Info Career Trends September 1, 2001 vol. 2, no. 5 ISSN 1532-0839 Published by Lisjobs.com - http://www.lisjobs.com E-mail: editor@lisjobs.com Many of us list public speaking as our greatest fear -- above such phobias as death by lightning, drowning, or even shark attacks. Unfortunately for us, it's more likely that our jobs (or our career advancement!) will require getting up in front of people in a speaking or training capacity than it is that lightning will strike in just the wrong place. Today's articles contain words of wisdom from librarians who have been there. The common theme that runs through this entire issue is that of overcoming fear and reluctance and emerging triumphant. As librarianship continues to evolve and we're called upon to train users, argue for funding, and promote ourselves and our institution, public speaking and training skills are essential for success. This newsletter could not exist without its wonderful writers. If you're interested in contributing an article, please see the upcoming themes and contributor guidelines at http://www.lisjobs.com/newsletter/theme.htm . November's issue focuses on mentoring and networking -- become a mentor by sharing your experiences or advice with your fellow librarians! E-mail queries to editor@lisjobs.com. - Rachel (editor@lisjobs.com) -------- *** ADVERTISEMENT *** THE BEAUTIFUL RENAISSANCE LIBRARY CALENDAR 2002 Specially Created for Librarians and Information Specialists Contains 12 wonderful color photos of magnificent old libraries, from 1564 to 1899. Each library has descriptive text, containing brief history and items of special interest. Guaranteed to bring you pleasure every day of the year. 2001 edition sold in 32 countries. Click here for further details: http://www.isim.org/calendar.htm -------- Try It -- You'll Like It! by Linda Páez (lupineconsulting@yahoo.com) Once upon a time, there was a little girl who was very, very shy. In the summertime (when she wasn't dutifully practicing piano), she liked to lie in a hammock and read for hours. When she went off to college, she could often be found reading (and falling asleep) in a big leather chair in the library. So, how did this solitary girl end up teaching bibliographic instruction sessions to thousands of classes, holding conference workshops, and doing corporate training? The road to teaching was circuitous. First, of course, I had that love of reading. That led to wanting to work with books... but not necessarily with people! Second, I had an affinity for foreign language study. Translation services combine an interest in the written word and a knowledge of foreign languages, however, an undergraduate degree in Spanish Literature and a husband working in a city needing few translators brought few job prospects. "Why not go to library school?" suggested a learned mentor. Try it -- you'll like it! The combination of an MLS with some electives in Latin American bibliography and some of those newfangled computer courses (back in the 60s) proved good background for employment. The acquisitions department in a nearby large university system library was just coming online. Librarians in acquisitions don't have to work with the public, so it seemed OK to be shy. "Come work for us," said the recruiter. Try it -- you'll like it! I was leading a department of six people the following year. Side Trips and Sight Seeing After some time spent raising a family and moving as my husband's career demanded, I took a detour from the profession and returned to my childhood interest in music. I started teaching piano. That led to community service with the Friends of the local symphony. I ended up chairing the student piano awards, and, at the end of the year, the awards ceremony involved getting up and speaking to a large audience. I presented the awards and commented on the background of each recipient. The president said, "You've been teaching piano students for so many years, I know you can do this!" Try it -- you'll like it! I later spent four years running the program. On another detour from the library profession, I attended a church retreat where the pastor asked me to read from the Bible (in front of everyone!). I was reluctant, but he was so kind, and so nice, and so sure that I could do it. It went very well. He said, "You know, we need lectors badly at the service on Sunday." Try it -- you'll like it! I lectored for ten years, developing my delivery skills and comfort with speaking before 500 people. All Roads Lead to Librarianship Some years passed, and change was inevitable. I needed to find new work in a new place. Back on the library path again, my first offer was a position in a college library -- working with people! No more acquisitions, and no hiding from the public; they needed a reference librarian. One day, the head librarian said, "I really need someone to take this bibliographic instruction session; the instruction librarian is out with the flu." Try it -- you'll like it! In the end, I took over a 50-session year. Before I knew it there were 300 sessions to teach in a popular library instruction program. A few years later, just when I had gotten comfortable teaching 60-90 minute bibliographic instruction sessions to 20 captive students, another challenge came along. The computer department at the college wanted to meet the needs of adult students coming back for classes to upgrade their