Tuesday, December 11, 2018

Deaf Culture

Presented by Sara Kreiling, Deaf and Hard of Hearing Specialist




  • Information and Referral
  • Direct Client Assistance
  • Consultation
  • Trainings/Presentations
  • Equipment Demonstration
  • Employment Equipment Loan Program
  • Telephone Equipment distribution (TED) Program
  • Mental Health Program
  • DeafBlind Consumer Directed Services Program


Deaf History

Demographics
There is a whole spectrum of hearing loss, 1 in 5 Americans has a hearing loss (30-50 million. Hearing loss is increasing with noise induced hearing loss caused in part by ear buds which brings music directly into the ear. 

Some Causes of Deafness
  • Autoimmune Inner Ear Disease
  • Genetic
  • Hereditary
  • Ototoxicity
  • Meningitis
  • Nerve Damage from Trauma (Head Injury)
  • Tumors
4 Major Categories of Hearing Loss
  • DeafBlind
  • Culturally Deaf-Born info a deaf family, stick to the deaf community
  • deaf (with a lower case "d")-Hearing loss, but not part of culturally deaf, don't use sign language.
  • Hard of Hearing-Can refer to degree of hearing loss or to someone who lip reads, enhances hearing
Definitions:
  • Deaf-The capital "D" refers to people who communicate using primarily sign language and consider themselves member of the Deaf community.
  • deaf-with a lower case "d" refers to anyone with a hearing loss, whether they have been born deaf or have become deaf during their lives. They primarily communicate like hearing people but may also use sign language.
  • Hard of Hearing: Having a varying degree of hearing loss, may benefit from hearing aids or other assistive listening devices, depends primarily upon spoken or written English.
  • Late Deafened-Hearing loss after childhood when language has been established. Often do not learn sign language.
  • DeafBlind: Combined hearing and vision loss that affects a person's ability to communicate with others, get information about the environment, participate in the community and maintain independence. 
Terminology to Avoid:
  • Hearing Impaired
  • Deaf and mute
  • Deaf and dumb
Find out more from the person with a hearing loss about his/her preferences. Ask "How do you identify yourself?"

Hidden Aspects of Hearing Loss:
  • Communicative
  • Social
  • Linguistic
  • Psychological
  • Economic
  • Vocational
  • Educational
  • Cultural
Culture: A Set of Learned Behaviors of a Group of People

Usually learn language at home from parents and from media, if grow up in hearing family, may be learning culture more from Deaf school, which can be an opportunity to learn Deaf culture, communicate, perfect signing. (Metro Deaf School-charter school for Deaf and Hard of Hearing). 

Every Culture Has Four Main Elements (Language, Values, Norms, Traditions)

Deaf Cultural Tenents
  • Language-American Sign Languag (ASL)
  • Values, Hands/Fingers, Eyes
  • Norms: Getting attention (tapping on shoulder, waving a hand), Deaf Applause (waving hands in air)
  • Traditions-Deaf Clubs, mass community meetings, Residential Schools for Deaf

Passing of Ethnic Cultures (Happens Vertically throughout generations from Great Grandparents to Grandparents, to Parents, Aunt, Uncles to Child)

Horizontal Passing of Deaf Culture, comes from side from the Deaf Community, Deaf Social Worker, Deaf House Parent (if living in residential school), Deaf Teacher, Deaf Community Members, Deaf Peers)
  • 90-95% of deaf children have hearing parents
  • Many don't learn Deaf culture from passing down through generations but from community and assistants, peers, teachers.
Misunderstandings may occur because of cultural differences
  • Deaf people will pound on tables or tap on people to get attention. May also flicker lights. 
  • They can't hear themselves and probably can't tell that they are noisy when they do things like set something down. 
  • For someone who is DeafBlind they will have tactile signing, sign in hand or possibly on back, to show where things are.
  • Deaf people may ask a lot questions like where someone is from because this can help establish ties to the community, may know someone who knows someone.
  • Deaf people may ask questions about where someone is going because they can't hear when they are leaving and won't know when they are coming back.
  • Deaf people may ask a lot of questions because they can't hear environmental cues and need more information to determine what is happening.
  • Deaf people may watch pets respond to sound as this is a cue that something is happening.
  • At concerts some Deaf people may hold balloons to help feel vibrations. 
  • Some Deaf people may play music too loudly, they are feeling the vibrations, but can't tell how high the volume is. 

