Running head: TALK TIME PROGRAM IMPLEMENTATION

TERM PROJECT PROGRAM IMPLEMENTATION JULIE THOMPSON ILS 515-S70 - SPRING 2013 SOUTHERN CONNECTICUT STATE UNIVERSITY APRIL 19, 2013

TALK TIME PROGRAM IMPLEMENTATION Table of Contents Introduction ......................................................................................................................................4 SECTION ONE: COMMUNITY ASSESSMENT ......................................................................6 Annotated Bibliography ...............................................................................................................6 Books ...................................................................................................................................7 Journal Articles ....................................................................................................................8 Government and Non-Profit ..............................................................................................11 Web-based Resources ........................................................................................................12 Best Practices .....................................................................................................................13 Legislation and Regulations ...............................................................................................14 Multimedia .........................................................................................................................14 Special Needs Assessment .........................................................................................................15 Brief History and Overview of Westport, Washington ..............................................................15 Suggestions for Library Services ...............................................................................................15 Primary Demographic of Needs Assessment .............................................................................17 Population ..........................................................................................................................17 Households .........................................................................................................................18 Employment .......................................................................................................................19 Income................................................................................................................................21 Transportation ....................................................................................................................22 Education ...........................................................................................................................23 Quality of Life....................................................................................................................24 Information Needs .........................................................................................................................24 Methods for Discovering Information Needs ....................................................................25 Organization and Social Service Agencies ....................................................................................25 Religious Organizations .....................................................................................................26 Food Bank ..........................................................................................................................27 Education: English as a Second Language ........................................................................27 Health and Social Services.................................................................................................27 Transportation ....................................................................................................................28 Public Library ....................................................................................................................28 Senior Citizens ...................................................................................................................28 General Citizens .................................................................................................................29 Online Resources ...........................................................................................................................29 SECTION TWO:TALK TIME PROGRAMMING .................................................................31 Talk Time Sessions at the Westport Timberland Library ..............................................................31 Publicity .........................................................................................................................................31 Newspapers ........................................................................................................................32 Radio Stations ....................................................................................................................32 Local Television Stations ...................................................................................................33 Digital Publicity .................................................................................................................34
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TALK TIME PROGRAM IMPLEMENTATION In-house Publicity ..............................................................................................................35 Word-of-Mouth Marketing ................................................................................................35 Best Practices in Libraries .............................................................................................................35 Tulsa City County Library .................................................................................................36 King County Library System .............................................................................................36 Websites .............................................................................................................................37 Partnerships with Local Organizations ..........................................................................................37 Ocosta School District .......................................................................................................37 Whiteside Education Center Grays Harbor College .......................................................37 Relevant Web Resources ...............................................................................................................38 SECTION THREE: PROGRAM IMPLEMENTATION ........................................................39 Program Implementation ...............................................................................................................39 Timberland Regional Library District-level Support .........................................................39 Staff Time ..........................................................................................................................40 Assistive Technology .........................................................................................................40 Set-Up ................................................................................................................................40 Participation Statistics........................................................................................................41 Program Assessment ..........................................................................................................41 Talk Time Program Outline ...........................................................................................................42 Funding Sources for Services to Special Populations....................................................................47 Loleta D. Fyan Grant .........................................................................................................47 National Home Library Foundation ...................................................................................48 References ......................................................................................................................................50 List of Figures Figure 1. Hispanic Population .......................................................................................................18 Figure 2. Households .....................................................................................................................19 Figure 3. Employment Industries, Civilian ....................................................................................21 Figure 4. Income ............................................................................................................................22 Figure 5. Transportation.................................................................................................................23 Figure 6. Education ........................................................................................................................24

TALK TIME PROGRAM IMPLEMENTATION Introduction Group services and resources to Spanish-speakers in rural communities across the United States are an important component of public library services. Within any one community, many groups of people exist, and within those groups there are multiple variables that further divide them. The Talk Time program, discussed in further detail below, was designed for Spanishspeaking adults 18 years of age and older who reside in rural communities. The program is designed to address the need to foster verbal communication skills among persons for whom English is not their first language. Public libraries can provide a neutral space for learners of all ages. Area schools may only attract families, leaving out adults who do not have school-age children. Though the public library is not a daycare center, a public library may investigate ways in which children that are too young to use the library without direct adult supervision can be accommodated while their parents or caregivers are participating in program sessions. The Westport Timberland Library, a branch of the Timberland Regional Library district, is located in Westport, Washington. It does not currently provide programs or services beyond offering materials in Spanish. A language exchange type program was selected as the best type of service for the library to implement. Available branch library and community resources were assessed for useful to the proposed program. Information about both the city of Westport and Latino/Hispanic residents was gathered to determine what program to develop. However, in order for library staff members to more fully understand the needs of Spanish-speaking resident, an in-depth community survey and personal interviews should be conducted. Execution of the program requires the cooperation of administrative staff members at the Timberland Regional Library district Service Center in Tumwater, Washington; Westport Timberland Library staff members; volunteers; and relevant community organizations, such as

TALK TIME PROGRAM IMPLEMENTATION the Ocosta School District. It is hoped that as a result of this preliminary investigation and program, more thought will be given to encouraging and accommodating to Spanish-speaking residents in Westport, Washington.

TALK TIME PROGRAM IMPLEMENTATION SECTION ONE: COMMUNITY ASSESSMENT Annotated Bibliography Rural towns and communities in the United States are culturally and ethnically diverse places. The United States Census classifies rural as having all territory, population, and housing units located outside of urbanized areas and urban clusters with a population of 2,500 or less (U.S. Census Bureau, 2002) (Ivie, 2009, para.4). Census surveys and other studies of rural areas reveal a complex mixture of age groups, ethnicities, and educational backgrounds. Despite being located further from urban centers, rural towns are not isolated, homogeneous places. Public library services need to reflect the variety of needs that are present in their communities. Public libraries in rural areas face the added service challenge of limited staff, hours, resources, and funding. A wide range of instructional, library- specific materials are available online and in traditional print media. Rural public libraries are not necessarily on the same level financially. Some rural libraries are part of cooperatives or regional districts, allowing them to save money on operating costs. Latinos living and working in rural areas are the primary focus of this annotated bibliography. This particular service group may face more challenges to acquiring assistance with social services and other resources because English may not be their first or primary language. Preparing and delivering services to Spanish-speakers residing in rural communities requires that library staff cultivate an awareness of both their rural community and the Latino patrons who share in the life of the community. The following annotated bibliography can help guide library staff to pertinent resources. Bibliographic resources gathered below represent issues that are important to forming an understanding of how public libraries can serve Latinos in rural areas of the United States. Literature, multimedia, legislation, best practices, online

