Spanish Language Outreach Program Workshop

1. Spanish Language Outreach Program Workshop Empowering Library Staff to Reach Out to Spanish Speakers and Increase their Access to Technology Date, Location

2. WELCOME¡BIENVENIDOS!

3. MODULE 1:INTRODUCTION AND MAKING THE CASE

4. 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?

5. 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?

6. Agenda 8:00 a.m. Breakfast 9:00 a.m. Module 1:Introduction Objectives/Agenda Overview Local Library Expectations Making the Case for Serving Spanish-speaking Customers Module 2: Reaching Out Engaging Community Leaders Community Leader Panel 12:00 p.m. Lunch 12:30 p.m. Module 3: Providing Services Module 4:Marketing to the Spanish-Speaking Community Module 5:Planning an Outreach Activity Module 6:WebJunction Resources to Help You Project Evaluation 4:00 p.m. Adjourn

7. Local Participant Expectations • Participants in the State Library’s Spanish Language Outreach 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

8. 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

9. Workshop Materials • Power Point Presentation • Action Plan Guide • Resource Packet • Suggested Outreach Activities Handout These materials are also available on WebJunction at: http://webjunction.org/do/Navigation?category=8122 • State-Specific Resources/Materials

10. 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.

11. 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

12. 12.6 % 15.5% 17.8% 20.1% 22.3% 24.4% 2000 2010 2020 2030 2040 2050 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.”

13. Challenges Faced by the Hispanic/Latino Population • Education • 53% of Hispanics have a high school degree or less compared with only 10% of non-Hispanic whites and 17% of non-Hispanics of other ethnic backgrounds • Gap in access to technology • Language • Of the almost 20% of the total population that speaks a language other than English at home, 62% speak Spanish • Among Hispanics, approximately 2 in 5 speak English less than “very well.” • Economics • In the U.S., 22.5% of Hispanics live below the poverty level vs. 8.2% of non-Hispanic whites and 20.7% of non-Hispanics of other ethnic backgrounds • Sources: “U.S. Census Bureau, Current Population Survey, Annual Social and Economic Supplement, Ethnicity and Ancestry Statistics Branch, Population Division” and "Toward Equality of Access: the Role of Public Libraries in Addressing the Digital Divide"

14. 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

15. 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

16. 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

17. 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 • Trainers add state/local resources (example: Washington’s State of Hispanics in Washington Report

18. MODULE 2: REACHING OUT How to Connect with the Spanish-Speaking Community

19. How to Refer to the Spanish Speaking Community? • Hispanic • Latino/Latina • Chicano/Chicana • Mexicano, Colombiano, Salvadoreño, etc. • Depends on local/personal preference

20. 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

21. 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

22. 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. • Personality • Internal • External • Organizational

23. 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

24. Action Plan Exercise 2: Who Are Your Spanish-speaking Customers? See p. 2of 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

25. 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.

26. 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

27. Working with Community Leaders is the Most Effective Technique for: • Planning • Outreach • Collection development • Marketing • Evaluation

28. 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

29. 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

30. Community Leader Interview Guide,page 3 of Resource Packet

31. Community Leader Interview Process • Identify leaders • Set up interviews • Conduct interviews • Summarize information • Develop preliminary response/plan • Set up follow-up interview

32. Identifying Community Leaders See Community Resources list, page 7 of Resource Packet

33. 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

34. 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

35. 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

36. Community Leader Interview Experience • Trainers, if you haven’t done so in previous slides, now share thoughts and experiences on conducting community leader interviews

37. By the Numbers: the Spanish Speaking Community in Seattle • Insert local community demographics For example: 6.3% of people in Seattle are Hispanic or Latino (of any race) • Resources for finding your local demographics • http://factfinder.census.gov/home/saff/main.html • http://www.mla.org/map

38. Getting to Know the SpanishSpeaking Community • Insert names of local community leader panel members

39. MODULE 3: PROVIDING SERVICES Responding to the Needs of the Community

40. 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

41. 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

42. 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

43. 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

44. 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.

45. 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

46. 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)

47. 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

48. Finding the Right Instructor • Language Ability • Technology Skills • Awareness of Cultural Differences eg. appropriate dress for teaching • Knowledge of the Spanish-speaking community

49. 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

50. Class Logistics • Scheduling • Course Information • Enrollment • Transportation • Child care • Marketing