Depictions from past eras that are recognizably racist today, will continue to be an issue librarians must consider when it comes to our collections.  Especially within the context of the Black Lives Matter movement and recent anti-Asian racism related to the pandemic, it is crucial for libraries to respond appropriately if we are truly spaces for everyone. But what is the correct response?  The issue of the Seuss books provides a particularly salient opportunity to engage with your staff, especially those new to the profession. This particular issue meets at the intersection of two foundational pillars of librarianship, intellectual freedom on one hand and equity, diversity, and inclusion on the other. Use this opportunity to broaden perspectives on an issue that will only become more relevant to anti-racist librarianship.

Libraries around the country are handling the Dr. Seuss books in a variety of ways, indicating a lack of consensus. This is unsurprising given the nature of this issue. As with many decisions we make, some situations are not black and white. We often operate in a sea of grey. When this is the case, we need to exercise professional judgement and seek out a diverse range of opinions.

The Denver Public Library issued a statement that they will not remove the books from the collection, pointing to the ALA Freedom to Read Statement.  The New York Public Library indicated they too would not remove the books, but pointed out that when they weed the books from the collection due to condition, they will no longer be available to reorder and so in essence, would remove themselves in time. However, the Chicago Public Library decided to remove the titles due to the depictions of characters with stereotypical imagery. Their statement emphasized “Materials that become dated or that foster inaccurate culturally harmful stereotypes are removed to make space for more current, comprehensive materials.” Other libraries have chosen to relocate the titles to different areas of their library, move them behind check out desks, or add them to reference collections.

Looking outside the profession, the National Coalition Against Censorship released a statement against the removal of the books from publication. In it, they argued, “It is important to preserve our literary heritage even when it reflects attitudes that are no longer tolerated as they once were.”  Recently, the National Education Association pivoted away from Dr. Seuss as the focus of their Read Across America program. Instead, they have chosen to focus on diverse children’s books.  

This issue offers an opportunity to engage library staff in discussions. We can introduce the often nuanced reality of librarianship to a new generation. Use this opportunity to have a conversation with your staff.  Some questions you might pose include:

• How would a child feel if they picked up one of these books and found a negative depiction of their own ethnicity?  

• Is removing books from our collections because of outdated views censorship or an important aspect of collection development?

• If we remove controversial books we disagree with are we opening up the possibility of removing other books with controversial viewpoints that we find less egregious or even support?

• Does the context of the societal views of another time period negate how those views are perceived today?

• Does the audience matter in this discussion, can children understand the context of bygone eras the same way adults can? 

The issue necessitates reviewing our collection development policies with an eye toward both free speech and inclusion. Policies should not only draw from the professional ideals of organizations like ALA, but also should reflect our institution’s individual situations and the context of the communities we serve. Are you a small community library with a collection that largely focuses on recently published materials? Are you a large library system that also serves a role for those researching past eras? Ultimately, there isn’t a definitive answer. Libraries, like society as a whole, are wrestling with ghosts of the past while we try to build a better present and future. When we have these discussions with staff, library boards, or other interested parties, it is also paramount to make sure other perspectives are included. Look around the room, is diversity present?

Materials become outdated. As society evolves more people understand that some viewpoints common in one era, are offensive. When we are too inflexible with our thinking and immediately consider any removal of an item as an affront to free speech we can miss other perspectives, other foundational elements of librarianship. Whether these books, or others like them, remain in your library collection is a judgement you have to make, ideally with input from others with diverse backgrounds and experiences. Use issues like this one as a learning tool to engage with staff, so they can develop a broader understanding of librarianship.

Further Reading

CBS News — New York and Denver public libraries aren’t removing Dr. Seuss books over racist imagery

Business Insider — Librarians are debating how to handle the Dr. Seuss controversy — but the books will stay on shelves for now

ALA Freedom to Read Statement

ALA Website — Equity, Diversity, Inclusion

The post The Dr. Seuss Opportunity first appeared on Public Libraries Online.

PLA2018 offered several excellent programs related to serving diverse communities, and improving institutional equity and inclusion.  As a beneficiary of ALA’s Spectrum Scholarship Program, I have been personally and professionally engaged with these needs in libraries for my entire career.  I believe that a crucial component of any public library’s success in supporting lifelong learning for all, is taking the time to assess its own staffing practices.  For this reason, Reflecting Community: The Importance of Equity, Diversity, and Inclusion in Library Staffing, topped my list of programs to attend.  The presenters, Christina Fuller-Gregory, Spartanburg County Public Libraries, and Bethany Wilson, Oro Valley (Ariz.) Public Library, provided an opportunity for administrators and staff to discuss needs and challenges together in a safe space.  I want to revisit this session in particular, because it enabled participants to make use of the of the conference environment in especially productive ways.

Fuller-Gregory and Wilson began by sharing an overview of their Emerging Leaders team project, Advancing Diversity in Public Libraries (the team also includes Antonio Apadoca, Brian Hulsey, and Petra Pendroff).  I was interested to learn more about their approach to surveying public libraries about building and improving equity, diversity, and inclusion (EDI) among library staff.  Their project website provides that depth, including a summary report, and reading list that will prove valuable to leaders and teams in all types of libraries. The project surveyed a set of ten rural and urban libraries. The team divided responding libraries into three categories: those without formal EDI initiatives, those with formal EDI initiatives, and those with informal EDI initiatives.

Libraries with formal initiatives, most notably Seattle Public Library, described a clear method for improving inclusion through hiring practices, and staff training. The team notes that a commitment to EDI from library leaders is essential to success. “In order for an initiative to become a vital part of the organizational culture, it must be embraced from the top down with all stakeholders considering its importance when making decisions. Policies, mandates, or any new initiatives run the risk of burnout without supportive and consistent visioning and leadership”  Despite differences in library size and location, the team identified core recommendations for those seeking to make organizational improvements: Let Change Be Organic, Look Inward, Look Outward, Break Down Barriers, and Start a Conversation.

In recognition of the fact that staff EDI can be an uncomfortable and risky topic to broach on the job, the presenters provided several productive exercises, which could be reproduced at our home libraries.  I appreciated speaking and listening to library staff from around the country.  We spoke frankly about microaggressions we endure among colleagues, exclusion from decision making, and our own successful strategies for moving our organizations forward.  Participants shared and ranked takeaway ideas and actions to begin making improvements from any position.  These included:

• Advocate for partner benefits for LGBT employees.
• Recognize that the organization needs to formally incorporate EDI practices in hiring-by building a task force.
• More outreach with community organizations to build EDI relationships and program ideas. Also, expand the collection to reflect EDI in topics.
• Seek solidarity with black and brown communities. Step aside to make space for black and brown self-determination.
• Talk to hiring managers about procedures to make hiring more transparent and less prone to implicit bias. Suggest diverse panels rather than keeping it limited to branch/department.

Having a purposeful discussion about EDI demonstrated that conversations like this are not difficult, so much as empowering.  Achieving EDI in staffing is a complex and necessary goal for public libraries.  We cannot truly meet the needs of our communities if we do not put forth an ongoing effort to incorporate diverse voices and viewpoints into all aspects of our organizations.  This session served as a realistic starting point for the work that we must undertake together as a profession.

The post Reflecting Community: The Importance of Equity, Diversity, and Inclusion in Library Staffing first appeared on Public Libraries Online.

