Presentation on theme: "Midland County Library"— Presentation transcript:
1Midland County Library 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 LibraryYou can change the name of the workshop.
3Introduction Exercise: Origin of Your Name Find a partner and introduce yourselfTalk about the origin of your nameAre there any cultural reasons for how/why you were named?! Watch the clock. This segment has the potential to take up too much time.Introduction Exercise: 15 minutesCover:Trainer Introduction (1 minute)Name exercise (5 minutes)Names in Hispanic Community (5 minutes)Participant introductions (4 minutes)Debriefing: Allow 5 minutes for two or three people to share anything interesting they learned about their partner’s name.This exercise can be done as a group if there is a small number of participants or if time is an issue (e.g. the workshop started late). Trainers can decide whether to have each pair report back to the group or to simply ask for a few people to report back what they learned about the origin of their partner’s name. However, if you decide to have only a few people report back to the group, we recommend doing a quick round of introductions so everyone is introduced. You could also substitute another introduction or icebreaker activity here.
4Names in Spanish-speaking Community Religious influenceFamily influenceStructure of names in SpanishSample structure of names in SpanishPersonal name, paternal surname, maternal surname, woman’s married nameSocorro Jiménez Martínez de SalinasHow might this impact someone completing a library card application?For examples of library card applications in Spanish, see p. 15 of Workshop Handout Packet.
5Agenda 9:00 a.m. Module 1: Introduction Objectives/Agenda Overview Local Library ExpectationsMaking the Case for Serving Spanish-speaking CustomersModule 2: Reaching OutEngaging Community LeadersCommunity Leader Panel12:00 p.m. Lunch12:30 p.m. Module 3: Providing ServicesModule 4: Marketing to the Spanish-Speaking CommunityModule 5: Planning an Outreach ActivityModule 6: WebJunction Resources to Help YouProject Evaluation4:30 p.m. AdjournWorkshop Introduction: 15 minutesCover:AgendaParticipant ExpectationsStages of OutreachWorkshop materialsGoalsRole of public libraries
6Local 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 HandoutDevelop an Action Plan for implementing selected activitiesShare the workshop experiences with co-workers and library administrationParticipate in WebJunction’s online community to share successes and challengesParticipate in evaluation process
7Acknowledging Different Stages of Outreach Sharing experiences is an integral part of the workshopLibraries are at all different levels in their outreach effortsWe have suggested outreach activities in three stages:Getting StartedInvolving Staff and CommunityWorking in Partnership
8Workshop Materials Power Point Presentation* Resource Packet* Action Plan Guide*Suggested Outreach Activities Handout*Texas-Specific Resources/Materials* These materials are also available onWebJunction at:
9Program 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.With funding from the Bill & Melinda Gates Foundation, WebJunction launched a successful pilot of the program in August Additional funding from the Gates Foundation has made it possible to extend the program to the rest of the country.WebJunction is an online community where library staff share ideas, solve problems, take online courses – and have fun.In the early 1990s, the term “digital divide” was coined to describe the growing gap between the technology haves and have-nots. This gap in the use of information technology has been attributed largely to socio-economic factors of race, income, education, and geography. In the report, “Toward Equality of Access: The Role of Public Libraries in Addressing the Digital Divide,” the Bill & Melinda Gates Foundation notes that despite gains in internet usage among all groups in the 90’s, traditionally disadvantaged groups continue to be less likely to have the access and skills to effectively use computers and the internet.Given the increase in the Hispanic/Latino population and the digital divide confronting the population, the need for greater access and skills is important challenge facing the Spanish-speaking community today. Public libraries are in a unique position to help meet this challenge by providing skills training and increased access.The “Toward Equality of Access” report is available on WebJunction.
10The 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 servicesMaking Spanish speakers aware of how the library can help them improve their livesLetting Spanish speakers know they are welcome in the library and have access to all library resourcesDelivering services in a culturally responsive wayShare a personal story.An example is this story shared by Ita Kallett on the WJ Discussion Boards:“Good news! In our Broward County Library/Stirling Road branch we have experienced a big increase in the attendance to our various Spanish computer classes. Since our contact with community leaders and groups, increased publicity, and word-of-mouth, we have gone from 6 students per class to 25 per class. Some classes are oversubscribed and we have to direct our patrons to other BCL branches, or enroll them in the next available class. Reaching out to the community takes time, but produces eventual results. We are looking forward to adding more offerings.”
11The 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.
12Changing LandscapeHispanic/Latinos now comprise the largest minority group in the US and the fastest growing segment of the population 30 minutesCover:Changing Landscape and Challenges of Hispanic Community (5 minutes)Action Plan Exercise 1: Making the Case (15 minutes group work)Exercise debriefing (10 minutes)Transition: In starting to serve the Hispanic community, one of the first factors we need to consider is why. Why do we need to specifically address the needs of the Hispanic community? Different points work with different people. Statistics are an effective way to raise awareness for some people.Source: U.S. Census Bureau, 2004, “U.S. Interim Projections by Age, Sex, Race, and Hispanic Origin.”