computer skills. They proposed to offer the first credit course in our state, "Introduction to the Internet." The course would be offered in conjunction with the library, so content could be determined by librarians. I was reluctant to be the teaching librarian. After all, teaching a bibliographic instruction session was not the same as teaching adults a three-hour weekly course for fifteen weeks. The library director encouraged me. Try it -- you'll like it! I taught for three semesters while working full- time in the library. Deciding On a Destination Once in a while, taking stock of your life may mean taking another detour. I eventually decided to work towards a doctorate in information science. While I was at school, the professor in charge of the local SLA chapter sent out an announcement that a bilingual trainer was needed for an international development bank. I spoke to her about my background in teaching, my Spanish literature major that I had never used, and my need for part-time employment. But, my background was in college and university libraries; I had never been a special librarian. She said, "This is a good fit." The bank was looking for credentials I had recently acquired -- teaching computer science. Try it -- you'll like it! For the last five years, I have been combining my training skills, library skills, computer skills, and, after all is said and done, an affinity for working well with people. Little seeds had been sown all along the path, even on those detours. Personal interests combined with interested mentors and lots of hard work grew into skills that have allowed me to overcome my innate shyness and grow into a successful career librarian. All this has taught me not to be afraid to try new opportunities. Taking classes is helpful because you need to know your subject well. Networking, serving on committees, and having good relationships with professors and professional mentors are also part of the trip. Ultimately, however, it is your own desire to take on a challenge and see it through that brings personal satisfaction and career success. Shy about speaking in front of an audience? Don't think you can be a trainer? You can do it, too! Try it -- you'll like it! Linda Páez has an undergraduate degree in Spanish Literature from Chatham College and an MLS from the University of Pittsburgh. She is currently a consultant to the Inter-American Development Bank's Felipe Herrera Library in Washington, D.C. ( http://www.iadb.org/lib ), where she designed and continues to develop their Internet page and do corporate bilingual training. She is active in professional associations, recently chairing the Student Activities Committee for DC/SLA, the recipient of SLA's national award for student programming. -------- *** ANNOUNCEMENT - ALA CONFERENCE ATTENDANCE GRANT *** 3M/NMRT PROFESSIONAL DEVELOPMENT GRANT COMMITTEE INVITES APPLICATIONS Deadline: December 1, 2001 Attending an ALA annual conference can be a tremendous career boost to a new librarian. Opportunities abound for continuing education, information exchange, and networking. 3M Library Systems continues its generous support of the 3M/NMRT Professional Development Grant program this year, by providing funding to cover the cost of registration fees, airfare, lodging and some incidental expenses for recipients to attend the ALA Annual Conference in Atlanta, GA in June 2002. The application deadline is December 1, 2001. The selection of grant recipients will take place at the ALA Midwinter meeting in January 2002. To apply for the grant, go to the NMRT web site at http://www.ala.org/nmrt/awards/3m/index.html or contact: Christine DeZelar-Tiedman (dezel002@tc.umn.edu) -------- Secrets Of a Successful Presenter by Pat Wagner (pat@pattern.com) More than 100 times each year, I stand in front of a group of library personnel and present information that I hope will improve their lives and their workplace. Some people think I have a dream job: no boss except myself, decent pay, interesting work, lots of travel and you get to leave before they find out what you don't know! The truth is that I have dozens of bosses (my customers). In addition, I have to spend many hours behind the scenes finding customers, researching new material and arranging for travel. Sometimes I am asked to do the same program three times in one day. Sometimes, the programs I really want to do, none of my customers want. And, as for leaving town before they find out what I don't know, most of my customers know all my worst flaws by the end of the first hour and are not shy about challenging me in front of an audience of curious strangers. Nevertheless, I love my work. Here are some tips -- based on over 20 years' working with libraries -- on how to build your career as a library consultant or trainer, whether as part of your current job or as a self-employed consultant. I have arranged them around what I think are the major components of becoming a successful presenter. 