The library plays a critical role in creating and sustaining a multicultural environment which affirms the identities and experiences of all. Since most contact between library and patron occurs at public service reference points, reference services -- often defined as direct, personal assistance to readers seeking information -- could play a particularly critical role in enhancing a multicultural environment. Although libraries at the University of California have taken some important first steps -- for example, several campuses have hired librarians for ethnic studies and other cultural diversity programs --much remains to be addressed and accomplished. In the area of reference, libraries need to work collectively to: 1) analyze present services; 2) develop new services; and 3) create new ways of interacting among reference staff and with patrons. Likewise, libraries must understand and act upon the need to train and sensitize all bibliographic instruction librarians so that they function optimally in a more culturally diverse environment.
Communication, perhaps especially intercultural communication, is a complex and multidimensional process involving not only spoken language but also values and cultural conventions and expectations. Librarians should be able to expect respectful treatment from staff as well as patrons no matter what their gender or ethnicity may be. In return, librarians must treat all library users with consideration, dignity and respect.
The reference interview represents a critical locus of opportunity, upon which success or failure in a multicultural library environment rests. Together we must further explore intercultural dimensions of the reference interview, identify actual and potential communication barriers and develop strategies to improve intercultural communication and meet the needs of all users. Communication issues extend beyond how we react to library users. Librarians should actively communicate awareness and appreciation of diversity, explicitly using cross-cultural examples and/or materials in helping refme research topics. We should strive to create an atmosphere at the reference desk in which any user feels both comfortable and confident that their needs are being addressed.
An ethnically and culturally diverse staff, including librarians and other reference personnel, will convey an important message to the entire campus community. Reference staffing should reflect the composition of the user population. A diverse librarian population is a concern that clearly goes beyond reference and library instruction, but given how public the activities are (or should be), these particular services bring the point home forcefully. All the clever conceptual frameworks, all the sensitivity about selection of examples, all the training and outreach in the world does not compensate for the absence of a multi-racial and multi-ethnic professional staff. Words are sometimes less significant than the persons saying them. Librarians, like teachers, are role models, and it is a painful fact that the librarian staff of the University of California does not reflect the actual diversity of the California population or even the University of California student population. We are essentially lacking a feature critical to successful teaching.
At times, patrons are reluctant to use reference services and/or are unaware of their potential benefit. In some cases, the reasons for this under-utilization stem from cultural background, hesitancy to be self-revealing, or lack of confidence in being taken seriously. It has been observed that patrons will seek out, even at some inconvenience, librarians of their own ethnicity. Specialized positions (e.g., multicultural outreach librarians) can serve to effectively develop library awareness and services for culturally diverse groups.
Since the reference collection serves as a gateway to the general collections, it should be carefully evaluated and strengthened to support multicultural studies. As we move to a more automated reference environment, we must also carefully evaluate computerized resources like CD-ROMs for what they fail to cover as well as for their benefits. Librarians should articulate information needs and lobby in their professional organizations for computerized resources in ethnic studies. It is negligent to rely simply on mainstream sources or to accept as sufficient currently available databases which do not include specialized sources nor information on culturally diverse topics. Reference librarians should actively promote student awareness of available materials through adequate signage, published guides, and other appropriate mechanisms. Finally, the reference collection should also include information on campus and community based resources. Reference librarians must possess a good working knowledge of specialized collections, sources and community resources in order to make informed and creative referrals. While much of this knowledge and training will be gained through working in a particular location with a particular community, a theoretical and intellectual foundation should be provided in library school.
Library education in California remains singularly inadequate in addressing issues of diversity, intercultural communication, and the social and political roles of librarians generally in perpetuating or combatting racism and other patterns of discrimination. We must also persuade library schools, particularly those at UCB and UCLA, to include these issues as an integral component of their programs. Courses on the bibliography of ethnic studies; courses on bibliographic instruction which are sensitive to the diverse cultures and races in California; and courses examining intercultural communication, and the role(s) of the library in a multicultural society should be a core requirement for all prospective public service librarians and part of a specialty in ethnic studies/cultural diversity bibliography.