13The Texas Landscape:8.4 million Hispanics in Texas
14The Texas Landscape:Percent Speaking Spanish at Home in Counties in the State of Texas, 2000Source: U.S. Census Bureau, Census 2000
15Challenges Faced by the Hispanic/Latino Population in Texas Education46% of adult Hispanics do not graduate from high school compared to only 9% of non-Hispanic Whites who did not graduate from high schoolIn 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 technologySources: 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.
16Challenges Faced by the Hispanic/Latino Population in Texas Language31.2% of the total population speaks a language other than English at home, 27% speak Spanish (5,195,182)Economics25% of Hispanics live below the poverty level vs. 8% of non-Hispanic Whites32% of Hispanic children (under 18 years of age) live below the poverty levelSources: 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.
17Action Plan Exercise 1: Making the Case See p.1 of Action Plan GuideDirections: 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 prioritiesExplain the importance of serving Spanish speakers to a community member who is resistantThis exercise is intended to help people think through and be prepared for any potential negative comments about serving the Hispanic community.Given the negative environment surrounding immigration, this can become a very lengthy discussion. Participants may be fearful of doing anything that brings attention to the library in a negative way. You will need to negotiate a delicate balance between allowing people to express their concerns and opinions and letting the discussion run over time.Debriefing: Have participants generate ideas for dealing with staff member. Make list of ideas on flip chart.Have participants generate ideas for dealing with community member. Make list of ideas on flip chart.Briefly look at next two slides (Building Support Within the Library and Building Support Within the Community). Explain any points that were not covered by participantsKeep the emphasis on the positive—identifying new arguments, new approaches and sharing of personal experiences that will help participants walk away with confidence that they can handle questions raised by the staff or the community.
18Building Support Within the Library for Serving Spanish Speakers Be an advocateInclude in library’s strategic plan/missionInvolve library directorPrioritize - select target segment, specific need, specific service to start withStart small, but plan for the long termInvolve all levels of staff
19Building Support Within the Community Focus on what’s in it for the communityProvide frequent, safe opportunities for people to learn about/interact with Spanish-speaking communityCollect stories, anecdotes from Spanish speakers and share them with the community at largeUse relevant examples and statistics to persuadeExample: local drop-out rate of Latino studentsInclude benefits of living in a well supported and diverse community.Community rich with culture and experience coming together to work toward better quality of life: socially, economically, and a more healthy and educated community.
20Additional Resources for Making the Case 10 Reasons We Buy Spanish Books – By Al Milo,Spanish Translation of the Library Bill of RightsREFORMA Language RightsLanguage Use and English-Speaking Ability: 2000 – Census 2000 Brief (Issued Oct. 2003)National Center for Education Statistics
21MODULE 2: REACHING OUT Module 2: 60:00 minutes Cover How to Refer to Spanish-speaking Community (2 min)Learning About Hispanic Diversity and Culture (1 min)What is Diversity? (1 min)Diversity & Culture (2 min)Dimensions of diversity (4 min)Action Plan Exercise 2 (15 min)Debrief Exercise & Understanding of Public Library (5 min)Suggested break time (15 minutes)Working with Community Leaders (15 minutes)Transition: Serving the community starts with developing an effective connection with them. We all have heard stories about libraries that have spent thousands of dollars building a Spanish language collection, only to find that the circulation is low. Or, how about a library that starts a bilingual story hour only to have mostly Anglos show up?This module lays the foundation for learning about the diversity of the Hispanic community and introduces you to a simple yet powerful technique for starting to know and connect with your Hispanic community.
22How to Refer to the Spanish Speaking Community? HispanicLatino/LatinaChicano/ChicanaMexicano, Colombiano, Salvadoreño, etc.Depends on local/personal preference
23Learning About Hispanic Diversity and Culture Will help us understand the perceptions and attitudes that the community has about the libraryEnable us to communicate more effectively with Spanish-speaking customersEncourage us to look for ways to make the library more welcoming
24What Is Diversity?All the ways that human beings are similar and differentWe are all diverse; we all have a stake in making diversity workProvide personal examples.
25Why Diversity and Culture are Important Everything that we see has to be interpretedTo understand diversity and other cultures we must first understand our ownFour dimensions of diversity interact and form the basis by which we interpret and find meaning and understanding.PersonalityInternalExternalOrganizationalSee p. 2 of Workshop Handout Packet for more information on four dimensions of diversity
26Four Dimensions of Diversity Personality - Studies show that we are born with a personality. If you have children discuss how their personalities differ. Same parents, same home - different personalities. Behavior can be modified, not personality.
