Sunday, November 27, 2011

Socioeconomic Diversity: Providing Service to Homeless Customers

Public libraries have a changing image from a cold, quiet, unyielding place to one that is welcoming and aimed at the “intellectual and creative heart of the communities they serve” (Goulding, p. 12). Within every community, however, is another population that many would like to forget, the homeless. Many regular visitors to libraries are homeless and are seen with pity, annoyance, or overlooked. With today’s economic issues, there is a real demand to consider how the needs of the homeless can or cannot be met through library services.  
As an example, the downtown library in Phoenix is a beautiful building that reflects the majesty of the Sonoran Desert.  Library visitors have two entrances to choose from and both entrances have a number of homeless sitting outside that visitors must walk past in order to get into the building. Once inside, visitors wanting to use the public computers, both adults and youth, may find themselves sitting next to someone who has not showered regularly during a hot Arizona summer.  Many adults using the computers are trying to fill out unemployment forms online with little or no computer experience while the children and teens are hoping to find some social connection or escape from their daily lives. Some visitors pretend the homeless are not there while others complain loudly to staff saying they will never come to the library again because of the odor. This is not unusual for many urban libraries and creates a struggle of how to serve everyone in the community no matter their economic status.
The American Library Association has adopted a policy on poverty and library service. It is a comprehensive statement and many libraries may not be meeting the standards or with budget cuts are unable to provide all the necessary training to library staff:
The American Library Association promotes equal access to information for all persons, and recognizes the urgent need to respond to the increasing number of poor children, adults, and families in America. These people are affected by a combination of limitations, including illiteracy, illness, social isolation, homelessness, hunger, and discrimination, which hamper the effectiveness of traditional library services. Therefore it is crucial that libraries recognize their role in enabling poor people to participate fully in a democratic society, by utilizing a wide variety of available resources and strategies. Concrete programs of training and development are needed to sensitize and prepare library staff to identify poor people’s needs and deliver relevant services. And within the American Library Association the coordinating mechanisms of programs and activities dealing with poor people in various divisions, offices, and units should be strengthened, and support for low-income liaison activities should be enhanced.

Even during prosperous economic periods, it’s problematic at best to address all the needs of the homeless populations in each library community, but it’s important to try.  Fortunately, libraries provide access to information which “in this ‘information age’ should not be underestimated; it is a source of non-stigmatizing, non-intrusive, free information” (Ravenhill, 2008, p. 207). Megan Ravenhill (2008) writes in The Culture of Homelessness “frequently, people were passed from town to city, between local authorities and between projects, before any real help began” (207). Libraries can make a real difference for people who do not know where to go or how to get help.

An article titled “When Service Matters” that appeared in Library Journal in 2010 created a lot of discussion about how far libraries should go in aiding their homeless population by revealing that the San Francisco Public Library hired a social worker who “handles referrals to social services for the chronically homeless, mentally ill, and those struggling with substance abuse who find their way to the library.” The social worker “sees herself as a resource for librarians to consult when library users are in need.” Not all libraries can afford to hire a social worker and must rely on their own expertise in accessing information and creating connections with other social agencies that can provide basic needs for the homeless in the community.

In conflict with the desire to provide service is, according to the National Coalition for the Homeless, a current trend to criminalize homelessness in the United States. These criminalization “efforts tear the focus of both homeless people and their advocates away from long term, permanent solutions in order to fight for the right of people who are homeless to simply exist” (as quoted in Amster, p. 171). Moreover, according to Sandy Berman, who has been involved in creating library services for the poor and homeless, the issue is that “libraries should try to shake their condescending attitudes that service to the poor and homeless is to be delivered as a gift from above” (Berry, 2011). Considering both of these statements, it interesting to think how library staff feels about the homeless population in their libraries and spending their time addressing the issues of the homeless community.

Libraries cannot ignore the increase of homeless in their communities. More and more homeless are coming to the library because they can and sometimes they have nowhere else to go. “Begging, sleeping out of doors, taking up space in libraries – these are the few freedoms that still conceivably can be sought once the larger question of entitlements to housing and wealth are foreclosed.” (Amster, p. 171). Sometimes, though, reality gets in the way of providing service. Most library staff that I’ve encountered have been sympathetic to the needs of the homeless community and want to provide help. But, librarians are not social workers and some homeless library visitors do not want to be approached or, to put it mildly, can be combative during reference interactions and library staff must consider their personal safety.
This entry merely touches on some of the issues related to homelessness and libraries. The issues involved are truly complex and cannot be covered in a short amount of space. There are no easy answers to addressing this issue, but libraries are intimately involved with struggle against homelessness because they are welcoming, public places and hopefully, that will not change. Libraries must continue to try to do more and to be proactive in addressing the needs of a community that lacks their own voice and power.