“Actions often ripple far beyond their immediate objective, and remembering this is reason to live by principle and act in hope that what you do matters, even when results are unlikely to be immediate or obvious.”—Rebecca Solnit¹

This winter, Brooklyn Public Library partnered with Bard College to invite students who have faced multiple barriers to higher education to enroll in free, credit-bearing classes taught by Bard faculty at our Central Library. Recently, some of us got a chance to meet the new cohort of seventeen students over lunch. It was the students’ second day of classes. The students were excited or nervous (or both) and were talkative and appreciative of the library and how welcoming it was. They all seemed to share a readiness to jump into reading, discussing, and learning about new ideas, and developing and expanding upon their own. This is a group, like other groups of college students, where lifelong friendships are bound to form.

“We’re reading Darwin this week,” one student told us. “We’re reading Kafka tomorrow,” another said, evoking an evolutionary theory that marches deliciously toward the morning when humans wake up to find they’ve transformed into giant insects—sounding like a class I would have loved as an undergrad.

“What impresses me about librarians,” someone else offered, “is that they’ve always been the world’s quiet rebels.” He went on to praise the Connecticut librarians who in 2005 challenged the U.S. government over a national security letter demanding they hand over patron records to the FBI. The librarians refused and questioned the legitimacy of provisions in the Patriot Act. These librarians decided not to act against profession-wide values of privacy and intellectual freedom, even while facing an authority of the highest order.

There are noisier ways to resist, to be sure. But as one of my colleagues informed everyone in the room that day: “We’ve been getting a lot louder.”

Equity, Diversity, Inclusion: An Interpretation of the Library Bill of Rights

“The American Library Association affirms that equity, diversity, and inclusion are central to the promotion and practice of intellectual freedom. Libraries are essential to democracy and self-government, to personal development and social progress, and to every individual’s inalienable right to life, liberty, and the pursuit of happiness. To that end, libraries and library workers should embrace equity, diversity, and inclusion in everything that they do.”²

To be committed to the practice of intellectual freedom and to embrace equity, diversity, and inclusion in everything we do makes us neither a quiet nor a neutral profession. We make choices that imagine specific outcomes for our fellow human beings. I’ll go further and say that it’s necessary for a public library to first recognize that people in our communities face all kinds of oppression. Some of that oppression is systemic.³ Part of our role is to help people better understand what those systems are and to then create a space to think critically about them. It’s the hope that with support, people can disentangle themselves from these oppressive systems and even assist in the changing or dismantling of them altogether.

Seeking Justice

A few years ago, my job was to oversee the operation of several jail libraries across the city. There was a lot to love about the work, including the freedom I had in making decisions on the operations of these small libraries from top to bottom. I puzzled constantly over collection development, reader advisory, circulation processes, marketing, programming, customer service, reference, and (mostly) relationship management with the Department of Corrections. I touched all of these things every day on the job. And because we never had enough money for anything, including staff, I was also responsible for volunteer recruitment.

Some of our volunteers had been inspired by the same writers and advocates as I was. We all had similar reading lists and we talked frequently about the “Angola Three,” three strikes laws, and draconian practices in some states of sentencing children to life sentences. Among us we didn’t need convincing that the criminal justice system affects some communities far more than others in various intentional ways. And having seen the inhumane conditions at Rikers Island firsthand we believed that NYC needed to initiate the transfer of the island’s ownership back over to its feral cats, rabbits, and sundry ghosts. We just couldn’t agree, especially early on, how a small library within a large jail system could effect change and push toward justice.

There were many difficulties in running those libraries. Near the top of a long list was the difficulty in maintaining cordial working relationships with Corrections staff so that our librarians could get into the jails to do the work. We also struggled with simultaneously maintaining our position that the entire enterprise of keeping people locked up (particularly in a place as deeply flawed as Rikers Island) was a largely destructive practice. We walked a narrow line each time we stepped onto the island. And while we refused to make any compromises to what we felt was our principled position, we also knew if we pushed in a certain way against the injustices of the system we’d risk being locked out altogether.

We started to adopt the idea that the simple act of giving a book to someone who has no other access to information is, by itself, a principled act that can lead to change. This simple, quiet act demonstrates a commitment to certain community norms that require all who participate to take care of collectively owned goods. We agree to these norms so that others in the group are able to enjoy the same rights to those goods down the line. This act (an act repeated over and over again in every public library), when sprung from a place of kindness or empathy, may help to inspire powerful individual and collective action over time.

Jails and prisons are wholly artificial environments that are built and operated in ways that establish clear power relations among individuals. The physical expressions of these power relations (cells, solitary units, mess halls, commissaries, etc.) are scaffolded by color-coded uniforms, internal labor and economic systems, and industry lingo (inmate, offender, officer, civilian, etc.) leaving no confusion as to who’s in control and who isn’t.

Libraries are not interested in those things. We seek liberation, not confinement. We demonstrate within this artificial environment what respectful human interactions look like. We ask someone’s opinion on the book they read (and ask their opinions about other things). We hand a person a book and come to an understanding that it should be taken care of because someone else will want to read it. We discuss the idea of a lending library—that looking out for others requires good stewardship of shared resources. We thank people for returning books and ask them to recommend others that people might want to read. We treat people like they matter to other people—because they do.

Libraries are Different

We choose to work in libraries over doing work in other industries (Yes, this sentence sounds as fatuous to me writing it as it does to you reading it—but it’s true!). There are many other jobs where we could be serving the public. There are a ton of other jobs where folks are “making a difference.” But in the end there’s no place left like a public library; a space that every community member has equal rights to and ownership of.

Many of us are drawn to the work because we’re attracted to the principles of access and inclusion that make up its foundation. These principles also reflect our profession’s aspirations. We’re at our best when these principles animate our everyday work, but some days are easier than others. Some days we’re short staffed, or there’s a problem with the heat in the building, or there’s no one on the schedule to help clean the bathrooms, or our catalog goes offline, or any number of real life things are happening that distract us and make it difficult for us to do our work the way we’d like.

This makes the hard work in a public library even more difficult. But we continue to be drawn to it despite the real world difficulties and the fact that we hardly ever know what impact our work has on people from week to week—let alone ten or twenty years down the road. We’re drawn in by the hope that our work does indeed make a difference, just like it made a difference in our own lives. It just might take some time. So we continue to live by principle and do the unyielding work of the quiet rebels and hope for the change that will surely come.

References and Notes

1. Rebecca Solnit, “Protest and Persist: Why Giving Up Hope Is Not an Option,” The Guardian (Mar. 13, 2017), accessed Feb. 4, 2018.

2. “Equity, Diversity, Inclusion,” American Library Association (July 5, 2017), accessed Feb. 4, 2018.

3. Some of that oppression we replicate in our own professional practices (hiring practices, customer service, program offerings, etc.) within the library.

The post Quiet Rebels at Brooklyn Public Library first appeared on Public Libraries Online.

Diversity is a term that has become something of an empty buzzword recently, having been used so frequently that it has lost nearly all of its meaning. Yet it remains an issue that is crucial to the success of public libraries. As used in the library and information sciences context, diversity is de ned as “inclusiveness with regard to differences in age, gender, sexual orientation, religious belief, and ethnic, racial, or cultural background within a given population.”¹ It is no secret that the field of librarianship lacks diversity. According to the most recent data published by the American Library Association (ALA), 87.1 percent of librarians identify as white and 81.0 percent identify as female.² The populations being served by public libraries are steadily becoming more and more diverse, but the library workforce remains predominantly white and female and bears little relationship to the populations served. According to ALA, a mere 4.3 percent of librarians are black, 3.5 percent are Asian, and 3.7 percent identify as “other.”³ While ALA has not maintained statistics designating the racial background of public librarians since 1998, it can be assumed that these statistics about general librarianship do reflect the trends in public libraries as well.