27Ways in Which We Are Different and Similar PersonalityThings out of our control—ethnicity, race, age, gender, physical ability, sexual orientationThings within our control/life choices—geographic location, income, parental status, marital status, appearance, personal habits, recreational habits, religion, educational background, work experienceWork-related factors—classification, work field, division or department, seniority, work location, union affiliation, management statusTell a story to illustrate
28Action Plan Exercise 2: Who Are Your Spanish-speaking Customers? See p. 2 of Action Plan GuideDiversity of communityCountry or Countries of originLength of residence in U.S.Facility with English languageEducational levelEconomic levelLevel of acculturationUnderstanding of the library!Watch the clock! This segment has the potential to take up too much time.Action Plan Exercise 2: 20 minutes (15 minutes group work and 5 minutes debriefing)Introduce the exercise by illustrating each or several of these points. Many people view the Hispanic community as homogeneous.This exercise is intended to:stimulate discussion of the diversity of the participant’s own communitiesraise awareness about how much participants know or don’t know about their communityraise awareness of what this diversity means to serving the communityGroup instructions: Assign each group 2-3 factors to discuss. Groups have a tendency to start discussing the first factor and they never get to the rest.Explain the more confusing terms such as “diversity of community”Read out loud directions for activityAssign the different characteristics to different groups, otherwise, you will not have time to cover all the characteristics.
29Understanding of the Public Library Varying experiences with public libraries in country of originCommon Misconceptions:Public libraries are only for the educated or for those attending school.Library materials are for sale, not for loan.libreria=bookstore, biblioteca=libraryAccess 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.This is a critical concept. Many participants will have some awareness of this, but they may not know how much of a barrier this is for the community. Many specific ideas of what libraries have done/are doing to address some of these barriers will be shared by participants. Make a list on the flip chart and post for the remainder of the workshop.Move to this slide when participants are sharing their discussion of this factor. Make a list of any misconceptions contributed by participants that are not covered in this slide. Briefly discuss any misconceptions that were not mentioned by participants.
30Understanding of School Libraries Varying experiences with school libraries in country of originIn 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.
31Working With Community Leaders to Learn About Your Community Community leaders are:experts on the communitytrusted and relied upon by the communitydedicated to helping the communitypart of the social network of the communityTransition: In a way this is the heart of the workshop because this technique will help you start that connection with the community that is critical in serving the Hispanic community.Working with Community Leaders: 15 minutesCover:Working with Community LeadersHow to Use the Interview ProcessBenefitsInterview GuideInterview ProcessIdentifying Community LeadersSetting up the InterviewInterview QuestionsBuilding TrustInterview Experience
32Working with Community Leaders is the Most Effective Technique for: PlanningOutreachCollection developmentMarketingEvaluationPlanning--you involve community leaders from beginningget benefit of their expertiseOutreach--showing your willingness to put yourself out thereMarketing--finding out where and how it is most effective to reach LatinosEvaluation--many standard measures (circulation, number of people at events, etc) may not be impacted for a while. Need to build trust. Community leaders can be a good gauge.
33How to Use Community Leader Interview Process To introduce yourself and learn about the communityTo identify the needs of the communityTo get feedback on a specific service or programTo publicize or market a specific service or programTo find out how well you are doing in reaching and serving the communityPlanning--you involve community leaders from beginningget benefit of their expertiseOutreach--showing your willingness to put yourself out thereMarketing--finding out where and how it is most effective to reach LatinosEvaluation--many standard measures (circulation, number of people at events, etc) may not be impacted for a while. Need to build trust. Community leaders can be a good gauge.
34Benefits of Community Leader Interviews Informs the community about the libraryHelps library be more responsive to customersConnects library to community issuesValidates the communityBuilds relationships and trustDevelops library advocatesProvides multiple perspectivesStimulates creativityTeaching about the library in an informal wayFinding out what is important to community so you can partner/participatePeople talk to each other--community leaders will know about you as soon as you get out thereValidation--you are showing respect for their expertise, knowledgeBuilding trust takes a long time/very personalPeople informed about library can be better supportersMultiple perspectives--many views and opinions in Latino community. Can give you a broad perspective.Creativity--ideas from people outside library may be quite different
35Interview Guide, page 3 of Resource Packet Community LeaderInterview Guide, page 3 of Resource PacketTransition: The information you need to help you get started is included in the guide. This is a step-by-step, how-to-do-it guide that should answer all your questions.
36Community Leader Interview Process Identify leadersSet up interviewsConduct interviewsSummarize informationDevelop preliminary response/planSet up follow-up interviewEasiest to do--low resource requirementsDealing with people who know bureaucracyPeople who have trust of community
37Identifying Community Leaders See Community Resources list,page 7 of Resource PacketEasiest to do--low resource requirementsDealing with people who know bureaucracyPeople who have trust of community
38Sample Process for Community Leader Interview See page 9 of Resource PacketChecklist of what to doPractice what you want to sayMake it your ownTypically we ask people about the libraryWhat can the library do for you?How can we serve you better?What kind of materials should we provide?To someone who has different understanding of libraries this can be confusing.Very limiting--will say the usual things; what is expectedHow do they know what the possibilities are?
