There is a learner guide for today's session that we created for you to extend your learning on the topic.

It's an excellent way to bring this learning to colleagues.

It's a resource -- it's in a Word document format so you can customize or make those questions your own.

So please don't be afraid to use the guide as a resource to extend your learning alone or with others.

I'm excited to introduce our presenters for today's session.

We're thrilled to have back Ken McDonnell who we've had the format opportunity of working with.

He is the Financial Education Programming Analyst at the Office of Financial Education at the Division of Consumer Education and Engagement at CFPB.

Julie Robinson comes to us as the ReHugo and Immigrant Services and Empowerment RISE.

Young Park is the Manager at the Popular Library.

And Emily Mross is the Business Librarian and Library Outreach Coordinator at Penn state.

We are thrilled to have you here and very excited about today's session.

Welcome.

I'm going to go ahead and let Emily get us started.

>> EMILY: Thank you so much.

Thank you for joining us today.

I'm going to kick us off by talking a little bit about the interest group.

I am the chair of this interest group.

This is a group of librarians or library employees who work in any type of library that are interested in financial literacy.

It doesn't matter what type of community you serve or what kind of library you work in.

But if you are trying to build financial literacy programming, offer financial literacy pros for your community, we are here to help and connect you can people like Ken, like Young, like Julie.

And perhaps you have resources and expertise you can share with others.

I would like to tell you a little bit about how you can get involved and what we offer.

We participate and host free online discussions and webinars.

So we usually do those about every other month.

And you do not need to be a member of the interest group of ALA to participate in those.

We share them as bradly as we can and everyone who is able to attend is welcome to come.

If you do attend ALA conferences, we do host programs and discussions at ALA conferences in person.

If you happen to be traveling that, that's another time you can get connected with other librarians and other resource partners like the Consumer Financial Protection Bureau and other government agencies and nonprofits.

So we are a really great opportunity to learn from each other, share your expertise, and get free things.

If that sounds like something you would like to be interested in participating in, if you have a smart phone and scan that QR code, it will take you to a link tree.

If you are a member, join us on ALA Connect.

If you are not a member, we have a free e-mail list we send out about all of our meetings and upcoming programs that we can share with you freely.

And we have a financial literacy Libguide.

Which I manage.

And that has recommendations of books, websites, magazines.

Other things to help you build a financial literacy collection based on your community.

And promotes opportunities to get grants and other things that can help you expand financial literacy programming in your library.

As I said, we do promote our upcoming discussions and webinars via that e-mail list.

And via Connect if you are.

And we do record those webinars as we are able and we post them to Connect and also we are posting them to the LibGuide.

So I will now turn it over to Ken and he is going to talk to us about the CFPB support.

>> KEN: Thank you, Emily.

Thank you all for coming.

What I should start off with here is give you a little bit of a background for those that may not be familiar with the CFPB.

We are the Consumer Financial Protection Bureau.

We opened our doors in July of 2011.

And we are the financial regulator regulating consumer financial products.

Such as credit cards, saving accounts, checking accounts, auto loans, credit rating agencies.

And we also regulate banks and credit unions that have more than $1 billion in assets.

So one of the first things I have to do is say this disclaimer.

It is being made by a representative from the CFPB on behalf of the bureau.

But it does not institute legal interpretation, guidance, nor advice of the Consumer Financial Protection Bureau.

And any opinions or views stated by me are my own and may not be representative of the Bureau's views.

What I would like to talk to you today about a project we started back in 2021 looking at our resources for individuals with limited English proficiency.

At the CFPB, we want to ensure products and services are accessible to all consumers.

Including those with Limited English Proficiency.

Ensuring our own resources are fair, equitable, and nondiscriminatory.

We have worked in accordance with executive order 13166.

Provide meaningful access, other information and services, to the 25 million U.S. residents with Limited English Proficiency.

Historically, we have done this by releasing direct to consumer resources in eight languages, in addition, to English.

But in 2022, we decided to test if our resources were effective in meeting the needs of non-English speaking communities.

And in helping them to navigate financial hardships.

So here's our project methodology that we have done here.

Looked at quantitative and qualitative study of the CFPB's current LEP and consumer outreach efforts.

We did in-depth interviews with practitioners and intermediaries who provide direct and indirect assistance on financial matters to LEP consumers.

We conducted focus groups in Arabic, Chinese, Creole, Korean.

And we did usability tests of the CFPB's updated in-language resources.

So what I'm going to do here is show you the observations, the key-level observations that we obtained from this effort.

First, we learned that the LEP consumers are generally unaware of the existence of the CFPB.

They are not visiting the website in large numbers, submitting minimal complaints, and seem to turn to friends, family, trusted community members and organizations, social media or to the Internet to find information on financial matters.

We see there is work to be done to build awareness and understanding of what the CFPB is, what issues the CFPB provides resources and support for, and how LEP consumers may be able to access this help.

