CrossCultural Awareness For the Reference Desk Richenda Wilkinson

Cross-Cultural Awareness For the Reference Desk Richenda Wilkinson & Margaret Mellinger Oregon State University Libraries Poster Presentation for ACRL 12 th National Conference, Minneapolis, April 7 -10, 2005. Open minds. Open doors. TM

What is cultural awareness? Open minds. Open doors. TM

What is cultural awareness? “Culture is the shared assumptions, values, and beliefs of a group of people which result in characteristic behaviors. ” (Storti, 1999) Open minds. Open doors. TM

What is cultural awareness? Open minds. Open doors. TM

What is cultural awareness? Culture can be visualized as an iceberg… 10% of it is visible above the water (behaviors), and 90% of it is hidden under the water (assumptions, values, and beliefs that drive behaviors). Open minds. Open doors. TM

Cross-cultural awareness is a developed sense of the impact that cultural background and differences have on our social interactions. It implies a commitment to creating an environment that supports members of underrepresented groups, and that encourages multiculturalism and continuous learning about ourselves and others. (adapted from Winston, 1995). Open minds. Open doors. TM

Stages of Cultural Awareness Storti (1999) Open minds. Open doors. TM

Stages of Cultural Awareness • Unconscious incompetence (blissful ignorance) • Conscious incompetence (troubling ignorance) • Conscious competence (deliberate sensitivity) • Unconscious competence (spontaneous sensitivity) Open minds. Open doors. TM

Stages of Cultural Awareness • Unconscious incompetence (blissful ignorance) Unaware of cultural differences; Unaware of the possibility of making cultural mistakes or misinterpreting others’ behavior. Have no reason at this stage not to trust your intuition. Open minds. Open doors. TM

Stages of Cultural Awareness • Conscious incompetence (troubling ignorance) Realize there are cultural differences; unsure of what the differences are and how numerous or deep they may be. Unsure of your intuition. Open minds. Open doors. TM

Stages of Cultural Awareness • Conscious competence (deliberate sensitivity) Know there are cultural differences, and what some of them are; try to modify your own behavior to be sensitive to differences; Have to make a conscious effort; know you can figure out what to do if you can remain objective Open minds. Open doors. TM

Stages of Cultural Awareness • Unconscious competence (spontaneous sensitivity) No longer have to think about what you are doing in order to be culturally sensitive (in a culture you know well); culturally appropriate behavior comes naturally; you can trust your intuition because it has been reconditioned by what you know about cross-cultural interactions. Open minds. Open doors. TM

Creating Effective Diversity Training Programs Open minds. Open doors. TM

Creating Effective Diversity Training Programs 1 Obtain top level support For any diversity initiative to succeed, leadership must provide a commitment to the process. Diversity training and cross-cultural awareness fit very well with library missions and professional practices. Open minds. Open doors. TM

Creating Effective Diversity Training Programs 2 Research best practices There are many wonderful books and articles available. We have provided some of these in our bibliography. Open minds. Open doors. TM

Creating Effective Diversity Training Programs 3 Identify partners Identify the agencies, groups or individuals in your community with whom you might partner for training, or tap as consultants or facilitators. Open minds. Open doors. TM

Creating Effective Diversity Training Programs 4 Conduct a needs assessment A needs assessment instrument can be used to determine the focus of the training program. The developmental level of the participants is important. Assess the group’s current needs and attitudes and readiness. Understand the demographics and the needs of your community. Open minds. Open doors. TM

Creating Effective Diversity Training Programs 5 Develop objectives Based on the needs assessment, decide what the focus of the training will be. Open minds. Open doors. TM

Creating Effective Diversity Training Programs 6 Design informational and transformational programs An example of informational programs would be communicating the mission, policies, procedures and service ethic of the library to new employees. Transformation programs are those that provide opportunities for employees to develop their cross-cultural skills, attitudes or beliefs. Open minds. Open doors. TM

Creating Effective Diversity Training Programs 7 Use various methods and media If the focus of your training is skills, you might use role playing, communication exercises, storytelling, videos, simulations, vignettes, etc. For building knowledge and awareness, you might use short readings, self-assessments, or presentations by expert guest speakers. If your focus is on attitudes and beliefs you bring in outside facilitators to lead the group through exercises and discussions. Open minds. Open doors. TM

Creating Effective Diversity Training Programs 8 Allow participants to establish ground rules for behavior Diversity issues are complex, and people need a safe space to explore them. Encourage participants to be open to different ideas and to refrain from personal attacks on others. Open minds. Open doors. TM

Creating Effective Diversity Training Programs 9 Assess the effectiveness of the training Ask the participants to evaluate their knowledge and cultural awareness before and after training sessions to determine if the objectives are met. Open minds. Open doors. TM

Creating Effective Diversity Training Programs 10 Realize that training is a longterm process Cross-cultural awareness doesn’t happen in one session, so training should be viewed as ongoing, integral part of orientation and continuing education in the library. Open minds. Open doors. TM

Self-Assessment Checklist for Cross-Cultural Communication Open minds. Open doors. TM

Self-Assessment Checklist • • • I speak slowly, audibly and distinctly. I keep my sentence structure and vocabulary simple. I avoid jargon or slang. I allow extra time to communicate with someone whose first language is not mine. I am sensitive to the emotional state of library users. I appreciate different ways of communicating. I do not judge people on their accents or language fluency. When I experience frustration or sense conflict in a cross-cultural situation, I ask myself, “What’s really going on here? ” I consider the effect of cultural difference on messages being transmitted and I check my assumptions. I adapt my style to the demands of the situation. I listen as much as I speak; I do not interrupt. Open minds. Open doors. TM

Self-Assessment Checklist • I rephrase the library user’s question to be sure I understand. • I check to see if I have been understood, and I rephrase and repeat my answers and instructions as needed. • I am objective and neutral when handling reference requests. • I like to learn as much as possible about other cultures, especially those of members of my community. • I am aware of resources within my community that serve international students, visitors, workers, and citizens. • I am aware of services for persons with disabilities. • I look for ways to improve library services to underrepresented groups. • I understand that politeness, consideration, caring and sensitivity can yield positive responses in all people. • I treat all library users with the same high level of respect, attention, and courtesy. • (adapted from Liu, 1995; and Valuing Diversity Part III, 1987. ) Open minds. Open doors. TM

OSU Libraries’ Progress What we have done thus far: • Gained top-level support • Researched best practices – on campus, in the library literature and in corporate, training and social science literature. • Identified partners on campus – Team Liberation http: //oregonstate. edu/groups/teamliberation/ – Office of Diversity – Affirmative Action Program – Difference Power and Discrimination program – Ethnic Studies department – Multicultural, Women and GLBT Centers – Committed to Diversity committees of the OSU Office of Diversity – Several individuals on campus known for expertise in diversity training Open minds. Open doors. TM

OSU Libraries’ Progress What’s next? • Institutional Review Board Approval • Needs Assessment • Develop a training program and schedule – Embedded in students’ current training – Diversity training and lecture series open to all staff and faculty • Assessment Open minds. Open doors. TM

Bibliography Selected Bibliography <http: //www. oregonstate. edu/~mellinma/ACRL 2005/bibliography. doc> Open minds. Open doors. TM