39Interview QuestionsFocus on the community and the customer not the libraryAsk questions about community problems, needs, barriers, events, opportunitiesHelp community leaders share their expertiseShow interest in the communityDemonstrate that you want to help solve community problemsAvoid asking library-centric questionsTypically we ask people about the libraryWhat can the library do for you?How can we serve you better?What kind of materials should we provide?To someone who has different understanding of libraries this can be confusingVery limiting--will say the usual things; what is expectedHow do they know what the possibilities are?
40Building Trust Building trust takes time and persistence 1st interview begins relationship2nd interview shares your findings and your ideas for how the library can help3rd interview asks for marketing supportShare your own story
41Community Leader Interview Experience Who are your community leaders?How can they help you?What resources do they have available?Trainers talk about their experiences interviewing community leaders. Trainers please note that this slide was omitted from the printed handout. If you provide info, please allow time for your participants to copy.
42By 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.Resources for finding your local demographicsTransition: As we start to reach out to the Hispanic community it’s important to know some of the basic demographics. It’s a starting point, but to get to know the community, we really need to rely on those individuals who are trusted and respected by the community. Trainers, please note top portion of this slide is not included in the packet.Next you will be learning about the Seattle Hispanic community from people who are active and knowledgeable about the community.
43Getting to Know the Spanish Speaking Community Jose CuevasOwner, Jumburrito, Inc.Liz ZentenoDirector, Cogdell Learning CenterMidland CollegeLouisa ValenciaPresident of Friends of the LibraryFormer County Commissioner 60:00 minutes allocated for community panel. Trainers please tell participants to copy down the names of the panelist.
44MODULE 3: PROVIDING SERVICES Responding to the Needs of the CommunityModule3: 60:00 minutesTime allocated: 30 minutes presentation, 30 minutes group workCover:What’s WorkingImpact of CultureCultural RulesCultural AssumptionsCultural PerspectivesTransition: Many libraries have been serving and reaching out the Hispanic community for many years and we are lucky enough to have the benefit of learning from them.What works? What should we do to raise our chances for success?
45What’s Working – Common Traits of Successful Services Partnering with community organizationsHigh level of organizational supportSufficient resources (staff, money)Positive attitude towards Hispanic/Latino communityPromoting programs through Hispanic media and community service agencies that serve Spanish speakersAwareness of cultural diversityDon’t be discouraged if your library doesn’t share all these traits! There are ways to adapt or work towards building these traits.Case studies of several successful programs are available on WebJunction.
46Impact of CultureCulture is the “software” that determines our behavior and attitudesWe all have culture and we are all culturally programmedNone of us has the same cultural programWe all belong to many different cultures with different cultural rulesTransition: Many of us want to serve the Hispanic community but we feel uncomfortable or fearful about venturing out to connect with people from a different culture and that speak a different language. This portion of the workshop is a quick and very basic introduction to what we need to know about people from a different culture.Trainers need to make the connection for participants about how culture impacts service development and delivery.
47Learning 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 downCultural rules absorbed unconsciouslyGenerate discussion with the participants in this section.
48Cultural AssumptionsWe interpret a person’s behavior based on our cultural rulesWhat is normal?Normal = DifferentWe make assumptions when we don’t understand
49Cultural Perspectives Sense of self and spaceCommunication and languageDress and appearanceFood and eating habitsTime and time consciousnessRelationshipsValues and normsBeliefs and attitudesMental processes and learning stylesWork habits and practicesAdapted from Lee Gardenswartz and Anita Rowe, Managing Diversity, Rev. ed. (McGraw Hill) 1998.Trainer: select at least two Dimensions of Culture and develop a story, or example to illustrate the cultural difference.Yolanda recommends sense of self and space, communication and language, time and time consciousness
50Action Plan Exercise 3: Cultural Differences Review “Selected American and Hispanic/Latino Cultural Differences,” p. 3 of your Action Plan GuideFor 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 servicesAction Plan Exercise 3: 30 minutes (20 minutes group work; 10 minutes debriefing)Group instructions: Assign each group 2-3 factors to discuss. Groups have a tendency to start discussing the first factor and they never get to the rest.During debriefing, cover all the factors if possible but you may need to prioritize those you want to be sure everyone hears about.Be sure to guide the conversation carefully here. Watch out for stereotypes vs. generalizations.
51Why Do Spanish speakers Want/Need Computer Training and Access? Help kids succeed (and keep up with them!)Apply for jobs or function in current jobsAccess important information (health, legal, educational, etc.)Communicate with family/get news from homeLearn and improve English skillsEntertainment (music, movies, sports)In this section we focus on adapting library services to meet the needs of Spanish speakers. Computer training is one need in the Spanish speaking community.