1. Presentation Skills Although some people consider me fearless, I suffered from physically debilitating stage fright the first seven years that I presented in public as a poet and actress. What cured me was relentless practice and enough theater training to teach me that (and this is one of those big secrets of actors and teachers): No one cares. You can make lots of mistakes as a speaker, and if you ignore them and keep going, so does your audience. And, if you keep practicing and apply the specific feedback you receive about your performance, you make fewer mistakes every year. What is the best training you can receive? I strongly suggest that theater training, even if it means making a fool of yourself in a community college class on improvisation, will help you become more confident and comfortable on stage better than any formal "speaker's" program can. 2. Adult Education Skills Most of us draw our main impressions of adult education from classrooms. We forget that high school and college teachers have captive audiences, who learn quickly that they have to put up with terrible teaching in order to get a decent grade. Adults in the workplace are mostly very polite, but it doesn't mean that they are getting what they want from most presenters. The three hallmarks of a great presentation are: interaction, participation and collaboration. You interact with your audience, which means you create a dialogue, not a monologue. You elicit participation from everyone, which means you create a variety of exercises, from written, to small group discussion, to pairing people off for role playing, to hands-on experiments with the material, to large group discussion. You ask questions and be quiet long enough to listen to the answers. You ask for more feedback and you seek out the people who haven't expressed themselves. And you collaborate with your audience, which means you see them as your peers and equals. You ask their advice about content. When a participant asks a question, you turn to the audience and ask them to share their insights. Your remember that everyone in your audience knows more than you do about some aspect of your topic. They are adults, with education and experience to contribute. If you remember this, you will automatically be better than 90% of the other presenters in the workplace. 3. Content Skills The biggest mistake that the librarian-trainer makes is providing too much theory and not enough practical advice. Workplace presentations, for the most part, are not an extension of the academic atmosphere of library school. Your participants want something they can do as soon as they get back to the library. I tell lots of stories about life in libraryland, so that the audience can see and hear what the information means in the real world. I ask them for stories as well. It is not that I never provide theories. I look for information that can be organized in models with not more than five or six components (my average is three). I usually can find books to recommend in class for further reading. I also often refer to the key words that allow participants to search for more information, such as the name of a field of human behavior. However, my goal is that my audiences can apply the ideas immediately AND teach it to someone else. 4. Tools Of the Trade I am the last trainer in America who uses only a flipchart and handouts to present. The question I keep asking myself is, "If I can send the audience a PowerPoint presentation via e-mail, why do they need a human being in the room?" The answer, to me, is that I have to be there to encourage the participants to try new things, to adapt the information to the realities of their lives and to model the behaviors I talk about. I need the lights up and the attention on me and the other people in the room, not just on a back-lighted slide. I use a flipchart so that I can write what the participants say so everyone can see and think about them. I provide handouts to supplement the material, so the people who don't want to take notes and just listen still have a record of the main points, and so that everyone has something to share when they get back to work. 5. Marketing Skills 95% of my work is repeat business; some libraries and library organizations use me yearly! This means that I have to be constantly researching new presentations and tweaking the old ones. How did I reach this stage in my career? First, I have discovered that clients want presenters who are flexible and nice to work with. I try to answer requests for information promptly. I am polite and good-humored with everyone. I listen and provide the programs that my customers want, not necessarily what I think they ought to have. Second, I encourage my customers to help sell me to their colleagues, I am not shy at telling current customers I am always looking for work, and I send "old" customers information about new programs. I don't wait for someone to remember me; I send them a postcard so they won't forget me. Pat Wagner presents over 120 programs each year, most to libraries and library organizations. She has presented to libraries in over 25 states and is a frequent presenter at ALA, SLA, AALL, ARMA and other state, regional and national library organizations. She has a BA in liberal arts with an emphasis in written communication and performance. -------- *** Post your resume on Lisjobs.com and let library recruiters find YOU! http://www.lisjobs.com/resumes.htm -------- Whippersnappers vs. the Old Guard? Making E-Resources Training a Collaborative Experience By Chris Tovell (crystalvell@yahoo.com) Have you ever had the pleasure of training librarians who have years, if not decades, more experience than you do? Does the thought of getting up in front of a room full of your colleagues whose time on the job might