References
American Library Association. 61 Library Services to the Poor. Retrieved from http://www.ala.org/ala/aboutala/governance/policymanual/updatedpolicymanual/section2/61svctopoor.cfm.
Amster, Randall. (2008). Lost in Space : The Criminalization, Globalization, and Urban Ecology of Homelessness. El Paso, TX, USA: LFB Scholarly Publishing LLC, 2008. p 171.

Berry III, John N. (2011, June 15). The problem is poverty: shake the view that service to the poor is a gift from above. Library Journal,  136.11, 10. Retrieved from http://rpwayne.lib.wayne.edu/gale-go/ps/i.do?action=interpret&id=GALE%7CA258814969&v=2.1&u=lom_waynesu&it=r&p=AONE&sw=w&authCount=1.

London, Charles. (2010, January 10). “The recession has driven new users to libraries. It's taken a toll, and it's inspired new capacity”.  Library Journal.Retrieved from http://www.libraryjournal.com/article/CA6713133.html.

Ravenhill, Megan (Author). Culture of Homelessness. Abingdon, Oxon, , GBR: Ashgate Publishing Group, (2008). p 207. http://site.ebrary.com/lib/wayne/Doc?id=10250486&ppg=207

Multiculturism and Diversity in Children's Library Collections and Programs

It is imperative that multiculturalism and diversity are represented in children's library collections and programs.  This can often be challenging and overwhelming to children's librarians.  The good news is that there are many resources available.  Every semester, education students from the College of Charleston come to the Charleston County Public Library to complete an assignment in which they are to write a lesson plan using a picture book representing a disability.  I have noticed that many of the picture books about disabilities are often lengthy with illustrations that are not of good quality and that often appear outdated.  A recent study found that children with disabilities are significantly underrepresented in award winning children's literature (Diament, 2011).  More authors are addressing this need by writing quality children's literature representing children with disabilities.  For example, the Schneider Family Book Awards "honor an author or illustrator for a book that embodies an artistic expression of the of the disabilities experience for children and adolescent audiences" (ALA, 2011, para 1).  Every year, awards are given to the following three age categories:  young children, middle school and teens (ALA, 2011).  A compilation of the winners of the Schneider Family Book Award from 2004-2011 can be found at the following website, http://www.bookshare.org/browse/collection/15/.  This bibliography can definitely serve as a resource to update a lacking collection.

While access to multicultural literature is abundant, it can often be overwhelming.  A wonderful website that will aid in the selection of quality and authentic multicultural literature for children and young adults is Worlds of Words, also known as WOW.  WOW is written and sponsored by the University of Arizona's College of Education.  WOW's primary goal is to provide librarians and teachers with access to resources "for building bridges between cultures" (Worlds of Words  (WOW), 2011, para 1).  Booklists can be searched by region, age or genre.  This great website also provides access to two on-line journals about multicultural literature and programming ideas.  WOW can be accessed at http://wowlit.org/

Children's multicultural books naturally provide a wonderful platform for multicultural programming.  A question many librarians ponder or should ponder when planning a multicultural program is "how do you portray a culture without conforming to stereotypes, educate people at the same time, and involve everyone" (Bird, 2009)?  In the blog entry "Multicultural Programming for Dummies", Bird offers some sage advice and guidelines for those seeking to plan a quality multicultural program. 
Some of the best advice offered by Bird (2009) includes:
  • Multicultural programming is NOT "cultural tourism"
  • Don't be afraid to have programs about foreign countries (ex. Mexico) but understand that these should not replace programs about specific groups in the United States (ex. Mexican Americans).
  • The earlier the better.  
  • Multiculturalism is not a once of month deal.
  • Provide programs that honor cultural diversity throughout the year so that programs do not become superficial by limiting multiculturalism to Black History month or Cinco de Mayo.
  • Start with a story time that involves literary, oral, and cultural traditions that are both educational, authentic, and allow the community and library to work together.
  • Have craft sessions that reflect the culture in its complexity and within its cultural context.
  • Host booktalks, reading clubs, and read aloud sessions. Children like to express their opinion on what they read or hear just as much as you do.  (Bird, 2009, paras 2-5).   
El día de los niños / El día de los libros (Children's Day / Book Day) is observed on April 30 to celebrate children and books from all cultures.  The Charleston County Public Library celebrates El día de los niños / El día de los libros for the entire month of April.  Children's books in different languages are featured in a display and programs are planned to highlight various cultures.   El día de los niños / El día de los libros provides a wonderful opportunity to enlist the various talents and cultural traditions of patrons and groups in the community for programming.  The American Library Association has created a free Resource Guide for public and school librarians who want to celebrate  El día de los niños / El día de los libros.  This ALA Resource Guide can be found at  http://dia.ala.org/resources


The Librarianship Upgrades for Children and Youth Services (LUCY) is a wonderful resource for librarians seeking continuing education in the areas of multiculturalism and diversity (Marrah & Mills, 2011).  LUCY was started by the Library and Information Science Program at Old Dominion University in Virginia (Marrah & Mills, 2011).  Diversity training is offered through workshops and webinars (Marrah & Mills, 2011).   Videos and archived webinars can be viewed at the LUCY website, http://education.odu.edu/eci/lucy/.  This website also lists upcoming training opportunities.  LUCY aims to educate librarians on how to diversify their library collection by providing more bilingual and multilingual books (Marrah & Mills, 2011).  An excellent bibliography of books provided by LUCY pertaining to multiculturalism and diversity is also found at the following link:http://education.odu.edu/eci/lucy/.   A search can be made by type of book, country or ethnic group. 

