Immigrants and the Public Library

Noemi Flores LIS 701 October 29, 2012

America is a nation of immigrants. Historically, the United States of America was a popular destination for those leaving their countries. Globalization today has helped to maintain this trend of immigration to the United States. So, there is a long tradition of a great number of Americas inhabitants struggling with literacy, barriers, and isolation. Libraries and librarians were there to help them because of their belief in self-improvement and healthy democracy. They still are, but even though there has been such a tradition of serving immigrants at the public library it is still a challenge. What is the exact nature of the immigration population? Do they use the libraries? How exactly can and ought the immigration population to be served? What is successful and what is not? There are many different opinions in response to these questions and the debate is never ending. In the late nineteenth century, librarianship began to develop as a profession. The American Library Association was established, and training programs for librarianship were developed. This was also a time in which library service was shifting from one of cultural uplift to one of community-based service.1 In the last twenty years of the nineteenth century nearly nine million immigrants arrived in the United States. They became part of the community served by the library. The library was a tool for integration, to Americanize the immigrants. Clearly, the mission was not completely altruistic. Even then the idea of serving immigrants was controversial. One issue was whether or not the library collection should include foreign language materials.2 Some statistics are necessary to really understand the magnitude of the issue. Beginning in 1990, the United States has experienced increasing immigration rates. Historically, immigrants

Sheila Hammond-Todd, Immigrant Services in Public Libraries, Mississippi Libraries Vol. 72, No. 2 (2008): 36, http://www.ebscohost.com/academic/library-information-science-technology-abstracts-lista (accessed October 28, 2012). 2 Hammond-Todd, 36.

to America were European, but now they are most likely to be from Latin America or Asia. In 2004, foreign-born residents composed 33.5 million people- 12% of the population of the United States.3 According to a 2007 ALA study, About 21 million people in the United States speak limited or no English, 50 percent more than a decade ago.4 Do immigrants utilize the public library system? The sociological model of library use determined that factors such as education, income level, and occupation are connected to library use, not race. However, race can be connected to those other factors as well, so it is perhaps indirectly related. Factors that do affect the immigrant usage specifically are confidence speaking and writing in English, cultural sensitivity, and a welcome atmosphere. In a study concerning the usage of the library by immigrants from different geographical locations using census data from 2002, it was determined that south Asian immigrants were mostly likely to use the library and European immigrants were the least likely. The needs of new immigrants were things like information on jobs, housing, literacy, and citizenship. The longer the presence of the immigrant, the more their library needs match those of people born in the United States. Immigrants with more education (often, some college education) tended to use the library more frequently than those who had less education (often less than high school education). 16.1% of people with less than a high school education used the library once a month. 24.2% of people with a high school diploma, 33.9% of people with an associates degree, 41.2% of people with a bachelors degree, and 46% of people with a graduate degree used the library once a

Susan K. Burke, Use of Public Libraries by Immigrants, Reference and User Services Quarterly 48, no. 2 (2008): 164, http://www.ebscohost.com/academic/library-information-science-technology-abstracts-lista (accessed October 29, 2012). 4 American Library Association, Public Library Service to the Nations Linguistically Isolated: an Analysis Using the Public Library Geographic Database and US Census Data 2000, 2008, http://www.ala.org/offices/olos/nonenglishspeakers (accessed October 26, 2012) p. 4.

month. Distance was also a factor. The further the patron from the library, the less likely they were to attend the library. This information is helpful when planning the collection and services. However, it is inappropriate to assume an individuals state of life based on a study like this because one cannot assume something about a patron before knowing them. In 2006, the American Library Association Office for Research and Statistics was given the World Book Goal Award. They used it to create a study of public library services for nonEnglish speakers: Public Library Service to the Nations Linguistically Isolated: an Analysis Using the Public Library Geographic Database and US Census Data 2000. An analysis of the study came up with three main points. One, Spanish is the most supported non-English language (78% of libraries). Asian languages were the second most supported (29% of libraries). Indo-European languages were considered a third priority group, but not many services are directed toward them (16.8% of libraries).5 Two, in contrast with the past, many of the nonEnglish speakers live in smaller communities (those with less than 100,000 residents). The majority of libraries serving non-English speakers are in those smaller communities. 6 Third, literacy is both the object of services created for non-English speakers as well as the barrier that prevents them from using them. Being unaware of the services provided by the library was the second highest barrier to utilization of services, and distance from the library was the lowest ranked barrier to library use. In terms of the services used, special language collections (69.9%) and special programming (39.6) are the most commonly availed services by non-English speakers. The most successful programs were English as a Second Language (ESL), special language collections, computer use and classes, and story time. 7 The ALA analysis suggested that the study shows the wideness of the service of the
5 6