just equal or surpass your time on the planet make you break out in hives? How about trying to explain the deeper significance of a "fatal error of type 2" to a librarian who has just suffered major data loss? If these scenarios leave you feeling skittish, then trust me, you don't want to become an Electronic Resources Librarian. The trouble with e-resources is that they present a constantly moving target -- one that is especially frustrating for librarians who have years of subject mastery, but only a passing familiarity with, or interest in, technology. Interfaces are "upgraded" with annoying frequency, and computer systems evolve and expand -- sometimes beyond recognition. Librarians just searching for answers don't want to hear questions like: "So you say you're having problems viewing your results set in Netscape? Is that 4.76? Are you running on it on Windows 9x or 2000? Have you tried it in IE? Are you running that through a proxy?" Some of us might wonder just how it is that we became, with neither our knowledge nor our consent, de facto systems geeks. While I would never claim to be a systems geek myself, I will say that, just by virtue of having completed my LIS degree more recently than many of my colleagues, I am more conversant than they with the spectrum of browser and platform issues, third party plug-ins, file formats, etc. that inevitably crop up when people are discussing e-resources. So, when designing e-resources training sessions, I try to establish a collaborative atmosphere in which all participants are encouraged to share their expertise. If it becomes the "whippersnapper tech geeks" versus the "old guard subject specialists," the training session is doomed from the start. Here are some guidelines to help avoid that particular nightmare: 1. Find out what your colleagues want to learn. Should you focus on content? Usability? Both? Before the training session begins, find out what kind of problems or concerns your colleagues have about the resource or resources in question. Very often questions focus on usability rather than content: "What's the best way to print from JSTOR? Can I e-mail the results?" 2. Organize training sessions around specific topics or themes. This is especially rewarding if a colleague suggests the topic. One of the best training sessions I ever had was prompted by a co-worker's question about searching for obituaries. I learned a great deal about document type indexing preparing for that one. 3. Whenever possible, go with a live presentation. Canned presentations are good for backup -- but not much else. While it's always good to rehearse some successful searches for demonstration purposes, there's nothing like the unexpected to bring out the collaborative side in a bunch of librarians. Search failure provides an excellent opportunity for classroom interaction and gives your more experienced colleagues an opportunity to share their knowledge. 4. Remember the importance of humility. When I train colleagues, I always start by saying that, although I maintain our "Selected Electronic Resources" menu, that by no means implies mastery of the resources it contains. This generally puts people at ease and allows the subject specialists in the room to shine. Making your colleagues look good is never a bad idea. 5. Never miss a chance to elaborate on the basics of the desktop metaphor. Those of us who have been using WIMPy interfaces (windows, icons, menus and pulldowns) all our lives sometimes forget what an elaborate language they entail. On at least three occasions in the past year, I have utterly changed a co-worker's approach to using a PC just by explaining the use of Ctrl+C (copy) and Ctrl+V (paste). Tabbing between input boxes (rather than using the mouse) also often garners surprised exclamations. A collaborative training session will be a successful training session. If you can create an environment in which everyone's talents are brought into play, trainees will learn more than just whether or not it is possible to e-mail a results list from a given database. Moreover, if you are able to enrich your colleagues' understanding of computer systems and the desktop metaphor even a little bit along the way, then it's virtually certain that they will thank you for it -- and thank you profusely! -- just as you will thank them for the subject knowledge that they share with you. Though it would be a stretch to call him a whippersnapper, Chris Tovell did earn his MLIS rather recently (May 2000). Since then he has been working as an Electronic Resources Librarian at the Humanities and Social Sciences Library in Midtown Manhattan. (Yes, the gorgeous Beaux-Arts building with the lions out front.) -------- *** ADVERTISEMENT *** MARYLAINE BLOCK - Speaker and Internet Trainer "A born explainer of the complicated, and entertaining to boot," says one of the folks who's hired her. See outlines of her previous presentations and workshops and samples of her writing at http://marylaine.com/ -------- Practice Makes Perfect (Or, At Least Better!) by Paula McMillen (paula.mcmillen@orst.edu) I teach people to use library resources more effectively; however, the skills I'll talk about below are useful when working with any adult audiences. This is not a comprehensive guide to teaching or public speaking, rather, it is a summary of some of the main ideas and practices that help me. I used to be