What is Viewed as Rude in Deaf Culture
  • Signers not signing when another signer is present
  • Walking between two signers (ok, but try to move quickly and don't need to duck)
  • Turning room lights off/on when only trying to get one person's attention and not the whole group.
  • Staring at a person with a hearing loss.
  • Grabbing a signer's hands to force him/her to stop signing and pay attention to you.
  • Waving your hand right in front of a Deaf person's face.

Deaf Cartoons: There are lots of Deaf cartoons that reflect Deaf Culture. 

Myths Busted and Faux Pas:
  • But she speaks well (for a deaf person)
  • She can't learn if she doesn't speak.
  • All Deaf people know sign language.
  • All Deaf people lipread well.
  • Deaf people can't talk.
  • She can hear me if I shout.
  • She's Hearing if she has a cochlear implant.
  • She can hear me. She's just bluffing.
  • All persons with hearing loss benefit from hearing aids/assistive listening devices.
  • Hearing aids can cure deafness. (Some may wear to hear environmental sounds but can't discern speech. )
  • She can read so there's no barrier to communication.
  • She's not bright or educated because her English grammar (grammar in sign language is different) is poor.
  • If a Deaf child is taught to sign, he/she won't learn to speak.
  • Deaf people can't raise kids.
  • Deaf people can't drive a car.
  • Deaf people can't pilot airplanes.
  • Deaf people can't use the phone.
  • Deaf people can't read.
  • Deaf people read Braille. (Speaker said she had been brought a Braille menu in a restaurant. People trying to help but not knowing how may sometimes offer a wheelchair or a cart in an airport.)
English vs. ASL

English:
  • Word order: subject-verb-object (svo)
  • Grammar is acquired through incidental learning
  • Tenses "ed", "ing"
  • Articles "a", "the"
  • Conjunctions "and" "but"
  • Prepositions "under" "in"
ASL

  • American Sign Language (ASL) is a visual-spatial language.
  • ASL is a language with its own unique rules of grammar and syntax. When Deaf people write notes it may be with ASL syntax so it may seem oddly worded. 
  • The palm orientation, hand shape, placement, and movement of the hands, as well as facial expressions and body movements, all play important parts in conveying information.
  • ASL is not English, pantomime, iconic (meaning the form or shape of signs don't always represent  the word's meaning.). 

ASL Grammar
  • Topic-Subject-Verb-Object
  • Does not use the "to be" verb
  • Does not use articles "the", "a"
  • More use of rhetorical questions
  • Example of word order , typed Hospital John hates (literally Hospital-John hates it), English translation John hates the hospital.
  • Time sequenced ordering: Typed-Yesterday lunch finish, boss give me work big stack, night class late me. English translation: I was late to class last night because my boss handed me a huge stack of work after lunch yesterday.
"Finish" in ASL
The word/sign "finish" is used frequently to establish past tense or as a completive matter. 
Meanings:
  • done, all done
  • already
  • it's over
  • did it
  • got it done
  • yes it is finished
  • (rarely used in typing) stop it or cut it out
  • Example: typed My cut bleed finish, English translation-My cut has stopped bleeding.
  • Example: typed Finish call nurse. English: I called the nurse already. 
Examples of Negation in ASL
  • Blood I have none (English translation: I am not bleeding.)
  • Ambulance I no want. (English translation: I don't want an ambulance.)
WH and Rhetorical Questions
  • Typed: You saw what?, English translation: What did you see?
  • Typed: What Juan do you what? English translation: What did Juan do to you?
The question word is often at the end.
Syntactic word order (adjectives and numerals commonly placed after nouns)
  • Typed: Eye black I have. English translation: I have a black eye.
  • Typed: 9:00 morning hospital I go. English translation: I will go to the hospital at 9 a.m.
Like its French origins, ASL has adjectives coming after the noun it describes. 