52Types of Programs Being Offered Basic computer skillsInternet/Word and other common applicationsUsing search engines: how to find the information you needESL tutorialsSocial software, eg. SkypeOpen hours – one-to-one helpExamples of Public Libraries providing these types of classes:Wichita Public Library offers a workshop in Spanish that teaches patrons how to set up and use their own free account from home or from the library’s public access computers.The Orange County Library System in Orlando provides computer classes in Spanish on everything from how to use a mouse to advanced topics such as Web page design.Seattle Public Library offers access to and tutorial orientation their ESL software program.The Multnomah County Library System in OR provides open lab hours with bilingual lab assistants.Skype is increasing in popularity for those regularly communicating with family and friends abroad. Some libraries are responding to this patron need, by offering equipment and training for using Skype.
53Finding the Right Instructor Language AbilityTechnology SkillsAwareness of Cultural Differences eg. appropriate dress for teachingKnowledge of the Spanish-speaking communityFinding qualified instructors for your classes is one of the most important and most challenging aspects of developing a programLanguage Ability – Ideally, the instructor should be a native Spanish speakerTechnology Skills – The majority of classes focus on basic skills so trainers need to be comfortable with the basics and enthusiastic about sharing this knowledge.An awareness of cultural difference, such as those discussed earlier is also helpful. For example, Hispanic/Latinos are more likely to behave in a formal way in a class setting and show the instructor a great deal of respect. They may be uneasy questioning the instructor or saying they don’t understand.Instructors who are knowledgeable about the local Spanish-speaking community can utilize this information during training. I.E. If the majority of Spanish-speakers are from a certain country or area of Mexico, the instructor can use this information in citing examples.Hints for finding Instructors:Talk to ESL teachers or program coordinators and local schools & leaders in the Spanish-speaking community.
54Overcoming the Language Barrier Find a volunteer from the Spanish-speaking community to serve as a translatorKeep the class size smallRefresh knowledge of technology terms in SpanishWhile a native or fluent speaker is ideal, non-native or even non-fluent library staff members often end up teaching in the Spanish language. The following are some ideas for bridging the language gap.If a translator is not available, consider asking a student who speaks some English to aid in communication.Making handouts that are very easy to follow also helps. Des Plaines Library in IL uses step by step screen shots that are accompanied by directions in Spanish for class handouts. These handouts also serve as a great reference.
55Class Logistics Scheduling Course Information Enrollment TransportationChild careMarketingScheduling: Many libraries have found that consistent, regular, predictable course offerings often result in the highest attendance levels. Many have found evenings to be a popular time. Other have had success by using a rotating schedule of evenings, mornings, and Saturdays, as members of the Spanish-speaking community have widely varying work schedules.Course Information: Consider making course information available in Spanish via your web site or phone line, in addition to print fliers.Enrollment: Many libraries have found it helpful to forego formal registration and have adopted a first come, first served policy. As most students lead very busy and complicated lives, many can’t attend class sessions regularly. The first come first served policy eliminated the admin time required to oversee enrollments and maintain a waiting list. Most libraries encourage students to come when they can and retake classes if needed.Transportation: If your library is accessible by public transportation, include this info in marketing materials. If your library is not easily reached by public transportation, it may be difficult for some students to attend class. Some libraries have partnered with community agencies to provide transportation.Babysitting: Some libraries have found it very helpful to offer babysitting or children’s programming at the same time as computer classes. Others provide children’s activities in the classroom or design classes for children and adults.The ideas we talked about for marketing also apply to marketing technology classes. Word of Mouth marketing is very important. Partnerships with community organizations, schools, and churches can also help get the word out. Marketing materials should be simple and in both English and Spanish (see WebJunction for examples).If there are questions or concerns in your region about the Spanish-language Profile, this is a good time to address them.Two Schools of ThoughtPro: will make computers more accessible and useful to Spanish speakersCon: reality is that most computers are in EnglishThe Spanish Profile allows the user to access the Operating System, the Office Suite and Internet Explorer in Spanish. Resources on how to change profiles are available at WebJunctionLibraries take different approaches to using the Spanish profile in technology classes for Spanish speakers. Some use the Spanish profile to increase the comfort level of students when they are learning the basics.Other libraries believe that students should become accustomed to using the English profile because they will likely need to use the English profile for work or school. They also argue that computer terminology is confusing in any language to a computer novice so the language is largely irrelevant.
56Preparing for Class Before Class As Class Begins Throughout Class Prepare computersAs Class BeginsAnticipate late arrivalsAddress fearsDemonstrate basicsThroughout ClassExplain terminologyProvide clear handouts in SpanishEmpower studentsBefore class:Set up computers by opening needed files and browser windows. Change the language if you are planning to utilize the Spanish profile. Add needed Web sites to Favorites list.As class begins:Anticipate some students may be late, spend time with introductions, and present info about the library and services first.Address factors of fear and embarrassment openly, create a positive and trusting environment, keep the mood light.In the first class, or in every class if turnover is great, demonstrate computer basics (holding a mouse, clicking, double clicking, minimizing and maximizing, using close buttons, etc.Throughout class:Explain all computer terminologyProvide handouts with clear directions in SpanishEmpower students by giving them tasks they can complete. Try to use relevant examples and tasks.