The University of California has been in the forefront of the traditional "Bibliographic instruction (BI) Movement." Over the past ten to fifteen years, instruction in the use of library resources has grown from a tentative, fledgling interest of a small number of librarians to a public service specialization, complete with its own growing body of literature and research. Currently at Berkeley and Irvine, library instruction is handled by a distinct unit within the library; at other campuses, coordination of the bibliographic instruction program is an assigned responsibility of a member of the public services staff. Whether organized as an independent office or administratively connected to a reference department, provision of library instruction has become an integral part of most public services and/or reference units. Bibliographic instruction can also provide the institution with new ways of evaluating its role in a changing environment by allowing student needs to influence the types and levels of bibliographic instruction that a library provides.
As California's population becomes more ethnically and racially diverse, and as the University of California institutes ethnic studies and cultural diversity requirements, it is apparent that changes in bibliographic instruction are necessary. Currently librarians with no training or background in collection development or teaching have been assigned bibliographic instruction responsibilities for ethnic studies departments and cultural diversity programs. This is seldom the case for librarians in the sciences, humanities and other subject areas. We must validate ethnic studies disciplines and cultural diversity by recognizing subject specialization in these areas on a par with any others in the university.
Important steps have already been taken at Santa Cruz and Irvine by hiring Multicultural Services Librarians. At Santa Cruz this librarian is a member of the Reference Department, with bibliographic instruction as a central part of the librarian's outreach responsibilities. It would be well worth the effort to compare the structure, content and level of librarian subject expertise or training for existing library bibliographic instruction efforts involving ethnic studies and cultural diversity at UC and other academic institutions. Components of a model program for the University of California libraries and the steps and processes for implementing such a program could then be determined.
The issues in library instruction are at once simple and complex. The more complex matters require a serious re-evaluation of resource allocations and a fundamental restructuring of recruitment to the profession and in-service training. To resolve some issues, however, requires nothing more than careful attention to language and an enhanced understanding of the changing demographics on our campuses and in our communities. If we are truly committed to responding to issues of cultural diversity, ethnic studies requirements, and multicultural literacy, libraries must be prepared to allocate resources. We must tackle the related concerns of how best to provide instruction in a range of settings. We need to examine the special requirements of ethnic studies and other classes or programs involving cultural diversity, concentrating on subject expertise and pedagogical skill/training. We must simultaneously focus on ways to ensure that multicultural sensitivity and a commitment to diversity are central to all instructional programs.
Library instruction demands creativity. Instructors need to think about the examples used in handouts or how to explain a particular source in social, political as well as bibliographic terms. We send critical messages about our collections and services whenever we instruct a class. Taking the time to choose examples that highlight the diversity within our collections is one positive way to acknowledge the diversity in our classrooms and communities. We do a disservice to the students and to the library if we assume that lectures incorporating diversity examples are solely the responsibility of librarians teaching to or about ethnically diverse groups. When, where, and how librarians can attain the skills and sensitivity needed to interact with an ethnically and culturally diverse faculty and student body are questions needing immediate attention.
Every bibliographic instruction librarian needs to be responsible for enriching the tone, substance, and content of instruction sessions, Serious consideration and commitment are needed to move UC libraries toward realization of more relevant bibliographic instruction programs. When establishing or evaluating programs, the following issues and questions should be raised:
1. Should bibliographic instruction programs with a focus on cultural diversity and ethnic studies be designed by each campus or should a UC-wide task force be established? Should the project be coordinated or co-sponsored with UC library schools or professional associations such as ALA?
2. What levels and methods of bibliographic instruction should be offered to enable use and exposure of library users to resources on cultural diversity/ethnic studies? Options might include computer-assisted instruction; self-instruction workbooks; courses for faculty (or coteaching courses with faculty); or credit courses solely on resources concerning cultural diversity/ethnic studies. Do any of these options work better for particular ethnic or diversity groups?
3. What are minimum qualifications for instructors? Should they have substantive training and/or a degree in cultural diversity issues/resources/studies? To instruct specific ethnic groups, should they be bilingual? Should they be a member of the same ethnic or diversity group?
4. Should financing and management of bibliographic instruction on/for cultural diversity/ethnic studies be systemwide or the responsibility of each campus?
5. Should bibliographic instruction programs on/for cultural 'diversity/ethnic studies be set up on a priority basis?
6. Should bibliographic instruction programs be designed for each defined ethnic group or should there be one program that includes ail diversity groups?
15) Provide training in multicultural communication and sensitivity for all public service staff.