so scared when I talked in front of other people -- even a small group of people -- that I would turn bright red and break out in a sweat. I couldn't look people in the eye; I read from my notes; I stumbled over my words. I even walked out of an oral exam in graduate school because I was so nervous that my mind went totally blank! Today, however, I am capable of being a good speaker, trainer or teacher in group settings. I say "capable of," because this still doesn't come naturally to me. Rather, it is something I have learned how to do well -- with the appropriate amount of preparation. I still envy those people who are perfectly comfortable "winging it" in front of an audience. I don't always think they make the best teachers or trainers, but I would gladly replace my anxiety with their ease. Nevertheless, I firmly believe that if I learned how, anyone can. Tips and Tricks for Presenters So, what are the things you can do to become a better speaker? First and foremost: tell people where you're going to take them, take them there, and then, finally, tell them where you took them. In other words, provide a structure for your presentation which includes a description of what attendees will gain by listening to you. You might frame this as learning objectives, goals or just as an agenda of what you'll be talking about. Ideally this should be concise, logically presented and visible during your presentation. At the end, always summarize the key points you want your audience to remember. People teach in a variety of ways, and also learn in a variety of ways. To convey information effectively, utilize a variety of formats to increase the opportunities to tap into various learning styles. You can do this no matter what your natural presentation style is. Use well-designed visuals to support your points. Visuals should be uncluttered, with no more than three or four points of information. Use large enough print to be seen easily at the back of the room. (This has the added advantage of limiting the amount of information you can include!) Use color, capital letters, a different type or underlining for emphasis. Use graphics whenever possible to address visual learners. For example, most of us have probably seen or used those overlapping circles to illustrate the concepts of Boolean searching. Visual aids don't have to be high tech to be effective. Provide a written as well as a spoken presentation of the most important points. Estimates vary regarding how much of what you say your listeners will actually remember, but the estimates are uniformly low. Give them another opportunity to learn what you're trying to tell them by providing handouts with the pertinent points, an outline of the presentation or citations to related literature. Handouts should be provided only when needed, otherwise, they become a distraction from your spoken presentation. Structure your presentation in "chunks." Pause after each major concept or learning point to check for comprehension. There are a number of ways to do this. You can solicit questions from your audience. You can ask them questions. You can stop to do an activity that utilizes the material you just covered. Don't wait until the end to see if there are questions. Whatever form these breaks in your presentation are going to take, describe it at the outset, e.g., "I'll be stopping periodically for questions." Practice, Practice, Practice The single most important thing you can do to be more comfortable with public speaking is to practice. Speaking is a skill, like playing tennis, so with appropriate feedback, you will get better. Standing up and saying out loud what you plan to say has several advantages. You find the words you're comfortable using to talk about the ideas you want to convey. This language is often different from the language you use to think about, or even write about, those same ideas. This process also helps you be realistic about how much time you are taking. Often we find that we need to pare down the amount of material covered. Don't talk faster; it's much better to cover a few points clearly than to race through more information and leave your audience bewildered and confused. The very best rehearsal is in front of a video camera, which will inevitably reveal a host of nervous mannerisms, verbal and nonverbal, that may distract listeners from your message. Your second best alternative is to rehearse in front of a friend(s) who will provide you constructive but brutally honest feedback. Still effective is to record your presentation with a tape recorder and play it back. You will miss a lot of the nonverbal things, but will hear all the "um's" and "uh's." Try pausing and taking a deep breath when you find you are prone to do this. Recording yourself is also a good way to see if you speak loudly enough. If you think you're too soft-spoken, practice once or twice speaking REALLY LOUDLY. If nothing else is available, stand in front of a mirror and talk. Look yourself in the eye and practice using your hands to emphasize important points. These are just a few practical ideas that will, when used consistently, make you a better speaker. The keys are first to prepare, and then to practice, practice, practice! Paula McMillen is currently a social sciences librarian at Oregon State University in Corvallis, Oregon. She would like to dedicate this article to Arthur Pellman, who