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Category Archives: Spanish Speaking

Spanish Resources Available from USL

All of the resources listed on this page on available through Interlibrary Loan.

Book Award and Spanish Language Collections

Collection Development & Marketing

Library Services

Programming

Spanish Vocabulary & Pronunciation

Making the Case for Spanish Language Services

Culture, Countries & Language

Culture & Countries

Language

FOR LIBRARIANS

FOR TEACHERS

ESL

  • ESL Party Land – Webiste divided into resources for students learning English and resources for teachers of English.

Quick & Dirty Instant Translations

Miscellaneous Spanish Resources

Brochures for Library Outreach

Community Leader Interviews

Demographics

Spanish Language Collection Development

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Audiovisual Vendors

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Book Awards

  • Américas Book Award for Children and Young Adult Literature – Recognizes U.S. works of fiction, poetry, folklore, or selected non-fiction (from picture books to works for young adults) published in the previous year in English or Spanish that authentically and engagingly portray Latin America, the Caribbean, or Latinos in the United States.
  • Pura Belpré Award – Presented to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.
  • Tomás Rivera Mexican American Children’s Book Award – Honors authors and illustrators who create literature that depicts the Mexican American experience

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Prominent Book Publishers

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Book Vendors

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Free Government Publications

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Magazine Vendors

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Music

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Review Tools

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Utah Bookstores & Resources

Resources for Providing Spanish Language Services

Bilingual Storytimes

Check out some of the titles available through interlibrary loan from the State Library’s Special Collections. Individuals should request these titles through their local libraries.

The following resources were from Bilingual Storytime for Gringos at the 2009 Utah Library Association Conference.

Formats | Articles | Books | Grants | Storytime Scripts |Storytime Tips | Websites

Formats

The formats recommended here were first observed at the Second Reforma National Conference in 2000. These were then revised and presented at the Public Library Association Conference in 2004 by Adrian Barrientos, Diana Borrego, Lorena Mata, and Ana-Elba Pavon. Thank you to these Reformistas for sharing their expertise.

Format 1—Alternating Languages

  • The book is read one page at a time; first read the page in one language and then read the same page in the other language.
  • This format works best with two people—two voices.
  • Good books:  A bicycle for Rosaura / Rosaura en bicicleta by Daniel Barbot.

Format 2—One at a Time

  • The entire book is read in one language and then the same book is read in the other language.
  • This format works best with short stories and short songs.  It is preferably done with two people, but can be done by one person.
  • Good books:  I hear a noise by Diane Goode.  10 little rubber ducks / 10 patitos de goma by Eric Carle.
  • Good songs:  Good morning / Buenos días by José Luis Orozco
  • NOTE:  A variation of this format is to read one entire book in one language and then a different book in the other language.  This works well with older bilingual audiences; one person can read both languages.

Format 3—Dominant Language

  • The book is read predominantly in one language with key words or phrases repeated (emphasized) in the other language.
  • This format works very well when the reader is not fluent in the second language, but is willing to learn key words or phrases.
  • Good books:  Uno, dos, tres / One, two, three by Pat Mora.  Chato’s kitchen by Gary Soto.  Fiesta fiasco by Ann Whitford Paul.

Format 4—Code-Switching

  • The book is presented by switching from one language to the other while still maintaining the grammatical consistency of both languages.
  • This format works best with one bilingual reader comfortable switching languages back and forth.
  • Good books:  Borreguita and the coyote by Verna Aardema.

Formats |Books | Grants | Storytime Scripts |Storytime Tips | Websites

Articles

Bilingual Storytime

  • Howrey, S. (2003, October). DE COLORES: THE UNIVERSAL LANGUAGE OF BILINGUAL STORYTIME. American Libraries, 34(9), 38-43. Retrieved May 12, 2009, from Academic Search Premier database.
    Access from the library

Bilingualism

Formats | Articles | Grants | Storytime Scripts |Storytime Tips | Websites

Books

Bilingual Books

Crafts Books

  • Downs, Cynthia. International Crafts and Games (Instructional Fair (Ts Denison)). Gloucester: Instructional Fair, 1999.
  • Merrill, Yvonne Y. Hands-On Celebrations Art Activities for All Ages (Hands-On). Grand Rapids: Kits, 1996.
  • Merrill, Yvonne Y. Hands-On Latin America Art Activities for All Ages (Hands-On). Grand Rapids: Kits, 1998.
  • Michaels, Alexandra. The Kids Multicultural Art Book Art & Craft Experiences from Around the World (Kids Can!). New York: Williamson Books, 2007.
  • Sadler, Judy. The Jumbo Book of Crafts (Jumbo Books). New York: Kids Can Press, Ltd., 1997.

Formats | Articles | Books | Grants |Storytime Tips | Websites

Storytime Scripts

The following scripts for bilingual storytimes in English and Spanish are posted here in the spirit of the long-held librarian tradition of sharing resources and ideas to enhance public services and programs. Thank you to the librarians who have generously contributed these scripts.