TALK TIME PROGRAM IMPLEMENTATION resources, and non-profit and government agencies that are relevant to rural communities and Latinos are represented below. Library staff can use this annotated bibliography to save time researching ways to enhance and/or develop services to rural Latinos. Internet-based resources allow library staff to access materials that are relatively current and updated more frequently than traditional print media, such as journals and books. However, publishers such as Libraries Unlimited, Neal-Schuman, and the American Library Association, have released comprehensive guidebooks within the past five years. Reports that were conducted in one region of the United States still hold information that can be useful to both urban and rural public libraries across the country. Books Alire, C., & Ayala, J. (2007). Serving Latino Communities (2nd ed.). New York, NY: NealSchuman Publishers. Serving Latino Communities is an essential resource for library staff, whether they live in an urban environment or a rural community. Each chapter is divided into subsections that allows for easy reference. Additional value is added to some of the chapters by the inclusion of appendices. The appendices, as opposed to resources highlighted at the end of the book, are specific to the chapter. Serving Latino Communities is a comprehensive guide for librarians. Chapters cover the following material: 1) Understanding the Latino Community; 2) Investigating Latino Demographics; 3) Building a Case for Serving Latinos; 4) Conducting a Community Needs Assessment; 5) Starting Out: Programs, Services, and Partnerships; 6) Reaching the Latino Community; 7) Establishing a Latino Collection; 8) Latinos: Planning for a Skilled, Competent Workforce; 9) Obtaining Funding; 10) Resource Directory; and a bibliography. Baumann, S. G. (2011). Hola, amigos!: A Plan for Latino Outreach. Santa Barbara, CA: Libraries Unlimited. Hola, amigos!: A Plan for Latino Outreach is a guidebook for librarians who need to develop outreach plans for the Latino patrons in their communities. Proactive library staff will find this book a helpful resource throughout the planning stages and during the implementation of outreach services. Templates, interview strategies, and worksheets provide library staff with resources for successful outreach services to Latinos.
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TALK TIME PROGRAM IMPLEMENTATION Byrd, S. M. (2005). Bienvenidos! Welcome! A handy resource guide for marketing your library to Latinos. Chicago, IL: American Library Association. Bienvenidos! Welcome! A handy resource guide for marketing your library to Latinos addresses the subject of creating marketing materials that are targeted specifically at Latinos. This book is useful to rural librarians who need to reach out to Latinos who may or may not use the library. Cuban, S. (2007). Serving New Immigrant Communities in the Library. Westport, CT: Libraries Unlimited. Serving New Immigrant Communities in the Library provides guidance to library staff seeking information on services to new immigrants. Despite the fact that this text is not dedicated solely to Latino immigrants or rural communities, it offers important information that can be applied to Latino patrons in rural areas. The author addresses library policies, collection development, needs assessments, and communication with new immigrants, among other topics. A select bibliography is provided at the end of the book. Gargoogian, D. (2012). The Hispanic databook: detailed statistics and rankings on the Hispanic population, including 23 ethnic backgrounds from Argentinian to Venezuelan, for 1,266 U.S. counties and cities (3rd ed.). Amenia, NY: Grey House Publishing. The Hispanic Databook provides data on Latinos who have come to the United States from various Spanish-speaking countries. This information is useful to librarians who are performing community needs assessments. Klopstein, E., Russell, B., Castro-Reino, P., Murillo, L., & Petterchak, L. (2010). Library Services to Immigrants and English Language Learners. In J. Dilger-Hill & E. MacCreaigh (Eds.), On the Road with Outreach: Mobile Library Services (pp. 71-88). Santa Barbara, CA: Libraries Unlimited. On the Road with Outreach: Mobile Library Services addresses how library services can be developed for immigrants and English Language Learners. Chapter six discusses information service needs that are common to immigrants, English Language Learners, and refugees; how to identify service needs; and how to engage these groups through marketing and thoughtfully designed programs and services. The value of hiring bilingual staff and encouraging current staff members to develop foreign language skills is also discussed. Journal Articles Borman, G. S. (2009). Rural U.S. libraries: serving populations and meeting challenges. Library Student Journal, 4. Retrieved from http://www.librarystudentjournal.org/index.php/lsj/article/view/117/246

TALK TIME PROGRAM IMPLEMENTATION Borman reviews how public libraries in rural areas are working with specific user groups in their communities. Specific user groups include Native Americans, Latinos, farmers, migrant farm workers, and impoverished persons. The article includes a review of practices, a literature review, and a survey of rural librarians. The article is helpful in that it shows how library staff views services to minority groups and financially disadvantaged groups. Chu, F., & Collins, T. (2008). Building Rural Libraries and Communities: White Paper Summary of a Statewide Meeting. East Peoria, IL: Alliance Library System. Retrieved from www.alliancelibrarysystem.com/Rural/documents/whitepaper.pdf Chu and Collins discuss the Building Rural Libraries and Communities pilot project in Illinois. The project was funded through a Library Services and Technology Act (LSTA) grant through the Illinois State Library. The white paper provides a review of the projects goals and offers recommendations. Driver, C., & Wall, C. (2007). Spanish-speaking patrons in Kentuckys public libraries: Results of an exploratory study on services, staffing, and programs. Public Libraries, 46(5), 56-63. Driver and Wall report on a study of how Kentucky public libraries are adapting their services and programs to respond to the increasing number of Spanish-speaking residents. The authors investigate by presenting an historical perspective, reviewing collection building and programs, and listing online organizations, associations, and government organizations. Results of the survey are presented, along with the surveys design and methodology. The survey report is a useful guide to public librarians who wish to evaluate their level of service to Spanish-speaking residents. Flores, E., & Pachon, H. (2008). Latinos and public library perceptions. Toms Rivera Institute. Policy

Services to library users are best developed following an examination of the intended user groups. Flores and Pachon conducted a study for the Toms Rivera Policy Institute of Latino perceptions of public libraries in the United States. The study reviews literature and data on Latinos and library use. Data includes frequency of library visits, reasons for visits, and satisfaction with libraries. Other data used in the study are demographic frequencies, such as age groups and geographic location, and regression statistics. The study includes recommendations, references, tables, and appendices. Library staff will benefit from this indispensable report. Ivie, T. (2009). Defining rural for rural library research. The Idaho Librarian, 59(1). Retrieved from http://www.idaholibraries.org/idlibrarian/index.php/idaholibrarian/article/view/11/53 A definition of the term rural, as provided by the United States Census. Kandel, W., & Cromartie, J. (2004). New Patterns of Hispanic Settlement in Rural America. United States Department of Agriculture. Economic Research Service.

TALK TIME PROGRAM IMPLEMENTATION A Rural Development Research Report produced for the United States Department of Agriculture. This report assembles information gathered on the settlement patterns of Latinos in rural communities. Information from this government study can be used to support the development of library services and programs to Latinos. Information obtained from the Rural Development and Research Report Number 99. OCLC Members Council. (2007). Small and Rural Libraries Discussion Paper. Retrieved from http://www.webjunction.org/documents/webjunction/Small_and_Rural_Lib raries_Discussion_Paper.html The Online Computer Library Centers (OCLC) discussion paper on small and rural libraries begins by examining world library data and population demographics. It attempts to answer the question of how small libraries can best serve their communities in the face of decreasing budgets and staff shortages. OCLC examines library success factors, United States library demographics and quantitative success factors. OCLC further suggests supporting digitization efforts and increased collaboration amongst libraries to reduce costs and increase the availability of resources to patrons. Reference Services Section. (2011). Survey on Library Services for Spanish Speakers Results Summary. Reference & User Services Association. Retrieved from http://www.ala.org/rusa/sites/ala.org.rusa/files/content/sections/rss/rsssection/rssc omm/spanishspeaking/FINAL_Survey_Report.pdf A summary of an informal online survey created by the Reference Services Section of the Reference and User Services Association. Survey questions queried participants about Spanishspeaking patron needs, programming, collection development, and professional development. Saenz, R. (2008). A Profile of Latinos in Rural America. Durham, NH: Carsey Institute. Retrieved from www.carseyinstitute.unh.edu/publications/FS_RuralLatinos_08.pdf A fact sheet on Latinos in rural communities in the United States produced by the Carsey Institute. Snyder, T.A. (2004). Rural library services to minority populations: Case studies in the United States. Rural Libraries, 24(1), 51-63. Retrieved from Library Literature & Information Science Index (H.W. Wilson). Accession Number: 502916114. Snyder surveyed small and rural public libraries in the United States to learn about minority populations and what services were offered by libraries to minority populations. Eight case studies resulted from the study. Recommendations for increased outreach efforts and marketing are included at the end of the report. Library staff can learn new ideas about services to minority populations from the case studies presented. Steinberg, S.L., Strong, M., Yandell, N., & Guzman, A. (2008). CCRP Rural Latino Final Report. Arcata, CA: California Center for Rural Policy. Retrieved from http://www.humboldt.edu/ccrp/blog/rural-latino-project-final-report
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TALK TIME PROGRAM IMPLEMENTATION The report provides in-depth findings on Latinos living in rural Northern California. Study authors examine statistics and interview responses. It is intended as an exploratory study of health issues and social context for Latinos in the Redwood Coast Region of California (Steinberg, Strong, Yandell, & Guzman, 2008, p. 10). However, the information and suggestions put forth in the study are useful for library staff working in rural communities. Government and Non-Profit Organizations REFORMA, the National Association to Promote Library & Information Services to Latinos and the Spanish Speaking Website: www.reforma.org Since 1971, REFORMA has with the American Library Association to increase and promote library services to Latinos. REFORMA provides information about how to get involved in Committees and Chapters, events, awards and scholarships, issues and advocacy, and resources and publications. An online forum exists for members to post general discussion items and connect with members across the United States. United States Department of Agriculture, Rural Development Department Website: www.rurdev.usda.org The United States Department of Agriculture (USDA) Rural Development department is dedicated to serving rural communities with grants and loans. Most of the financial assistance is directed towards water and sewer systems, housing, health clinics, emergency service facilities, electric and telephone services. The USDA also provides technical assistance. The website offers informational bulletins, forms and publications in English and Spanish, some online services, and regulations and guidance. Public libraries in rural communities are beneficiaries of the Rural Development department. Pew Research Hispanic Center Website: http://www.pewhispanic.org/ The Pew Research Hispanic Center (PRHC), part of the nonpartisan Pew Research Center, gathers information concerning Latinos living in the United States. Founded in 2001, PRHC publishes studies, surveys, and other information regarding Latinos. Its primary purpose is to gather information about Latinos in the United States. Users may browse information on its website by date and/or topic. Other features on the PRHC website include interactive demographic maps and survey results. Datasets, statistics, and geographic profiles are available, as well. The Carsey Institute Website: http://carseyinstitute.unh.edu/