The general population of the United States is far more diverse that the library profession. Only 62 percent of the United States population identifies as white, and 12 percent are black, 6 percent are Asian, and 19 percent identify as Hispanic or as more than one race.⁴ This disconnect between the demographics of librarians and those of the general population results in some stunning contrasts: there is one white librarian for every 1,830 white people in the general population, compared to one Latino librarian for every 9,177 Latinos in the general population.⁵ The statistics regarding black librarians are also alarming. Of nearly 120,000 credentialed librarians, a mere 6,160 are black, and there are only 138 African American library directors in the entire country.⁶ Despite the fact that African Americans and Latinos are among the biggest supporters of libraries, they are not reflected in the ranks of the workforce.⁷

This lack of diversity has been lamented as a problem for decades, yet in spite of efforts to increase the diversity of the library workforce, there has been minimal progress. Much has been written about how to increase diversity in libraries, including suggestions for improving every step of the process from library and information science education, to hiring and retaining a more diverse workforce, to developing diverse collections and library programs. Libraries are not the only work setting that faces a problem with diversity.⁸ However, given that the public library is a forum that serves a variety of communities and interests, it is critical to develop a public library workforce that more accurately reflects the diverse backgrounds that public libraries serve.

Why Do We Need Diversity?

The history of the library in the United States is fraught with sexism, racism, and inequality. Todd Honma notes that while many disciplines have struggled with diversity, the library remained fairly oblivious to racial issues in particular.⁹ The lack of diversity in American libraries and their collections has its roots in the history and development of libraries by whites serving an ethnically white populace and promoting Western European (that is, white) values and ideals. This blindness to racial inequities found in libraries is especially problematic, he argues, given that libraries often promote themselves as “egalitarian institution[s] providing universal access to information for the general public.”¹⁰ In order for the library to live up to its aspirational goal, Honma argues that libraries must recognize the reasons racial inequity persists and move beyond perpetuating institutional discrimination.¹¹

The U.S. population is steadily becoming more diverse, and public libraries cannot hope to adequately serve minority patrons without members of those minority groups among library staff. The goal of a successful public library is to be integrated into its community, and as Jaeger, Sarin, and Peterson observed, “that means being a member of the community, being knowledgeable about the community and the various populations it comprises, and being welcoming of all populations in that community.”¹² Studies have also shown a correlation between libraries that value diversity and patrons’ satisfaction with library services and the ability to retain required information.¹³ Indeed, it is hard to imagine how a public library can adequately embody the values of the profession and serve its patrons if it does not value diversity within its own workforce.

Diversity is beneficial not only because it facilitates a greater ability to understand and provide service to diverse communities of patrons, but because organizations that embrace diversity are ultimately more successful.¹⁴ Organizations that rely on individuals who are all the same gender, race, and age, and who think similarly and have similar backgrounds and approaches, are more likely to fall prey to biases, which can diminish the success of the organization.¹⁵ Public libraries that wish to succeed in a rapidly changing environment need diversity in the workforce to be a part of their strategies.

How Can We Create a More Diverse Library Workforce?

Diversity initiatives are not a new phenomenon for libraries. ALA first established minority caucuses in the 1970s, and diversity was officially included as a Key Action Area starting in 1998.¹⁶ Today, ALA’s Office for Diversity, Literacy, and Outreach Services promotes diversity through educational initiatives, training, and support for library professionals. ALA’s policy manual also includes a section on diversity, which offers general goals supporting diverse workforces and collections.¹⁷ Library and information science publications have also embraced the call for diversity and proffered solutions to solve the lack of diversity. While much of the literature focuses on improving diversity in a wider context (such as improving library education, library collections, or other types of libraries, such as academic libraries), many of the lessons provided are applicable to the public library setting.

Despite the numerous articles and proposals providing best practices on building diverse workforces, ALA’s statistics demonstrate that little has actually changed in the eld of librarianship.¹⁸ In 1998, ALA found that 86.55 percent of public librarians were white, compared to 6.33 percent black, 3.93 percent Asian or Pacific Islander, and 2.95 percent Hispanic.¹⁹ These numbers are nearly identical to the statistics reported by ALA sixteen years later on libraries generally. This disconnect reflects the fact that changing the organizational culture of public libraries is an immensely difficult undertaking requiring effort and resources at all levels of the organization. The literature on this subject has pointed out time and time again that merely seeking diversity for the sake of diversity is not enough, and numerical representation does little to effect real change within an organization.²⁰ Unfortunately, it is extremely challenging to change the attitudes of individuals, let alone an entire public library’s culture.

Moving forward and correcting past injustices of sexism and racism is not a simple undertaking, even when an organization acknowledges the value of attempting to do so. Truly achieving diversity and equality in the library field (and in other areas of society as well) will require an immense effort by all members of society, not just those who have been directly affected by sexism or racism. Such a complex subject is influenced by myriad factors as well, resulting in no easy solution or quick x. There are many barriers facing those who wish to improve diversity in library and information science. It is extremely difficult to change a library’s culture, because, as one minority librarian lamented, “We are so passive as a field.”²¹ It is generally accepted as the status quo that there may be only a handful of minority librarians in any given specialty. Robin Bradford, a collection development librarian at the Timberland Regional Library in Tumwater, Washington, noted in a recent interview that both she and the director of her library are black, which she described as “unusual,” and noted that she could only recall four other minority librarians working in collection development.²² Bradford further observed that the library eld in general must make a concerted effort to change and embrace diversity. She observed that libraries tend to stick with what they have always done, “and it’s not that people are doing it out of malice, but if. . .you do what you’ve always done. . . you get what you’ve always gotten.”²³ Even with a concerted effort, individuals still fall prey to the “like me” bias and are inexorably drawn to others who are similar to them- selves in some way.²⁴ Many in the field are also not comfortable addressing issues involving racial inequity and find that “organizational inertia” persists.²⁵ Many professionals also do not acknowledge a lack of diversity as a pressing issue. A survey of public library managers found that only 23 percent recognized multicultural or diversity awareness as an area where training was needed and a similar number reported viewing multicultural awareness as a necessary skill for managing a public library.²⁶ Finally, many people experience “diversity fatigue” in the face of unchanged demographics despite years of messages of the importance of diversity.²⁷ Indeed, there is a perception among minority librarians that diversity efforts are actually meaningless.²⁸ Without making a sincere, systematic effort and using multiple approaches, the problems of inequity will continue.²⁹ However, there are some strategies that can be effective in improving diversity within a library organization.