Note: All scripts are PDF files.

Formats | Articles | Books | Grants | Storytime Scripts |Websites

Tips for Bilingual Storytime

The following tips were presented by Reforma de Utah during a program at the 2007 Utah Library Association Conference. Thank you to Reformistas Rosemary McAtee and Melanie Tucker for sharing their expertise.

  • Consider repeating the same simple opening and closing songs at each and every storytime and present them in both English and Spanish.  The repetition will aid in learning the lyrics.
  • As with English storytimes, select books that are not text heavy and that have clear, effective illustrations.
  • Bilingual storytimes will draw entire families, so include appropriate materials on a variety of levels – from toddlers through upper elementary school.
  • If using English and Spanish versions of a title, alternate voices and languages page by page or a 2-page spread, depending upon the flow of the story; you will be more likely to lose the attention of audience members if you read a book entirely in one language and then in the other language.
  • As people enter, hand out a sheet that lists the books to be presented, CDs being utilized, along with the text of fingerplays, riddles, and song lyrics.  People may wish to put items on hold after being introduced to them in this fashion.  Also, it aids in following the presentation, participating fully, and serves as a language aid for those wanting to enhance their vocabulary in either language.
  • Distribute an individualized sign-up sheet (see Sample Form in pdf ) to each family of attendees to obtain their contact information.  Call potential attendees a day or two in advance.  Many Latinos are not accustomed to free lending libraries nor to free programming in a library setting, so you’ll need to promote attendance through reminders until a regular pattern develops.
  • Cultivate a relationship with Spanish-speaking members of your community, such as parents, teachers, social service workers, or teens, who can co-present a storytime and provide translation of text if the complementary language version is not available in book format.  You will need to furnish the resources and work together on format.  This relationship will also enhance your turnout, since your partner will help to publicize the event and will likely invite friends and relatives to attend.  This partnering may lead to other events, such as cultural programming, art/crafts exhibits, or a poetry/short story contest.
  • If possible, when using a fully bilingual edition of a book, use two copies so that each voice is accompanied by illustrations while presenting.
  • Don’t allow the lack of a companion book in the other language to preclude you from using an item you strongly think the audience will enjoy.  You may decide to present a particular story or poem in only one language, and that is fine, or your community volunteer can provide a translation, but remember it is especially difficult to translate a poem or rhyme and maintain the original lyricism.
  • A distributor like Lectorum offers a large variety of translations of popular English-language picture books, but look for reviews to ascertain that the translation is well done.  Don’t neglect to buy books published originally in Spanish; these reflect Latino cultures more genuinely and more authentically capture the natural rhythms of the Spanish language.
  • Riddles (adivinanzas) are a traditional component of storytelling in Spanish, so incorporate these into your presentation.  Adults will enjoy them as much as the kids.
  • Use fingerplays in Spanish and English.  It’s not necessary to have an exact translation.  It’s often more important to maintain the rhyme or rhythm of the fingerplay, so look for effective fingerplays in each language that treat the same theme.
  • Flannelboard stories allow for an interactive component where kids can serve as volunteers in expressing the story.  In addition they neutralize the element of language, since there is no text.  The same applies to other props, such as musical instruments, masks, etc.
  • Incorporate music CDs in Spanish or bilingual versions, especially those that involve movement actions.  CDs can also be used to establish mood or atmosphere as attendees arrive and depart.  If your budget only allows for one or two CDs, consider José-Luis Orozco’s Diez Deditos or De Colores among your first purchases.
  • Remember that some parents may be taking this opportunity for family members to pick up Spanish vocabulary, while Spanish-speakers may be wishing to practice and improve their English skills.  Having a printed program they can take home will enhance this aspect.
  • Use the storytime as an opportunity to highlight other library programs and to encourage attendance.

Formats | Articles | Books | Grants | Storytime Scripts |Storytime Tips

Websites

Resources for Special Populations

Migrant Workers

Special Needs

Planning Outreach Activities

How effective are my current services for Spanish speakers? How will I know when I am successfully reaching the community? What activities can I try to enhance my outreach efforts?

Assessing Your Current Level of Responsiveness

Tips for Using the Success Checklist

  • Have staff members at different levels within the library complete the check list. Share the rankings and select one or two areas to work on.
  • Invite community leaders to tour the library. Ask them to complete the check list. Discuss their rankings and action steps for the library.
  • Approach/enter the library as if you were a member of the Hispanic community. Complete the check list and select one or two action areas.

Key Steps to Success

  • Determine community needs & prioritize – community leader interviews, focus groups.
  • Determine target audience – community leaders and demographics.
  • Consider potential partnerships – community leaders, local organizations.
  • Develop action steps.
  • Marketing – word of mouth, ethnic media, developing marketing materials in Spanish and distributing in key locations.
  • Evaluate – it is important to collect stories and examples as well as data!  Careful evaluation is the key for making the case to the community and administration.  Develop instruments such as surveys in Spanish.