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TALK TIME PROGRAM IMPLEMENTATION Since 2002, The Carsey Institute, operated out of the University of New Hampshire, has been researching policy pertaining to children, youth, families, and sustainable community development. The information produced is geared towards students, researchers, journalists, and government officials, among other interested parties. Rural America is one of the policy and research areas of interest to The Carsey Institute. California Center for Rural Policy (CCRP) Website: http://www.humboldt.edu/ccrp/ The California Center for Rural Policy (CCRP) is operated out of Humboldt State University. While CCRP focuses on rural Northern California, the information obtained through its studies can assist library staff develop strategies for understanding their own communities. WebJunction Website: www.webjunction.org OCLC WebJunction provides access to information on a wide range of topics of interest to librarians. State library organizations can partner with WebJunction to provide their constituents access to online trainings and webinars. Library staff can utilize the websites resources on technologies, management, services, and public access in small and rural libraries, to improve their own services and programs. Sections specific to serving Latinos can be found under the topic heading Library Services Spanish Speakers and under Programs Rural Library Sustainability Program and Spanish Language Outreach Program. Web-based Resources Utah State Library, Reaching Out to Spanish Speaking Audience. (n.d.) Utah State Library. Retrieved from http://library.utah.gov/programs/spanish/index.html The Utah State Library (USL) website contains information on developing services to Spanishspeaking residents. Under the header Spanish Speaking, the USL reviews how libraries can build the case for developing and providing services to Latinos; reach out to Latinos; provide services; plan outreach activities. Additional resources are also available on the website. New York State Librarys Selected Hispanic and Latino Web Sites: http://www.nysl.nysed.gov/reference/hisref.htm Online resources gathered in the Selected Hispanic and Latino Web Sites are organized into the following categories: General Resources, Business, Culture and Entertainment, Education and Employment, Political and Advocacy Groups, and Professional Organizations. The resource links were last updated August 24, 2012. Library of Congresss Hispanic Reading Room online provisions: http://www.loc.gov/rr/hispanic/
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TALK TIME PROGRAM IMPLEMENTATION The Library of Congress offers users with a wide range of services on its website, as well as informing users about resources that are only available at the Library of Congresss physical location in Washington, D.C. The Hispanic Reading Room connects users with research material related to the Caribbean, Latin America, Iberia, as well as Latinos in the United States. The resources that will be of most use to rural librarians are the Ask-a-Librarian service; the Handbook of Latin American Studies; webcasts; and online collections, presentations, and exhibitions. SOL: Spanish in our Libraries: http://www.sol-plus.net/index.htm Spanish in Our Libraries (SOL) and Public Libraries Using Spanish (PLUS) provide library staff with information on web resources, programming guides, and Spanish-language forms and flyers. Arrowhead Library System: Online Resources for Serving Hispanic Library Patrons and Librarians - http://als.lib.wi.us/SpanishResources.htm The Arrowhead Library System of Rock County, Wisconsin created an internet subject guide for library staff who serves Latino populations. Subject categories include Latino Service Providers Coalition, Entertainment and News, Sports, Literacy, Translation on the Web, Youth Services, Selected Publishers of Spanish Language and Bilingual Books, Cultural, Sites Available in Spanish, For Teachers, For Librarians. Best Practices Reference & User Services Association. (2007). Guidelines for Library Services to Spanish-Speaking Library Users. Reference & User Services Quarterly, 47(2), 194-197. The Reference and User Services Association (RUSA), in partnership with REFORMA, developed a set of guidelines to assist library staff working with Spanish-speaking library users. Trujillo, A., Brookhart, D., Wilson, J., Conway, K., & White, K. (2006). Tu Biblioteca Hoy. Denver Public Library. Retrieved from https://portfolio.du.edu/portfolio/getportfoliofile?uid=205161 The Denver Public Library (DPL) used grant funds from the Institute of Museum and Library Services (IMLS) to develop Tu Biblioteca Hoy (TBC). DPLs slide show presentation on TBC presents a clear strategy for learning about the service needs of Latino patrons and for developing programs. Expected outcomes and benefits are also described in the presentation. This program is useful to both urban and rural library staff. Maddison, Z. (2012). Utah State Library leverages a local bookmobile library to reach Spanish speakers. WebJunction. Retrieved from http://www.webjunction.org/documents/webjunction/Utah_State_Library_leverag es_a_local_bookmobile_library_to_reach_Spanish_speakers.html

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TALK TIME PROGRAM IMPLEMENTATION A brief examination of the mobile library services to Spanish-speaking residents in Utah. Rural librarians will find this article helpful during outreach service considerations. Legislation and Regulations Title V Higher Education Act of 1965 20 U.S.C.A. 501-505 (2006). Part A of Title V of the Higher Education Act of 1965, as amended in 2006, discusses institutions serving Latinos. Libraries are included, as they are an institution related to education. However, the primary focus of the statute is post-secondary education opportunities for Latinos. Title 34 Developing Hispanic-Serving Institutions Program C.F.R. 606 (2001). Federal legislation relating to the services and resources provided by and to Latinos at Hispanicserving educational institutions. Multimedia Midland County Library. (2008). Reaching Our Spanish-Speaking Audience/Empowering Library Staff to Reach Out to Spanish Speakers and Increase their Access to Technology. WebJunction. Retrieved from http://www.webjunction.org/content/dam/WebJunction/Documents/webjunction/SpanishLanguage-Outreach-Program-Workshop-Curriculum.ppt. A Spanish Language Outreach workshop developed by the Midland County Library in Midland, Texas. Modules included in this presentation include Introduction and Making the Case; Reaching Out; Providing Services; Marketing to the Spanish-Speaking Community; and Planning an Outreach Activity. The presentation also includes information on how to use WebJunction and other resources for implementing ideas presented at the workshop. Lugo, M.C., & Suarez, R. (2013). Serving Spanish-Speaking Populations: an Introduction, Part 1. American Library Association TechSource. Retrieved from http://www.slideshare.net/ALATechSource/serving-spanishspeaking-populations-in-thelibrary-part-1 Lugo and Suarez discuss Latino demographics, culture, librarianship, and resources. The material is presented in a slide show format, with more information available directly below the presentation. Lugo, M.C., & Suarez, R. (2013). Serving Spanish-Speaking Populations: an Introduction, Part 2. American Library Association TechSource. Retrieved from http://www.slideshare.net/ALATechSource/part-2-serving-spanishspeaking-populations16140002 In Part Two of their presentation, Lugo and Suarez discuss Latino needs assessments, collection development, outreach, programming, and resources. The material is presented in a slide show format, with more information available directly below the presentation.
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TALK TIME PROGRAM IMPLEMENTATION SPECIAL NEEDS ASSESSMENT Brief History and Overview of Westport, Washington Westport, Washington is located in Grays Harbor County on the coast of Washington State. Although the area surrounding what is now the city of Westport had long been settled by Native American tribes, such as the Shoalwater Tribe, Westport was not incorporated as a city until 1914 (City of Westport). The primary areas of employment include fishing, seafood harvesting and processing, and tourism. Tourism is a broad category that includes overnight accommodations (hotels, motels, and campsites), dining, charter fishing trips, and boutique shops. Support services, such as banks, the library, groceries, realty, primary and secondary schools, and health facilities, provide additional employment opportunities. The Westport Timberland Library is open in its current location on Harms Drive, off the main thoroughfare of Montesano Street, due to community efforts. The Friends of the Westport Timberland Library and other organizations teamed up to fundraise and garner support for the building project initiative. Prior to opening in its current location in December 2006, the Westport Timberland Library provided services out of a small room in a building that also housed the City Hall, police department, and municipal court. The current library is 2,880 square feet (Timberland Regional Library, n.d.). Suggestions for Library Services The Westport Timberland Library does not take an active role in serving the Spanishspeaking patrons in the South Beach area. Outreach services for this segment of the population do not exist. The current approach is to offer print resources at the library and then wait for patrons to use those resources. Community partnerships, staff training, information gathering,
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TALK TIME PROGRAM IMPLEMENTATION and collection development are actions the library can take to improve service to Spanishspeaking patrons. Although the library is limited to a staff of four and 30 open hours per week, measures can be taken to ensure that Spanish-speaking patrons in the immediate service area have access to library resources. Service improvement recommendations can greatly improve services to this group by utilizing current resources. Library staff should develop a list of referrals to agencies and organizations in the community that connect rural Spanish-speaking patrons with access to legal, health, employment, nutrition, housing, and education services. Library staff can also use this information to connect with area agencies. Interfacing with area agencies also has the benefit of increasing community awareness of library resources and services. The library manager can encourage staff members to take advantage of Spanish language learning activities by allotting a certain amount of time per week during regularly scheduled work hours. Timberland Regional Library, of which the Westport library is a branch, recently acquired access to a Spanish-language program designed for library. Verbal communication in ones native language can increase ones comfort level with an organization. Increasing the Spanish language skills of library staff also has the benefit of raising staff member comfort and confidence when communicating with Spanish-speaking patrons. Language barriers should not be a permanent barrier to service provisions. The library manager can open up a discussion regarding Spanish language collection development with the primary collection development staff member at the Timberland Regional Librarys central Service Center. The dialogue should include points about expanding materials available at the Westport branch. Furthermore, the discussion should include how to tailor the materials selected to meet the needs of the Westport community.

