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Library Outreach to Hispanic Children
Hispanics now comprise the largest minority group in the United States. According to Census 2000 data, there are now 35.3 million people of Hispanic
origin living on U.S. soil. Of these, roughly 12.3 million are children under eighteen years of age or 17.1% of the total population in this age group.
In an effort to meet the information needs of all members of the communities they serve, libraries are designing programs to help narrow the gap between the
library services and the Hispanics in their communities. Programs targeting Hispanic children and their families are at the core of many outreach efforts, as libraries recognize the importance of early exposure to books and
reading in the development of early readers and lifelong learners. This early introduction to literature becomes even more crucial with children whose first language is not English.
Outreach (literally "reaching out") implies any effort to bring library services and users together. Outreach to Hispanic children implies any measures
designed to a) eliminate obstacles to library access (for example library signage in Spanish); b) create accessible and relevant collections for Latino children and their families; and c) provide the necessary programs along
with adequate publicity to attract Latinos to the library. These efforts cannot be made in a vacuum, however. Knowledge of and interaction with the Hispanic community, including agencies providing services to Latinos, is very
important. Outreach librarian Kirsten Serrano, at Tippecanoe County Public Library in Lafayette, Indiana, says it best: "…the best thing I did was (to) get involved with and known within the community…. that gained (me)
their trust and made all the difference. Networking is everything!"
Culturally and ethnically Hispanics are an extremely diverse group. For the purpose of this article, the words "Hispanic" and "Latino" are used
interchangeably to denote people originating from Spanish-speaking countries of Latin America. From country to country, there are cultural and ethnic differences, a kaleidoscope of different foods, traditional dress, festivals,
and holidays. Recognizing these differences is important in order to provide authentic and relevant programs.
Most library outreach activities for Hispanic children include Spanish or bilingual (Spanish/English) storytime programs. Bilingual programs have become
increasingly popular, particularly with libraries wanting to transition from traditional English-only formats. A bilingual program offers a way to include children whose native language is Spanish, while exposing
English-speaking children to a foreign language and culture. At a recent American Library Association Conference program sponsored by Reforma (National Association to Promote Library and Information Services to Latinos and the
Spanish-Speaking), staff from the San Jose Public Library in California illustrated a bilingual storytime format they use. Two presenters, alternating between English and Spanish, read a story in tandem. Each presenter holds a
copy of the book, using either bilingual books or an English title with a Spanish translation of the same title. The program is complemented with bilingual songs and rhymes, aided by props, puppets, or images (they used
enlarged color photocopies) to illustrate concepts used in the songs or rhymes. For non-Spanish-speaking librarians, who may find the prospect of a bilingual storytime daunting, this is a useful format to use with the help of a
Spanish-speaking person.
Even in the absence of Spanish-speaking staff, getting a program started is pivotal to procuring funding and support. Attendance statistics and patron demand
will make it easier to justify hiring Spanish-speaking staff later on. For example, in 1989 I was hired as a non-professional library staff member at the South San Francisco Public Library in California. One of my main tasks
was to do a Spanish Storytime Program at the Grand Avenue Branch, located in the Latino sector of town. This program had been created with the help of a Spanish-speaking mother from the neighborhood, who could no longer commit
the time for it. The program, offered one night a week, was well attended and basic to the branch's outreach efforts in the neighborhood.
At the Mission Branch of the San Francisco Public Library, located in the heart of the San Francisco's Latino district, a Family Storytime program in Spanish
is offered every Saturday at noon consisting of stories, songs, and rhymes followed by a simple craft. Ana Elba Pavon, Head of Children's Services at the Mission Branch, claims that the craft is almost as much of a draw as
the stories and worth the labor-intensive preparation, which is done with the help of volunteers. Attendance is high, despite conflicts with catechism, Mexican dance classes, and other Saturday morning activities in the
neighborhood, although the crowd seems to vary from week to week. Besides Spanish Family Storytime, a bilingual Spanish and English Lapsit for infants and toddlers is also offered. The Mission Branch has the largest collection
of Spanish-language books and other materials for children in the San Francisco Public Library system. Advertising is done through a monthly flyer, which is distributed to all public and private schools as well as to community
agencies, and according to Ms. Pavon, "anyone else who asks to be put on the distribution list." Other programs include video screenings (with wordless titles for non-English speakers), craft programs for holidays, author
visits, and visits to schools to announce Summer Reading Programs (for which all publicity, handouts, reading records, etc., are available in Spanish as well as English.)
Not all libraries rely on regularly scheduled programming. At the previously mentioned Tippecanoe County Library, which serves a mostly migrant worker
population, seasonal programming works best. Storytime programs (in Spanish) are done during the summer months for Head Start classes with migrant children. Stories and crafts are also a part of the yearly Day of the Dead
Celebration (a traditional Mexican religious holiday celebrated November 2), which also includes "pan de muerto" (special Mexican sweet bread) and hot chocolate, and a display of the altars that are the signature symbol of
this celebration. According to Ms. Serrano, the "great success" they have with every program they do is based on their strong Spanish-language collection as well as advertising through a monthly Spanish-language edition of
the local newspaper and providing flyers to Mexican groceries and other businesses. Ms. Serrano is part of a Latino Services Providers Network and also cites personal interaction with the community as important elements to
successful programming.
A successful Spanish or bilingual storytime necessitates a culturally relevant Spanish-language and bilingual children's collection of books (in different
formats) and music. Books originally written in Spanish, quality translations, and bilingual books should be included, as well as award winners of Hispanic-relevant literary awards such as the Pura Belpre and America's
awards. Music is also important, particularly that which is included in library programs.