Management Promotion of Diverse and Inclusive Organizational Culture

It is absolutely essential that managers understand why gender or racial inequality exists, and are motivated to remedy those issues, as opposed to simply fulfilling quotas or statutory requirements. As Honma points out, it is not enough to say diversity is a goal without understanding how the system developed in such an un-diverse manner.³⁰ For public libraries, this means understanding that the public library as an institution in the United States developed out of a paternalistic instinct to lift up the masses by imposing the culture and morals of traditional white society on those who were different. It also means understanding that recruitment of a talented and diverse workforce is difficult due to low salaries in the field compared to other industries, which are rooted in the historical undervaluing of women’s work. If the motivation behind a public library’s diversity initiative takes into account the societal wrongs that a diversity initiative seeks to correct, the likelihood of success is far greater than simply using the word “diversity” as a buzzword and an abstract ideal.³¹ This also means more than increasing the visible diversity in an organization or relying on quotas.³² Management must set, enforce, promote, and model policies that reinforce inclusion and value diversity at every level of the library organization.³³

Improving Hiring Practices

Hiring practices are absolutely essential when recruiting a diverse workforce. Whether it is acknowledged or not, everyone has subjective bias; people are instinctively drawn to people who are like them.³⁴ To combat this bias, an easy strategy is to ensure hiring decisions are made by more than one person, and preferably a diverse group of people. Using thoughtful job postings and hiring criteria that effectively capture traits and behaviors promoting diversity and inclusion will help attract qualified candidates who will contribute to the library’s mission of creating a diverse workforce.³⁵ The University of Arizona sought to recruit and develop a workforce that was not only diverse in its makeup but was composed of individuals who value diversity. The University of Arizona library incorporated the cultural competencies they wished to achieve into job descriptions and hiring criteria. This change in the hiring process was a contributing factor in the University of Arizona’s development of a workforce that mirrors its patrons in terms of demo- graphics and values diversity in all areas.³⁶

It is also important to evaluate candidates in terms of their competencies, rather than their compliance with arbitrary requirements. Wagner and Willms evaluated the Urban Library Program, a joint effort of St. Catherine University and the St. Paul Public Library to recruit, educate, hire, and retain a diverse paraprofessional workforce. They discovered that many libraries had a perception that only individuals who had a college degree or an MLIS degree were capable of working in libraries. The Urban Library Program attempted to recruit individuals who would not have otherwise considered working in public libraries and provided them with the professional mentoring and real-life job experience they would otherwise not be able to get. The program was ultimately a success in that many of the participants continued to work in libraries and had the motivation, and support, to obtain additional education to advance their careers. Without the program, which placed these candidates in libraries in positions for which they otherwise would have been overlooked or considered unqualified, the library would have lost out on many talented diverse library staff.³⁷

Diversity Training

Training is also essential to building a diverse workforce. Cultural competency is not an intuitive skill, and it requires ongoing diversity training at all levels to learn and develop the skills and comfort level in working with other cultures.³⁸ Training must be continuous, because “building an environment that is inclusive and diverse is never finished.”³⁹ The University of Arizona adopted the approach that the whole workforce needs cultural competency, and that it is not appropriate for minority staff to provide the token diversity or explain the needs of underrepresented communities to other staff. As part of its efforts to increase diversity within the library, the University of Arizona implemented a series of diversity training sessions that brought in speakers from many different disciplines to discuss issues related to diversity and cultural competency. The ongoing training was well-received by employees, and provides a vital piece of the University of Arizona library’s overall initiative to create a more inclusive organizational culture.⁴⁰

Mentoring and Support

Hiring a diverse workforce is certainly a positive step for organizations seeking diversity, but it means very little if the organization is unable to retain those employees. Mentoring and professional development opportunities are essential in order to keep minority employees employed within a particular organization.⁴¹ Empowering minority employees to take control of their careers is also an important factor in enabling those employees to advance through an organization’s ranks.⁴² It is important for managers to recognize that there are still many barriers to advancement faced by minority librarians.⁴³ Many minority employees and employees belonging to disadvantaged groups do not have access to the same types of mentoring and support networks as their white, middle-class peers who currently dominate the library workforce.⁴⁴ ALA’s policy manual offers suggestions for preparing diverse individuals for advancement and management opportunities, and indicates the importance of providing mentoring opportunities and training within the library organization itself. The importance of providing opportunities for employees to attend workshops and conferences is also emphasized. ALA’s policy manual stresses that a diversity initiative must include leadership development as part of the plan, recognizing that hiring diverse employees is simply not enough if those employees are not appropriately pre- pared to become the future leaders of the profession.⁴⁵ It can be time consuming and difficult to provide these services, but offering mentoring and professional development to employees is essential to any employee’s continued success in the workforce. Employees who do not feel supported and valued will not remain with an organization or even in the profession for long.

Assessment

Assessment is another key component of a successful diversity initiative. Kreitz recommends completing a diversity assessment prior to implementing a diversity plan so that libraries can identify the most pressing issues. This assessment also enables libraries to analyze the causes, not just the symptoms, of a lack of diversity, and provides data to allocate resources appropriately.⁴⁶ It is important to assess the perceptions of success internally among staff while attempting to implement a diversity initiative.⁴⁷ A diversity initiative cannot be successful if library staff are not invested in its success or do not perceive the initiative as helpful. Collecting information on the perceptions of the community from staff is also of value. Even anecdotal evidence can support a diversity initiative’s success. A Muslim woman participating in the Urban Library Program commented that many veiled women approached her to seek help. These women informed her they did not usually ask for help because they “did not want to bother” other library staff, but they felt comfortable reaching out to her.⁴⁸ In the same vein, it is also important to survey the community about their perceptions of the success of any diversity initiative.⁴⁹ A diversity initiative loses its value if a public library’s community does not receive the benefits or see the value of the library’s efforts.

Conclusion

Diversity benefits everyone, particularly in a public library setting where individuals from all walks of life can gather to gain information and meet as a community. However, public libraries have a long way to go when it comes to achieving diversity in the workforce. It is plain that achieving diversity is not a simple or instantaneous endeavor. Libraries are certainly not the only organizations facing the challenges of inequity, and this societal problem is not one that can be solved by libraries alone. Indeed, solving the issues of discrimination and lack of representation will require changes at all levels of library and information science: library and information science education will need to be improved to better teach diversity and recruit a more diverse faculty and student body; libraries will need to focus on building more diverse collections; and libraries will need to recruit, train, and retain diverse staff. Public libraries, which serve as forums for equal access to information for diverse communities, need to be more active in initiatives to diversify their workforces. While debate continues over what are truly the best practices to achieve diversity and equality, what is clear is that staff of all levels in the library have a part to play. It is incumbent upon the highest levels of management to set policies and procedures that encourage diversity and inclusion in the library, and upon middle-managers and supervisors to ensure that appropriate hiring practices and training occur at all levels. Mentoring of employees and assessment of the library’s policies and practices are also key components of ensuring that a diversity initiative does not fizzle out and provides adequate results. The effort, time, and resources required to successfully implement a diversity initiative may seem daunting to most public libraries at first, but the effort is worth the end result of a library that can more effectively serve its patrons and communities.

The post Diversity in Public Libraries Strategies for Achieving a More Representative Workforce first appeared on Public Libraries Online.

Guest contributor NICOLE OVERTON is a team member at We Need Diverse Books, and also a freelance writer and copy editor. Contact Nicole at nicoleoverton@gmail.com. Nicole is currently reading The Glass Castle by Jeannette Walls.

As much as I love my local library, it has become predictable in its timing and placement of diverse books. In February, I can always count on seeing a large selection of books promoting Black History Month. Many of these titles I’ve never seen throughout the year, but because it’s Black History Month, there they all are, standing proud, front and center. The same is true for National Hispanic Month from mid-September to mid-October, Asian Pacific American month in May, and American Indian Heritage month in November. For the other eight months of the year, the displays are filled with the usual books featuring white characters or happy-friendly animals.

My question, which I admit I have never asked my local librarian, is why are the diverse books only publicized during their respected heritage month? Why not all year round? I wonder if librarians are setting out these particular books during these specific months without thought, because that’s the way it’s always been done. Maybe, but I’m also curious if they see the word “diversity” as taboo, and subconsciously believe that these diverse books are unappealing to the particular community in which they serve.

The word “diversity” encompasses acceptance and respect. Diversity is understanding that each individual is unique and recognizing our individual differences in regards to race, ethnicity, gender, sexual orientation, socioeconomic status, age, physical abilities, religion, and political beliefs. It’s about moving past just being tolerant and actually embracing and celebrating the richness of each individual. The library has long been recognized as the most trusted environment in which discovery and exploration of these differences should take place.