Suggested Outreach Activities List

The following list of suggested outreach activities was developed to give you ideas for possible outreach services.  Activities are grouped in four broad categories: Reaching Out, Services, Marketing, and Planning.

It is understood that libraries across the state may be at different stages in developing effective services for their Hispanic/Latino community.  Some libraries may be just beginning their outreach efforts while other libraries may be looking for ways to enhance or improve on the services they currently offer to Spanish speakers.  Similarly, it is understood that libraries may have different levels of resources for this effort. Therefore the suggested activities are broken out into three levels: Getting Started, Involving Staff and Community, and Working in Partnership.

 

Module Stages Activities
REACHING OUT Getting Started Identify organizations/groups/classes to speak to about the library and set a goal for a certain number of presentations within a year. For suggestions see Community Resources list in the Community Leader Interview Guide
Arrange for library staff to take WebJunction’s Spanish Language Outreach Online Course
Develop and implement a plan to help staff learn basic library Spanish using Infopeople’s Survival Spanish for Library Staff or other resources in WebJunction’s Spanish for Library Staff area
Involving Staff and Community Plan a tour of the library for community leaders to involve them in identifying what library services/computer access to market to Spanish speaking community
Include services to Spanish speakers in library’s strategic plan and make the case to the Library board, Trustees or Friends. For more on strategic planning see courses available at PLA Online Learning.
Participate in at least one community event, fair, or celebration. Arrange for Internet access and share some internet resources for Spanish Speakers to highlight information available to them at the library
Working in Partnership Make the case for funding using 10 Reasons We Buy Spanish Books, available on the REFORMA site, and involve your community partners in advocacy efforts
Use the Spanish Language Outreach Follow-on Curriculum to develop strategies for sustaining relationships with community partners
Designate library staff liaisons to community groups, agencies, organizations. For ideas view the Community Resources list in the Community Leader Interview Guide
Module Stages Activities
SERVICES Getting Started Include bilingual storytimes in your family programming. See the “Cuentame Cuentos” blog with many bilingual storytimes put together by the Salt Lake City Public Library
Make sure the library owns copies of books noted in the Americas Award, Pura Belpré Award, and Tomás Rivera Award
Use the resources in the American Library Association’s DIA – Diversity In Action website to plan a “Día de los Niños, Día de los Libros” event for Spanish-speaking families
Involving Staff and Community Provide instruction in Spanish on basic computer skills, office applications, or Internet and email. See the resources available for computer classes in WebJunction’s Spanish Language Outreach Program.
Work with community leaders to develop Spanish-language access to library web sites.
Partner with a community agency to celebrate Hispanic Heritage Month.
Working in Partnership Train Spanish-speaking youth leaders to provide bilingual computer lab hours.
Collaborate with ESL providers in the community to provide/promote online ESL tutorials/classes or existing ESL software
Partner with community organizations that can help host, sponsor, and market library programs and services.

Module

Stages Activities
MARKETING Getting Started Provide bilingual staff with “Yo Hablo Español” name tags
Develop instructions in Spanish on how to get a library card
Use the Spanish Translation of the Library Bill of Rights to help develop an “ABC’s of the library” brochure in Spanish
Involving Staff and Community Improve library signage to help Spanish speakers feel more welcome in the library
Provide orientation and tour of the library in Spanish for a local organization or class.
Work with community leaders to post library information at grocery stores, music stores, athletic facilities, churches, factories, and other job sites for Spanish speakers
Working in Partnership Advertise in local Spanish-language community newspapers, church bulletins and on Spanish-language radio stations
Work with school districts to distribute library information in Spanish through school newsletters and set up table at parent nights with information for whole family including library card applications in Spanish
Partner with ESL group to distribute library information in Spanish and agree to co-market services

Module

Stages Activities
PLANNING Getting Started Study up on published techniques for connecting with your community’s Spanish-speaking patrons
Identify core list of library services to promote to community and develop presentation for community group that highlights information relevant to Spanish speakers
Create a plan for evaluating your library’s outreach activities. See the Success Checklist from WebJunction.
Involving Staff and Community Create a process/schedule for Spanish-speaking community input on collection development
Invite community leaders to review content and translations of library presentations and materials to be distributed to community
Complete Serving Spanish Speaking Communities Success Checklist in partnership with community leader/leaders and prioritize actions to reduce/eliminate barriers to using the library
Working in Partnership Create recruitment and mentoring plan to recruit more Spanish speakers for staff, library board or Friends of the Library. See ALA’s Office for Diversity, Literacy and Outreach Services
Use Community Leader Interview Guide to conduct needs assessment and develop plan for increasing access to public computers
Partner with a workforce training group to develop and deliver Technology or Job Skills classes in Spanish.