The University of California has a commitment to increase the enrollment and retention of students from racial and ethnic minority groups. To fulfill this commitment, the University has to create learning and social environments conducive to the successful academic careers of historically under-represented students. Since most contact between library and patron occurs at public service reference points, it is imperative that all public service staff increase their awareness of cultural differences and sensitivity to issues related to race, gender and ethnicity.
Implementation: HOPS and LAUC Cultural Diversity Committee with funding from the Office of the President.
16) Proactively recruit, hire, train, and encourage the advancement of reference specialists and bibliographic instructors in ethnic studies.
Human resources play a significant role in connecting patrons to information. Libraries must hire specialists in ethnic studies who have clearly defined responsibilities to provide in-house and outreach services which will promote a broad-based awareness of cultural diversity and multicultural literacy.
Implementation: Library Council Personnel Committee,
17) Develop an outreach and public relations program for the campus communities for reference and bibliographic instruction services.
In order to maximize use of the services by targeted groups, librarians must gain visibility and recognition among faculty and students. Librarians can gain visibility by extending orientation and outreach programs to non-library settings, e.g., to dorms, clubs, cultural centers, counseling centers, women's centers, ethnic studies programs, faculty meetings, etc. Librarians should participate actively in campus-wide functions, especially in cultural activities whether or not library related, such as international fairs, rainbow festivals, ethnic heritage celebrations. Reference services should be publicized through flyers and student newspapers.
Class visits can establish close contact between librarians and students and encourage minority students who are more reluctant to approach the Reference Desk for assistance. Also, class visits add to the visibility of librarians and help librarians to learn about the make-up and needs of the student population on the campus.
Implementation: HOPS, Local campus, LAUC Cultural Diversity Committee.
18) Provide training for reference and bibliographic instruction librarians so they understand and value cultural diversity and incorporate examples from different cultures into their instruction and reference practices.
An understanding of the impact of racism on particular ethnic groups might also enhance communication and the selection of examples as well as the development of instructional materials. Administrative support (funding for materials, release time and clerical support) would allow librarians with ethnic studies expertise to provide regular In-service sessions of resources, issues and trends in their areas.
Implementation: Development and Coordination of sensitivity training by LAUC Cultural Diversity Committee. Funding for a series of workshops to be provided by the Office of the President.
19) Evaluate new reference tools, both traditional and electronic, accurately and critically in terms of coverage of information and sources on diversity issues, ethnicity and race, and multiculturalism.
As more information appears in electronic format (e.g., CD-ROM, remote site databases, locally mounted databases), it becomes increasingly important to ensure the quality of these resources and their accessibility by the university community. These sources should be evaluated in terms of their coverage of culturally diverse populations. Reference staff must be trained in the efficient use of these electronic resources, particularly in the effective presentation of this information to minority students. These presentations will increase students' awareness about the coverage of these topics in the literature, familiarize them with the resources in their specific area, and impress them with the knowledge that reference staff make special efforts to meet students, faculty and staff needs in the areas of ethnicity, culture and minority studies.
Implementation: Computer Files Committee; Collection Development Committee; HOPS; Local Campus.
20) Establish guidelines and resources for training librarians who will provide bibliographic instruction in ethnic/multicultural studies.
We must work towards training all librarians to work with diverse ethnic/cultural groups. Librarians from under-represented groups can serve as instructors, resources and role models.
Implementation: HOPS in consultation with Library Instruction Roundtable (LIRT) of American Library Association (ALA), and the Bibliographic Instruction Section (BIS) of Association of College and Research Libraries (ACRL); LAUC Cultural Diversity Committee.
21) Develop basic bibliographic instruction that sup-ports new campus breadth requirements as well as advanced instruction to support the explosion of graduate and faculty-level research in ethnic/multicultural studies.
Some campuses have developed bibliographic instruction courses to this end. In addition, the California Clearinghouse of Library Instruction has also gathered relevant information in this area.
Implementation: LAUC Cultural Diversity Committee will coordinate and disseminate information on courses. Funding to be provided from the Office of the President, individual campuses, UC library schools, etc.
22) Encourage California library schools to offer regularly courses in ethnic studies bibliography and services to a multicultural population; incorporate issues of diversity into courses in the general library school curriculum.
Implementation: LAUC Cultural Diversity Committee in consultation with library school faculty and deans, and ethnic studies librarians, and professional organizations involvedwith these issues; library school alumni organizations.