LIBR 275-11
Library Services for Racially and Ethnically Diverse Communities
Summer 2005

Instructor: Elizabeth Martinez
E-mail

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Required Basic Resources & Readings | Course Requirements | Assignments | Grading

Class Meetings

• June 11 & 18
• July 23 & 30

Course Description

This class is designed to explore the complex, social, economic, historical, and technological developments that impact library and information services to diverse communities. Students will assess current programs and services, and develop skills for planning, implementing and evaluating programs that address the information needs of diverse racial, ethnic, and linguistic communities.

Course and School Objectives

At the completion of the course, the students will be able to:

1. Understand the challenges of providing information services in a multicultural and multiracial society; and understand the ethnic, cultural, linguistic, and racial factors and perspectives involved;
2. Identify resources for the development of library services for diverse communities;
3. Determine the cultural diversity and information needs of user communities; and develop strategies for providing appropriate services;
4. Chart the role of information institutions in promoting cultural diversity and preserving ethnic heritage;
5. Advocate and provide leadership for library services for diverse communities.

This course supports the following SLIS objectives:

• The foundation of information services.
• Advocacy and leadership for access to information and knowledge resources;
• Evaluating and utilizing relevant research studies from a variety of disciplines.

Required Basic Resources & Readings

1. Galens, Judy et al. (eds.) Gale Encyclopedia of Multicultural America. (2 nd ed.) New York: Gale Research Inc., 2000.
2. Guerena, Sal (ed.). Latino Librarianship: A Handbook for Professionals. (2 nd ed.) Jefferson, NC: McFarland & Co., 2000.
3. Metoyer-Duran, Cheryl. Gatekeepers in Ethnolinguistic Communities. Norwood, NJ: Ablex Pub., 1993.
4. See ALA “Diversity Articles and Publications” at www.ala.org/ala/diversity

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Course Requirements

Course Schedule
The class incorporates a mix of lecture, discussion, guest speakers, films, and student presentations. The question to be considered throughout course: How can libraries become effective and responsive in addressing the information needs of culturally diverse communities?

Academic Integrity
Read the SJSU Academic Integrity Policy
http://www2.sjsu.edu/senate/S04-12.pdf

Reasonable Accommodation of Disabilities
Students who need accommodation due to a disability must register with SJSU's Disability Resource Center (DRC) during the first three weeks of the semester. The Center will work with the students to determine the disability, document it, and determine the services and accommodations necessary for student success. Then, the DRC will contact the faculty member to determine the types of consideration necessary.

Students attending the Fullerton campus should first contact the Disability Resource Center in San José since they are SJSU students. The DRC will then direct the students to supporting resources on the Fullerton campus.

The DRC Web site: http://www.drc.sjsu.edu/

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Assignments

1. Group Assignment (3 students) : Research Internet Resources
   Select a cultural diverse community. Find 5 Web sites that reflect the community from their own perspectives, their own voice.
   • Use the Internet to demonstrate the usefulness of the 5 sites; include one local site, one official government site, and historical, cultural, artistic, or other sites about the culture. No power-point presentations.
   • Provide copies of the homepage of each of the 5 Web sites, or a list of the URL’s for each student in the class.
   • Discuss how these Web sites are useful to librarians.
   • No formal written commentary or analysis is required to be submitted.
   • Due July 23 with a 15 minute presentation to class.

   The Internet is a rich resource of multicultural information resources. While there are challenges to users, especially children, it is important to determine biased, prejudicial information from factual, objective information, as well as to understand that diverse groups often have advocacy issues that are clearly unbiased.

2. Advocacy Paper: Library Services to a Specific Group at a Specific Library
   Select a library to research and assess for their effectiveness in providing services and programs to a specific diverse community. Visit the library and look for evidence such as the following:
   • Physical items such as signage in a non-English language, posters and décor, collections, brochures, program announcements, services;
   • Staff who are culturally and language related;
   • People in the library and how they are using resources.
   Interview a librarian at the library and request information on the following:
   • Inclusion in the Strategic Plans of services to this diverse community;
   • Budget allocations for collections, programs, and services;
   • Other information about the diverse community and the library.

   Write an Advocacy Action Paper in support of library services to this group, and include your findings, evidence demonstrated, your observations about the process, any problems or barriers encountered, and recommendations for specific programs and services for the library to provide. Remember that you are advocating for library services for a particular community at a particular library, and may have to convince library staff to support you.

   • Length: a minimum of 12 double-spaced pages including a bibliography.
   • Confirm the topic of the paper with the instructor by April 13.
   • Due July 30 with a 15 minute synopsis to the class.

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Grading

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