If you would like to order hardcopies of the Social Inclusion Audit and Toolkit please contact CULC/CBUC at 416.699.1938 or info@culc.ca.

Copies are available to CULC/CBUC members for $79 each, Non-members for $109 each. Plus applicable taxes.

Part 2: Social Inclusion Audit Tool

Part 2 continued: Social Inclusion Audit Tool – Scoring

Part 3: Indicators of Openness

Part 4: Indicators of Intentionality

Part 5: Indicators of Inclusion

Acknowledgements

Several of the social inclusion and cultural competency assessments researched for this project included references to “Indicators of Openness” and “Indicators of Inclusion.” However, none included an indicator that focused on consistency – keeping the work of removing barriers to inclusion as a constant priority.

A library’s ability to keep the topic of inclusion “on the table” by consistently integrating it into the strategic and operational framework of the organization is extremely important. It is also necessary to keep this work constantly on the minds of the board of trustees, staff members, and volunteers. Both will strengthen the library’s ability to effectively remove barriers to inclusion.

As the concept of “intentionality” is critical to removing barriers to inclusion, CULC/CBUC’s social inclusion audit places emphasis on intentionality in the following ways:

1. The social inclusion audit includes an “indicator of intentionality.”
2. The majority of the questions in the social inclusion audit (7/12) are focused on intentionality.
3. The audit includes an assessment of the library’s status and progress in developing, implementing and refining the necessary elements of the library’s social inclusion work. Assessing both status and progress will demonstrate the degree to which the organization is intentional about its work to remove barriers to inclusion.

Exploring, viewing, and challenging values and behaviours takes time, as does developing policies and procedures. Staff and volunteer members will require time to understand the purpose and requirements of these new behaviours and policies. They’ll also need time to accept and integrate these new behaviours and approaches into their work.

In 2003, George Candell and his team of researchers found there are five levels of consciousness for individuals receiving training to integrate new culturally competent behaviours. Although the research was conducted on the ability of medical practitioners to integrate new culturally competent behaviours, Candell’s findings highlight the importance of ensuring that the work required to remove barriers to inclusion is intentional and consistent.

Five Levels of Consciousness

Developmental phases of models of cultural competency (Candell, SJ. George, G., Marian, GS…., & Davies, S. (2003). Applying Theory to the Design of Cultural Competency Training for Medical Students: A Case Study. Academic Medicine, 78(6).

1. Unconscious incompetence – No insight about the influence of culture on medical care.
2. Conscious incompetence – Minimal emphasis on culture in medical setting.
3. Conscious Competence – Acceptance of the roles of cultural beliefs, values, and behaviours on health disease and treatments.
4. Unconscious Competence – Incorporation of cultural awareness into daily medical practice.
5. Unconscious Supercompetence – Integration of attention to culture into all areas of professional life.

It is important for libraries to fully commit to removing barriers to inclusion and to understand that the work will permeate all levels and practices of the organization. This will require frequent communication, coaching, and training of staff members and volunteers to ensure that individuals automatically develop, implement, and evaluate all policies, programs, and practices, including the perspective of removing barriers to social inclusion.

In order to effectively remove barriers to inclusion, the CULC/CBUC Social Inclusion Audit asserts that a library will use participatory, strategies to uphold and reinforce the principles of access, equity and thus social inclusion for all.

As a first course of action, social inclusion work requires that the library is open to understanding and engaging with their community, and challenging the various barriers, values and behaviours that lead to exclusion. This work is reflected in the questions in the audit and in this toolkit that focus on the “Indicator of Openness.”

Social Inclusion Indicator Matrix

The matrix below demonstrates:

• the connection between the indicators and the criteria for the removal of barriers to inclusion, and
• the scope and priority of the work required to effectively assess – and ensure – inclusion.

As evidenced by the chart, it is critical to ensure that the areas covered by the Indicator of Openness are examined and implemented effectively so that effort to remove barriers to inclusion start with the careful examination of how well the library knows, engages and consults with the target community group(s).

In order to effectively remove barriers to inclusion, the CULC/CBUC Social Inclusion Audit asserts that a library will use participatory strategies to uphold and reinforce the principles of access, equity, and thus social inclusion for all.