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TALK TIME PROGRAM IMPLEMENTATION Information service needs information can be gathered through formal and informal surveys, community discussions at the library, and visits to area social service agencies and organizations. The library manager can also brainstorm best practices with the library managers of other Timberland Regional Library (TRL) branches. Ilwaco, Ocean Park, South Bend, and Raymond are TRL branches that are located along the coast of Washington State and also serve small communities. Primary Demographic of Needs Assessment Spanish-speaking patrons living in rural communities across the United States have information service needs that are similar to, but quite distinct from, Latinos located in urban areas. The community needs assessment focuses on the Spanish-speaking residents of Westport, Washington. According to the United States Census, Latinos represent approximately 7.3% of the overall population of 2,099 residents (2010). However, this is not reflected in the services and resources offered at the Westport branch of the Timberland Regional Library. Population From the total estimated population of 2,099, 154 persons listed their primary ethnicity as Hispanic or Latino. Census information provides data on the number of persons documented for age groups children, adults, senior citizens. However, data provided through the Census does not provide break downs of age groups for Hispanic and Latino residents. Persons of Caucasian and non-Hispanic descent represent 87% of the Westport population. Westport does have small percent of minority populations. Hispanics and Latinos comprise the largest minority group at 7.3%, with persons of Native American and Asian descent making up 2.9 and 1.1% of the population, respectively. The demographic information obtained from the United States Census survey in 2010 represent only those households that chose to participate by contributing personal information.
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TALK TIME PROGRAM IMPLEMENTATION Reasons for non-participation may include disinterest, lack of time, or fear of negative consequences as a result of participating in the Census.

1, 0% 2, 0%

Hispanic Population

9, 0% 142, 6%

154, 7%

City Population Total Hispanic or Latino Total Mexican Puerto Rican Cuban 2,099, 87% Other Hispanic or Latino

Figure 1. Hispanic Population. This figure illustrates the total population of Westport, Washington, and the Hispanic and Latino populations. Data derived from the United States Census 2010. Households Families, singles, married couples without children, unmarried couples without children, senior citizens, youth, and other demographics are represented in the Census statistics from 2010.

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TALK TIME PROGRAM IMPLEMENTATION

Households

447, 26% 820, 49% 33, 2% 21, 1% 373, 22%

Total households Family households Male householder Female householder Nonfamily households

Figure 2. Households. This figure illustrates the total households of Westport, Washington. Data derived from the United States Census American Community Survey, 2011. Employment The Westport economy is supported by fishing, tourism, and food service industries. The United States 2010 Census provides data on the number persons working in Westport, as well as the industries in which they work. Grays Harbor County, the Washington State Employment Security Department, and Washington State Office of Financial Management gathered and disseminated current employment data on the County and State levels. Grays Harbor County has one of the highest unemployment rates in Washington State (Vleming, 2012). In 2008, the unemployment rate was 10.4 percent. Further information on employment in Washington State and Grays Harbor County can be found in the Resources section of this community needs analysis. Seafood companies offer seasonal employment, as well as some ongoing employment at canneries.

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TALK TIME PROGRAM IMPLEMENTATION Bradys Oyster and Crab Company (3714 Oyster Place E, West end of Elk River Bridge on Highway 105, just outside of Westport) Merino Seafood (301 E. Harbor Avenue, Westport, WA) Nelson Crab Incorporated (3088 Kindred Avenue, Tokeland, WA) Ocean Gold Seafoods (1804 N. Nyhus, Westport, WA) Washington Crab Producers

Hotels and motels, restaurants, charter boat tour companies, and boutiques offer employment throughout the year, with peak employment opportunities in the summer months. There are numerous motels in the area surrounding Westport. Area motels offer accommodations for both weekend visitors and long-term residents. Alaskan Motel, Guest House and Cottage (708 N. First, Westport, WA) Breakers Boutique Inn (971 N. Montesano Street, Westport, WA) Chateau Westport (710 W. Hancock Avenue, Westport, WA) Harbor Resort (871 Neddie Rose Drive, Float 20, Westport, WA) The Islander Resort (421 E. Neddie Rose Drive, Westport, WA)

Other area employers include the Ocosta School District, Ocean Spray, banks, and health clinics. The Westport-Grayland Chamber of Commerce is a good source for information on businesses and services in the area. The following pie chart represents workers aged 16 years and older.

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Employment Industries, Civilian

564 persons aged 16 years and over
Agriculture, forestry, fishing, hunting, mining Construction Manufacturing 6, 1% Wholesale trade Retail trade Transportation, warehousing, utilities 124, 22% Information Finance, insurance, real estate 95, 17% 36, 6% 58, 10% 0, 0% 36, 7% 8, 2% Professional, scientific, management, administrative, waste management services Education services, health care, social assistance Arts, entertainment, recreation, accomodation, food services

13, 2%

60, 11%

47, 8%

81, 14%

0, 0%

Other services, except public administration

Public administration

Figure 3. Employment Industries, Civilian. This figure illustrates the employment industries in Westport, Washington. Data derived from the United States Census American Community Survey, 2011. Income Income for the South Beach-area/Westport ranges from less than $10,000 to $199,999. Twenty-one percent of wage earners report incomes between $35,000 and $49,999. Twenty
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TALK TIME PROGRAM IMPLEMENTATION percent of Westport participants with incomes of $10,000 or less reported. Twenty percent of residents reported incomes between $25,000 and $34,999.

Income
22, 3% 21, 2% >$10,000 86, 10% 54, 7% 40, 5% 169, 21% 99, 12% 166, 20% $10,000 - $14,999 $15,000 - $24,999 $25,000 - $34,999 $35,000 - $49,999 $50,000 - $74,999 $75,000 - $99,999

$100,000 - $149,999
163, 20% $150,000 - $199,999

Figure 4. Income. This figure illustrates the income levels in Westport, Washington. Data derived from the United States Census American Community Survey, 2011. Transportation Transportation is an important matter to residents in rural communities. Use of the library is affected by the physical location of the library building in relation to residential neighborhoods, schools, and businesses. An overview of transportation statistics will provide essential information to the community analysis. When the library staff considers scheduling a performer or providing programming to various demographics, they need to consider the immediate area surrounding the library. Some of the questions library staff need to contemplate include how close residential neighborhoods are to the library building and how accessible public transportation is during the week and on weekends.

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TALK TIME PROGRAM IMPLEMENTATION

Transportation

Car, truck, or van - drove alone Car, truck, or van - carpooled Public transportation Walked Other means Worked at home

Figure 5. Transportation. This figure illustrates modes of transportation by persons commuting to work in Westport, Washington. Data derived from the United States Census American Community Survey, 2011. Education According to 2010 Census data, most Westport residents have at minimum graduated from high school. 1,177 residents aged twenty-five years or older were assessed for their level of education.

