Transcript Customer Service in a Multicultural Community

Spanish Language Outreach
Program Workshop
Empowering Library Staff to Reach
Out to Spanish Speakers and Increase
their Access to Technology
Date, Location
WELCOME
¡BIENVENIDOS!
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MODULE 1:
INTRODUCTION AND
MAKING THE CASE
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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?
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Names in Spanish-speaking
Community
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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?
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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:
Module 4:
Module 5:
Module 6:
Providing Services
Marketing to the Spanish-Speaking Community
Planning an Outreach Activity
WebJunction Resources to Help You
Project Evaluation
4:00 p.m. Adjourn
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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
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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
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Workshop Materials
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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
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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
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Changing Landscape
14%
Hispanic/Latinos
now comprise the
largest minority
group in the US and
the fastest growing
segment of the
population
Hispanic/Latino
Population
Non-Hispanics
86%
12.6 % 15.5% 17.8% 20.1% 22.3% 24.4%
2000
2010
2020
2030
2040
2050
Source: U.S. Census Bureau, 2004, “U.S. Interim Projections by
Age, Sex, Race, and Hispanic Origin.”
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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 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
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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 Spanishspeaking 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
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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
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MODULE 2: REACHING OUT
How to Connect with the
Spanish-Speaking Community
How to Refer to the Spanish
Speaking Community?
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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
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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.
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–
–
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Personality
Internal
External
Organizational
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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
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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.
– 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.
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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
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Working with Community Leaders is
the Most Effective Technique for:
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Planning
Outreach
Collection development
Marketing
Evaluation
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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
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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
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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 haven’t done so in previous
slides, now share thoughts and experiences
on conducting community leader interviews
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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 Spanish
Speaking Community
• Insert names of local community leader
panel members
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MODULE 3: PROVIDING
SERVICES
Responding to the Needs of the
Community
What’s Working – Common Traits
of Successful Services
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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
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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
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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
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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
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Cultural Perspectives
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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.
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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
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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)
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Types of Programs Being Offered
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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
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Finding the Right Instructor
• Language Ability
• Technology Skills
• Awareness of Cultural Differences eg.
appropriate dress for teaching
• Knowledge of the Spanish-speaking
community
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Overcoming the Language Barrier
• Find a volunteer from the Spanishspeaking community to serve as a
translator
• Keep the class size small
• Refresh knowledge of technology terms
in Spanish
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Class Logistics
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Scheduling
Course Information
Enrollment
Transportation
Child care
Marketing
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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
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Curriculum Resources
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•
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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
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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
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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
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MODULE 4:
MARKETING TO THE
SPANISH-SPEAKING
COMMUNITY
Using Word-of-Mouth Marketing
and the Ethnic Media
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.”
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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.
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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
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Techniques for Better Wordof-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
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Working with Spanish-Language Media
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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.
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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
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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.
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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
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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
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MODULE 5:
PLANNING AN OUTREACH
ACTIVITY
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
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Assessing Your Current Level of
Responsiveness
Serving Latinos Communities Checklist,
p. 17 of Workshop Handout Packet
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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.
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Suggested Outreach Activities List
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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
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
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WebJunction Demonstration
http://www.webjunction.org
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WebJunction.org
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Registering
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Signing In
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SLO Home Page
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WebJunction.org/Spanish
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Working with Computers and
Spanish Speakers
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Navigating to the Discussion Boards
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Viewing the SLO Forums
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Viewing Topics
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Viewing Posts
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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 WebJunction’s Get Involved for more
ways to get involved!
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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?
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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!!
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Project Evaluation
• Your feedback is used to:
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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!
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