57Curriculum Resources Basic Skills Internet & Email Office Applications ESL ResourcesHTMLSee page 11 of Resource Packet for annotated listof web resources or visit:As part of this class, we have created an annotated list of curriculum resources, p.11 of your Workshop Handout Packet. These resources are also available on WebJunction. We will continually update the resources on WebJunction. We also welcome additional resources that you create or that you are currently using.The list includes links to instructional guides and lesson plans as well as online tutorial. Many of the resources were developed as part of the 2003 grant program for Spanish language outreach offered by the Colorado State Library and funded by the Bill and Melinda Gates Foundation.In a few moments we’ll take tour of the WebJunction site. Even beyond this list, there are MANY resources out there for finding curriculum materials in Spanish.
58Additional Strategies Marketing Materials for Public Access Computers in SpanishOpen lab hours staffed by bilingual staffInstructions for Opening and Using a Hotmail Account in SpanishESL SoftwareReference list of Search Engines/Resources in SpanishReference list of Spanish Online Computer TutorialsThese are some additional ideas for increasing access to technology for Spanish speakers.Spanish instructions for opening a hotmail account are available on WJ, as are lists of search engines and popular sites and several online tutorials.As you develop relationships with community organizations in the Spanish speaking communities other opportunities will arise. Several libraries have developed creative partnerships to teach work force training technology courses in Spanish or worked with ESL programs in local schools to provide classes for Spanish speaking parents.
59Service Success Principles Make no assumptions about what the community knows about the library or its servicesEstablish trust and respect one person at a time/one day at a timeIntegrate the library into heart and soul of the communityThis slide is the conclusion to the Services module. Trainer can use this slide to highlight that these steps are covered in the outreach action plan.
60MODULE 4: MARKETING TO THE SPANISH-SPEAKING COMMUNITY Module 4: 30 minutes (10 minutes presentation; 20 minutes exercise)Cover:What are you Marketing?Messages that ConnectCommunicating with LatinosWord-of-mouthSpanish-Language MediaWorking with MediaTips for Marketing MaterialsAction Plan Exercise 4 (15 minutes group work; 5 minutes debriefing)Transition: Marketing is one of the biggest challenges overall for libraries and it is no different with Hispanic communities. Corporations and businesses are spending billions of dollars marketing their products and services to the Hispanic community. So, what can we learn from them?
61What 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.”
62Developing 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 messages.Are you looking for a job? Come to learn how to submit your job application on the computer.For Mother’s day, create a “card” for kids to take home to mothers inviting them to a free computer class at the library. Using kids to market the FREE services at the library and showing that the library is a welcoming place.
63Developing Messages That Connect suggestions 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!
64Developing Messages That Connect suggestions 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!
65Communicating with Latinos 48% get advice about a product through someone they know who has already used the product62% gain knowledge about a product from their relatives16% get their information from a newspaper or magazine“Marketing News,” July 22, 2002This is why it is so important to use word-of-mouth marketing
66Techniques for Better Word-of-Mouth Exposure Promote service among local community leadersHold special events within the community tailored to community needs and interestsPartner with community eventsWork with the ethnic media to help spread the wordAdvise to corporations wanting to reach multicultural audiencesThis is what corporations reaching out to Latinos are doingExamples: US Bank, Bank of America, Wells Fargo promoting matricula consular to open accounts with Hispanic ChamberHold special events--US Bank sponsorship of soccer tournament in Sacramento that brought players from America to play exhibition gamePartner--Dia de los muertos
67Working with Spanish-Language Media Build personal relationshipsSupport the communityConnect to their issuesSpanish-language media reaches 87% of the Hispanic/Latino communityEthnic media much more community oriented than mainstream media.Ethnic media know their communities have less access to information so they take their roles seriously.Interview station mangers, anchors, reporters. Know your media personalitiesEven for Latinos who are English dominant—Yolanda’s exampleOnly TV I watch is the 9 pm Mexican novela and soccer matchesSee additional Information about Spanish Media on p.16 of your Workshop Handout Packet“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.
68Tips on Preparing Marketing Materials Emphasize the visual. Use color.Emphasize the 4 F’s:Free (Gratis), Family, Food, FunUse their languageGet help reviewing translationsGet it down to basicsUse color--Latinos are not attracted to beige or off whiteLanguage--Texas use of English/Spanish combined much more acceptable.Basics--don’t try to do everything in one publication/brochuresGet several viewpoints. Seek common ground. Aim for what is understandable to community.You can see more examples of marketing materials at WebJunction, andPiñata de Recursos 2005,Piñata de Recursos 2007,
69Action 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.Action Plan Exercise 4: 20 minutesTrainers give participants a 15 minutes to work on independently and then spend a 5 minutes sharing back answers with larger group. Participants can work independently or in groups, depending on the preference of the trainer and/or the size of the workshop.
