1. Bilingual NanoDays y Más: Tools and strategies to start, or enrich, your bilingual programs www.nisenet.org

2. Presenters Veronica Garcia-Luis Exploratorium, San Francisco vgarcia-luis@exploratorium.edu Aaron Guerrero Children’s Museum of Houston aguerrero@cmhouston.org Renee Guerrero Wow! Children’s Museum, Colorado renee@wowchildrensmuseum.org Laura Huerta-Migus ASTC, lhuertamigus@astc.org Verónika Núñez Oregon Museum of Science and Industry vnunez@omsi.edu

3. Goals  Learn about the resources that are available and ways to promote and increase participation.  Hear what other organizations are doing to reach new audiences.  Learn strategies to present bilingual programs in a meaningful, relevant way.

4. Presentation Overview PART I (30 minutes)  The importance of organizational commitment: bilingual programs can’t happen in isolation.  Field and NISE Network bilingual resources.  Bilingual NanoDays: Models from other museums. PART II (35 minutes)  Gallery walk: NanoDays and beyond.  Facilitating activities for bilingual families.  Strategies to engage with visitors who don’t speak English.  Combining programs and opportunities to increase participation and engagement.  PART III (10 minutes)  Questions and closing.  Feedback

5. The importance of organizational commitment Bilingual programs can’t happen in isolation

6. Language is More than Words! Providing multilingual offerings shows a commitment to the entire visitor experience, giving organizations the opportunity to show:  Investment in audience needs  Connection to the demographics of the community  Commitment to welcoming and serving all community members

7. Creating a Seamless Experience Making multilingual experiences successful takes more than just coordination of program and/or exhibit staff. Other departments to engage in your efforts:  Marketing  Operations/Visitor Services  Volunteers  Senior Management  Evaluations

8. http://astc.org/resource/equity/Multilingualism%20Report_Final.pdf

9. Why we conducted this study  Little information exists on this topic in our field  ASTC + Exploratorium = Mutual Collaboration  To advance knowledge and awareness surrounding multilingual practices  Inspire additional studies aimed to enhance the understanding and advance the capacity to better serve a multitude of audiences

10. About the Study  Goal: Establish a baseline understanding of global multilingual offerings, processes, and motivations  On-line Survey for ASTC Membership, October 2009  Participants  US individuals N= 143 of 701 (111 institutions)  International individuals N= 38 of 105 (33 institutions)

11. Four Areas of Inquiry  What are the most prevalent languages and interpretive formats used when providing multilingual interpretation?  What are the primary motivations for providing multilingual interpretation?  What are the challenges in implementing multilingual approaches?  What are the trends in implementing multilingual discourse across institutions with respect to budget size and feasibility?

12. Report Highlights  Languages Offered & Prevalence  Interpretive Formats Used  Motivation for Multilingual Offerings  Challenges in Implementing Multilingual Strategies

13. BERI: Bilingual Exhibits Research Initiative  Cecilia Garibay  Carlos Plaza  Nan Renner  Steve Yalowitz This project is funded by the National Science Foundation, NSF DRL #101066

14. BERI Overview This pathways, exploratory project investigates:  How ISE professionals think about and produce bilingual exhibits.  How Spanish-speaking Latinos perceive and use bilingual exhibits.  How visitor use relates to STEM engagement and learning.

15. What makes up the BERI Project? BERI’s research with museum and science center staff documents current professional knowledge, concerns, opportunities and constraints involved in the creation of bilingual exhibits. ISE Staff Interviews BERI’s research with visitors at four ISE institutions explores how content and design afford and constrain visitors’ engagement in museums and science. On-site Research

16. What you can do to participate  Post a review of a bilingual exhibit www.exhibitfiles.org www.exhibitfiles.org  Comment on the bilingual blog www.exhibitfiles.org www.exhibitfiles.org  Read the report: Bilingual Exhibits: Current Practices, Collective Knowledge, Outstanding Questions www.informalscience.org www.informalscience.org  Contact: Dr. Cecilia Garibay cgaribay@garibaygroup.com

