LIBR 285 – Research Methodology
Summer Semester 2013 – Dr. Somerville
PAR Research Proposal – 2nd Draft
Patricia Ayame Thomson
Literature Review
Based in North Carolina, Cramer (2008) compares seven recent articles about Hispanic services throughout the U.S. as a framework for her study. She uses a qualitative research method to present results of interviews with three experienced and knowledgeable Hispanic services librarians in North Carolina. To share vital information with other libraries seeking to create or improve their own Hispanic services program, Cramer used the constant-comparison analysis method to “present this information so others may be informed” (Cramer, 2008, p. 53).
Among the highlights, Cramer describes John Sundell’s accomplishments, including the creation of North Carolina’s first Hispanic services program at Forsyth County Library in 2004. The following year, Sundell wrote a book about his experience entitled, Library Services to Hispanic Immigrants of Forsyth County, North Carolina: A Community Collaboration. He shares valuable information about preliminary actions when creating a Hispanic services program, including locating sources for funding and conducting user needs surveys. . . . and other details about which Spanish language materials circulate the most – [sic] videos, children’s books, and non-fiction,” recommends Cramer (2008, p. 53).
In Cramer’s (2008) summary of seven articles recently written about Hispanic services throughout the U.S., for example, libraries in Missouri, Alabama, Colorado, and Indiana, a common topic and area of inquiry most often mentioned are: “collection management, program development, and outreach to the Latino community” (p. 53).
Another important point commonly mentioned in various articles is that: “It is important to know the local Hispanic community and their culture,” (Cramer, 2008, p. 53). Cramer cites an example stating, “Naylor and Frey’s (2006) study including an in-depth description of the Latino community in Indiana with population growth statistics, information about the various countries of origin for the Latino population, and estimated literacy levels,” (p. 53). It is imperative to get to know the needs of the community the library serves, and the article suggests, “Before launching a Hispanic services library program, it is important to survey the needs of the local Latino and Spanish-speaking community” (Cramer, 2007, p. 53).
Another useful resource is the 2007 report, “Guidelines for Library Services to Spanish-Speaking Library Users,” published by a division of the American Library Association’s (ALA), Reference and User Services Association (RUSA). The Lake Park Library is particularly suitable as the target audience for RUSA’s report stating: “The guidelines are a basic beginner’s manual intended for a hypothetical librarian serving as an administrator of a medium-to-small institution having become aware of the needs of Spanish-speaking communities within its service area” (p. 194).
One of the most salient points made in RUSA’s (2007) report is that: “Spanish-speaking communities in the United States have varying language skills and competencies in English and Spanish. The members of these communities have diverse needs and are entitled to access to materials that meet those needs” (p. 194). In order to support varying competency levels, “Libraries should provide appropriate and culturally relevant materials at a level that meets the needs and interests of the various user groups represented in the communities” (RUSA, 2007, p. 195). Relevant guidelines in the 2007 RUSA report are listed under the following headings: “Collection and Selection of Materials, Language, Bibliographic Access, Formats, Selection, Use of Vendors in Acquiring Spanish-language Titles, Promoting Support for the Spanish-language Collection through Gifts and Donation” (pp. 194-195). RUSA’s report recommends that the guidelines and collection policies should be reviewed and updated regularly.
Marina Mercado’s (1997) article states, “It is essential that we breach the language barrier, so that we can open up the world of information and education to immigrant communities” (p. 121). Of great significance here, Mercado stated, “The processes necessary to integrate these new arrivals with the civic culture of the US society are almost nonexistent. . . . because of a lack of resources allocated to the introduction of immigrants” (Mercado, 1997, p. 121). She continues: “Traditionally, public libraries and other educational institutions have been and are the best facilitators of acculturation and assimilation, and the most effective means of educating the larger population about the cultures, attitudes and values of the immigrants” (p. 121). Bridging the digital divide is also in line with the values of “public libraries, with their special role in society of providing universal access to information, and of tuition in literacy and in English as a second language (ESL) to adults and young persons” (Mercado, 1997, p. 121).
A pattern emerged from Cramer’s comparison analysis evaluating a series of articles associated with library services to the Latino immigrant population, and the pattern identified that the language barrier is the most prevalent, consistent, and ubiquitous problem that prevents immigrants from becoming active and productive members of the civic culture. Mercado (1997) emphasizes, teaching English to newcomers should not be construed as a form of forced acculturation. On the contrary, “spoken English is perceived as a tool of communication and not a source of identity and community” (p. 121). “Time and time again, the long lines in front of public libraries during registration for ESL classes are a testimony to the positive view that is taken of learning English,” (Mercado, 1997, p. 121). Sometimes the wait for an immigrant to get in an ESL class can be up to two years in highly populated areas with low funding.
All of the articles, especially Cramer, share a wealth of innovative concepts and key ingredients for public libraries to provide a welcoming learning environment for the Spanish-speaking Latino population in the community. These ideas offer a framework for this action research study.