ALA Study, 5. ALA Study, 6. 7 ALA Study, 6.

public library and that it demonstrates the necessity of greater funding from both the federal and local governments. 8 Now that the changing demographic of library users has been established, the question is how can they be served? Collection development, literacy education, computer access, special programming, and outreach and promotion of services are a good blueprint to the development of the non-English speaker. It is important that the librarians be in touch with their community. They should collect information in various ways to determine what needs have to be met in order to determine collection and service development. Not only should the librarians be aware of their community, but it is also important that the community be aware of the librarians. They can promote the library in immigrant community centers, religious institutions, schools, and advertisements. Outreach can be accomplished through bookmobiles, new branches, and more opening hours. Creating the multi-lingual collections to accurately represent the public the library is a challenge when the library staff is not equally multi-lingual. It is possible, however, and may be the easiest part of serving a m ulti-lingual community according to Michael Rogers, Senior Editor of Library Journal in 2003. The first step is to identify the need. Where are the patrons from and how broad should the collection be? ESL and magazines, newspapers, and websites in the language of the non-English speaking patron are good sources for discovering popular and useful items.9 Next, figure out what to collect and from where it can be purchased. It can be a challenge, especially for the more rare languages. Buying books is often based on reviews, but multi-lingual

ALA Study, 11. Michael Rogers, Serving Up World Languages, Library Journal June 15, 2003: 42, http://www.ebscohost.com/academic/library-information-science-technology-abstracts-lista (accessed October 28, 2012).
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book are often written in a language the librarian cannot read, or are not available. Multi-lingual databases are difficult to find. So, the librarian must go another way. There are foreign review sources on the internet, but sometimes it takes going the extra mile. There are foreign books shows and specialty bookstores. Search within the community. If that does not work, another great source is librarians from other cities. They can compare notes about vendors and other sources. Using WorldCat can show what libraries are using similar sources and give another source for locating vendors. Another obstacle in obtaining the books is the political climate of the country. If there is a war, the materials are less likely to be available.10 Compiling multi-lingual collections is taxing on the budget, and sometimes immigrant communities grow and change more quickly than the collection can reflect the change. There are some grants available that can help with that, but money is always a challenge. Once the library has acquired the multi-lingual collection it must make the community aware of the situation. This can be achieved through word of mouth, the library website, community newspapers, church fliers, settlement workers in the library, classroom visits by immigrant children, and programming.11 Learning English is vital to ones success in the United States. Competence in English provides access to a myriad of materials. It breaks the barrier of isolation and allows one to advance in a career. The same is true for technical literacy. Without it, one cannot advance. It limits and further isolates the individual. ESL classes are very helpful in this respect, though some library governing boards believe it to be beyond the librarys scope of responsibility. In some cases, reading and writing even in their own language is a weakness in the patron. So, a great portion of the ESL class is focused on reading and writing before speaking can even be

10 11

Rogers, 43. Rogers, 44.

broached.12 Multi-lingual computer access is something helpful, but often lacking in a public library setting. It is easy enough to use the internet in other languages, but the English keyboard can be a stumbling block. Sheila Hammond-Todd in claims that tools such as Spanish keyboards and keyboard mapping to use the Cyrillic alphabet are cheap and easy, so there should be no reason for libraries not to include them.13 Programming is a critical component of the development of literacy. According to a Georgian public librarian, true literacy for a family can only be achieved if four components are being met: parent education, child education, parent and child-together time, and parenting skills education.14 This is a good, holistic approach. It will set the family on track much more quickly is the program is already an adhesive process than if the family were forced to assemble the various parts separately. The library can be a source for immigrants in regard to providing information for health and legal services available in the community. The library can and should provide programming concerning taxes, drivers licenses, the citizenship process, tutoring for the citizenship test and interview. Volunteers for teaching English classes and tutoring are indispensable to the library because the budget is often not enough to cover all expenses. Also, it gives the patron an opportunity to get to know Americans when, depending on their living situation, they might not otherwise have access to that.15 Cultural programming is something that is becoming popular. This involved an exchange of cultural information. Often children of immigrants and their parents have difficulty relating on

12 13

Hammond-Todd, 36. Hammond-Todd, 37. 14 Hammond-Todd, 37. 15 Hammond-Todd, 37.