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TALK TIME PROGRAM IMPLEMENTATION

Education
62, 5% 8.2, 1% 57, 5% >9th grade 91, 8% 85, 8% 423, 38% 9th-12th grade, no diploma High school graduate (includes equivalency) Some college, no degree

397, 35%

Associate's degree
Bachelor's degree

Figure 6. Education. This figure illustrates education levels of residents of Westport, Washington. Data derived from the United States Census American Community Survey, 2011. Quality of Life Leisure activities and businesses provide residents with opportunities to relax and access necessary public services and businesses, such as nutrition and health. Local festivals occur throughout the year. The Cranberry Festival, which celebrates the cranberry industry in Grayland, occurs annually in October. Other festivals celebrate holidays, seafood, music, and art. Viking Bowl, a bowling alley Westport Timberland Library Westport Aquarium South Beach Arts Association Laundry services: Surf Spray, Westport Laundry, Islander RV Park Building Teds Red Apple Market Health Clinics: The Beach Clinic, South Beach Dental Clinic, South Beach Vision Clinic Financial institutions: Anchor Bank and Security State Bank Information Needs Library staff can create a list of what they perceive as readily apparent information needs based on groups such as age, occupation, and education level. Other areas that can be
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TALK TIME PROGRAM IMPLEMENTATION investigated include health care, legal information, and entertainment. Staff members also need to examine the needs and interests of adults with children and adults without children. A survey should be developed in order to more fully assess the information needs of the community. Public library surveys that have already been conducted in rural communities are helpful resources for developing a survey tool. Examples and advice on how to construct a survey tool for Spanish-speakers in rural areas can provide valuable guidance in the development process. School children Work-related Family stuff Citizenship Entertainment Legal

Methods for Discovering Information Needs Information discovery methods that are relatively easy to implement include informal surveys and visits agencies and social service organizations. The library would be most successful in obtaining this information if staff members go out into the community and engage the key demographic and other community members. A population that irregularly or rarely uses the public library cannot be reached if outreach efforts only take place within the library building.

Organizations and Social Service Agencies The South Beach area of Southwestern Washington State, which includes Westport and Grayland, provides some social service assistance. Many service needs are referred to agencies located in Grays Harbor Countys most populous city, Aberdeen. Aberdeen is approximately twenty miles away from Westport.

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TALK TIME PROGRAM IMPLEMENTATION Religious Organizations Religious organizations in the South Beach area provide residents with a wide range of social services. They frequently serve as the primary source for emergency assistance. The Westport library staff can set up appointments to meet with social service agencies, such as the South Beach Christian Center, to discuss the needs of Spanish-speaking residents and how the library can help.

South Beach Christian Center (SBCC) Physical Address: 1360 State Route 105, Grayland, Washington, 98595 Church Phone Number: 360-267-6101 Service Assistance Phone Number: 360-268-1455 Hours of Operation: n/a Programs and services offered through the SBCC are supported by the following churches: Coastal Community Church, St. Episcopal Church, St. Paul Catholic Church, South Beach Christian Center, South Beach Presbyterian Church, Twin Harbor Baptist Church, Twin Harbor Lutheran Church, and private donations. People can request assistance for emergency food supplies, propane tank refills, water payments, prescriptions, and transportation assistance. SBCC limits assistance to twice a year. The service assistance answering machine is checked on Tuesdays, Thursdays, and Saturdays. Catholic Community Services (CCS) Physical Address: 306 E 3rd Street, Aberdeen, Washington Phone Number: (360) 637-8563 Toll Free: 1-888-415-4015 Email: info@ccsww.org Grays Harbor Website: http://www.ccsww.org/site/PageServer?pagename=fc_graysharbor Hours of Operation: n/a Catholic Community Services (CCS) provides temporary shelters, family centers, permanent senior and farm-worker housing units, maternity homes, daily food service through soup kitchens, counseling, and immigration assistance. The main branch of CCS is in Seattle. A local branch of CCS operates in Aberdeen. The website is available in Spanish.

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TALK TIME PROGRAM IMPLEMENTATION Food Bank Westport South Beach Food Bank Physical Address: 314 N. Broadway Street, Westport, Washington, 98595 Phone Number: 360-268-1686 Hours of Operation: Second and Fourth Thursdays, 9 a.m. to 1 p.m. Education English as a Second Language Whiteside Education Center Address: 418 E. First Street, Aberdeen, Washington, 98520 Phone number: 360-533-9733 Fax: 360-533-9779 Hours of Operation: Monday-Friday, 8 a.m. to 4:30 p.m. Services offered: Basic skills in reading, writing, speaking, and listening. Students register for an intake interview and take evaluation tests in order to assess which course level they should enroll in. The fee per quarter is $25, with payment waivers available for qualifying students. Health and Social Services Department of Social and Health Services (DSHS), Aberdeen Service Office Customer Service Line: 1-877-980-9180 Administrative Phone Number: 360-533-9700 Administrative Fax: 360-533-9445 TTY: use 711 Physical Address: 415 W. Wishkah, Aberdeen, Washington, 98520 Mailing Address: P.O. Box 189, Aberdeen, Washington 98520 Hours of Operation: Mondays Fridays 8 a.m. to 5 p.m. DSHS provides assistance with medical, nutrition, child care, and other social benefits for low income individuals and families.

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TALK TIME PROGRAM IMPLEMENTATION Transportation Grays Harbor Transit Phone Number: 360-532-2770, 1-800-562-9730 Paratransit Phone Number(Medicaid Eligible): 1-800-846-5438 Fax: 360-532-2784 Main Office Address: 705 30th Street, Hoquiam, Washington, 98550 Bus routes around Westport and Westport to Aberdeen: Route 55/56 Public Library Westport Timberland Library Physical Address: 101 E. Harms Drive, Westport, Washington, 98595 P.O. Box 1410, Westport, Washington, 98595 Phone Number: 360-268-0521 Library Manager & Contact Email: Kathleen Ringenberg, kringenberg@trlib.org Hours of Operation: Tuesdays and Thursdays 11 a.m. to 7 p.m., Wednesdays and Fridays 11 a.m. to 5 p.m., Saturdays 12 p.m. to 4 p.m. The Westport Timberland Library, a branch library of the Timberland Regional Library system, provides a small selection of Spanish-language materials to Latino residents. These materials include music CDs, non-fiction DVDs and films, childrens fiction and non-fiction books, and adult fiction and non-fiction. Citizenship and English-as-a-Second-Language (ESL) materials are also available. December 2012, the library began receiving a subscription to the magazine People en Espaol. The selection is anemic and fits on a small red cart. Staff request Spanishlanguage materials for displays in order to draw attention to materials that are available in the library system through requests. No programs or services are available at this library branch that specifically target Spanish-speaking patrons. Senior Citizens South Beach Senior House Physical Address: 114 E. Pacific Avenue, Westport, Washington Phone Number: 360-268-0156 Hours of Operation: n/a The Senior House provides senior citizens with a place to socialize and eat lunch.

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TALK TIME PROGRAM IMPLEMENTATION General Assistance 2-1-1 Western Counties Call Center Toll Free Phone Number: 1-877-246-1915 Agency that locates social services such as rent assistance, counseling and support groups, food and clothing, donations, transportation, and emergency shelter. 2-1-1 services Thurston, Mason, Grays Harbor, Pacific, and Lewis Counties in Southwestern Washington State. The toll-free number also provides information in Spanish. Coastal Community Action Program (CCAP) Website: www.coastalcap.org Addresses: 117 E. Third, Aberdeen, WA and 324 Jackson Street, Raymond, WA Phone Number: 360-533-5100; Toll Free Number 1-800-828-4883 Fax: 360-532-4623 Email: info@coastalcap.org Hours of Operation: 8 a.m. 12 p.m., 1 pm 5 pm, Monday - Friday Coastal Community Action Program (CCAP) is a non-profit organization that seeks to provide services to individuals, families, senior citizens, youth, and people with disabilities who reside in Grays Harbor and Pacific Counties in Washington State. Emergency service categories include the United Way Emergency Fund, Shelter Assistance, Food Banks, Home Heating Assistance, Personal Hygiene, Ryan White Aids Program, Student Needs Assistance Program, and Counseling. The Job Access Return Commute (JARC) is a program that provides low-income Temporary Assistance for Needy Families (TANF) recipients and persons with special needs with a ride to work sites. Online Resources City of Westport www.ci.westport.wa.us/history.html/ Westport-Grayland Chamber of Commerce - http://www.westportgrayland-chamber.org/ Cranberry Coast Chamber of Commerce - http://www.cranberrycoastcoc.com/index.php United States Census Bureau: American Fact Finder http://factfinder2.census.gov/faces/nav/jsf/pages/index.xhtml Washington State Employment Security Department: Grays Harbor County Profile https://fortress.wa.gov/esd/employmentdata/reports-publications/regional-reports/countyprofiles/grays-harbor-county-profile

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TALK TIME PROGRAM IMPLEMENTATION Washington State Office of Financial Management: Grays Harbor Countyhttp://www.ofm.wa.gov/localdata/gray.asp WebJunction www.webjunction.org

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TALK TIME PROGRAM IMPLEMENTATION SECTION TWO: TALK TIME PROGRAMMING Talk Time Sessions at the Westport Timberland Library A Talk Time program will be developed for Spanish-speaking residents of Westport, Washington. After assessing the resources and services available at the Westport Timberland Library and in the Westport area, a simple program was decided upon. The librarys strongest assets are its reference materials, staff, and a neutral, all ages meeting room space. Establishing a new program at the library will require staff members to investigate best practices of similar programs in other libraries. Partnerships with related area organizations, such as educational institutions, will strengthen the program. A publicity pathfinder to traditional media outlets and virtual advertising will help the library increase awareness of the new program among the target population. The library can use this guide and the accompanying program outline to implement a basic form of Talk Time. After a period of six months to a year, the library can evaluate the program and decide what aspects were successful and what elements need improvement. Publicity Publicity is an important aspect of developing and delivering services that have not yet become firmly established at the library. The library will use traditional publicity outlets, such as radio and newspaper; in-house publicity, such as flyers and bookmarks; digital publicity, including the library website and social networking sites like Facebook; and informal publicity, such as word-of-mouth-marketing (WOMM). The library staff members need to take an inventory of the all types of publicity venues in the area. Baumann (2011) recommends that library staff to develop press releases that are in English and Spanish in order to reach a wider range of the target audience (p. 218).