is the best trainer she ever had and who always told such wonderful stories. She can be reached at: paula.mcmillen@orst.edu -------- Advance your career with The Information Professional's Guide to Career Development Online, available this fall from Information Today. More information at http://www.lisjobs.com/careerdev/index.htm -------- Training Our Bosses by Marylaine Block (mblock@netexpress.net) One of the more delicate situations information professionals face is tactfully training people who outrank us. We all have to do it, not just librarians, but technical people, too, who have to teach management and marketing folks about the systems they're going to produce and sell. As an academic librarian, I've had to teach faculty new databases and show them new search engines. I've had to learn a few tricks about doing this without making them lose face. [And mind you, tact is not my strong suit. People have this way of giggling when I tell them that my original career goal was to become a diplomat. This was before somebody pointed out to be that one of the job requirements was being, er, diplomatic.] The thing is, our superiors are used to being the experts. Having to admit they don't know something is hard on them; having to learn it from someone they outrank is even harder. If we can convince them that you're not really teaching them CONTENT they feel like they should know, but just an improved TECHNIQUE, we can increase their comfort level. We can make it known that because it's part of our job, we have the time they do not to learn new search systems and check out new web sites, and that we'll be happy to notify them of any good sites in their areas of interest that we come across. One trick we can use is stressing things like convenience -- Did you know you can get full-text articles from our databases at home or in your office? Or we can stress the newness of something, so of course they couldn't reasonably be expected to know how to do it already -- Can I show you this great new database we just bought? All of us who've been in the biz for a while have gotten puzzled "How did you do that?" reactions from our bosses at one time or another. We can capitalize on those. If our organization has an intranet or a company newsletter, we could offer a regular "How Did She Do That?" feature, in which we present some of our more intriguing discoveries while searching. If we've performed some of our magic for our organization's head honchos, we can seek their endorsement for our presentations. Knowing the boss thinks something is important can dramatically increase both attendance and attentiveness. It's always good to give our audiences a stake in our presentations. One way to do that is ask them to send us some of the research problems they're working on -- professional or personal -- so that we can use them in our demonstrations. (One of my standard searches on any new search system is the dissertation topic of one of my faculty friends.) Another way is to play to the known interests of your superiors. If one of them is a classic car enthusiast, we might demonstrate how to find classic car clubs and meets, online magazines for collectors, discussion groups, or car parts for a Model T. We have to be prepared to wing it. Many of our superiors make their living talking; they value people who know enough to handle the unexpected and improvise good answers on the spot. Our formal presentations should leave lots of time for questions and answers. We do need to keep in mind that nobody learns from lectures alone, no matter how good our lectures are. Lectures are good for explaining the logic behind what we're showing them. But that's only half of what they need to know; they also need finger knowledge of the systems to run their own searches. That's why I always try to divide my formal presentations between lecture time and playing around time, so they can have the positive reinforcement of getting usable results with the databases or search engines we've been showing them. I always like to give them cheat sheets. For any presentation I give, I build a web page that repeats the key points of my talk and links in the important web pages and databases I point to for demonstration. I hand out copies of it so they can follow along, which cuts down on the amount of note-taking they feel they have to do. I also offer handouts on how to connect from home, detailed instructions on how to use the databases, the passwords to use, and any tutorials I've developed or found online. And of course, I always give them my e-mail address and phone number and tell them how happy I'll be to walk them through any problems they're having with any of this. We do want to sell our bosses on the notion that we know how and where to find information quickly and efficiently, because this is our profession. We just need to stress that this is a separate thing altogether from THEIR expertise in keeping up with the ever- expanding knowledge in their own fields. If we do this with tact, we should convince our bosses that we are not in any sense competitors, but invaluable partners in achieving their personal and organizational goals. This article originally appeared in the March 23, 2000 issue of Ex Libris. Ex Libris: an E-Zine for Librarians and Other Information Junkies. http://marylaine.com/exlibris/ Copyright, Marylaine Block, 2000. -------- Find a