Characteristics of ASL used in English
  • Flipped words, usually for brand names, for example: Bell Taco, Hut Pizza, cheese cream, water sparkling, loss vision, tea iced
  • Incorrect use of present tense: Typed: I am interesting in go to hospital, English translation: I'm interested in going to the hospital.  Typed: I'm scaring. English translation: I'm scared. 
  • People who are Deaf think in the present tense, but may not change the tense when writing/speaking because they didn't learn how it sounds.
Some signs are iconic and look at least somewhat like the word represented. Some signs are arbitrary and don't look at all like what they mean.

Toolbox:

General Communication tips:

  • Introduce one idea or fact at a time
  • Use basic sentence construct (avoid passive or if/then clauses)
  • Use commonly used words (doctor vs. physician, ambulance vs. EMS)
  • Be ready to use substitutions or to rephrase
  • Try to match the level the person with hearing loss uses
  • Eliminate or minimize background noises when possible (this includes visual noise too-bright colors, patterns can seem overstimulating, interpreters usually wear solid colors like black). 
  • Speak normally
  • Don't exaggerate lip movements, shout, or over enunciate.
  • Use common gestures to help with communication.
  • Relax and be patient with yourself.
  • Get the person's attention before speaking .
  • Announce topic changes or mention context.
  • Make sure whenever possible that the person with a hearing loss can see your face. (need eye contact to signal that are talking)
  • Ensure lighting is good and there isn't any glare.
  • One person speaks at a time. This still applies if there is a sign language interpreter or someone providing captioning services (CART) because you need to be able to look at the person speaking to follow the conversation. 
Written Communication:
  • Computers/Tablet/Mobile phone, e-mail, texting
  • Real time captioning
  • TTY/TDD, not used much with less use of landlines (more use of e-mail and texting)
  • Pen/paper-used more by older people
  • Faxing, not used much any more. 
  • English can be like a 2nd language if ASL was learned first. Itmcan help to get a transcript, have real time captioning, interpreter, note-taker. 
Social situations:
Feelings of isolation can be common in school, work, community activities, family settings. Conversations change quickly in mixed (ASL/English) environments and people with hearing loss can get left out if they can't experience things the same way (if aren't kept in the loop about what is going on.)

Deaf people can be overprotected:
  • May end up learning to be helpless.
  • Don't have an opportunity to practice problem solving.
  • Can't anticipate consequences, etc.
  • May lack the skills to take care of themselves.
  • Can be worse off when "protector" is no longer around.
Signer vs. Interpreter

Signer
  • Knows some sign language
  • Hasn't necessarily taken formal sign language or interpreting courses.
  • Not required to follow professional Interpreter Code of Conduct
  • May not meet legal mandate of qualified interpreter
Interpreter
  • Communication link between hearing and deaf or hard of hearing people
  • Trained professional facilitator of communication and cultural mediation
  • Extensive knowledge of ASL and Deaf Culture, English, Other modes of communication, interpreting process
  • Interpreter National Certifications, most common credentials, NIC, OTC, NAD certifications -NAD III, NAD IV, NAD V, Educational settings ED K-12, Deaf Interpreters CDI, Legal settings, SC:L and CDI
  • Pocket talker
  • Phone (amplified) signaling
  • Alarm (plug into lamp), visual signaling
  • Tactile signaling (vibrate)
  • Some people may have service dogs
  • Telecommunication devices, web camera, mobile phone, IP Relay, videophones and video relay services, instant messaging, texting
Video relay services (free service), Deaf person usess software that connects to VRS and then signs to the interpreter, interpreter speaks to the hearing person, hearing person speaks to the interpreter, 
etc.