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TALK TIME PROGRAM IMPLEMENTATION Newspapers Press releases should be written in both English and Spanish. Keep the program advertisement brief, so as to allow for both translations to have enough room in the allotted space. Baumann also suggests writing a weekly or monthly column in local media (2011, p. 218). The column could be used to address specific ESL issues and encourage questions from readers. The Daily World Physical Address: 315 S. Michigan Street, Aberdeen, WA 98520 Phone Number: 360-532-4000 Website: http://thedailyworld.com/ Email: advertising@thedailyworld.com South Beach Bulletin

Mailing Address: P.O. Box 1395, Westport, WA 98595 Phone Number: 360-268-0736 Senior Sunset Times

Mailing Address: P.O. Box 756, Hoquiam, WA 98550 Phone Number: 360-951-2547 Website: http://seniorssunsettimes.com Email: sunsettimes@centurytel.net Radio Stations Radio stations may be owned and operated out of a conglomerate. In Grays Harbor, Jodesha Broadcasting operates a range of radio stations, from country, soft rock, and news. Pre-recorded messages should be performed in English and Spanish. If the radio station prefers to record the advertisement in the studio, an English and Spanish speaker should be enlisted to record on the specified day. If necessary, provide transportation. A selection of FM radio stations are listed below. KXRO, KDUX Type of Station: Classic Rock and News

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TALK TIME PROGRAM IMPLEMENTATION Website: http://www.kdux.com/ Website: http://www.kxro.com/ Physical Address: 1308 Coolidge Road, Aberdeen, WA 98520 Phone: 360-533-1320 KGHI Type of Station: Community radio broadcasting news, arts, education, and entertainment Website: http://www.kghifm.org/ Mailing Address: P.O. Box 1892, Westport, WA 98595-1892 Email: info@kghifm.org KSWW Type of Station: Adult soft rock music Website: http://www.sunny1021.com/index.php Physical Address: 1520 Simpson Avenue, Aberdeen, WA 98520 Phone: 360-533-3000 KANY Type of Station: Country music Website: http://www.bigfoot937.com/ Physical Address: 1520 Simpson Avenue, Aberdeen, WA 98520 Phone: 360-533-3000 KDDS Type of Station: Banda, Ranchera, Mariachi, Grupero, and Nortea music Website: http://www.bustosmedia.com/ Physical Address: 5110 SE Stark Street, Portland, OR 97215 Phone: 503-234-5550 Email: contact@bustosmedia.com

Local Television Stations Grays Harbor County has one public access television station, Christian Cable Ministries. Although it is primarily focused on providing Christian programming, it may agree to broadcast a public library advertisement. Library staff members will need to investigate if video
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TALK TIME PROGRAM IMPLEMENTATION equipment is available at the station for use by library staff in filming the promotion or if the library will need to acquire the equipment by other means. The communications department for the library district may decide to create the advertisement. The advertisement needs to be in both English and Spanish. Christian Cable Ministries Physical Address: 601 W. Heron Street, Aberdeen, WA 98520 Mailing Address: P.O. Box 690, Aberdeen, WA 98520 Phone: 360-533-8600 Digital Publicity Digital publicity can take on inexpensive and free varieties. Social media websites are commonly used by a diverse group of people. The information needs to be written in both English and Spanish. Posting program information and related resources to the librarys Facebook page and Twitter account can still reach persons who do not use social media websites if they know someone who uses social media. Library staff should investigate the possibility of posting the information to the Ocosta School District (OSD) website. The library website is an existing web presence that can be used to promote the ESL programs and services. The homepage can display a banner image that serves as a link to the section of the website with the pertinent information. In addition to the library districts website, there are other social media outlets in which Timberland Regional Library participates. Facebook - Westport branch account Timberland Regional Library - Website Timberland Regional Library Twitter Timberland Regional Library - YouTube Timberland Regional Library Library District Facebook account

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TALK TIME PROGRAM IMPLEMENTATION In-house Publicity Unfortunately, publicity that is produced and used only within the physical confines of the library building is not as effective in bringing in new library users as publicity that is dispersed throughout the community, both physical and virtual in nature. However, physical hand-outs have the benefit of a wide range of access to persons, both those who have access to computers and those who do not have access or a desire to use computers. Print publicity can be taken from the library and shared throughout the community. Bookmarks Flyers, with and without tear-away information slips. Brochures

Word-of-Mouth-Marketing Word-of-Mouth-Marketing (WOMM) relies on people to spread information about a product, program, or service by talking about it with other people. This can be an effective way to reach people that do not normally use the virtual or physical public library. Positive and negative reviews from friend to friend, and among acquaintances, can influence public opinion about the program or service. Baumann (2011) stresses that WOMM needs to be planned, and a strong emotional message needs to be delivered (p. 218). Once the Talk Time sessions begin, library staff members need to be especially aware of how the service is received by participants. Best Practices in Libraries Small public libraries often do not have the time, personnel, expertise or resources to develop services. Rather, a library can seek out similar library programs and services that have already been created and tested. Best practices for ESL programs and services that are offered by public libraries can be found online.

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TALK TIME PROGRAM IMPLEMENTATION Tulsa City County Library The Library Success Wiki (LSW) noted the Ruth G. Hardman Adult Literacy Service at the Tulsa City County Library (TCCL) as an example of best practices for ESL programming at public libraries. LSW highlighted the three components of TCCLs Bridges program: tutor support, conversation circles, and parenting for academic success (Library Success Wiki). The tutor support component focuses on increasing in-service training for literacy tutors. Conversation Circles allow ESL learners a relaxed and supportive environment in which to practice listening and speaking in English with other ESL learners. The third element, parenting for academic success, helps parents acquire English language proficiency so that they in turn can help their children improve in their own literacy development from kindergarten through third grade. The programs form a well-rounded view of enhancing all aspects of an ESL program to help the participants and the volunteers. King County Library System The King County Library System (KCLS) is a strong example of how to develop and implement ESL programming at a public library. Talk Time is one of many ESL programs offered by KCLS. Over fifty volunteers help make the program a successful reality at twentyone branch libraries (Cavinta, n.d.). The volunteer advertisement on KCLSs website includes information about the required time commitment, duties, desired skills, background check, and the application process (Talk Time Volunteers, 2012). Talk Time sessions are led by trained volunteers and are managed by the Diversity Program coordinator and Americorps literacy members (Cavinta, n.d.). KCLS enlists the support of community organizations to increase the level and quality of ESL services that it can provide.