17. NISE Spanish Resources http://www.nisenet.org/catalog/spanish Videos: Nano and Me/ Nano y yo

18. NISE Network Resources: Translation Process Guide This guide was especially created with the intent of increasing capacity to reach audiences who do not speak English as their first language, including Spanish-speaking Hispanics/Latinos. It includes a suggested process model that will help to ensure that your translations maintain an appropriate interpretive tone and a high level of scientific accuracy. The suggested model supports the integrity of the content, allows teams to work more effectively, saving time, money, and optimizing the resources. The translation process can be used to work with any two languages.

19. Translation Process Model 1. Original Spanish translation from final English copy 2. Professional language review 3. Spanish science content review 4. Evaluation and remediation (recommended) 5. Final changes review and proofreading 6. Final Spanish version

20. Bilingual Design Guide  This guide presents the variety of interpretive and design strategies we used for different bilingual products, and explains some of the choices and trade-offs we made to implement those strategies. While this guide focuses on NISE Net educational experiences presented in English and Spanish, the considerations and solutions presented are generally applicable to bilingual or multilingual museum programs, exhibits, and media.

21. Bilingual NanoDays: Models from other museums OMSI Children’s Museum of Houston

22. OMSI NanoDays 2012 Happened during our $2 day Demographics

23. OMSI NanoDays 2012: Location Life Science Hall, by the Nano exhibit.

24. OMSI NanoDays 2012: Materials Display them side by side, in a place that is visible.

25. OMSI NanoDays 2012: Volunteers Volunteers and staff are the most important thing. Materials support their interactions.

26. Children’s Museum of Houston NanoDays 2012  Activities set up in Kid’s Hall, main hallway of Museum  Special activities set up in Alcove of Kid’s Hall, high visibility  Activities set up throughout museum in exhibit areas, most are facilitated

27. Children’s Museum of Houston  NanoDays kickoff during Free Family Night  91, 127 visitors during the 2012 Fiscal year  Free event  Occurs every Thursday from 5pm-8pm  Family Adventures Program  10,368 visitors from 40 schools & community sites  Have bilingual NanoDays signage available  Have bilingual staff/volunteers facilitating activities  Spanish/English Story Time  5,6, & 7pm  “Horton Hears a Who?” and Smelly Balloons  Target Free First Sundays  Free museum admission all day

28. NanoDays in action!

29. Flyers  Created a Spanish/English flyer that was handed out at outreach events 2 weeks before NanoDays  Handed out at Bilingual events

30. Gallery Walk Learn what three museums are doing to create more meaningful experiences for their visitors

31. Gallery Walk: NanoDays and Beyond  Station 1: Tips for facilitating activities with families that have varying degree of bilingualism through our outreach initiatives. Presented by: Aaron Guerrero Children’s Museum of Houston

32. Gallery Walk: NanoDays and Beyond  Station 2: Strategies to engage with visitors who don’t speak English or have other language barriers. Presented by: Renee Guerrero WOW! Children's Museum

33. Sheltered Instruction Resources Sheltered Instruction Described on a Website for Teachers Sheltered Instruction Strategies List Sheltered Instruction Observation Protocol by Pearson Publishing Sheltered Instruction Book from National Education Association

34. Gallery Walk: NanoDays and Beyond  Station 3: Combining programs and opportunities to increase participation and engagement. We’ll look at two OMSI initiatives:  $2 Days  Sustainability Bilingual events. Presented by: Verónika Núñez Oregon Museum of Science and Industry

35. Feedback  Questions  1. What’s one important thing that you learned at today’s workshop that you will either use in your own work or share with others?  2. What’s one part of today’s workshop that you would recommend that we keep for future Bilingual workshops?  3. What’s one thing that you think we should consider changing or adding for upcoming Bilingual workshops?

36. Join Us!  Bilingual Audiences Workshop  June 6-7, 2013  Children’s Museum of Houston  Sign up for more information

37. Thank you!