library job -- http://www.lisjobs.com -------- Communicating With Limited-English Proficiency Patrons By Susi Swis (susi.swis@ttu.edu) As librarians, most of us deal daily with the public. Given the increasingly diverse U.S. population, chances are you have come across one or more non-native English speakers. While some of them speak English fluently, others have limited English proficiency. At the reference desk, or in a classroom, language barriers present a communication challenge. Often, unsuccessful interactions leave both patrons and librarians feeling frustrated and uncomfortable. It is important that librarians gain skills in communicating with persons with limited English proficiency (LEP). Such skills are important not only to patrons, but also to our professional development -- for several reasons. Communication Skills and Our Profession First, we as librarians have a professional commitment to serve the information needs of our communities. According to the 1990 Census, over 4 million people (18 years and older) out of the U.S. population of 185 million do not speak English very well, and 1.7 million do not speak English at all (1). In academia, over 500,000 international students and over 74,500 foreign scholars were enrolled in the year 2000 (2). We have a culturally and linguistically diverse community, and we need to meet their information needs. Those skills also relate to our role as librarians. We are the intermediaries between information and people, and communication is essentially "what we do." We have always tried to find ways to make things easier for our patrons; we are often reminded to avoid using library jargon and to speak the patron’s "language." In the same way, we need to make things simpler for patrons with limited English skills. Finally, understanding different cultures and being able to communicate with people from diverse backgrounds can help us in our careers. We all know about office politics, networking, and the need to be tactful in certain situations. The sensitivity developed from interacting with LEP speakers will be beneficial as we communicate with co-workers, faculty, administrators, and other people we meet. This skill also comes in handy for librarians who are interested in working overseas. Background Skills It is usually easy to detect a person whose first language is not English. Two things to avoid when speaking to non-native English speakers are: 1. Clumping everyone in single category. Non-native speakers vary in their English proficiency. Some have excellent reading skills, some struggle with speaking but do well in listening, some are fluent, and some are very limited. 2. Equating lack of English proficiency with lack of intelligence. People tend to measure intelligence from the way one speaks. This rule does not always apply when a language barrier is involved. A good starting point is to understand the patron’s background. Although each individual’s experience differs, cultural knowledge may help. You may use cultural stereotypes (with caution!), but make sure to exercise good judgment -- and do not rely completely on stereotypes. Remember, though, that verbal and non-verbal behaviors are very much influenced by the culture one comes from. Some languages are spoken in sharp tones regardless of intention. When a speaker of such language speaks English, it sometimes comes across to native English speakers as angry or demanding. Others come a culture that expresses submission to authority figures, almost to the point of being fearful. Some who come from places where getting things is always a struggle tend to be a little aggressive when requesting assistance. Understanding patron behavior and what might cause it will help reduce miscommunication and prevent librarians from being apprehensive in providing assistance. LEP Communication Skills There are a few tricks we can employ to help LEP speakers understand what we are saying. Speak more slowly and make your pronunciation clear, and do not hesitate to repeat yourself. However, beware of a common pitfall. An innocent mistake people often make is speaking more slowly and repeating the same phrases -- without realizing that the patron does not understand the meaning. This is especially true when "big words" or expressions are used. At this point, you'll want to rephrase what was said. Simplify and use a variety of other words to explain the concepts you have in mind. It is helpful for language learners if a new word is defined and recycled in different context (3), and later repeated in its original context. When interacting with LEP speakers, make an effort to show rather than to say. If you are at the reference desk, show them what they need to do. Use gestures and point to directions, rather than describing with lengthy words. In a classroom setting, use visual presentations and lecture outlines. This gives patrons more avenues to understand what you are saying. When asking a question, allow enough wait time. Patrons need to translate your English phrases into their own language, process the information, formulate responses, and then translate them back to English. Many of them also come from a lecture-oriented education setting and are not used to active participation in class. Studies show that teachers do not wait long enough for most students to answer a question (4), and non-fluent students need even more