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TALK TIME PROGRAM IMPLEMENTATION For example, with its ESL classes, KCLS partners with area community colleges. Existing library resources, such as facility and staff support, are used for Talk Time sessions. Websites 1. 2. 3. 4. Colorn Colorado! - http://www.colorincolorado.org/ Boston Public Library: Literacy Services - http://www.bpl.org/research/literacy.htm Library Success Wiki: Literacy Programs - http://www.libsuccess.org/Literacy_Programs King County Library System: Talk Time Blog - http://blogs.kcls.org/talktime/ Partnerships with Local Organizations In order to establish ESL programs and services, the Westport Timberland Library will need to cultivate partnerships with area organizations that serve the targeted special population, rural Spanish-speaking Latinos. Ocosta School District (OSD) The Ocosta School District (OSD) is located approximately 1.8 miles from the library. The OSD is the closest and most relevant community organization with which to partner in this endeavor. Teachers and school administrators are likely to be more informed about Spanishspeaking families in the community and can help promote the librarys Talk Time sessions. Physical Address: 2580 S. Montesano Street, Westport, WA 98595 Phone Number: 360-268-9125 Website: http://www.ocosta.k12.wa.us/pages/Ocosta_School_District__172 Whiteside Education Center Grays Harbor College Another local organization with which the library can enlist the support of is the Whiteside Education Center (WEC) in Aberdeen. WEC is an educational branch of Grays Harbor College. Although it is located approximately 20.8 miles from the library in Westport, the WEC may be able to provide advice, volunteers, and/or other resources necessary to the programs success. Physical Address: 418 E. First Street, Aberdeen, WA 98520
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TALK TIME PROGRAM IMPLEMENTATION Phone Number: 360-533-9733 Website: http://www.ghc.edu/whiteside/ Relevant Web Resources The staff members of the Westport Timberland Library have no experience leading ESL classes. Two of the four staff members have degrees and background in the education field. ESL resources online will provide the library staff with materials that can be accessed quickly and easily. Printable worksheets, lesson plans, and advice for conducting and delivering ESL programs and services. English-as-a-Second-Language Online Class Resources 1. 2. 3. 4. 5. 6. 7. EverythingESL.net - http://www.everythingesl.net/ Activities for ESL Students - http://a4esl.org/ English Teaching Forum - http://americanenglish.state.gov/english-teaching-forum Daves ESL Cafe - http://www.eslcafe.com/ Boggles World - http://bogglesworldesl.com/ About.com English as Second Language - http://esl.about.com/ Conversation Questions for the ESL/EFL Classroom - http://iteslj.org/questions/

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TALK TIME PROGRAM IMPLEMENTATION PART THREE: PROGRAM IMPLEMENTATION Program Implementation There are at least three levels of support necessary for the implementation of the Talk Time program. First, the Westport Timberland Library staff needs to buy in to the importance of providing this type of program at the library. Second, assistance from the Adult Services and Communications departments of Timberland Regional Library are essential to establishing and promoting Talk Time in the Westport and greater South Beach community. Third, the library needs to cultivate partnerships with the Ocosta School District and ESL-related area agencies. There is room for future growth and expansion of the program plans. Preliminary information, program plans, and community assessments are based on the review of community information and Talk Time programs conducted in other public libraries in the United States. Adjustments to the program will be made as needed following a three month trial period. Timberland Regional Library District-Level Support The Adult Services manager who oversees district-wide initiatives and other measures for the Timberland Regional Library system can provide consultation services for how to initiate and conduct Talk Time and future related programming. In addition to administrative support, library managers and adult services librarians across the library district can provide advice at all stages of the program development process. Library staff members can take advantage of the staff intranet to share information and the staff email system to solicit the expertise of library colleagues. The Communications department is important to both the initial promotion of the program and to its continuing success. Official posters and bookmarks can be ordered through the Communications department using a system called Evanced. The Communications

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TALK TIME PROGRAM IMPLEMENTATION department uses information input into Evanced to promote library events on the district website and calendar of events. Press releases are written by a communications staff member. The press release is then submitted to local news outlets, such as The Daily World and the South Beach Bulletin. Staff Time It is important to prioritize staff time to accommodate new library services. The Westport Timberland Library is open 30 hours a week, with one full-time staff member, the library manager. The long-term success of this program requires that it is managed efficiently and program details accounted for in advance of scheduled sessions. Last minute arrangements with program partners and/or volunteers can prevent programs from running smoothly and consistently. Staff members can either alternate on supervising Talk Time sessions or one staff member can be tasked with supervising the program sessions. The library manager will arrange for publicity, partnerships, and other program details. Assistive Technology Assistive devices and adaptive technologies may not be necessary for successful implementation of the Talk Time program. However, certain devices could be obtained to accommodate the needs of participants with limited hearing and poor motor skills. In this case, it may be possible to coordinate with the head of adult services for the Timberland Regional Library district, for the use of assistive devices currently on loan to the district from the Washington Assistive Technology Act Program (WATAP). Set-Up The meeting room will require approximately 15 minutes to set up prior to the start of a Talk Time session. Set up preparations include refreshments. Depending on the librarys budget

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TALK TIME PROGRAM IMPLEMENTATION and availability of Friends of the Library financial contributions, refreshments can range from providing hot water for tea; coffee, both caffeinated and decaffeinated; juice; plates; napkins; Styrofoam cups; cookies or other finger foods. Chairs should be arranged in either a circle or semi-circle to help facilitate participation. Place blank sheets of paper, pens, pencils, and any hand-outs on a table near the entrance to the meeting room. Participation Statistics An optional sign-in sheet should be available for participants who want to provide contact information. However, the library staff member in charge should be prepared to note how many participants were at the program session. A note pad with the program name, date, and time printed on it is sufficient. The number of participants can be gathered informally by scanning the room. Participants may feel uncomfortable signing in on an official sheet or being singled out for a count. Program statistics help justify staff time and library resources, as well as assist in program evaluation. Program Assessment Program assessment allows library staff to step back after a program has been delivered to determine whether or not it was successful in meeting the needs of the target demographic. Some of the desired outcomes are directly related to the program; additional outcomes may result from program sessions that extend beyond the service offered. Anticipated program outcomes for Talk Time sessions include: An increased level of comfort with library services by Spanish-speaking patrons An increased awareness of the ESL needs of Spanish-speaking patrons by library staff Improved connections with community agencies

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TALK TIME PROGRAM IMPLEMENTATION Talk Time Program Outline I. Overview of Plan to Offer English-as-a-Second-Language (ESL) Programs at the Library 1. Westport Timberland Library 101 E. Harms Drive, Westport, WA 98595 P.O. Box 1410, Westport, WA 98595 360-268-0521 i. The Westport Timberland Library is a branch library of the Timberland Regional Library system in Southwestern Washington State. ii. Programs and Services To Be Developed for Target Group: English-as-aSecond Language Talk Time. The conversation group will be open to persons aged 18 and over with any level of English fluency. Although the Talk Time group welcomes non-native English speakers from all backgrounds (Korean, Spanish, Japanese, Cambodian, etc.), it is anticipated that the majority of participants will be Spanish-speakers. As noted in the needs analysis assessment, Latino residents represent the largest minority group in the Westport area. 2. Mission Statement i. Program Mission Statement: To form lasting partnerships with community organizations in support of English-as-a-Second-Language (ESL) programs and services to residents for whom English is not a first language. The Talk Time program aims to provide resources, staff, and a welcoming environment where ESL learners can gather and grow in their English speaking and listening skills. 3. Target Demographic i. Rural Spanish-speaking Latinos 1. Adults, ages 18 and over ii. Library to Patron. Library to patron means that the Westport Timberland Library will be the primary responsible party for providing program materials, facility, and staff. 4. Projection of Talk Time Program i. What is the future of the program? 1. Once the program is developed, it will require six months to a year for staff to establish it within the community. The program will need this period of time in order to build momentum, relationships, and visibility in the community. Once the program is established
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TALK TIME PROGRAM IMPLEMENTATION and attracts regular participants, there may be a possibility that the program could expand to include other ESL-related activities and programs. 5. Demographics & Target Market i. Market Segments can include: 1. Age: 18 and over 2. Sex: Male and Female 3. Education Level: Any level of education is acceptable 4. Location (region, neighborhoods): South Beach area (Westport, Grayland) 5. Families: Accommodations need to be made for ESL learners with children under the age of 18. III. Marketing Strategy 1. The marketing strategy will make use of: i. Local traditional news media outlets (newspaper, radio, television) ii. Online media (library website, Facebook, Twitter, Ocosta School District website) iii. Word-of-Mouth-Marketing iv. Print publicity (brochures, bookmarks, flyers) 2. Program/Service i. Talk Time: A two hour block of time in which persons of all backgrounds can come to the library and practice their English listening and speaking skills. Library staff and volunteers will be on hand to aid in conversation with prompts and practice dialogue, as needed. Refreshments will be provided at each session. The Talk Time program will be held in the library meeting twice a month on Saturday afternoons. However, the time and date of the program may change if the initial selection is determined to be inconvenient for most participants. 3. Promotion i. Promoting the program to the target demographic requires tailoring the advertisements for distribution around the community. Examples include: 1. Chamber of Commerce (CoC). The CoC is a public utility district (PUD) pay station, as well as a resource for community information. 2. Ocosta School District (OSD). 3. Post information in select businesses and with major employers

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TALK TIME PROGRAM IMPLEMENTATION