When patrons walk into the library, they should immediately see and be able to connect to the larger world around them. Books, materials, resources, and programs that introduce cultural exploration, foster global understanding, and facilitate language learning should be showcased throughout. Libraries should not confine this sharing of rich culture to just specific heritage months; it should always be on display.

Displaying diverse books throughout the year helps children discover who they are and where they fit in the world. It is crucial that children gain an understanding of their own culture and the cultures of other people, in order to create a global respect for each other’s differences. The library is the main source in helping patrons make cross-cultural connections and develop the tools and skills necessary to function in a diverse society.

If a Caucasian child sees a book display featuring an African American character, alongside a book highlighting an Asian character, that child may develop a sense of familiarity with diversity, whereas featuring diversity only at certain times promotes the idea of “the other.”

In the same regard, if an African American, Asian, or Hispanic child only sees their particular culture highlighted once a year, then they will form the notion that perhaps they aren’t good enough to be studied or talked about throughout the year. This invisibility can be harmful to self-image. A child’s self-esteem is heavily influenced by the way the child and society views the cultural group in which the child belongs. All children want to see images that reflect them and engage in stories that resonate with them personally. Diverse books allow children to appreciate the beauty of their culture and the cultures of others. Children need to see and hear more than one story once a year about a particular cultural group.

Seeing diverse books on display every day, all year long, prompts discussions about race and ethnicity. Diverse books can help dismiss stereotypes and prejudice, foster compassion and empathy, and inspire children to imagine even more—especially when they see that they can be the face of their own story.

Children’s books should serve two purposes: to act as (1) a mirror reflecting a child’s own life and culture; and (2) a window allowing children to see into the lives of others and recognize the diversity of their world. For that reason, the library is, and should be, filled with mirrors and windows.

The library was designed to enhance patrons’ quality of life by providing opportunities for lifelong learning; connecting and engaging individuals in a space that is welcoming and respectful; and fostering a love for reading. The fundamental goal and mission of the library is to provide quality materials and services that fulfill educational, informational, cultural, and recreational needs of the community in which it serves.

So regardless of whether a community is predominately one race, the fundamental goal and mission should not change based upon the month. It’s problematic if a library doesn’t promote a book that features a minority protagonist simply on the basis that there aren’t many readers of that minority group who use that particular library. All diverse books should be represented throughout the year, no matter how small the percentage of the minority race is within that community. Librarians should not decide against displaying certain books throughout the year in fear that they won’t circulate or be well-received by the majority simply because they feature a character of a different race. For a librarian to entertain or act on that very thought is bias, bordering on censorship.

If library patrons don’t want to read a particular book, then that’s their choice, but they should definitely be presented with the option. To say, for example, that Jacqueline Woodson’s Brown Girl Dreaming or Kwame Alexander’s The Crossover are only for the black youth or that Matt de la Peña’s Last Stop on Market Street can only be understood by poor urban people who rely on soup kitchens and public transportation is absurd.

To not encourage a young reader to be inspired by Malala Yousafzai’s memoir I Am Malala because she divulges so much about her Pashtun/Muslim customs, culture, and history or, worst of all, because it mentions the Taliban is short-sighted. This type of thinking implies that diverse books are essentially less-than and that the experiences of other races have no relevance or meaning to any other race.

Librarians who proudly showcase diverse books throughout the year are saying that they trust the readers they serve. They believe that their patrons, both young and old, are able to handle, relate to, and understand experiences that don’t mirror their own. Choosing to display and promote diverse books reveals that the librarian has dismissed his or her own bias and is allowing the reader to freely choose these stories.

Library staff should always cultivate an environment in which adults and children can achieve a global understanding and respect for other people from diverse backgrounds. If children in particular are exposed to the lives and cultures of others around the world, they will enjoy the opportunity to learn how to adapt and function in a diverse world.

A library that is fully engaged in promoting cultural awareness provides countless opportunities for children and adults to learn about new cultures. Displaying books daily that highlight different languages and traditions, and feature diverse characters, give children and adults the opportunity to develop a bridge of understanding. It also emphasizes the library’s commitment to serving everyone no matter their backgrounds.

Diverse books should be welcomed, displayed, and encouraged at the library. It is the primary job of a librarian to, in a sense, sell any great diverse book to any reader. To say that a book featuring a diverse protagonist just doesn’t circulate or only circulates during their respected heritage month, offers an even better reason for the librarian to promote it. Librarians are the champions of all books, regardless of who’s featured on the cover. A great book is a great book and the librarian should be able to sell the story and not the character’s skin color or orientation.

If a patron is interested in poetry, Brown Girl Dreaming is an excellent memoir-in-verse that’s graceful and rhythmic. If a child is interested in sports, Crossover is vivid, energetic, and easily relatable to a teen’s life. Last Stop on Market Street, while it does take place in an urban environment, embraces the fullness of the word “diversity” itself. I Am Malala can easily be recommended to inspire any woman or young girl on what it means to have fierce determination and bravery.

Librarians have been given the honor to influence not only what their patrons read but also what they have access to in the first place. Have faith in your patrons and aid them in the process of learning and stepping outside their comfort zones. Librarians, I implore you to not just promote, but really celebrate and encourage diverse books. Allow your library to empower patrons to read and explore and achieve all they can to understand the world we live in.

The post Libraries Need Diverse Books first appeared on Public Libraries Online.

President and First Lady Obama are well aware of her qualifications, having known her since her days at the Chicago Public Library. The President, in a White House statement, applauded Hayden’s passion for digital literacy, noting that, “Dr. Hayden has devoted her career to modernizing libraries so that everyone can participate in today’s digital culture.”[1] Furthermore, the potential fourteenth Librarian of Congress has demonstrated a strong history of social justice. In a White House video, she remembers keeping the Enoch Pratt Free Library open during the social unrest in Baltimore, knowing the community would need a safe place to go. “People were so relieved to have a safe place to be,” she recalls.[2]

Hayden’s list of impressive qualifications include Library Associate and Children’s Librarian at the Chicago Public Library in 1973, to teaching at the University of Pittsburgh from 1987 to 1991, to being the President of the American Library Association from 2003 to 2004. Additionally, she was nominated for a position on the National Museum and Library Services Board by President Obama in 2010 and confirmed by the Senate six months later.

Hayden would replace the current Librarian of Congress, James H. Billington, aged eighty-six, who officially stepped down on January 1, 2016, after twenty-eight years of service.[3] While Billington had ushered the Library of Congress into the digital age, many felt he had perhaps stayed on the job too long, according to a Washington Post article.[4]  She knows her potential new job will have a great deal of influence, and has observed that her position would affect  “how people view the future of libraries and what a national library can be. It’s inclusive. It can be part of everyone’s story” [5]

References:

[1] Office of the Press Secretary, “President Obama Announces His Intent to Nominate Carla D. Hayden as Librarian of Congress,” press release on the White House [website], February 24, 2016.

[2] “Meet President Obama’s Nominee for Librarian of Congress,” YouTube video, 3:46, on the White House website, posted by “The White House,” February 24, 2016.

[3] “After Nearly 30 Years, Librarian Of Congress Is Calling It Quits,” by Bill Naylor, National Public Radio, last updated June 11, 2015.

[4] Peggy McGlone, “America’s ‘national library’ is lacking in leadership, yet another report finds,” Washington Post, March 31, 2015.

[5] Elizabeth Blair, “Obama Nominates Carla Hayden To Lead Library Of Congress,” National Public Radio, February 24, 2016.

