Case Study: ESL Teens (and Their Families)

In her essay from Library Services for Multicultural Patrons: Strategies to Encourage Library Use, Ashley Ansah details one outreach method that I found particularly interesting.  As a teen librarian for the Des Moines Public Library system working, she found that one of the best ways to encourage library usage among immigrant families in the area was though her outreach efforts with local middle school ESL classes.  When Ansah first started at the library they already had already established decent multicultural outreach efforts including multi-lingual signage and library forms/brochures, patron involvement in collection development, and adult ESL classes.  But, the library still wasn't connecting to the diverse populations they were trying to serve; all the efforts were "in-house."  She cited problems of ethnocentrism.  For example, a group of teens are having a loud conversation in the lobby of the library, instead of immediately scolding them as if they should have know better, think to yourself, "have I ever told them this is inappropriate library behavior?"  Turn the moment into a teaching opportunity; other cultures have different relationships with the institution of the public library.

Ansah saw an opportunity in reaching out to local ESL classes.  She brought classes in to the library for a basic tour and card sign-up.  She organized a simple scavenger hunt to illustrate DDC organization.  In the following weeks, a stream of immigrant adults came into the library, following the teens.  One of the things that Ansah attributes to the adults sudden presence in the library was the fact that the teens had asked many of the questions about the library that adults wouldn't usually ask like "How much does using the library cost?" or "Why do you need a photo ID and proof of address to get a card?"  With those questions answered, parents, guardians, and other members of the community felt much more comfortable utilizing library resources and services.

After these initial connections are made, Ansah recommends a few tips for maintaining good relationships.  Learn more about patrons' home countries and cultures.  Never assume that what we think of as basic library behavior and usage is innate; for example, use more familiar words like "return" instead of "due date" and "more time" instead of "renewal."  Take all questions seriously.  And learn as many names as you can.  It helps teens (in her case) understand that you see them as individuals rather than than just lumping them into a category like "teen" or "Latino."  It also can take some of the "anonymity" out of the actions of some of the more disruptive teens.  She closes the essay by recommending that finding the "right" ESL teacher for your partnership can be the most important first step, because that teacher will be a "walking advertisement for why multicultural teens and their families depend on public libraries."  

As an important takeaway here, I think it's thoughtful advice to think about targeting certain demographics within your target outreach population, always thinking as specific as possible.  Know your community, but also know the communities within those communities!