70Additional Marketing Resources ¡Bienvenidos! ¡Welcome!: A Handy Resource Guide for Marketing Your Library to Latinos by Susannah Mississippi Byrd, published by ALA EditionsMarketing to American Latinos: A Guide to the In-Culture Approach by Isabel ValdesHispanic Marketing: A Cultural Perspective by Felipe Korzenny and Betty Ann Korzenny
71Additional Marketing Resources The Whole Enchilada: Hispanic Marketing 101 by Juan FauraHispanic Marketing & Public Relations: Understanding and Targeting America’s Largest Minority by Elena del Valle
72MODULE 5: PLANNING AN OUTREACH ACTIVITY Module 5: 45 minutes (15 minutes presentation; 30 minutes individual planning and debriefing)Cover:Key Steps to PlanningAssessing ResponsivenessTips for Success ChecklistOutreach Activities
73Key Steps to Planning Services Determine community needs & prioritizeAssess your current level of responsivenessDetermine target audienceConsider potential partnershipsDevelop action stepsMarket service to target audienceEvaluate, document, and adjustTrainers should give examples of how to implement each of these stepsDetermine community needs & prioritize – community leader interviews, focus groups.Determine target audience – community leaders and demographicsConsider potential partnerships – community leadersDevelop action stepsMarketing services – word of mouth, ethnic media, developing marketing materials in Spanish and distributing and key locationsEvaluate – it is important to collect stories and examples as well as data! Evaluation is key for making the case to the community and administration. Develop instruments such as surveys in Spanish. For more resources on evaluating outreach services, see the SLO online courseTrainers can also think back to the community panel and remember an example from there, going through each step with the participants.
74Assessing Your Current Level of Responsiveness Serving Latinos Communities Checklist, p. 17 of Workshop Handout Packet
75Tips 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 onSee also excel version on WJ for statistical analysis across staff: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.Direct people to the excel version of this spreadsheet on WJ.
76Suggested Outreach Activities List The suggested outreach activities list was developed to provide participants with ideas for possible outreach services. The list is available on WJ and contains hyperlinks to specific resources for implementing outreach activities (i.e. signage resources, online diversity classes, computer curriculum, etc). Activities are listed for each of the modules we have focused on today: reaching out, services, marketing, and planning.We realize that some libraries are just beginning their outreach efforts while other libraries are looking for ways to enhance or improve on the services they are currently offering to Spanish speakers. Therefore the suggested activities are broken out into three levels: getting started, involving the community, & working together. Participants can choose activities at any level but in general the levels indicate a progression in the level of complexity.
77Additional Outreach Resources Para los niños - 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 -
78Action Plan Exercise 5:Review the list of Suggested Outreach Activities and select an activity you would like to implement in your libraryUse page 6 of your Action Plan Guide to begin planning your activityAction Plan Exercise 5: 30 minutes20 minutes independent work10 minutes debrief
79MODULE 6: WEBJUNCTION & RESOURCES FOR IMPLEMENTING OUTREACH Module 6: 30 minutes (15 minute demo; 15 minutes discussion and workshop wrap up)Cover:WebJunction OrientationDiscussion of WebJunction
80WebJunction 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 contentLearn: Online learning courses/tutorialsShare: Discussions and networking
81WebJunction Demonstration TRAINER NOTES: During this section of the curriculum we strongly recommend using the demo to demonstrate WebJunction. The following slides using screen shots are included in case your connection is down. The screen shots and trainer notes will also help you become familiar with WebJunction.
82WebJunction.orgThis is the home page of the Global WebJunction site. Notice that in the top right corner is a drop down box that allows you to choose your WebJunction community. WebJunction’s community partner program works with state library agencies to customize WebJunction for the libraries they serve. A significant benefit of the program is that library staff in Community Partner states have access to WebJunction online courses at no charge to them. The current list of community partner states includes: Washington, Connecticut, Vermont, Arizona, New Hampshire, New Mexico, and Iowa. If your state is a community partner state, choose it here.Notice the Right Rail of the page. It is the same for every page. Allowing you to register or sign in at any point. Next we will take a look at the registration page.A link to the Spanish Language Outreach Program is located on the homepage under Programs
83RegisteringThis is the registration page. Here you’ll create a user name and password. You can also sign up for the e-newsletter.WJ won’t sell your personal info! You need to register and sign in to post to the message boards. You can view all the content and discussions without registering.
84Signing InOnce you have registered, you’ll need to sign in to post to the message boards. If you ever forget your password you can click on the “forgot password” button and follow the directions.
