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

Community needs and gaps assessment	Results
1. What needs, gaps, and recommendations were provided in the analysis?
2. Which project(s) were developed to meet which needs and gaps?
3. Which projects or initiatives need further input? Which needs do these projects meet? (for example: expanded collections, increased representation of this community group on the board, staff, or volunteer teams) Why?
4. Which projects or initiatives need further input? Is the community’s help required to better understand its needs or to assist the library with outreach and communications? If so, who should be contacted to get started?
5. Which projects were implemented but did not realize the expected impact? Did the planning group assess why the initiative was not successful?
6. What are some suggestions for improvement?

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

Exercise questions	Library use	library cards issued	Program attendance	Number of programs offered	Additional collections	Expanded collections	Room Bookings	Notes
Which questions show no change in status and progress
Which questions show a negative change in progress?
Which questions show a positive change in status and progress?

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.

Institutional Barriers	Does this barrier apply to our library?	How shall we address this	How have we (or how shall we) addressed this barrier in our outreach and communications initiatives to this community?
1. Unsuitable or unduly restrictive opening hours; or restriction upon the availability of library services
2. Inappropriate staff attitudes and behaviour
3. Inappropriate rules and regulations
4. Charging policies which disadvantage those on low incomes
5. Book stock policies which do not reflect the needs of the community or are not in suitable formats
6. Lack of signage in building, so that people cannot easily find their way around
7. Lack of sense of ownership and involvement by the community
8. Lack of integration of government services and a focal point for delivering them
9. Lack of adequate provision of services of facilities for people with disabilities

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:

Personal and social barriers	Does this barrier apply to the target community group?	What outreach, promotional, and communication strategies have we developed and implemented to minimize these barriers?	What other strategies and tactics may assist to address these barriers?
1. Lack of basic skills in reading, writing, and communication
2. Low income and poverty
3. Direct and indirect discrimination
4. Lack of social contact
5. Low self-esteem
6. Lack of permanent fixed address

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:

Perceptions and awareness barriers	Does this barrier apply to the target community group?	What outreach, promotional, and communication strategies have we developed and implemented to minimize these barriers?	What other strategies and tactics may assist to address these barriers?
1. People who are educationally disadvantaged
2. People who live in isolation from wider society
3. People who don’t think libraries are relevant to their lives or needs
4. People with a lack of knowledge of facilities and services and how to use them

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:

Perceptions and awareness barriers	Does this barrier apply?	What outreach, promotional, and communication strategies have we developed and implemented to minimize these barriers?	What other strategies and tactics may assist to address these barriers?
1. Difficult physical access into and within buildings
2. Problem estates and urban decay
3. The isolation problems experienced by rural communities
4. Poor transport links

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

Strategy Includes:	Preliminary Assessment of policies, strategies, and practices	Changes Required?	Responsibility and Timeline
Governance
Your board representatives assess board candidates’ interest, availability, and potential contribution to the board of trustees.
In addition to traditional recruitment criteria, the board encourages applications from members of the community by promoting the library and the volunteer opportunity among the target community members through: ethnic newspapers, ethnic radio stations, associations, local clubs, non-profit organizations that provide services to this community group.
When assessing applications for board positions, the board reviews applications to assess if any of the candidates: are representatives of target community groups; have any knowledge or training in cultural competency, social inclusion, anti-racism, or anti-oppression; understand the importance of the library being social inclusive: Consider asking board candidates to explain how a library can act as an important vehicle for social inclusion for new immigrants, members of particular ethnic/religious groups, youth, seniors, etc.
Human Resources:
Address the following questions to assess the library’s human resources diversity practices: Are formal or informal staff recruitment process inclusive of target community group members? Are hiring strategies recruiting potential staff members who have knowledge and experience to work with diverse communities? Does the library provide training to help staff effectively work with people from different backgrounds? What is the library’s history with equal opportunities for recruitment and promotion for diverse and qualified professionals? Has the library set a policy or numeric goal to hire target community groups? Does the library have community development staff members that are responsible for community outreach, and/or diverse communities?
Training/Learning
Has social inclusion training been included in the current training and development plans for all staff? What types of training programs have been selected? Does this type of training best fit the library culture and budget? Which staff members are responsible for developing the social inclusion training and learning initiatives plan? Which staff members are responsible for researching various training programs?
Programs/Services
Does the library have programs that facilitate inclusion of new immigrants, youth, Aboriginals, seniors, and the top ethnic/cultural groups in the community where the library is located? Does the library collaborate with immigrant and refugee agencies to facilitate inclusion of new immigrants through programs such as ESL, settlement assistance, citizenship training, and reading circles? Does the library provide programs that encourage members of the target community to unite at the library and engage in its offerings?
Collections
Does the library have collections (books, newspapers, periodicals, and audiovisuals) that represent the target community’s culture and/or language? Does the library know if these materials are of interest to the target community? Are the target community members asked for their input before and/or after sourcing the materials?