Spanish Language Outreach Program Workshop Empowering Library Staff to Reach Out to Spanish Speakers and Increase their Access to Technology Date, Location You can change the name of the workshop.

WELCOME ¡BIENVENIDOS!

MODULE 1: INTRODUCTION AND MAKING THE CASE Module 1:  60 minutes Origin of your name exercise: 15 minutes Agenda overview: 15 minutes Building Your Case and Activity: 30 minutes

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? ! Watch the clock. This segment has the potential to take up too much time. Introduction Exercise:  15 minutes Cover: 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.

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? For examples of library card applications in Spanish, see p. 15 of Workshop Handout Packet.

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 Workshop Introduction: 15 minutes Cover: Agenda Participant Expectations Stages of Outreach Workshop materials Goals Role of public libraries

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

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

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

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. With funding from the Bill & Melinda Gates Foundation, WebJunction launched a successful pilot of the program in August 2004. 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.

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 Share 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.”

Changing Landscape Hispanic/Latinos now comprise the largest minority group in the US and the fastest growing segment of the population 12.6 % 15.5% 17.8% 20.1% 22.3% 24.4% 2000 2010 2020 2030 2040 2050  30 minutes Cover: 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.”

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 Insert local statistics *See Latinos Online Pew Report, http://webjunction.org/do/DisplayContent?id=15427http://webjunction.org/do/DisplayContent?id=15427 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"

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 This 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 participants Keep 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.

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

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 Include 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.

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

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

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

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

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 Provide personal examples.

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 See p. 2 of Workshop Handout Packet for more information on four dimensions of diversity

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 Tell a story to illustrate

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 !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 communities raise awareness about how much participants know or don’t know about their community raise awareness of what this diversity means to serving the community 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. Explain the more confusing terms such as “diversity of community” Read out loud directions for activity Assign the different characteristics to different groups, otherwise, you will not have time to cover all the characteristics.

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. 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.

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 Transition: 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 minutes Cover: Working with Community Leaders How to Use the Interview Process Benefits Interview Guide Interview Process Identifying Community Leaders Setting up the Interview Interview Questions Building Trust Interview Experience

Working with Community Leaders is the Most Effective Technique for: Planning Outreach Collection development Marketing Evaluation Planning--you involve community leaders from beginning get benefit of their expertise Outreach--showing your willingness to put yourself out there Marketing--finding out where and how it is most effective to reach Latinos Evaluation--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.

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 Planning--you involve community leaders from beginning get benefit of their expertise Outreach--showing your willingness to put yourself out there Marketing--finding out where and how it is most effective to reach Latinos Evaluation--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.

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 Teaching about the library in an informal way Finding out what is important to community so you can partner/participate People talk to each other--community leaders will know about you as soon as you get out there Validation--you are showing respect for their expertise, knowledge Building trust takes a long time/very personal People informed about library can be better supporters Multiple perspectives--many views and opinions in Latino community. Can give you a broad perspective. Creativity--ideas from people outside library may be quite different

Community Leader Interview Guide, page 3 of Resource Packet Transition: 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.

Community Leader Interview Process Identify leaders Set up interviews Conduct interviews Summarize information Develop preliminary response/plan Set up follow-up interview Easiest to do--low resource requirements Dealing with people who know bureaucracy People who have trust of community

Identifying Community Leaders See Community Resources list, page 7 of Resource Packet Easiest to do--low resource requirements Dealing with people who know bureaucracy People who have trust of community

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 Typically we ask people about the library What 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 expected How do they know what the possibilities are?

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 Typically we ask people about the library What 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 expected How do they know what the possibilities are?

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 Share your own story

Community Leader Interview Experience Trainers, if you haven’t done so in previous slides, now share thoughts and experiences on conducting community leader interviews Trainers talk about their experiences interviewing community leaders.

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 Transition: 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. Next you will be learning about the Seattle Hispanic community from people who are active and knowledgeable about the community.

Getting to Know the Spanish Speaking Community Insert names of local community leader panel members  60:00 minutes allocated for community panel

MODULE 3: PROVIDING SERVICES Responding to the Needs of the Community Module3:  60:00 minutes Time allocated: 30 minutes presentation, 30 minutes group work Cover: What’s Working Impact of Culture Cultural Rules Cultural Assumptions Cultural Perspectives Transition: 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?

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 Don’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.

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 Transition: 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.

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 Generate discussion with the participants in this section.

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

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. 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

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 Action 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.

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) 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.

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 Examples 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 email 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.

Finding the Right Instructor Language Ability Technology Skills Awareness of Cultural Differences eg. appropriate dress for teaching Knowledge of the Spanish-speaking community Finding qualified instructors for your classes is one of the most important and most challenging aspects of developing a program Language Ability – Ideally, the instructor should be a native Spanish speaker Technology 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.

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 While 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.

Class Logistics Scheduling Course Information Enrollment Transportation Child care Marketing Scheduling: 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 Thought Pro: will make computers more accessible and useful to Spanish speakers Con: reality is that most computers are in English The 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 WebJunction Libraries 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.

