Margaret Mellinger, Reference Librarian, Oregon State University Libraries
Richenda Wilkinson, Reference Librarian, Oregon State University Libraries
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.
 “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).
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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Follow the directions on the handout.
Known to others
Not known to others
Known to self
Open
Hidden
Cultural Conceptual Language Physical
Not Known to
Self
Blind
Mystery
Financial
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4-dimensional model of cultural differences (Hofstede)
Individualism Collectivism
Interest of the individual prevails over the interests of the group. Ties between individuals are loose. People look after
Interest of the group prevails over the interest of the individual. People are integrated into strong, cohesive inthemselves and their individual families.
Loosely integrated.
High power distance
Children are expected to be obedient toward parents, & people are expected to display respect for those of higher status.
Also refers to the extent to which power prestige and wealth are distributed in a culture.
Uncertainty avoidance
The extent to which people in a culture feel threatened by uncertain or unknown situations. Need predictability and written or unwritten rules. Belief in absolute truths. Cultures strong in uncertainty avoidance are: Active, aggressive, emotional, compulsive, security seeking and intolerant
Masculinity
Masculine cultures tend to strive for maximum distinction between what women and men are expected to do groups that continue throughout life.
Tightly integrated
Low power distance
Equality of people. Ideal bosses are democratic, subordinates expect to be consulted. Leaders are physically more accessible
Uncertainty tolerance
Accept teachers who admit to not knowing all the answers. Employees work hard only when needed. There are no more rules than necessary. Precision and punctuality have to be learned.
Cultures weak in uncertainty avoidance are: contemplative, less aggressive, unemotional, relaxed, accepting personal risks, and relatively tolerant
Feminity
Feminine cultures are those that permit more overlapping social roles for the sexes
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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.
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.
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.
Based on the needs assessment, decide what the focus of the training will be.
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.
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.
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.
Ask the participants to evaluate their knowledge and cultural awareness before and after training sessions to determine if the objectives are met.
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.
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1.
I speak slowly, audibly and distinctly.
2.
I keep my sentence structure and vocabulary simple.
3.
I avoid jargon or slang.
4.
I allow extra time to communicate with someone whose first language is not mine.
5.
I am sensitive to the emotional state of library users.
6.
I appreciate different ways of communicating.
7.
I do not judge people on their accents or language fluency.
8.
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
10.
check my assumptions.
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.
I am objective and neutral when handling reference requests. 14.
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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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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