wait time. Many librarians have experienced difficulties understanding what LEP patrons are saying. If you do not understand after another repetition, politely ask your patron to spell the important words. A more subtle way is to ask them to type in the keywords on the computer. You can then conduct a reference interview and show them where to go from there. A general rule of thumb is to be respectfully compassionate. Put yourself in people’s shoes. Think about a foreign language you may have learned but have not mastered, and imagine yourself taking standardized tests, writing papers, and having to use an intimidating library in that language. Awareness of these needs will help us to be more intentional in helping others. Keep in mind that friendly assistance from a librarian can make a huge difference in a person’s day. 1) U. S. Census 1990: Population and Household Economic Topics: Language Use. http://www.census.gov/population/socdemo/language/table3.txt 2) Open Doors on the Web. http://www.opendoorsweb.org/Lead%20Stories/international_studs.htm 3) Lia D. Kamhi-Stein and Alan Paul Stein, “Teaching Information Competency as a Third Language: A New Model for Library Instruction,” in Reference and User Services Quarterly 38:2 (1998): 173-179. 4) Virginia A. Atwood and William W. Wilen, “Wait Time and Effective Social Studies Instruction: What Can Research in Science Education Tell Us?” in Social Education 55:3 (March 1991):179-181. Susi Swis survived her years as an international student at the University of Washington. She is currently a Subject Librarian at the Texas Tech University Libraries. She may be reached at susi.swis@ttu.edu. -------- What's Online? Recommended Resources: Presentations.com http://www.presentations.com Perhaps most useful for those intending on making a career out of presenting and training, Presentations.com offers everything from data projector reviews to tips and tricks for serious presenters. Be sure to sign up for their free (print!) Presentations Magazine, which contains additional helpful how-to articles and reviews. Loretta's Training Resources http://www.quicktrainingtips.com Useful for all library computer trainers; be sure to visit both "True Training Tales" and "Quick Training Tips" for ideas on what to do -- and what to avoid! Donnelly, Kimberley, "Reflections on What Happens When Librarians Become Teachers," Computers in Libraries, March 2000. http://www.infotoday.com/cilmag/mar00/donnelly.htm Donnelly and other faculty librarians provide insight as to how their relationships with students, faculty, and their parent institution change as librarians assume a teaching role. They discuss pros, cons, and finding balance between the pressures of teaching and more traditional library duties. -------- But I Want To Hold It In My Hand! Print Resources: Ross, Catherine Sheldrick and Patricia Dewdney. Communicating Professionally: A How-To-Do-It Manual for Library Applications, 2nd ed. New York: Neal-Schuman, 1998. ISBN 1-55570-340-2. Purchase from Amazon.com at http://www.amazon.com/exec/obidos/ASIN/1555703402/librarisjobsearc/ Ross and Dewdney cover all aspects of professional communication, from writing reports to making presentations to training others as effective communicators. The authors focus on communication as an interactive process between communicator and receiver, and stress the importance of context in any successful encounter. The first part of the book focuses on such basic communication skills as making eye contact, learning to ask useful questions, and using inclusive and nondiscriminatory language, while the second part teaches readers how to put these skills into practice in a variety of library applications. Useful sidebar tips and factoids and extensive bibliographies round out this comprehensive and useful guide. White, Herbert S. Librarianship -- Quo Vadis? Opportunities and Dangers As We Face the New Millennium. Englewood: Libraries Unlimited, 2000. ISBN 1-56308-807-X. Purchase from Amazon.com at http://www.amazon.com/exec/obidos/ASIN/156308807X/librarisjobsearc/ Readers familiar with Indiana University SLIS Dean Emeritus White's long-running "White Papers" column in Library Journal will have a good sense of what to expect in this volume, a chronological compilation of his columns, articles, and speeches between 1995-1999 (plus a couple of earlier pieces). Its $65 price tag may put the book outside of many librarians' budgets, which is unfortunate, as White's insights are undoubtedly worth the price of admission. He is one of few information professionals to think and write seriously about our profession as a whole -- and where we're headed -- rather than concentrating on one or two practical aspects. White's many targets include ALA's tendency to focus on the trivial at the expense of the important, library managers who deal with budget cuts by paradoxically announcing improvements in service, and the "more is always better" approach to information. The only drawback to this otherwise excellent collection is that themes (and sometimes entire paragraphs) tend to be repeated across several pieces, but it may take just such repetition to drive these points home and start readers thinking about the issues facing librarianship today. -------- Info Career Trends is copyright Lisjobs.com and Rachel Singer Gordon. 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