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Capital Project Information New Central Library Neighborhood Branches Information for Architects, Consultants, Contractors & Bidders Oversight & Citizen Review Financial Summaries Archive Libraries for All Capital Program Office: capital.program@spl.org 1000 Fourth Ave. Seattle, WA 98104 206-386-4624		SEATTLE CENTRAL LIBRARY Public Work Group- English as a Second Language Meeting #1, January 12, 2000 Return to List of Meetings Return to Libraries for All Central Library page. KEY ISSUES FOR DESIGN TEAM: Important to be near an entrance. Cultural reluctance to go very far into building. Difficult to navigate building if non-English speaking person. Multi-cultural – chance to find themselves- chance to see themselves reflected in the building. Draw people in with materials from their native countries. WHAT ATMOSPHERE WOULD BEST ENCOURAGE PEOPLE TO USE THE CENTER? Center’s location in building? Plenty of free parking for programs/classes. As much natural light as possible in whatever location. Handicap accessible- for entire library too. Reader board (exterior/interior). LED “Crawl”- engage people- use attraction of computer literacy to lure people in. Inform people of what’s available in the library (but need fixed signs too). Simplicity is good. Self-use vs. guided by staff? Group feels staff interaction is key (Self-directed but after staff has offered guidance.) Need both staff and materials available at entrance. Exterior: Images of individuals in their native clothing (welcomes people and lets them know it’s a place for them). Photos- use visual information to communicate rather than words- powerful (use examples of people who use the library). Lighting that enhances learning: Full-spectrum lighting, NOT fluorescent. Relaxed, comfortable, feel secure, feel unrestricted/no sense that this area is restricted. Boundaries? Enclosed? Open? Balance between sense of security/sense of exclusion. Separate center as a learning environment/identify area’s purpose at entry way. Encourage a place where it’s OK to talk: Study carrols, small rooms to meet, training (20-25 people). Bi-tri-lingual staff. Multi-lingual materials. Highlight events, activities from different communities. Walls clean, uncluttered. ACTIVITIES One-on-one learning. Training. Workshops (“in service”). Computer access for disabled (adaptive equipment for hearing/sight impaired). Where to locate? Organize field trips to other services? Examples: Immigration office, Clinic, Grocery store. Accentuate accomplishment of speaking more than one language. Highlight new materials, demonstrations. Seniors- computer learning, instruction. Consequences of aging population for library. Be prepared to accommodate older learners. Children- How are they accommodated? How will parents with kids to care for, study for GED/other tests? How are children able to use the Center? Native language literacy programs? How much teaching responsibility can the library take on? Instead– create space, opportunity for these activities to occur. Printed materials from different cultures, countries. COMPUTER LEARNING SERVICES Sufficient internet access. Microsoft Office software with sufficient tutorial information. Software in other languages (8-9 major languages). Focus on providing the introduction to new technologies. Then make referral to other resources. Library must be careful selecting credible, appropriate referral sources. Survey library’s ESL population- what do they want? Library attend I.A. (Instructional Assistance) meeting for additional input. Basic computers in other languages. Caution for the following items’ integration with other resources in community: Internet, Word processing, E-Mail, Keyboard instruction ESL learning (?Helpful?) –less valuable for ESL learner LEARNING MATERIALS AND COMMUNITY INFORMATION Clearinghouse- have information on other agencies. Central forum for agencies to come together. Very clear referral service (big map showing where different classes, resources are located). Information on “getting square” with library on overdue books. Library has a process for taking care of overdue books. It’s ok to use the library after issue is resolved. Tours of library (ESL and Literacy) – predetermined set times, focus on potential constituencies/focus tours. Community directories- in multi-lingual format. To reside on computers? Content modified: 27 March 2000 12/31/2004 © 1999-2005 - The Seattle Public Library

SEATTLE CENTRAL LIBRARY
Public Work Group- English as a Second Language
Meeting #1, January 12, 2000

Return to List of Meetings
Return to Libraries for All Central Library page.

KEY ISSUES FOR DESIGN TEAM:

Important to be near an entrance. Cultural reluctance to go very far into building. Difficult to navigate building if non-English speaking person.
Multi-cultural – chance to find themselves- chance to see themselves reflected in the building.
Draw people in with materials from their native countries.

WHAT ATMOSPHERE WOULD BEST ENCOURAGE PEOPLE TO USE THE CENTER?
- Center’s location in building?
- Plenty of free parking for programs/classes.
- As much natural light as possible in whatever location.
- Handicap accessible- for entire library too.
- Reader board (exterior/interior).
  - LED “Crawl”- engage people- use attraction of computer literacy to lure people in. Inform people of what’s available in the library (but need fixed signs too).
- Simplicity is good.
- Self-use vs. guided by staff? Group feels staff interaction is key (Self-directed but after staff has offered guidance.)
- Need both staff and materials available at entrance.
- Exterior: Images of individuals in their native clothing (welcomes people and lets them know it’s a place for them).
- Photos- use visual information to communicate rather than words- powerful (use examples of people who use the library).
- Lighting that enhances learning: Full-spectrum lighting, NOT fluorescent.
- Relaxed, comfortable, feel secure, feel unrestricted/no sense that this area is restricted.
- Boundaries? Enclosed? Open? Balance between sense of security/sense of exclusion.
- Separate center as a learning environment/identify area’s purpose at entry way. Encourage a place where it’s OK to talk:
  - Study carrols, small rooms to meet, training (20-25 people).
- Bi-tri-lingual staff.
- Multi-lingual materials.
- Highlight events, activities from different communities.
- Walls clean, uncluttered.
ACTIVITIES
- One-on-one learning.
- Training.
- Workshops (“in service”).
- Computer access for disabled (adaptive equipment for hearing/sight impaired). Where to locate?
- Organize field trips to other services? Examples: Immigration office, Clinic, Grocery store.
- Accentuate accomplishment of speaking more than one language.
- Highlight new materials, demonstrations.
- Seniors- computer learning, instruction. Consequences of aging population for library. Be prepared to accommodate older learners.
- Children- How are they accommodated? How will parents with kids to care for, study for GED/other tests? How are children able to use the Center?
- Native language literacy programs? How much teaching responsibility can the library take on? Instead– create space, opportunity for these activities to occur.
- Printed materials from different cultures, countries.
COMPUTER LEARNING SERVICES
- Sufficient internet access.
- Microsoft Office software with sufficient tutorial information.
- Software in other languages (8-9 major languages).
- Focus on providing the introduction to new technologies. Then make referral to other resources. Library must be careful selecting credible, appropriate referral sources.
- Survey library’s ESL population- what do they want?
- Library attend I.A. (Instructional Assistance) meeting for additional input.
- Basic computers in other languages.
- Caution for the following items’ integration with other resources in community:
  - Internet, Word processing, E-Mail, Keyboard instruction
  - ESL learning (?Helpful?) –less valuable for ESL learner
LEARNING MATERIALS AND COMMUNITY INFORMATION
- Clearinghouse- have information on other agencies. Central forum for agencies to come together.
- Very clear referral service (big map showing where different classes, resources are located).
- Information on “getting square” with library on overdue books. Library has a process for taking care of overdue books. It’s ok to use the library after issue is resolved.
- Tours of library (ESL and Literacy) – predetermined set times, focus on potential constituencies/focus tours.
- Community directories- in multi-lingual format. To reside on computers?

Content modified: 27 March 2000

12/31/2004

SEATTLE CENTRAL LIBRARY Public Work Group- English as a Second Language Meeting #1, January 12, 2000

SEATTLE CENTRAL LIBRARY
Public Work Group- English as a Second Language
Meeting #1, January 12, 2000