4. Web Strategy The Talk Time program needs to develop virtual publicity as yet another method to reach potential participants. i. Westport Facebook page and Timberland Regional Library Twitter account. A series of postings about the Talk Time program will appear on the Facebook page in the two months leading up to the first session. One post per week on Facebook, so as to avoid overwhelming the Facebook page with posts. ii. Place a request with the communications department for an advertisement to be posted on the Timberland Regional Library homepage in the month before the first Talk Time session. iii. Place a request with the communications department for messages about the impending Talk Time program to appear on the Timberland Regional Library Twitter account. iv. Investigate option of a creating a short promotional video to feature on the Timberland Regional Library YouTube account. v. Arrange with the Ocosta School District (OSD) for a possible Talk Time advertisement to appear on the OSD website. 5. Core Competencies i. Neutral location ii. Free to the public (library programs and resources funded with tax dollars) iii. Child-friendly environment for participants with children under the age of 18. iv. Learning materials that can be checked out from the library, such as books, DVDs, and audio language learning programs. v. Accessible library staff vi. Desired, but not required: Spanish language basic conversation skills IV. Operations Plan How the program is made and/or service fulfilled: 1. Location The Westport Timberland Library is located on Montesano, the main street through town, with the technical street address listed as Harms Drive. The building is blue and imitates a nautical, lighthouse style design. It is clearly visible from the road. The towns primary grocery store, Teds Red Apple Market, is located next to the library building. i. 101 E. Harms Drive, Westport, WA 98595

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TALK TIME PROGRAM IMPLEMENTATION 2. Operation i. Regular library hours of operation: Tuesdays & Thursdays 11 a.m. 7 p.m.; Wednesdays & Fridays 11 a.m. 5 p.m., Saturdays 12 p.m. 4 p.m. Closed Sundays and Mondays ii. Talk Time tentative session date and time: Second and Fourth Saturdays 1 p.m. 3 p.m. 3. Library Organization Structure i. (1) Library manager a. 40 hour position ii. (2) Senior library assistants a. 28 hour senior library assistant b. 20 hour senior library assistant iii. (1) Library aide a. 12 hour position iv. Volunteers 4. Employees i. Number of employees needed: 1, library manager or senior library assistant ii. Session moderator a. Guides conversations, as needed b. Provides library presence c. Connects participants with library resources 5. Space i. Meeting room. 6. Capacity i. One staff member can coordinate and facilitate a Talk Time session with up to 15 participants ii. If the program attracts volunteers, an increase in the number of participants could be more easily managed. 7. Equipment and Session Supplies i. Laptop ii. Projector iii. Paper, lined and unlined iv. 15-30 chairs v. 2-4 tables
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TALK TIME PROGRAM IMPLEMENTATION vi. Pencils, pens vii. Pencil sharpener, erasers viii. erasers ix. ESL-related hand-outs x. ESL-related library display items available for check-out xi. White butcher paper xii. Scotch tape xiii. Markers xiv. Chalk and chalkboard erasers xv. Refreshments 8. Funding Source(s) The primary source of funding for the initial Talk Time session will be Timberland Regional Library, with additional funding for refreshments and ESLrelated materials provided by the Friends of the Westport Timberland Library. Expenses for the Talk Time sessions are expected to be minimal. i. ii. Refreshments per session will cost less than twenty dollars. Cookies, fresh fruit, coffee, tea, and water will be provided. Supplies such as paper, pens, pencils, and butcher paper are acquired through a purchaser at the library districts headquarters in Tumwater, Washington, at a bulk price.

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Funding Sources Libraries often tell their communities that their resources, services, and programs are free. However, this kind of statement can undermine financial support for the libraries when users are unaware of the actual cost of library provisions. The addition of a new program or service requires that funds come from either the existing library budget or from outside sources. In the case of outside funds, library staff needs to allocate the time to seek out grants and apply for those grants. A library developing and implementing a new program can seek financial assistance from a number of sources. Internet search engines, professional associations, and grant databases are good starting points in the search for funds. As library programming supports a wide range of initiatives, the search for funding should not be confined to only library organizations. Rather, the search should include organizations that support programs related to what the library intends to offer users. In the case of the Talk Time program, organizations that support Adult Education and English-as-a-Second-Language (ESL) services should be sought. Local Friends of the Library groups are also potential sources for financial assistance. Funding Sources Library reference resources can be good sources of information. GrantSelect and GrantStation are grant databases licensed by the Timberland Regional Library system of Washington State. Using these grant databases, one can locate fairly detailed information on numerous grants. Two foundations that award grant monies are briefly described below. Loleta D. Fyan Grant Physical Mailing Address: American Library Association, 50 E Huron Street, Chicago, IL 60611-2788
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TALK TIME PROGRAM IMPLEMENTATION Contact Staff Liaison: Rudolph Rose, nrose@ala.org The Loleta D. Fyan grant was established with funds bequeathed by Loleta D. Fyan, president of the American Library from 1951 to 1952. Up to $5,000 dollars are awarded annually. Applicants receive award notifications in late January of each calendar year. The proposed use of the funds must reach completion within a year of receiving the grant funds. The grant is administered through the Office for Research and Statistics of the American Library Association. Local, regional, and state libraries, associations, organizations, units of the American Library Association, library schools, and individuals may apply for the award. Prospective award recipients must use the funds to create innovative programs that not only service a local need, but have applications and implications that reach beyond the local service area. The application process requires an application cover sheet, provided by the Loleta D. Fyan grant governing body. Applicants must demonstrate the need, purpose, target audience, and qualifications of the organization(s) involved in the proposed project. Applicants must also provide detailed budget information about how the funds will be used and evaluation methods for the project. Organizations and individuals that receive foundation monies are required to provide detailed documentation about how the monies will be used. A six month and final report must be completed and submitted to the staff liaison and the Loleta D. Fyan grant jury. There are two types of reports to complete: narrative and financial. National Home Library Foundation Physical address: 3804 Williams Lane, Lower Level, Chevy Chase, MD 20815 Phone number: 301-986-4854

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TALK TIME PROGRAM IMPLEMENTATION Fax number: 301-986-4855 Website: http://homelibraryfoundation.com/ Email: natlhomelibrary@yahoo.com The National Home Library Foundation (NHLF) helps libraries and schools by awarding funding in support of books and literacy efforts for children, teens, and adults. Applicants may receive anywhere from $500 to $5,000, depending on the request. To qualify for funds, applicants must be able to provide information that they are both based in the United States and are tax exempt under Section 501 (c)(3). A financial statement from the previous fiscal year must be submitted, as well. Applications are accepted throughout the year by regular postal mail or as an email attachment. In place of a form, the NHLF requests that applicants provide the foundation with the legal name of the organization applying; a full description of the organization; and the names of the administrative staff, along with the names of other involved staff members. A clear and concise statement expressing the need for NHLF grant funding must accompany the application. Finally, applicants are required to provide a detailed budget for the proposed use of the funds.

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TALK TIME PROGRAM IMPLEMENTATION References Baumann, S.G. (2011). Hola, amigos! A plan for Latino outreach. Santa Barbara, CA: Libraries Unlimited. Cavinta, J.A. (n.d.). Partnering to serve immigrants and ESL learners. Retrieved from http://www.programminglibrarian.org/library/planning/partnering-toserve-immigrants-and-esl-learners.html#.UT3ARFeg120 City of Westport. (n.d.). History. Retrieved from http://www.ci.westport.wa.us/history.html King County Library System. (2012). Talk time help. Retrieved from http://www.kcls.org/esl/talktime.cfm King County Library System. (2012). Become a KCLS talk time volunteer. Retrieved from http://www.kcls.org/forms/talktime/ Library Success Wiki. (2012). Literacy programs. Retrieved from http://www.libsuccess.org/Literacy_Programs#Enhancing_ESL_Services Timberland Regional Library. (n.d.). Westport Timberland Library. Retrieved from http://www.trl.org/Locations/Pages/LibraryInformation.aspx?lib=we U. S. Census Bureau. (2011). Selected Social Characteristics in the United States: 2007-2011 American Community Survey 5-Year Estimates. Retrieved February 10, 2013, from http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_ 11_5YR_DP02 U. S. Census Bureau. (2010). Profile of General Population and Housing Characteristics: 2010. Retrieved February 10, 2013, from http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=DEC_ 10_DP_DPDP1 Vleming, J. (2012). Grays Harbor County Profile. Employment Security Department, Washington State. Retrieved from https://fortress.wa.gov/esd/employmentdata/reportspublications/regional-reports/county-profiles/grays-harbor-county-profile Westport Timberland Library [photograph]. (2010). Retrieved February 20, 2013, from http://www.trl.org/Locations/Pages/LibraryInformation.aspx?lib=we

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