Resources:

Enoch Pratt Free Library

Chicago Public Library

“The Next Librarian of Congress?” Inside Higher Ed.

The post Dr. Carla Hayden Nominated for Librarian of Congress first appeared on Public Libraries Online.

The Karen are the ethnic and language groups of people living in Myanmar (formerly Burma) and on the borders of Thailand.[1] Many Karen people fled their home due to government persecution and settled in Minnesota after living in refugee camps. There are approximately 6,500 Karen language residents currently living in Minnesota, according to the St. Paul government website. An article by the Lillie News reports that the growing community of Karen people has many avid library users.[2]

In a press release for the book launch, St. Paul Public Library Director Jane Eastwood said, “We produced these books with the goal of creating an environment of learning and discovery for all residents that access our libraries.”[3] She said their city lacked early literacy resources in the Karen language. The Lillie News, which serves the St. Paul suburban area, reported that the library already had offered storytimes in eight different languages including Hmong and Somali, but were stumped when coming up with materials to use for the a Karen storytime.[4]

Local authors Win World and Saw Powder wrote the books, Elephant Huggy and The Hen and the Badger respectively, in both Karen and English. Once the illustrations were created by Betsy LePlatt and Jingo de la Rosa, the library Friends group along with local community leaders teamed up to produce and distribute the books. Both books feature colors and details important to the Karen culture.

The twincities.com website reported that Andrew Powder used the pen name “Saw” for his book because it means “mister” in Karen. Powder said his wife told him about a writing contest sponsored by the St. Paul libraries so he entered his first book – The Hen and the Badger.[5] According to the Lillie News, author Win World lived in Myanmar and then a refugee camp before moving to St. Paul.[6] He is studying to become a teacher at Hamline University.

Pang Yang, the Community Services Coordinator for the Saint Paul Public Library, said the books have been well received by the Karen community.  The Library also distributed over four hundred copies at a Karen New Year celebration.  Said Yang, “People young and old were extremely excited to see that these books were created.”[7]

The Lillie News said the books would be distributed at another event for the Karen population, and also be available for print and digital checkout through the library.[8] They will also eventually be sold through an Amazon publisher.

References:

[1] “Karen languages,” Encyclopedia Britannica, accessed March 10, 2016.

[2] Patrick Larkin, “St. Paul publishes Karen/English children’s books,” Lillienews.com, January 3, 2016.

[3] Jane Eastman, “Mayor Coleman announces Library’s publishing of two children’s books in Karen language,” Saint Paul, Minnesota press release, December 16, 2015.

[4] Patrick Larkin, “St. Paul publishes Karen/English children’s books,” Lillienews.com, January 3, 2016.

[5] “St. Paul Library publishes 2 Karen children’s books,” twincities.com, December 16, 2015.

[6] Patrick Larkin, “St. Paul publishes Karen/English children’s books,” Lillienews.com, January 3, 2016.

[7] Pang Yang, e-mail interview with Eileen Washburn, January 28, 2016.

[8] Patrick Larkin, “St. Paul publishes Karen/English children’s books,” Lillienews.com, January 3, 2016.

The post St. Paul Public Library Publishes Picture Books first appeared on Public Libraries Online.

Over the years in the public library, I have struggled with how to continue to “teach tolerance” while not in the role of “teacher.” I have tried to pursue these values in different ways for not only the public but also for the staff and my library board. For my community, I have engaged these concepts through collection development, displays, and programming. For staff, I have provided both formal professional development opportunities and informal discussion on the distinctions between difference and danger. For the library board, I’ve crafted policy to support these values and explained the importance of being conscious of these issues and implementing policy.

In some ways, these have all been “teaching moments.” But I always hated that phrase, not believing that teaching should have time boundaries any more than learning should. There also seemed to be a didactic nature in the phrase that is inaccurate. Now, I am also troubled by this phrase as librarian’s don’t “teach” exactly, yet I still feel a responsibility to these issues and I see powerful and positive effects based on my direction.

Examine the mission statements of public libraries – the key action areas for the American Library Association, The Library Bill of Rights, or Freedom to Read statement, and you will see that the values of diversity, equity of access, education and continuous learning are present front and center. The public library may not be an institution of formal education, but we are an institution of influence. We influence by example and we influence by exposure.

How often have we heard tales of youth inspired to greatness because of something they were exposed to at their public library? It is important to remember that the potential for the reverse is also possible. If the public library did not support diversity, equality, or justice then the visiting youth could just as easily be inspired to prejudice, discrimination, or injustice. As librarians, we are keepers of a powerful institution in the small and quiet way that ants can move mountains. Trying to come up with a better description for what I do, I have lit upon the phrase “leading tolerance.” At times, this does mean I teach and explain. At other times, I opt to set an example, as actions can speak louder than words. Sometimes I argue, sometimes I give praise. I always try to consider various perspectives, and I always try to encourage thought.

Leading tolerance is not an easy path. I suppose no leadership ever is, but in this context it can be particularly difficult. It can challenge some deeply held beliefs, including one’s own principles. But I believe we are in a point in history where is it greatly needed. The public library is a defining location for a community. It is the best place for leading tolerance.

The post Leading Tolerance first appeared on Public Libraries Online.

Most public librarians don’t need to be sold on serving teens. However, not everyone understands the importance of connecting with this age group, so a little data to back up suggestions is great for the librarian wanting to develop teen services. When you’re able to show that a quarter of library users are between the ages of 14-24, that can help a discussion about funding. Besides serving all ages, another big reason that library services exist is to be an equalizing force. Many teens are experiencing situations dealing with poverty and homelessness. They are living in a world where prejudice–whether it deals with race, ethnicity, or sexual preference–exists.[2] The library should be a place where teens can come for help, acceptance, and learning.[3]

Not only do libraries need to serve teens, but they need to be doing so in a way that is responsive to how teens interact with the world. These connections are greatly affected by technology and high online engagement. If libraries don’t create a relationship with teens, it decreases the chance that teens will find information that allows them to explore their world and grow.[4]

Several tips are provided to help library staff connect with teens, with the first being to recognize “teens as thinking human beings.” Relating to others can be difficult, and adding an age difference can make it that much harder, but if staff talk with teens about what they care about, they can go a long way to connect. Understanding teens’ use of technology and taking risks with programs and services are also an important part of building a relationship.[5] When staff know what these patrons are interested in, they can help the teens to learn more about what excites them and impart other skills at the same time.[6]

The report recommends several changes from past library practices to possibilities for creating a better environment for teens. Seeing the library as a place for all teens, readers and gamers alike, and having a space and collection that reflect the desires of those patrons are integral. Programs must be created based on the interests of the users with learning opportunities incorporated. Devoted library staff need to be able to focus on creating services for teens, as well as making those connections with them.[7]

Looking at the values expressed in the report for what library staff should uphold while working with teens, you see many of the same things that should be used with all library patrons, which relates back to their point about seeing teens as thinking humans. With adaptability, respect, collaboration, diversity, inclusivity, equality, and intellectual freedom all being listed among the important principles, library staff need to remember that teens deserve the same kinds of services as adults.[8]

No matter what function you perform at a library, you can gain some piece of knowledge about how better to serve teens by reading this report. More and more libraries are actively working to engage their teen patrons through activities, like advisory boards where teens are able to express their interests, and outreach, where librarians offer booktalks on a wide variety of topics to show that all kinds of stories are available. Cliché or not, teens truly are the future of the world, and libraries can help to make a huge difference in making that future brighter for everyone.

References:

[1] American Library Association. YALSA Products and Publications. n.d. (accessed June 18, 2015).

