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
WELCOMEBIENVENIDOS!
3
MODULE 1INTRODUCTION 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, womans married name
• Socorro Jiménez Martínez de Salinas
• How might this impact someone completing a
  library card application?

6
Agenda

• 800 a.m. Breakfast
• 900 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
• 1200 p.m. Lunch
• 1230 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
• 400 p.m. Adjourn

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Local Participant Expectations

• Participants in the State Librarys 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 WebJunctions 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.

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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
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"
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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

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Building Support Within the Library for Serving
Spanish Speakers

• Be an advocate
• Include in librarys 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

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Building Support Within the Community

• Focus on whats 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.htmWhy
• Spanish Translation of the Library Bill of Rights
  http//www.reforma.org/refogold.htmderechos
• REFORMA Language Rights http//www.reforma.org/Too
  lkitPartI.pdf
• Trainers add state/local resources (example
  Washingtons State of Hispanics in Washington
  Report

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MODULE 2 REACHING OUT

• How to Connect with the Spanish-Speaking Community

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How to Refer to the Spanish Speaking Community?

• Hispanic
• Latino/Latina
• Chicano/Chicana
• Mexicano, Colombiano, Salvadoreño, etc.
• Depends on local/personal preference

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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

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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

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Ways in Which We Are Different and Similar

• Personality
• Things out of our controlethnicity, race, age,
  gender, physical ability, sexual orientation
• Things within our control/life choicesgeographic
  location, income, parental status, marital
  status, appearance, personal habits, recreational
  habits, religion, educational background, work
  experience
• Work-related factorsclassification, work field,
  division or department, seniority, work location,
  union affiliation, management status

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Action Plan Exercise 2 Who Are Your
Spanish-speaking Customers?

• See p. 2 of Action Plan Guide
• Diversity of community
• Country or Countries of origin
• Length of residence in U.S.
• Facility with English language
• Educational level
• Economic level
• Level of acculturation
• Understanding of the library

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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.
• libreriabookstore, bibliotecalibrary
• 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.

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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

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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

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• Community Leader Interview Guide, page 3 of
  Resource Packet

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Community Leader Interview Process

• Identify leaders
• Set up interviews
• Conduct interviews
• Summarize information
• Develop preliminary response/plan
• Set up follow-up interview

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Identifying Community Leaders

• See Community Resources list, page 7 of Resource
  Packet

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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

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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

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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

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Community Leader Interview Experience

• Trainers, if you havent 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

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Getting to Know the SpanishSpeaking Community

• Insert names of local community leader panel
  members

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MODULE 3 PROVIDING SERVICES

• Responding to the Needs of the Community

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Whats 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 persons behavior based on our
  cultural rules
• What is normal?
• Normal Different
• We make assumptions when we dont understand

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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

51
Preparing for Class

• Before Class
• Prepare computers
• As Class Begins
• Anticipate late arrivals
• Address fears
• Demonstrate basics
• Throughout Class
• Explain terminology
• Provide clear handouts in Spanish
• Empower students

52
Curriculum Resources

• Basic Skills
• Internet Email
• Office Applications
• ESL Resources
• HTML
• See page 11 of Resource Packet for annotated list
  of web resources or visit
• www.webjunction.org/do/Navigation?category7843

53
Additional Strategies

• Marketing Materials for Public Access Computers
  in Spanish
• Open lab hours staffed by bilingual staff
• Instructions for Opening and Using a Hotmail
  Account in Spanish
• ESL Software
• Reference list of Search Engines/Resources in
  Spanish
• Reference list of Spanish Online Computer
  Tutorials

54
Service Success Principles

• Make no assumptions about what the community
  knows about the library or its services
• Establish trust and respect one person at a
  time/one day at a time
• Integrate the library into heart and soul of the
  community

55
MODULE 4 MARKETING TO THE SPANISH-SPEAKING
COMMUNITY

• Using Word-of-Mouth Marketing and the Ethnic Media

56
What Are You Marketing?

• Focus on selling the service or program in terms
  that connect or mean something to the community
  that relate to their needs, problems, life
  situations, etc.
• Focus on selling the concept that the library is
  there to help. Avoid focusing on selling the
  library.

57
Developing Messages That Connect

• Instead of a brochure publicizing the Spanish
  language collection, develop flyers (with book
  cover illustrations) that call attention to
  specific materials
• Are you expecting a baby? What can you do to be
  sure your baby is born healthy and strong? These
  materials are available to you for free at the
  public library.
• Are you going for a job interview? Do you need to
  know what to expect and how to prepare for a job
  interview?
• Instead of publicizing a list of computer
  classes, talk about what the classes will help
  them do
• Do you want to learn how to communicate with your
  family in Mexico? Come to the library to learn
  how to send e-mail messages.
• Are you looking for a job? Come to learn how to
  submit your job application on the computer.

