home access to broadband than others, they also have a higher usage of cell phones and smart phones. Apps designed with culturally appropriate interface and data access, such as native language material, give users of that culture group an additional avenue to access the library. Other library resources, such as text reference, online reference, and library notifications, could also be tailored to improve access (Yelton 2012). Tailoring can be applied websites as well. The public library of Greensboro, North Carolina, brings together a number of their multicultural resources into one page of their website. Reference materials and study guides in numerous languages are electronically archived here in addition to on-site, along with access to language learning tools such as Mango. The government of Australia goes one step further with My Language, a web resource that provides web search engine resources and information on health, government, news, digital resources, and acculturation aids in over 65 different languages. Public libraries across Australia can link up or piggyback My Languages resources through their own websites, linking local groups with a powerful digital literacy tool maintained at the state level. These are a few ways to bend existing technologies toward a culture group in order to facilitate training and overcome barriers. In other cases, library staffers must create new strategies from scratch, and only after doing diligent research into a design that is appropriate and effective to the group in question. As communities continue to diversify, public libraries must increasingly develop services specific to the varied groups they serve, rather than more generally, and according to white, privileged sensibilities. Doing so insures public libraries remain both in-line with stated mission goals and also remain relevant to their patrons moving forward.

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