[2] Braun, Linda W., Maureen L. Hartman, Sandra Hughes-Hassell, and Kafi Kumasi. “The Future of Library Services for and with Teens: A Call to Action.” American Library Association. January 8, 2014. (accessed June 18, 2015). Page 1-2.

[3] Ibid. Page 3.

[4] Ibid. Page 5.

[5] Ibid. Page 10.

[6] Ibid. Page 12.

[7] Ibid. Page 15-16.

[8] Ibid. Page 20-21.

The post The Future of Library Services for and with Teens first appeared on Public Libraries Online.

We Need Diverse Book logo

According to their website at weneeddiversebooks.org, the organization defines diversity as recognizing “all diverse experiences, including (but not limited to) LGBTQIApartn, people of color, gender diversity, people with disabilities, and ethnic, cultural, and religious minorities.”

In the last year, the WNDB campaign has established itself as a tax-exempt public charity, partnered with School Library Journal and the Children’s Book Council in promoting their cause, established the Walter Dean Meyers book award, and among other things, created the popular #WNDB. Diversity panels have popped up at conferences everywhere from School Library Journal’s Day of Dialogue to the American Library Association to the Society for Children’s Book Writers and Illustrators (SCBWI).

Part of what spurred Oh and Lo to take action was the all-white panel scheduled at last year’s Book Expo America (BEA) BookCon event. This year, BookCon and WNDB partnered for a panel entitled, “We Need Diverse Books: In Our World and Beyond.” Authors Sherman Alexie and Jacqueline Woodson were scheduled to be part of the event, but WNDB did point out that no authors of color were to be featured at the annual BEA children’s breakfast.

It seems the call for diverse books would begin with authors. In a recent interview, middle school teacher and first-time novelist Cindy Rodriguez talked about diversity in her new YA book, When Reason Breaks. While in the revision process, she took the time to add diversity to her novel.

Said Rodriguez, “Emily Delgado is Puerto Rican, Tommy Bowles is half-Mexican, Ms. Diaz is Latina, Kevin has two dads, and Sarah is black. The story, however, is not about being Latino or gay or black. It’s about teen depression, attempted suicide, and Emily Dickinson. When we talk about diversity in children’s literature, we often think about it in terms of books with an almost all minority cast of characters dealing with issues linked to race, culture, etc. I’ve read lots of those books, and I think we need more of them, for sure, but we also need more books with diverse characters tackling other issues. The characters’ culture, race, sexual orientation, etc. may play a part in the narrative because it’s important to who they are, but it shouldn’t always be the “problem.”

What’s next for WNDB? They recently developed an internship to help “diversify publishing from the inside out”, and will host the first Children’s Literature Diversity Festival in Washington D.C. in 2016.

Wondering what you as librarians can do at your libraries? Some advocates suggest not just buying books with diverse characters simply for that fact. They want you to buy books with diverse characters because they are good. For more tips, check out Marybeth Zeman’s two-part series on “Can Children See Themselves in the Books on Your Shelves?” here:

https://publiclibrariesonline.org/2014/07/can-children-see-themselves-in-the-books-on-your-shelves-part-i/

References:

https://publiclibrariesonline.org/2014/07/can-children-see-themselves-in-the-books-on-your-shelves-part-i/

http://weneeddiversebooks.org

http://lj.libraryjournal.com/2015/03/people/movers-shakers-2015/we-need-diverse-books-movers-shakers-2015-change-agents/#_

The post “We Need Diverse Books” Campaign Gaining Momentum first appeared on Public Libraries Online.

New Americans Welcome Here

The Queens Library services what some might consider an almost impossible task—the most ethnically diverse population in the United States.  47% of the Queens Library’s patrons speak a language other than English.

How that’s done has been QL’s challenge since the 1970s when the library initiated its New Americans Program.  It has strived to develop a multilingual collection, a multilingual database and to provide multilingual services. It is a “user-friendly in any language” library in all of its branches.

According to the Queens Library, it’d be almost impossible to find someone who speaks every language in every local branch.  However, they explain that the library conducts extensive staff training in non-verbal communication and cultural awareness to help patrons and staff. It has even developed a library linqua franca—an adapted universal sign language/pointing guide to target key areas of service in the library.

Multicultural Services—More than Books

The library’s community branches offer ESL classes, Citizenship and Naturalization classes, and Computer Literacy classes. The Central branch offers comprehensive newcomer services such as immigration form and application assistance, financial literacy classes, and other cultural orientation classes.

Presently, the QL maintains Multilingual Web Picks in 10 languages so patrons can find the best websites in their native languages on anything from Albania to Zen.  Queens Library explains that the multilingual media center is very popular,  since network links to foreign media sources and news services are very important for many individuals.

Over 26 Languages and Growing 

The multilingual collection now exceeds over 26 languages—this represents the largest collection in the US for general readers in Spanish (157,000 items) and Chinese (256,000) (both Mandarin and Chinese simplified), extensive fiction and non-fiction collections in Korean (53,000 items), Russian (53,000), and South Asian Languages (46,000 items in Bengali, Gujarati, Hindi, Malayalam, Urdu and Punjabi). (http://www.queenslibrary.org/sites/default/files/about-us/Facts%20Sheet.pdf)

Queens has the largest Asian population in NYC—49.3% of the population is either Asian Indian, Chinese, Filipino, Korean, or Nepalese.

Queens Library says that most of the library’s circulating material is popular reading—romance novels, mysteries, self-help books, and cookbooks. However, these aren’t necessarily direct translations of American publishers. The library takes great effort to access materials from overseas libraries and publishers in order to continue cultural contact and authenticity.

David Baldacci may be a household name to readers in the United States but for a Chinese reader, Keigo Higashino is more likely the name that comes to mind. This Japanese writer has been translated into Chinese and has been on the bestseller list since 2007 (http://paper-republic.org/news/newsitems/80/).

Serving the Whole Community: The First, Second, and Heritage Language Community

The flagship QL Branch in Flushing includes international newspapers, magazines, and books. It also includes the C.Y. Han collection on Chinese culture—a collection of bilingual English-Chinese books as well as reference books relating to Chinese civilization. 90% of these materials can be borrowed. The Window of Shanghai and the Window of Dynamic Korea are also housed here.

QL’s awareness and respect of first, second, and “heritage” language speakers embraces the spirit of multiculturalism that it fosters. QPL serves the immigrant populations of Queens as well as succeeding generations who want to preserve their language heritage.

The C.Y. Han Collection is a good example of a native language collection that preserves its past while still including culturally relevant material that interests contemporary Chinese speakers as well.

Multiculturalism as a Fundamental Characteristic of a Library

Queens Library serves its community’s changing demographic by consistently reaching out to newcomers, offering them services, and providing them reading.

Multilingual collections are a foundation of outreach services for:

• Family literacy
• Information services
• Citizenship classes and information
• Community services and access
• English as a second language classes
• Digital literacy
• Homework help

Introducing diverse groups to library services also assists these groups in linking with other agencies or services that might benefit them as they assimilate into a new culture and country.

The Eyes and Ears of the World

The community librarian is the eyes and ears of data collection. QL constantly monitors census data, citywide statistics, and even surrounding hospital birth records to track changes in neighborhood demographics in order to keep its local collections relevant to its community’s needs.

Queens Library shared a retired librarian’s insight into multilingual collection development: “You can map the world’s troubles by looking at the book collections in the Queens Library.”  In the early 1990s, Queens saw an influx of Chinese from Hong Kong as it was seceded back to China. As a result, there was a demand for , authors, which QL ably met. Last year, in Jackson Heights–nicknamed the Little Philippines– the library noticed a much greater demand for requests for books on typhoons after Typhoon Haiyan. Jackson Heights now has 9 copies of books on the subject in several languages; the Central branch now carries 44.