Video Remote Interpreting-may also have interpreter remotely who can help with interpreting via video.
UbiDuo:  Face to Face Communication Device, can type back and forth, , usually about $1,000.00

Tried and True Communication Solutions:

  • Writing
  • Email
  • Interpreting/signing (esp helpful if longer, 1 hour or more)
  • Sign Language classes
  • Technology: video phones, video relay service, captioning, CapTel, texting, CART (computer assisted real time translation)
What most deaf people want:
  • YOU to understand THEM
  • To be treated as individuals
  • To be treated as equally as their hearing peers
  • To be allowed equal educational and employment opportunities
  • YOU to be aware of deafness and hearing loss and variety/diversity within deaf community

Resources:


ASL websites

Free Online Training
(Developed by Deaf and Hard of Hearing Services)
Sara Keiling, Deaf and Hard of Hearing Specialist
Sara.Kreiling@state.mn.us
507-550-3130 (VP-video phone)


--Erin Z.R. @GLCL



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Vison Loss Resources



The Assistive Technology team recently had a meeting where we met with Shelbie from Vision Loss Resources to learn more about their services. Shelbie has made some larger business cards with fairly large print on them so people can contact her with more information on VLR services. We put some near our Large Print books at GLCL and also one on the Older Adult shelf in Nicholson Commons.

Here are some notes I took during our meeting:

Visit with Shelbie from Vision Loss Resources (used to be MN Society for the Blind, over 100 years old).


  1. Shelbie showed us different magnification devices they have to offer clients.
  2. Vision Loss Resources helps people with coping with vision loss, home visits, independence classes-using canes, computer/app resources, support groups, etc.
  3. Causes of vision loss: glaucoma, macular degeneration, diabetic retinopathy, cataracts.
  4. Shelbie also showed us some glare glasses-these can be useful for people with vision loss to help cut down on glare. May want to consider for library. 
  5. Ways to make buildings friendlier for people with vision loss: contrast, patterns on floors, tables can be hard for a person with low vision, a solid color table is okay, glass tables are hard because of the glare. Lighting-direct lighting is good, sometimes having a goose neck lamp can help direct light on to something for people. Some magnification devices aren't powerful enough for some with vision loss, may need something stronger.   Shelbie mentioned she could look into whether any grants around to help us purchase some equipment, supplies. 
  6. Signage: with flyers, it is good to have clear bold fonts, nothing too ornate, larger letters
  7. Zoomtext can help people with vision loss. CCTV-with contrast options helps. 
  8. Work arounds: wrote barcode with label marker in larger font and put on name line on back of card to help person see barcode
  9. Minneapolis office of VLR offers more classes, St. Paul office offers more events, can come to speak to groups about resources, apps, other topics. Discussed maybe having library go to DigiDaze (Rondo) to show Assistive Technology resources and maybe ask someone like VLR to present as well. 

Handout on coping with vision loss available here.

 --Erin Z.-R. @GLCL
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Thursday, November 08, 2018

MLA 2018: MCF-Shakopee’s Chautauqua



MCF-Shakopee’s Chautauqua: How a corrections librarian builds community using a 19th century model of engagement. Presented by Andrea Smith.



Chautauqua was a 19th-Century adult education movement and traveling entertainment that aimed at creating fellowship and spark learning. Large tents would be set up in beautiful lakeside locations and provide summer-camp style offering of classes.

Minnesota Correctional Facility- Shakopee is a women-only state prison for those serving at least 1 year. 640 women (ages 18-45) are currently housed and all are enrolled in either a school track or job track.

The goal for introducing a Chautauqua-style learning week to MCF-S was to help the women embrace learning and decrease the likelihood of recidivism.

When it came to getting prison staff on board. There was hesitation about the how. “How will this happen?” “How will we keep the women and staff safe?” However, most were on board with the idea itself. Both staff and the women saw this as a break from the usual.

There were many logistical barriers (approved materials, art supplies), but spending time with individual stakeholders, addressing concerns, and planning for a safe secure learning environment has paid off. The Chautauqua is now in its 5th year, with each offering taking place over a one week period and offering between 40-60 program options each year.

The hope is for each participant to reconnect with their humanity and be able to re-imagine their identity as learners and community members.