58
Communicating with Latinos

• 48 get advice about a product through someone
  they know who has already used the product
• 62 gain knowledge about a product from their
  relatives
• 16 get their information from a newspaper or
  magazineMarketing News, July 22, 2002

59
Techniques for Better Word-of-Mouth Exposure

• Promote service among local community leaders
• Hold special events within the community tailored
  to community needs and interests
• Partner with community events
• Work with the ethnic media to help spread the word

60
Working with Spanish-Language Media

• Build personal relationships
• Support the community
• Connect to their issues
• Spanish-language media reaches 87 of the
  Hispanic/Latino community
• The Ethnic Media in America the Giant Hidden in
  Plain SightPublic Opinion Survey of Asian
  American, Hispanic, African American, Arab
  American and Native American Adults, June, 2005.

61
Tips on Preparing Marketing Materials

• Emphasize the visual. Use color.
• Emphasize the 4 Fs
• - Free (Gratis), Family, Food, Fun
• Use their language
• Get help reviewing translations
• Get it down to basics

62
Action Plan Exercise 4 Marketing

• See page 5 of your Action Plan Guide. Pick a
  current service your library provides and develop
  a message about that service that connects with
  the communitys needs, interests, or situation.
• Brainstorm three different ways in which you can
  market the service to Spanish speakers in the
  community.

63
Additional Marketing Resources

• Bienvenidos! Welcome! A Handy Resource Guide
  for Marketing Your Library to Latinos by Susannah
  Mississippi Byrd, published by ALA Editions
• Marketing to American Latinos A Guide to the
  In-Culture Approach by Isabel Valdes
• Hispanic Marketing A Cultural Perspective by
  Felipe Korzenny and Betty Ann Korzenny

64
Additional Marketing Resources

• The Whole Enchilada Hispanic Marketing 101 by
  Juan Faura
• Hispanic Marketing Public Relations
  Understanding and Targeting Americas Largest
  Minority by Elena del Valle

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MODULE 5 PLANNING AN OUTREACH ACTIVITY
66
Key Steps to Planning Services

• Determine community needs prioritize
• Assess your current level of responsiveness
• Determine target audience
• Consider potential partnerships
• Develop action steps
• Market service to target audience
• Evaluate, document, and adjust

67
Assessing Your Current Level of Responsiveness

• Serving Latinos Communities Checklist, p. 17 of
  Workshop Handout Packet

68
Tips for Using the Success Check List

• Have staff members at different levels within the
  organization complete the check list. Share the
  rankings and select one or two areas to work on
• See also excel version on WJ for statistical
  analysis across staff httpwebjunction.org/do/Dis
  playContent?id14165
• 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.

69
Suggested Outreach Activities List
70
Action Plan Exercise 5

• Review the list of Suggested Outreach Activities
  and select an activity you would like to
  implement in your library
• Use page 6 of your Action Plan Guide to begin
  planning your activity

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MODULE 6 WEBJUNCTION RESOURCES FOR
IMPLEMENTING OUTREACH
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WebJunction

• WebJunction.org online since May 2003
• WebJunction is an online community where library
  staff share ideas, solve problems, take online
  courses and have fun.
• Read Articles, handouts, worksheets, downloads
  and other content
• Learn Online learning courses/tutorials
• Share Discussions and networking

73
WebJunction Demonstration

• http//www.webjunction.org

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WebJunction.org
75
Registering
76
Signing In
77
SLO Home Page
78
WebJunction.org/Spanish
79
Working with Computers and Spanish Speakers
80
Navigating to the Discussion Boards
81
Viewing the SLO Forums
82
Viewing Topics
83
Viewing Posts
84
Posting a Message
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How to Get Involved

• Share resources (handouts, lesson plans, links,
  etc.) online at WebJunction
• Join conversations in forums on the Discussion
  Boards at WebJunction
• Give feedback on the boards, through email
• Become a thought leader in the community by
  modeling participation
• Take a course
• Apply for the OLOS Diversity Fair Scholarship
• See WebJunctions Get Involved for more ways to
  get involved!

86
How would you get involved?

• Is there a problem in your library you can find a
  solution to on WebJunction?
• Do you have a resource or idea you would like to
  share with other libraries?
• What else?

87
Whats at Stake?

• An opportunity here to collaboratively create
• Rich online collection of resources
• Supportive network of like-minded colleagues
• A comprehensive resource for others who want to
  conduct similar outreach activities
• All geared to develop and support effective
  Spanish Language Outreach in Libraries!!

88
Project Evaluation

• Your feedback is used to
• Measure program impact
• Improve the program and revise the curriculum
• Report impact to the Gates Foundation
• Recommend future investments in libraries to
  the
  Gates Foundation
• Participants do three online surveys
• Pre-Assessment (1-2 weeks prior to workshop)
• Workshop Evaluation (immediately following)
• Post-Assessment (5 months after the workshop)

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Workshop Follow Up

• Monthly Webinars on WebJunction
• Monthly Program Updates
• State enters information here about their follow
  up plans

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MUCHAS GRACIAS!