In a world connected by information needs, QL recognizes the multicultural role it plays. The library’s multilingual collection is the perfect hub for its community’s citizens to connect to their former residences as they make new homes here.

Lost in Translation

Multilingual collections do not equate to direct translations. Likewise, QL understands that assimilation does not equal instant citizenship. It is a process to become a new citizen in a new country. Respecting the cultures within our library’s communities by maintaining the languages they speak is the very touchstone of multiculturalism. The multilingual collections at the Queens Library embrace the unique character of each stone in the diverse mosaic of the Queens community that it serves.

The post A Library Can Say Hello in Almost Any Language first appeared on Public Libraries Online.

Starr Latronia stresses that libraries that include diversity in its programs and collections have the potential to help children make “cross-cultural connections and to develop the skills necessary to function in a culturally pluralistic society”¹.  Books that promote diversity should not be reserved for special ethnic holidays; they should be celebrated every day.

Programs like Story Walk Park Street in Hartford, Connecticut, celebrate diverse ethnic and racial communities through children’s literature and engaging, fun and family literacy-oriented activities. Hartford Public Library’s walk took children around the largely Hispanic neighborhood, Frog Hollow, surrounding the Park branch of the Hartford Public Library, and the Portuguese neighborhood, Parkville, served by the Dwight branch².

Using enlarged pages of the books, Quinito Day and Night by Ina Cumpiano in Spanish and English, and The Giant Turnip by Henriette Barkow in Portuguese and English, participants were given passports and the location of each page of the story, located in local businesses.  The entire community was involved—teachers, librarians, parents, guardians, children and “guest travelers” from other neighborhoods in Hartford.

Leticia Cotto, Branch Manager, at the Park Branch, said that “it was exciting to see the interaction between the children and teachers, librarians or parents leading the Story Walk and to listen to the children reading out loud in the community and talking about their book.” (Email interview, May 20, 2014).  Sharing these stories allowed the diverse communities of Hartford to share social identity and increased awareness and appreciation of one another.  Most of all, it fostered a community cohesiveness and respect for Hartford’s diversity.

Leticia spoke at a recent breakfast hosted by MOSAIC, Multicultural Outreach Services and Information Center, a division of the Suffolk County Library Association RASD.  Elma Lugo, Spanish-speaking librarian at the Longwood Public Library and Co-Director of MOSAIC, believes that “the more you become aware of other cultures and backgrounds your life becomes richer…In my conversation classes…they learn, but I feel I learn so much more….such as tolerance, patience, other cultures, and service” (Email interview, May 22, 2014). MOSAIC’s mission, “…to promote cultural awareness and develop strategies for effective outreach services” is one example of the many organizations and special interest groups that public librarians can tap into for professional guidance and/or professional development³. Joining one of the ALA’s Associations of Ethnic Librarians can provide a public librarian with an invaluable source of information on books, resources and professional development opportunities.⁴

There is a need for public libraries to become more inclusive and welcoming to the diverse cultures that exist within and without of their communities.  Children of any color need a diverse collection of books that represent the rainbow of cultures and communities that public libraries serve.

RESOURCES

1. LaTronica, S. (2014, May 1). Libraries Working to Bridge the Cultural Divide. Huffington Post. Retrieved May 20, 2014.
2. G, R. (2014, March 18). Hartford’s First Story Walk. HPL Blogs. Retrieved May 20, 2014.
3. Reaching Out To Unique Communities. MOSAIC. Suffolk County Library Association, 25 Apr. 2014. Web. 20 May 2014.
4. “Associations of Ethnic Librarians.” ALA Office of Diversity. American Library Association, n.d. Web. 20 May 2014.

The post Can Children See Themselves in the Books on Your Shelves? Part II first appeared on Public Libraries Online.

Libraries can bridge this cultural divide, so that children of all colors can benefit from exposure to literature that mirrors themselves, their culture and their families and develop a respect for those who are different from them.

In a March 2014 New York Times op-ed, author, Walter Dean Myers, asks the question, “Where Are the People of Color in Children’s Books?”¹ His question echoes the 2013 study by the Cooperative Children’s Book Center’s statistics: Of 3,200 children’s books published in 2013, just 93 were about black people, 57 about Latinos, 69 about Asians or Pacific/Asian Americans and 39 about Native Americans².

The CCBC’s answer to Myers’ question is what propelled me into becoming a librarian.  As an ESL teacher, I encountered many newly arrived students who had no prior experience whatsoever with a public library.  There was a missing link in their emerging English literacy—experience with a library and books that they could identify with.  My intervention then was a field trip to the public library and their first library card. They ran excitedly from book stack to free Internet to magazine section as if they were given a ticket to Disney World.  Their excitement was contagious; I was soon enrolled in library school.

And now, as the “unofficial” school librarian in a jail school program, I have student after student, all boys of color, tell me that they either never had a library card or had never visited the public library.  These American-born students lack the same experience that my former ESL students did and lack the same access to books with characters who they can identify with or who reflect their cultural heritage.

Sadly, these young men’s lack of library experiences has resulted in the “harmful effects” that Starr LaTronica points to in Libraries Working To Bridge The Cultural Divide. There, she links children not being exposed to “print or digital materials that reflect themselves or their culture” with low self-esteem, intolerance toward others, and cultural invisibility³.

There is, indeed, a cultural divide in books that celebrate America’s diversity.

Librarians, especially children’s librarians, need to seek out and read diverse literature. Crystall Brunelle, school librarian, offers these suggested blog sites: Diversity on the Shelf, Latin@s in KidLit, or Africa Reading Challenge.⁴. In addition, the CCBC compiled an extended list of blogs and reading resources⁵.

Aptly, the director of CCBC, Kathleen Horning, emphasizes that “buying a book is a political act.” She stresses this simple axiom: “If we want to see change, if we want to see more diversity in literature, we have to buy the books.” We need to add them to our collections.

Librarians need to actively seek the books that promote diversity and build that bridge between cultures.  ALA’s recommended lists such as the Coretta Scott King Awards, promoting the best in children’s African-American literature, or the Pura Belpre Award, which lists the best books that celebrate Hispanic heritage, are two good places to begin.  But lists and recommendations abound.  This month, School Library Journal also provided readers with a list of culturally diverse books.⁶.I hope these lists encourage you to expand your YA collection. In part two of my article, I’ll discuss innovative programs that promote cultural diversity.

RESOURCES

1. Myers, W. D. (2014, March 15). Where Are the People of Color in Children’s Books? The New York Times. Retrieved May 20, 2014.
2. Children’s Books by and about People of Color Published in the United States. (n.d.). Children’s Book By and About People of Color. Retrieved May 20, 2014.
3. LaTronica, S. (2014, May 1). Libraries Working to Bridge the Cultural Divide. Huffington Post. Retrieved May 20, 2014.
4. Brunelle, C. (2014). Everyday Diversity: A Teacher Librarian Gives Practical Tips To Make a Difference. School Library Journal, I(Diversity). Retrieved May 20, 2014.
5. Diversity Resources. (n.d.). Reading For Life Blog. Retrieved May 20, 2014.
6. Culturally Diverse Books Selected by SLJ’s Review Editors. (2014, May 1). School Library Journal. Retrieved May 20, 2014, from

The post Can Children See Themselves in the Books on Your Shelves? Part I first appeared on Public Libraries Online.