As a first course of action, social inclusion work requires that a library is open to understanding and engaging with their community, and challenging the various barriers, values, and behaviours that lead to exclusion. This work is reflected in the questions in the audit that focus on the “Indicator of Openness.”

The second level of work required to remove barriers to inclusion includes continued engagement with the community, as well as the development, implementation, and evaluation of systems, programs, policies, and procedures. It also requires the provision of equitable access to services and decision-making opportunities. This work is reflected in the questions in the audit and toolkit that focus on the “Indicator of Intentionality.”

The research that supports the development of the CULC/CBUC Social Inclusion Audit asserts that if the library is effective at addressing the areas of focus in the indicators of openness and intentionality, then it will be better able to demonstrate inclusion through tangible, measurable outcomes.

Social Inclusion Indicator Matrix

The matrix below demonstrates:

• the connection between the indicators and the criteria for the removal of barriers to inclusion, and
• the scope and priority of the work required to effectively assess – and ensure – inclusion.

As evidenced by the chart, work that focuses on “openness” cannot immediately lead to “inclusion” without the focus on intentionality.

As inclusion is both a process and an outcome, it is not surprising that an indicator has been named to ensure that the requirements for removing barriers have been met and that these requirements can yield results that can be measured.

As a process, social inclusion refers to the acts associated with the development, implementation, and evaluation of strategies and tactics to remove barriers to inclusion.

As an outcome, social inclusion refers to the ability of an organization to demonstrate the level of inclusion through tangible outcomes.

The social inclusion audit contains three audit questions that assess the ability of the organization to translate process into outcomes.

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The library has developed and implemented a plan of action to remove barriers to inclusion that has resulted in an increase in: collaborative partnerships with community groups to develop programs/services, collaborative partnerships with community groups to deliver programs/services, and a more robust consultation process with community members and groups who do not use, or seldom use, the library.

What is it and why is it important?

As the indicator of inclusion focuses on providing equitable access to services and decision-making opportunities, as well as on the demonstration of the level of inclusion through tangible outcomes, it is vital that the efforts of the library to increase community engagement and partnerships can be measured to demonstrate tangible outcomes.

Specifically, this question looks to assess how well the library has enhanced community engagement and increased the number and scope of collaborative partnerships with community groups to develop and/or deliver programs and services for the community.

What does it look like and how do you do it?

In Section Three, Questions Four and Five of this toolkit, information and tools were provided to inform and guide the development, implementation, and evaluation of strategies to engage the community and create community partnerships.

Below you will find similar exercises as those provided in Questions Four and Five, as well as new exercises to assist the library to assess and refine its community engagement and partnership efforts.

This next exercise will require that the library working committee has a good assessment of the number of community consultations and community partnerships that have been developed during the year. Prior to starting this exercise, please consult with the staff team to develop a good understanding of the information required in the exercise below.

Once that information has been assembled, complete the exercise 12.1. It will help create a visual summary assessment of the change, if any, in the number of community partnerships and consultations. Using the notes section, provide an explanation for the type of change experienced. This will provide additional context to help you understand it.

Figure 12.1 Assessment of change in community engagement and partnerships

Consider using the exercise found in 12.2 to assess and further refine your work in this area. Pay attention to the information collected previously in Section Three, Question Five to assess if the information provided was used in the development of community partnerships.

• Was the information provided in the exercises in Chapter Five not incorporated or included in discussions or work leading to the development of community partnerships?
• Are there areas that can be focused on in more detail?
• Have you learned about potential new community partners since the completion of Question Five?

Figure 12.2 Steps to successfully develop a community partnership

From Community-Led Libraries Toolkit – (pages referenced are pages in the Community-Led Libraries Toolkit)

Consider using the exercise found in 12.3 to assess and further refine your work in inspiring fair access to the library through information received through community consultations. Pay attention to the information collected previously in Section Three, Question Five to assess if the information provided was used in the enhancement of community engagement and community partnerships.

• Use the questions below with board and staff teams to reignite the discussion about inspiring fair access to the library by excluded groups and non-library users. How do the answers to the questions vary from the first time these questions were asked?
• Are there areas that can be focused on in more detail this year?