Making a case to the Warden:
  • Safe, secure incarceration was top priority.
  • This was an opportunity to encourage positive social skills, lifelong learning, and create real connection.
  • Librarian would reach out to different stakeholders individually and answer questions with understanding that this would require a cultural mind shift for many people.
  • Many presenters, teachers, and artists were excited to showcase programs in areas music, history, finance, yoga, birds, sexual education, and all sorts of crafts and music. This made a stronger case that it was a worthwhile program. 
Considerations:
  • Background checks on 40+ presenters takes time, plan accordingly.
  • Approving materials also takes time.
  • Situations beyond your control will happen. Program may not be able to take place, but remember safety comes first
Recommendations:

  • Have a long promotional period. The women needed to see and hear about the Chautauqua program many times to understand and become interested in attending.
  • Set a firm registration period. This is an opportunity for those interested in participating to practice planning ahead.
  • Ask for help! Be specific about what is needed and give people clear tasks. 
  • Hold an opening and closing ceremony with reminders to be timely, prepared/dressed, and to show gratitude to presenters and staff 
  • Reaffirm that this is a safe space to try new things and the opportunity only comes once a year.
  • Follow-up with the women afterward. What sparked their interests? What do they want to see next year?

 --Xenia @GLCL
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MLA 2018: A Bigger Boat: Data Visualization Lessons from the Movies



A Bigger Boat: Data Visualization Lessons from the Movies. Presented by Trish Valliancourt from St. Catherine University.

(Due to the presenter’s partner being ill and some unfortunate technical difficulties the session was shortened.)

Data visualization is all about packing lots of information in a finite space. But how do you create the most impact? Turns out there are key ways we can guide our audience to read information in ways that the brain can easily process.

Preattentive attributes are visual properties that our brains take in without consciously thinking about them. Things like: color, size, shape, motion, 2D vs 3D, length vs. width, and spatial positioning are all preattentive attributes.

If you choose images that subconsciously distract your audience, then all attention is drawn to the graph rather than the information presented. The data should always pop, not the graph. When we consider each of these attributes, we can make the best choices to help draw our audience to the target information instead of the overall visualization.

Example: Look at the table below. On how many days did Crisp sales exceed 160 bars?

·         Image 1: Looking for the answer in the raw data proves difficult and time consuming. This is not the best way to present information.

·         Image 2: A line graph makes it easier to see how sales of each item rise and fall, but it still takes our audience some time to consider the lines and numbers.

·         Image 3: So much easier! There is a red line marking the target quantity (160) and a red circle around the exact day when sales of Crisp exceeded 160.

Tips about preattentive attributes:

  •      2D images much easier for us to process than 3D images.
  •      Length is also easier than width on our brains.
  •      Too many attributes can be a hard to handle. Use no more than 4. In the example above, we could go further and use grey scale for all other types of bars and only leave Crisp in color.
  •       “It is not how much information there is, but rather how effectively it is arranged.”~ Edward Tufte

 

 --Xenia @GLCL
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Monday, November 05, 2018

MLA 2018: Starting, Supporting, and Sustaining a Homeless Advisory Group


Starting, Supporting, and Sustaining a Homeless Advisory Group – Minneapolis Central Library, Minnesota Library Association conference October 11, 2018



In 2017 the staff at Minneapolis Central Library brought together a homeless advisory group to inform library staff and administration of the needs and issues pertinent to this particular population.


How did it come about?

In 2013 the library began a “Coffee and Conversations” program modeled on the Dallas Public Library’s program with the same name led by senior librarian Dillon Young and associate librarian Chris Ruiz.
Once a week they serve coffee in the library atrium before the doors to the main library open, and have some sort of interactive conversation starter. Some are very low-cost, such as a large sheet of paper with a timeline for visitors to fill in with important milestones in their lives. Others require funding, such as therapy animal visits and Springboard for the Arts Ready Go presenters.

This program was popular and led to other adult programs that serve the homeless community (among others)– Monday chess club and craft club.
In 2015 the library hired a social worker, Kate Coleman. Previously St. Stephen’s provided office hours, but this was an expansion of that program. Because Kate works for the county she is able to directly connect patrons experiencing homelessness to benefits and housing resources.