one anothers experiences of the United States. These are an opportunity for children to learn more about their heritage and for the older people to learn more about the American culture their younger counterparts experience.16 Obstacles to the access of library services include inconvenient hours, transportation, childcare, and language barriers. On a deeper level, there are things such a mistrust of government agencies, lack of first language literacy, lack of cultural sensitivity, and misunderstanding of what the library offers. There are solutions, however. The library could offer programming in other locations closer to where the community is. When there are English classes (or something similar) there could be daycare or parallel programming offered. Volunteer translators are something that can always be used. Persistent and consistent outreach is the key. The atmosphere of the library matters. Bilingual and bicultural staff and library signage is vital to the comfort of the non-English speaker. If the staff is proactive and friendly, the patron is more likely to respond positively. It would be a good idea to provide cultural training for the staff members so that they are prepared to properly work with the patron rather than accidentally insulting or offending the patron because the staff member does not properly understand the culture.17 Of course, when there is any group of people they will disagree. This is highlighted when the differences in nature are as deep as cultural differences. At times society actively isolates and pushes the immigrant away. Should the library provide material in foreign languages or should they keep only books in English to force the immigrants to assimilate? Then, is assimilation something that 21st century America still requires? That would require the loss of ones culture. Multiculturalism is something America now values. Perhaps coexistence is a better thing for

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Hammond-Todd, 37. Burke, 166.

which to strive. To foster the richness of multiculturalism, the library should help foster positive attitudes. Focusing on seeing the individual as a unique person rather than an unpleasant entity would help avoid the tendency to judge someone based upon the group to which they belong. Action toward understanding the new culture will help dispel discomforts and prejudices. More than encouragement has to be done. There is actual multicultural training available. It should utilized, the library staff required to take part. There can even be workshops available to the librarys public concerning learning the value of diversity.18 There are barriers to fostering an atmosphere of cultural diversity, however. There may be lack of resources or lack of staff able to fulfill the bilingual necessities. Additionally, the library staff themselves may be resistant to the idea of change, the new group, and the amount of time and money spent on the multicultural programs. Conflicts may arise among the staff. Surprisingly, there may be problems with the very group the library is trying to serve. There may be miscommunication, suspicion of a government entity, the isolation and distance they feel from the staff and other patrons. Nevertheless, the library cannot give up. It keeps trying. It always tries to serve its public as best it can. Clearly immigrants, foreign-born United States inhabitants, non-English speakers form a very large part of American society. Librarians in their quest to help the public must creatively face the challenge of how to best serve them. They must acquaint themselves with their patrons, study their needs, steer through the adversity and create and execute services.

Edwin S. Clay III, They Dont Look Like Me: Library Multicultural Awareness and Issues, Virginia Libraries (October-December 2006): 11 http://www.ebscohost.com/academic/library-information-sciencetechnology-abstracts-lista (accessed October 29, 2012).

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Bibliography American Library Association. Public Library Service to the Nations Linguistically Isolated: an Analysis Using the Public Library Geographic Database and US Census Data 2000. 2008. http://www.ala.org/offices/olos/nonenglishspeakers (accessed October 26, 2012). Clay, Edwin S. III. They Dont Look Like Me: Library Multicultural Awareness and Issues, Virginia Libraries (October-December 2006): 11. http://www.ebscohost.com/academic/library-information-science-technology-abstractslista (accessed October 29, 2012). Burke, Susan K. Public Library Resources Used by Immigrant Households. Public Libraries. 28 2009: 162-175. http://www.ebscohost.com/academic/library-information-sciencetechnology-abstracts-lista (accessed October 28, 2012). Burke, Susan K. Use of Public Libraries by Immigrants. Reference and User Services Quarterly 48, no. 2 (2008): 164. http://www.ebscohost.com/academic/libraryinformation-science-technology-abstracts-lista (accessed October 29, 2012). Hammond-Todd, Sheila. Immigrant Services in Public Libraries. Mississippi Libraries Vol. 72, No. 2 (2008): 36. http://www.ebscohost.com/academic/library-information-sciencetechnology-abstracts-lista (accessed October 28, 2012). Hoffert, Barbara. Immigrant Nation. Library Journal September 1, 2008: 34-36. http://www.ebscohost.com/academic/library-information-science-technology-abstractslista (accessed October 28, 2012). Jones, Plummer Alston Jr. Libraries, Immigrants, and the American Experience Westport, Connecticut: Greenwood Press, 1999. Naficy, Homa. Centering Essential Immigrant Help on the Library Web site: The American Place (TAP) at Hartford Public Library. Public Library Quarterly Rogers, Michael. Serving Up World Languages. Library Journal June 15, 2003: 42-44. http://www.ebscohost.com/academic/library-information-science-technology-abstractslista (accessed October 28, 2012). U.S. Citizenship and Immigration Services and the Institute of Museum and Library Services Library Services for Immigrants: a Report on Current Practices. 2007 http://www.uscis.gov/USCIS/Office%20of%20Citizenship/Citizenship%20Resource%20 Center%20Site/Publications/PDFs/G-1112.pdf (accessed October 26, 2012).