The need for community assessment in planning successful outreach programs was mentioned before. An excellent example of this is the Library Outreach in Spanish
(LIBROS) program of the Multnomah County Library in Oregon. Backed by a Library Services and Construction Act (LSCA) grant, MCL hired Spanish-outreach specialist Marcela Villagrán to coordinate LIBROS, a program to expand
library services to Spanish-speaking Latino children and their families. A survey sent to community agencies, school programs, and members of the community identified information needs and obstacles to library use. Their
findings showed, among other things, a lack of understanding by Latinos about the role of the library and it's mission (public libraries are practically non-existent in most Latin American countries); lack of Spanish-language
materials in the collection; lack of adequate programming for Spanish speakers; the existence of a transportation barrier which prevented access to the library; and the inability of library staff to communicate, verbally and
culturally, with the Spanish-speaking patrons.
During the first year of the LIBROS program, more programs for Spanish-speaking families were established, including bilingual storytimes at three of its
branches; a collection of Spanish and bilingual books was created; connections were made with other youth outreach programs for summer reading programs. In addition, library-card campaigns, library tours, parenting programs and
presentations about the library were made available to agencies serving children and to local schools. (More information is available from the Multnomah County Library's Spanish website at http://www.multnomah.lib.or.us/lib/libros.)
One of Multnomah County's most successful outreach programs is the celebration of Día de los Niños y Día de los Libros (literally, Day for Children and Day for Books): A Celebration of Childhood and Bilingual Literacy" celebrated April 30th. During last April's celebration, over one thousand children and their families attended a daylong program that included puppet shows, face painting, crafts, bilingual stories, mariachi singers, and Jalapeño bagels. Publicity for this event was done through the local Spanish-language newspaper, as it was determined that normal publicity channels used for regular library events were not as useful with Spanish-speakers.
Día de los Niños: Día de los Libros is a children's celebration initiative of Reforma, the National Association of Bilingual Educators (NABE), MANA, a National Latina Organization, and children's author Pat Mora to promote books for children. Many libraries throughout the U.S. celebrate Día
de Los Niños: Día de los Libros with special programs in English and Spanish, including author visits, crafts, music, puppet theater, etc. A listing of such programs can be found at http://clnet.ucr.edu/library/reforma/resources/ninos/dia.html.
National Hispanic Heritage Month, celebrated September 15 through October 15, offers another excellent opportunity for outreach and many libraries take
advantage of it. For this year's celebration, the Central Library of the Brooklyn Public Library presented a Hispanic Heritage Festival. The Festival included special programming on three consecutive Saturdays in October,
including Latino tales with puppets and a Mexican dancing troop. In addition to internal library publicity, advertising for these events is done through a local Spanish-language newspaper, El Diario, which also helps sponsor the events.
Libraries with a long track record of service to Latinos know the advantage of connecting with community agencies. (When children are concerned, the public
school is an obvious choice as it is the first official institution many Spanish speakers, particularly recent immigrants, first come in contact with.) A case in point: An article in the January 2001 issue of School Library Journal (SLJ)
highlighted the Henry S. Terrazas Branch Library in Austin, Texas, winner of SLJs first Annual Step Award for improved services to children. At 5,300 square feet, the Terrazas branch is the smallest library in Austin,
located in a predominantly Hispanic neighborhood. The small branch library went from being underutilized to increasing its circulation by 44% and doubling its foot traffic in nine months. How did they do it? By working with a
nearby school. A survey of the parents of that school's students identified obstacles to library use. Overdue fines, identification requirements for acquiring a library card, and lack of safety surrounding the library were
the main culprits, as well as the ubiquitous "lack of knowledge about the library and its services."
With cooperation from the Austin City Council, overdue fine amnesties were implemented, fines reduced, and identification requirements were eliminated (a major
impediment for many undocumented immigrants.) The need to show identification was overcome by a massive school-wide library card sign-up campaign. The school verified the parent's address and provided the library with the
student's identification number—truly an award-winning example of the benefits of partnership. But it was ultimately "visibility," according to branch manager Elva Garza, that actually brought the Terrazas Library back
to life. Ms. Garza makes a special effort to be present at PTA meetings, back-to-school nights, and local events. In addition, a Dia de los Niños/Dia de los Libros neighborhood celebration increased the library's visibility and sense of belonging even more. "I want people to see me in the grocery and say, ‘That's the library lady,'" she says.
Libraries are reaching out to Hispanic children and their families in innovative, creative, and enthusiastic ways, overcoming language and cultural barriers,
and connecting with others in the community who want to do the same. The approaches vary but have one thing in common: All have been designed to meet the needs of their particular communities. Therein lies the key to their
success. Librarians (and other providers) who want to offer programming for Hispanic/Latino children can be inspired by these successful examples.
Maria Mena
is a Youth Services Librarian at the LeRoy Collins Leon County Public Library in Tallahassee, Florida, where she provides Spanish and bilingual programs for children. Before moving to
Florida, Ms. Mena worked as a bilingual children's librarian at the Mission Branch of San Francisco Public Library. A longtime member of Reforma, she co-chairs the Children and Youth Services
Committee and is also a member of the Pura Belpré Award Committee for 2000/2001.
*This article was originally printed in the Spring 2002 issue of CBC Features on Spanish-Language
Children's Books. For information on ordering a lifetime subscription to CBC Features, please visit the CBC Online Catalog.
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