Figure 12.3 Inspiring fair access – thought stimulating questions for both board and staff teams

Consider using the exercise found in 12.4 to further refine fair access planning. Pay attention to the information collected previously in Section Three, Question Five to assess if the information provided was used in the enhancement of community engagement and community partnerships.

• Use the exercise below with both board and staff teams to keep fair access and inclusion top of mind with both teams. How does the information in this exercise vary from the first time these questions were asked in Question Five?
• Are there areas that can be focused on in more detail this year?

Figure 12.4 Fair access planning

This brief exercise will assist staff and board members who are leading the development of inclusive initiatives to:

• track the various insights and thoughts on how to remove barriers;
• provide a structure to capture next steps;
• identify who is accountable and who is participating in the development of these initiatives;
• capture a timeline for this development and a method in which each team can track the progress of their efforts.

If the library has shown little or no change, or if the library would like to further refine its efforts in this area, please revisit the tools and sample policies provided in Questions Four and Five of this toolkit.

The library has developed and implemented a plan of action to remove barriers to inclusion that has resulted in an increase in: library cards issued, library use, program attendance, numbers of programs offered, additional or expanded collections, and room bookings.

What is it and why is it important?

As the indicator of inclusion focuses on the provision of equitable access to services and decision-making opportunities and the demonstration of the level of inclusion through measurable outcomes, it is vital that the library evaluate the efforts to increase the level of inclusion.

Specifically, this question looks to assess the increase in library cards issued, library use, program attendance, numbers of programs offered, additional or expanded collections, and room bookings.

An increase in the use of the library can be attributed to the library’s efforts in engaging the community and responding to their needs, feedback, and input.

What does it look like and how do you do it?

In Section Three, Questions Six and Eight of this toolkit, information, and tools were provided to inform and guide the development, implementation, and evaluation of strategies to create more inclusive and diverse board, staff, and volunteer teams.

We ask you to use similar tools found in Questions Six and Eight to assess and refine your work in this area.

Review the analysis of community needs and gaps in service.

Figure 11.1 Needs and gaps results

Complete the Social Inclusion Audit

We recommend that the Social Inclusion Audit is completed at the end of each year prior to completing work described in this chapter. The completion of the audit will help determine the focus of social inclusion work in the future as well as acknowledge the areas of strength for the library.

After the library has completed the Social Inclusion Audit, have a small working committee review results to assess status and progress.
Use the following exercise to document the changes that have occurred this year:

• in the number of library cards issued,
• library use,
• program attendance,
• numbers of programs offered,
• additional or expanded collections,
• room bookings.

Figure 11.2 Assessment of change in library use

If the library has shown little to no change, or if the library would like to further refine its efforts in this area, please revisit the tools and sample policies provided in Questions Six and Eight of this toolkit.

Now revisit figures 8.0a through 8.0d to assess the library’s efforts to remove barriers to inclusion. Next, complete the exercise copied below (11.3a through 11.3d), and assess which areas the library should re-evaluate and refine in order to further increase the use of the library by the community.

Figure 11.3a Institutional barriers

From Libraries for All, UK Department for Culture, Media, and Sport, 1999.
These are barriers that authorities, libraries, and library staff may create and which may discourage or restrict usage by certain people of the community.

Figure 11.3b Personal and social barriers

From Libraries for All, UK Department for Culture, Media, and Sport, 1999.
These barriers exist either in personal terms, or because of cultural or community circumstances:

Figure 11.3c Perceptions and awareness barriers

From Libraries for All, UK Department for Culture, Media, and Sport, 1999.
Perceptions that “libraries are not for us” exist both in individual and community terms. This perception causes difficulties for:

Figure 11.3d Environmental barriers

From Libraries for All, UK Department for Culture, Media, and Sport, 1999.
Perceptions that “libraries are not for us” exist both in individual and community terms. This perception causes difficulties for:

The exercise in Question Six required a brief assessment of several strategies that are currently in place, or that require drafting or amendments. Please review the same exercise again now to assess if any of the new or amended strategies require further refinement and attention.

Review strategies:

Figure 11.4 Strategy development