Download Cross-Cultural Awareness for the Reference Desk

Cross-Cultural Awareness for the Reference Desk
Margaret Mellinger, Reference Librarian, Oregon State University Libraries
Richenda Wilkinson, Reference Librarian, Oregon State University Libraries
Introduction
Ice breaking exercise
1. Form groups of 4.
2. Introduce yourselves to each other and find one thing you have in common with
each other – for example, your favorite pizza topping…
3. This is your discussion group for the rest of the session.
What is cultural awareness?

“Culture is the shared assumptions, values, and beliefs of a group of people which
result in characteristic behaviors.” (Storti, 1999)
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).

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).
Stages of cultural awareness (Storti, 1999)
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
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
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.
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.
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Personal Identity Molecule Exercise
Follow the directions on the handout.
Johari Window
Known to self
Not Known to
Self
Known to others
Open
Blind
Not known to others
Hidden
Mystery
Barriers to effective reference service
Cultural
Conceptual
Language
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Physical
Financial
4-dimensional model of cultural differences (Hofstede)
Individualism
Collectivism
Interest of the individual prevails over
Interest of the group prevails over the
the interests of the group. Ties between
interest of the individual. People are
individuals are loose. People look after
integrated into strong, cohesive inthemselves and their individual families.
groups that continue throughout life.
Loosely integrated.
Tightly integrated
High power distance
Low power distance
Children are expected to be obedient
Equality of people. Ideal bosses are
toward parents, & people are expected to democratic, subordinates expect to be
display respect for those of higher status. consulted. Leaders are physically more
Also refers to the extent to which power
accessible
prestige and wealth are distributed in a
culture.
Uncertainty avoidance
Uncertainty tolerance
The extent to which people in
Accept teachers who admit to not
a culture feel threatened by uncertain or knowing all the answers. Employees
unknown situations. Need predictability
work hard only when needed. There are
and written or unwritten rules. Belief in
no more rules than necessary. Precision
absolute truths. Cultures strong in
and punctuality have to be learned.
uncertainty avoidance are: Active,
Cultures weak in uncertainty avoidance
aggressive, emotional, compulsive,
are: contemplative, less aggressive,
security seeking and intolerant
unemotional, relaxed, accepting personal
risks, and relatively tolerant
Masculinity
Feminity
Masculine cultures tend to strive for
Feminine cultures are those that permit
maximum distinction between what
more overlapping social roles for the
women and men are expected to do
sexes
What we can do
Experiences
Build Communication Skills
Instruction
Outreach
Training Programs
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Creating Effective Diversity Training Programs
1 Obtain top level support
6 Use various methods and media
For any diversity initiative to succeed,
leadership must provide a commitment to
the process. Diversity training and crosscultural awareness fit very well with library
missions and professional practices.
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.
2 Research best practices
There are many wonderful books and articles
available. We have provided some of these
in our bibliography. Identify the agencies,
groups or individuals in your community with
whom you might partner for training, or tap
as consultants or facilitators.
3 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.
4 Develop objectives
Based on the needs assessment, decide
what the focus of the training will be.
7 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.
8 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.
9 Realize that training is a long-term
process
5 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.
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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.
Self-Assessment Checklist for Cross-Cultural Communication
1.
2.
3.
4.
5.
6.
7.
8.
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?”
9. I consider the effect of cultural difference on messages being transmitted and I
check my assumptions.
10. I adapt my style to the demands of the situation.
11. I listen as much as I speak; I do not interrupt.
12. I rephrase the library user’s question to be sure I understand.
13. I check to see if I have been understood, and I rephrase and repeat my answers and
instructions as needed.
14. I am objective and neutral when handling reference requests.
15. I like to learn as much as possible about other cultures, especially those of members
of my community.
16. I am aware of resources within my community that serve international students,
visitors, workers, and citizens.
17. I am aware of services for persons with disabilities.
18. I look for ways to improve library services to underrepresented groups.
19. I understand that politeness, consideration, caring and sensitivity can yield positive
responses in all people.
20. 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.)
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Selected Bibliography
Brown, Christopher C. “Reference Services to the International Adult Learner:
Understanding the Barriers.” Reference Librarian 69/70 (2000): 337-347.
Hofstede, Gert Jan, Paul B. Pedersen, and Geert Hofstede. Exploring Culture: Exercises,
Stories and Synthetic Cultures. Yarmouth Maine, Intercultural Press, Inc., 2002.
Janes, Phoebe and Ellen Meltzer. “Origins and Attitudes: Training Reference Librarians for
a Pluralistic World.” Reference Librarian 30 (1990): 145-155.
Kathman, Jane McGurn and Michael D. Kathman. “What Difference Does Diversity Make in
Managing Student Employees?” College and Research Libraries 59/4 (July 1998): 378-389.
Presents opportunities and challenges in managing a more diverse group of students.
Suggests methods to adapt training methods.
Liu, Mengxiong. “Ethnicity and Information Seeking.” Reference Librarian 49/50 (1995):
123-132.
Summarizes some multiethnic information seeking characteristics; good overview of
barriers to reference services. Also describes the role informal social networks and
gatekeepers have among ethnic groups.
Lockhart, Janet and Susan Shaw. “Writing for Change: Raising Awareness of Difference
Power and Discrimination.” http://www.tolerance.org/teach/expand/wfc/index.html
Created by Oregon State University professors, “Writing for Change” offers over 50
exercises that examine bias through writing. It is one of the many resources on the
Tolerance.org (Southern Poverty Law Center) website.
Stewart, Edward C. and Milton J. Bennett. American Cultural Patterns: A Cross-Cultural
Perspective, revised edition. Yarmouth, Maine: Intercultural Press, Inc., 1991.
An analysis of American (United States) culture along four dimensions: form of
activity, form of social relations, perception of the world and perception of self.
Storti, Craig. Figuring Foreigners Out: A Practical Guide. Yarmouth, Maine, Intercultural
Press, Inc., 1999.
Written by a former Peace Corps trainer, this slim volume addresses concepts key to
intercultural communication in a workbook fashion. This book could be used as a
training text.
Understanding Differences: Staff Training for a Multicultural Environment. A Resource
Manual Developed by the Peninsula Library System and the South Bay Cooperative Library
System. September 1993.
Valuing Diversity Part III: Communicating Across Cultures. Video and Teacher’s and
Trainer’s Guide. San Francisco: Copeland Griggs Productions, Inc., 1987.
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While the video is a bit dated, it still clearly shows some of the challenges of
intercultural communication and can be used as basis for discussion.
Winston, Mark. “Cultural Sensitivity: Or, How to Make the Library a Better Place.”
Reference Services Review 23.3 (1991): 7-12.
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