Preparing for Class Before Class As Class Begins Throughout Class Prepare computers As Class Begins Anticipate late arrivals Address fears Demonstrate basics Throughout Class Explain terminology Provide clear handouts in Spanish Empower students Before 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 terminology Provide handouts with clear directions in Spanish Empower students by giving them tasks they can complete. Try to use relevant examples and tasks.

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?category=7843 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.

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 These 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.

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 This 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.

MODULE 4: MARKETING TO THE SPANISH-SPEAKING COMMUNITY Using Word-of-Mouth Marketing and the Ethnic Media Module 4:  30 minutes (10 minutes presentation; 20 minutes exercise) Cover: What are you Marketing? Messages that Connect Communicating with Latinos Word-of-mouth Spanish-Language Media Working with Media Tips for Marketing Materials Action 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?

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.”

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. 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.

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 magazine “Marketing News,” July 22, 2002 This is why it is so important to use word-of-mouth marketing

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 Advise to corporations wanting to reach multicultural audiences This is what corporations reaching out to Latinos are doing Examples: US Bank, Bank of America, Wells Fargo promoting matricula consular to open accounts with Hispanic Chamber Hold special events--US Bank sponsorship of soccer tournament in Sacramento that brought players from America to play exhibition game Partner--Dia de los muertos

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 Sight:Public Opinion Survey of Asian American, Hispanic, African American, Arab American and Native American Adults,” June, 2005. Ethnic 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 personalities Even for Latinos who are English dominant—Yolanda’s example Only TV I watch is the 9 pm Mexican novela and soccer matches See additional Information about Spanish Media on p.16 of your Workshop Handout Packet

Tips on Preparing Marketing Materials Emphasize the visual. Use color. Emphasize the 4 F’s: - Free (Gratis), Family, Food, Fun Use their language Get help reviewing translations Get it down to basics Use color--Latinos are not attracted to beige or off white Language--Texas use of English/Spanish combined much more acceptable. Basics--don’t try to do everything in one publication/brochures Get several viewpoints. Seek common ground. Aim for what is understandable to community. You can see more examples of marketing materials at WebJunction, http://webjunction.org/do/Navigation?category=10831 and Piñata de Recursos 2005, http://webjunction.org/do/DisplayContent?id=18124 Piñata de Recursos 2007, http://webjunction.org/do/DisplayContent?id=16932

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 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 minutes Trainers 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.

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

Additional Marketing Resources The Whole Enchilada: Hispanic Marketing 101 by Juan Faura Hispanic Marketing & Public Relations: Understanding and Targeting America’s Largest Minority by Elena del Valle

MODULE 5: PLANNING AN OUTREACH ACTIVITY Module 5:  45 minutes (15 minutes presentation; 30 minutes individual planning and debriefing) Cover: Key Steps to Planning Assessing Responsiveness Tips for Success Checklist Outreach Activities

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 Trainers should give examples of how to implement each of these steps Determine community needs & prioritize – community leader interviews, focus groups. Determine target audience – community leaders and demographics Consider potential partnerships – community leaders Develop action steps Marketing services – word of mouth, ethnic media, developing marketing materials in Spanish and distributing and key locations Evaluate – 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 course Trainers can also think back to the community panel and remember an example from there, going through each step with the participants.

Assessing Your Current Level of Responsiveness Serving Latinos Communities Checklist, p. 17 of Workshop Handout Packet

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: http:webjunction.org/do/DisplayContent?id=14165 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.

Suggested 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.

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 Action Plan Exercise 5:  30 minutes 20 minutes independent work 10 minutes debrief

MODULE 6: WEBJUNCTION & RESOURCES FOR IMPLEMENTING OUTREACH Module 6:  30 minutes (15 minute demo; 15 minutes discussion and workshop wrap up) Cover: WebJunction Orientation Discussion of WebJunction

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

WebJunction Demonstration http://www.webjunction.org 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.

WebJunction.org This 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

Registering This 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.

Signing In Once 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.

SLO Home Page By 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.

WebJunction.org/Spanish You can also access the complete Services to Spanish Speakers area using the shortcut: WebJunction.org/Spanish The 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.

Working 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 & Email, 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.

Navigating 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.

Viewing the SLO Forums This 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/progress Resources: A place to find and share resources in areas such as Marketing, Signage, Youth Services Each 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.

Viewing Topics Once 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 email alert any time someone posts to this forum. You can also set a watch at the topic level.

Viewing Posts Click 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 email alert when someone replies to this topic. To add your own post, simply click on Reply.

Posting a Message To 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.

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 WebJunction’s Get Involved for more ways to get involved!

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? Trainers should help participants brainstorm ways to get involved with WebJunction.

What’s 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!!

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)

Workshop Follow Up Monthly Webinars on WebJunction Monthly Program Updates State enters information here about their follow up plans Since October 2006, WebJunction has presented a series of monthly webinars on topics related to Outreach to Spanish Speakers. These 60-90 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:

¡MUCHAS GRACIAS!