Advisory Board

In 2017 the Arc Minnesota gave the library a micro-grant for Kate Coleman, Dillon Young, and Chris Ruiz to start the advisory board. They use the funds to serve lunch, and give gift cards and bus tokens to every board member at each meeting
.
Structure

Initially library staff invited patrons to join the board, but eventually they began an application process. Some patrons will transition out of homelessness during the course of their term. The application asks about people’s experience with homelessness within the last year and whether they come to the library regularly.

The board meets every other week and staff members are there to facilitate discussion, not to make decisions or vote on ideas.

What Helps

Staff members say a strong agenda helps keep meetings focused. Each meeting the group discusses issues in 4 areas: resources, programming, security, and hours and accessibility. Much of the discussions have centered on relationships between patrons and security officers.

Once the staff invited the head of security to show the group that security cameras did not allow officers to see inside of bathroom stalls, which was reassuring to the group.

Successes and Next Steps

The board has suggested ideas and seen them implemented.
The library opens at noon on Sundays, and the board complained that there was nowhere else for them to be downtown in the morning and no public restrooms. They asked staff to open the atrium earlier, and now the atrium opens at 9. This required 1 staff member to give up off-desk time each week, security was already in the building.

Coffee, games, crafts, and movie screenings have also been added to the commons (a room outside of the library off the atrium).

The group hopes to develop a Homeless 101 class for new patrons experiencing homelessness that will help them learn the rules of the road.

--Amanda @GLCL
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MLA 2018, DAY 2


Leadership is On The Air! Training Through Podcasting!
--Angie Gentile-Jordan  and Mary Wilkins-Jordan

CMLE is a consortium of Central Minnesota  public, academic and special libraries. Many members are solo librarians who struggle to get the training they need.




They decided to create three podcasts:

●     Linking Our Libraries--training for library staff.
●     Book Bites--5 minute book talks- source for reader’s advisory.
●     Reading with Libraries - an online book group.

What they learned:

●     Anybody can lead.
●     Make sure you have goals.
●     Content is what really matters- need people who know what they are talking about.
●     Content should match the goal.
●     Show notes with resources and links.
●     Post a quiz at the end to give staff credit for listening.
●     People don’t always believe they are interesting - encourage them.
●     Find people who speak well.
●     Evaluate! The only way to improve is from negative feedback.
●     Things will take longer than you expect- each Linking Our Libraries episode takes 8-10 hours prep.
●     Keep it short- Linking Our Libraries episodes are 20 minutes long - library staff can listen on the way to work.
●     Youtube has videos on podcasting.
●     $15/month is the maximum you should pay for a server.

How CMLE does podcasts:

●     Hosting by Libysn.
●     “Chunking”- days of constant recording - edit later
●     Release schedule- 15 episodes per “season” - 1 per week -seasons can be as long as you want.
●     Guest hosts drawn from members- guests pick topics-they encourage guests to bring notes or a rough sketch.
●     Post new episodes on dedicated web page.

More on their podcasting here, including studio photos. They are happy to offer equipment recommendations.

Possible uses for a podcast at Saint Paul Public Library:

●     Local history
●     Training for new staff
●     Training on Innovation Lab equipment

Recommended podcasts:

●     Professional Book Nerds (from Overdrive)
●     Bookriot
●     Terrible Book Club






Making Virtual Reality a Reality in Your Library
--Chris Austin, Cheryl Hill  and James Hill

Libraries have long served as points for patrons to experience new technology, and virtual reality seems to be the next big thing.

Virtual reality can be experienced with viewers that connect to a mobile device, or with a more immersive helmet connected to a desktop computer,

Zumbrota Public Library uses an HTC Vive. It requires quite a heavy-duty computer- the whole setup is about $2000. Grants or donations may be an option.

Coding for Cospaces

Virtual reality programs:

●     Virtual planetarium with Star Chart ($10)
●     Cospaces- educational - can code cute animals to do things (free version available)
●     Virtual tour of the library-Google Tours is free if you use a personal gmail address.,
●     Virtual moonwalk for NASA-themed program ($9.69)
●     Virtual training exercise for law enforcement
●     Virtual museum tours (free)

Virtual reality attracts teens and men to the library. It can be used to experience things that can’t be seen in person.


 --Andrea @GLCL


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