As you can see, a wealth of information and resources are available for librarians who want to integrate multiculturalism and diversity into their collections and programs.  The potential impact on children who would benefit from having access to such a diversified collection and programs is beyond measure.  It is the responsibility of children's librarians to make sure that such opportunities are made available to their young patrons.

References:

American Library Association.  (2011).  Retrieved November 21, 2011, from The Schneider Family Book Award: 

Bird, T.  (2009, November 18).  Multicultural programming for dummies.  Message posted to

Diament, M.  (2011, January 4).  Characters with disabilities scarce in top children's books.  Message posted to  

Marrah, A., & Mills, R.  (2011).  LUCY:  A new path to diversity.  Library Media Connection, 29(5), 14-15.  Retrieved from Library Lit & Inf Full Text database

Worlds of Words.  (2011).  Retrieved November 21, 2011, from WOW!: 










Libraries Informing Immigrants

“Books and other library resources should be provided for the interest, information, and enlightenment of all people of the community the library serves.”
Article I of the
Library Bill of Rights

American public libraries have since, the early years of the 20th century dealt with “the foreign-born”. By the year 1920, 13% of the population was immigrants.
In their seek of adaptation to the American life, “immigrants turned to libraries for assistance in learning to read, to further their own education, to enhance the education of their children, and for social outlets. Library administrations responded to the demands of immigrant patrons by altering their collection development policies, building branch libraries in immigrant communities, and hiring bi-lingual staff members who could communicate with the patrons living in immigrant communities.” (Amy Begg 1996)

For many immigrants one of the first cards to acquire is the Library card. During the first days of their settlement they will feel the need to make frequent trips to the library for many reasons:
  • Using the computers/Internet to post resumes and school applications.
  • Learning English, as many libraries provide the material and the programs.
  • Retrieving governmental information, “The U.S. Citizenship and Immigration Services have had vendor booths at the American Library Association Annual Conferences to promote naturalization and citizenship materials for public libraries. Federal outreach to immigrants through public libraries dates back at least to the World War I era”. (Susan K. Burke, 2009)
  • Finding material that connects them and their children with their culture (books, magazines, music…).
  • Getting acquainted with the new country and its culture
On a personal note, as an immigrant to the American continent myself, I found the role that the Libraries in Canada and the US played in my life unique and a true positive experience.
Despite my positive experience (for some particular reasons), it is undeniable that libraries, today, are faced with a new challenge. In the early years of the last century, the immigrant-patron was mostly European. The demographic character of today’s newcomers is different; Immigrants now are coming from Latin America, Asia and a variety of other countries. Always, in the need for complying with the ALA bill of rights, the libraries are urged to have the resources and provide the services to work with a wide range of cultures and languages.


In an effort to counter the issue, some suggestions were proposed in a panel presentation at the April 2007 Oklahoma Library Association Annual Conference, and among them was the following:

  • Library administration should promote cultural awareness among staff,
  • Have bilingual/bi-cultural staff and volunteers,
  • Provide cultural training for staff,
  • Acquire current (not outdated) collections of materials in immigrants' languages and on topics of interest to immigrant groups,
  • Perform outreach with bookmobiles, new branches, and accommodating hours. (Susan K. Burke, 2009)

Libraries have always been a necessity in keeping and guarding the humanity history and achievements. Today, they have to be the bridge between cultures, the connection between people all around the planet with all their diversity.
Now, something to think about: With the new concept called “Globalization”; wouldn’t that mean that the Library is called to interact with more diverse cultures than it ever did before?

References:

http://comm-org.wisc.edu/papers96/pratt.html
- ENOCH PRATT FREE LIBRARY AND ITS SERVICE TO COMMUNITIES OF IMMIGRANT RESIDENTS OF BALTIMORE DURING THE PROGRESSIVE ERA, 1900-1914 by Amy A. Begg (Reference Librarian, National Museum of American History Branch Library Smithsonian Institution Libraries)

http://www.rusq.org/2009/03/29/use-of-public-libraries-by-immigrants/
Use of public libraries by immigrants by Dr. Susan K. Burke - Reference & User Services Quarterly. 48.2 (Winter 2008): p164.

Additional reading
http://www.americandreamtoolkit.org
http://www.ilovelibraries.org/getinformed/immigration