85SLO Home PageBy clicking on the link to the SLO program on the homepage you will arrive at our program home page. Clicking on the link to SLO under programs on the homepage is the easiest way to navigate to our section.By clicking on the Sign In icon in the top right corner, you can log in to WebJunction.The top arrow on this slide points out the path to our section: Home>Services to Libraries>Patron Services>Services to Spanish Speakers/Spanish Language Outreach Program. (Now you know why we use the WebJunction.org/Spanish link!By clicking on the Discussion Boards icon will take you to the Discussion Board area. You can also access the free, SLO online course based on the workshop curriculum as well as other courses related to services to multicultural communities.
86WebJunction.org/Spanish You can also access the complete Services to Spanish Speakers area using the shortcut: WebJunction.org/SpanishThe Services to Spanish Speakers area contains a wealth of resources for implementing outreach activities. Along the left rail you can see all the different topic areas. These areas are also listed at the bottom of the page. Each area contains articles, case studies, handouts, and links to othe resources. We continue to grow these resources through contributions by program participants.Let’s take a look at one of these area: Materials for Working with Computers and Spanish Speakers.
87Working with Computers and Spanish Speakers Here is the Materials for Working with Computers and Spanish Speakers area. There are general content items on this page and then mulitple additional subcategories with additional content (Basic Skills, Internet & , Office Applications, and ESL Tutorials).The arrow points to these subcategories. They are also available lower on the page.Notice that at the top of the page you can see the path you’ve taken to arrive at this area from the Home page.
88Navigating to the Discussion Boards Don’t forget to sign-in to post to the discussion boards. The easiest way to find our corner of the discussion boards is to visit the SLO home page and click on the Discussion Boards link. You can also navigate to the Discussion Boards from the different category pages.
89Viewing the SLO ForumsThis link will take you to the main page for all SLO Forums. Forums are organized into three forums:Trainer & Coordinators Forums: Conversations primarily between state trainers but all are welcome!Workshop Feedback and Outreach Plans: A place to tell us about your current outreach and future plans/progressResources: A place to find and share resources in areas such as Marketing, Signage, Youth ServicesEach forum contains multiple topics. If you don’t see a current topic that seems like a logical place to add your post, start a new topic.When you click on a forum, you’ll see different discussions taking place by topic. After clicking a topic, you can read individual posts about the topic.
90Viewing TopicsOnce you click on a forum, you can see all the topics under this forum. Click on a topic to read the discussion.At the top of the screen you can see the hierarchy of forums. Further down the screen there are links to start new topics within this forum or to set a Watch. A watch allows you to receive an alert any time someone posts to this forum. You can also set a watch at the topic level.
91Viewing PostsClick on an individual topic to read the messages that have been posted. You can also set a watch at the topic level that will send you an alert when someone replies to this topic. To add your own post, simply click on Reply.
92Posting a MessageTo post a message you must be signed in to WebJunction. You can reply to a topic that has been started by someone else or start a new topic. Once you have typed the body of your message you can preview it or spell check it before posting.
93How to Get InvolvedShare resources (handouts, lesson plans, links, etc.) online at WebJunctionJoin conversations in forums on the Discussion Boards at WebJunctionGive feedback: on the boards, throughBecome a “thought leader” in the community by modeling participationTake a courseApply for the OLOS Diversity Fair ScholarshipSee WebJunction’s Get Involved for more ways to get involved!
94How 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?Trainers should help participants brainstorm ways to get involved with WebJunction.
95What’s at Stake? An opportunity here to collaboratively create: Rich online collection of resourcesSupportive network of like-minded colleaguesA comprehensive resource for others who want to conduct similar outreach activitiesAll geared to develop and support effective Spanish Language Outreach in Libraries!!
96Project Evaluation Your feedback is used to: Measure program impactImprove the program and revise the curriculumReport impact to the Gates FoundationRecommend future investments in libraries to the Gates FoundationParticipants do three online surveys:Pre-Assessment (1-2 weeks prior to workshop)Workshop Evaluation (immediately following)Post-Assessment (5 months after the workshop)
97Project Evaluation Workshop Evaluation: Your feedback is very important to us. You will receive an 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:
98Workshop Follow Up Monthly Webinars on WebJunction Monthly Program UpdatesTexas State Library will create a web site with links and resources on outreach for Spanish-speakersFollow-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 2008Since October 2006, WebJunction has presented a series of monthly webinars on topics related to Outreach to Spanish Speakers. These minute sessions are free and recorded and archived on the site. All workshop participants are encouraged to participate! Please check the SLO homepage for more details. Sessions will focus on topics such as Immigration, Cultural Competency, Successful Technology Programs for Spanish Speakers, ESL,etc. We want to encourage your participation! We believe it will help build the momentum of the program.Each state will also be implementing their own plans for following up with workshop participants. Our state plans to:
99ROSA Contacts Minerva Alaniz Assistant Librarian Texas Tech University , ext. 292Myra Arredondo Zatopek ROSA State CoordinatorTexas State Library & Archives Commission