Second, our key observation was the practitioner and intermediary organizations that assist LEP clients on financial matters are well positioned to help raise the awareness and understanding about the CFPB.

Strengthening these institutional relationships and lending support such as bite-size video and audio content to these community-based agencies is key to reaching last mile LEP consumers.

And found public libraries are one of the main intermediaries when working with individuals with Limited English Proficiency.

And you will learn from two systems today how they are engaging with these communities.

Our third key observation, was that demand is high for in-language content.

Especially for content in languages other than Spanish.

While financial literacy is reasonably high, lack of resources in the primary language often force them to use unreliable third party translation tools.

We learn that translated content often can be difficult to understand because the words are used are too formal or technical.

Especially for people with lower literacy levels.

LEP consumers ask for the use of more culturally diverse language.

Such as taglish.

Lastly, we learned that studied participants prefer mobile-friendly web pages with less dense text.

They requested smaller bite sized pieces of information in the form of shorter paragraphs, brief videos or audio clips.

Participants told us adding English words can help them look up the proper meaning of the terms.

Also suggested using similar layouts across the various language websites to help them easily compare content.

Participants share that they are more likely to trust a website that they can relate to.

They recommend using photos and testimony menials from people who reflect their language group.

So now we are going to go into the opportunities and what we are looking at as far as engaging with the LEP communities.

First website development.

Continuing efforts to build a best in class culturally and linguistically accessible website that can serve as a one-stop shop for LEP consumers and practicer ins and intermediaries that support them.

We need to scale the availability of in-language content focusing on Vietnamese, Chinese, and Korean language content in the short-term.

Utilize machine translation where needed.

Leverage website and publication analytics to identify the most relevant topics that should be made available to all languages.

We wish to review in-language content for grammar, cultural relevance, and literacy levels.

Utilize plain-language with less complex technical vocabulary and incorporate English language terms where relevant to support comprehension.

Develop more specific, culturally-relevant messaging.

Use videos featuring LEP consumers and/or written copy to convey frequently asked questions.

Second, we need to do more marketing and outreach.

Another reason why we are here to work with libraries to raise the awareness of the CFPB and our resources.

So we need to bring consumerfinance.gov to consumers and drive consumers to the website.

We call this a surround sound approach.

Each community is so different and diverse.

Different technology preferences, cultural content, language needed, social media uses, trusted messengers, et cetera.

This can be done in a number of ways.

Such as utilizing trusted messengers, leveraging community-based organizations to build brand preference and yesterdayability.

Ensuring the CFPB shows up as a trusted authority in relevant searches.

And then do paid and earned media campaigns.

So now we will show you the current progress that we have been making to date.

And I saw a question on the Spanish and I will get to that question.

So what is some of the steps we have taken?

As of February 2023, we have launched newly redesigned language landing pages that seek to make it easier to navigate the banking and financial system and include commonly used financial terms and acronyms.

Additionally, the CFPB accepts complaints from consumers in 180 different languages about a financial product or service.

And these redesigned landing pages provide more detailed explanation of that process so consumers know what to expect.

At CFPB, improving language access for LEP consumers and those assisting them with financial matters remains a long-term priority.

We are excited to continue this work so all consumers have access to safe and equitable financial marketplace.

So I'm going to share right now and show you how you can access these language pages.

So here's the CFPB home page.

Our home page is consumerfinance.gov.

Or if you type in the search engine CF.gov, you will get to the same place.

So either consumerfinance.gov or CF.gov.

So up here in the upper-right hand you will see the different languages we have.

I will start here, I believe it's on Chinese.

And you will see the whole page has been taken over to Chinese.

And the whole -- all the resources here are available in Chinese.

That a Chinese speaker and reader would be able to easily identify and read through.

You will notice the other issue say we go to Tagalog.

It will have a similar layout.

Someone that speaks two or three of these languages, they will be able to identify where the different resources are located.

So back to the question about asking in Spanish.

Spanish we're treating a bit differently because there are so many speakers of Spanish in the United States.

And so if you go up here to espanol and click on here, this you will see the whole website has been converted into Spanish.

And so there is just much more content that we have in Spanish.

And we've been doing a lot more of the Spanish content as we prioritize that at the beginning when the CFPB first started because there are so many Spanish speakers.

Our effort was to bring these other seven languages up to the same level we have at Spanish and English.

So that is our goal.

That is one of the reasons why you didn't see us talking about Spanish, initially, in this project.

Because we have been doing a lot on Spanish prior to this addition.

Through this additional effort.

And so with that,ly stop sharing and are there any questions for me?

Jennifer or Zoe, do you see any questions other than the Spanish one?

>> JENNIFER:  I haven't seen any other questions come in at this time.

As questions come to mind, you can jump in and post them into chat.

And we will circle back around as we move through.

>> KEN: One other thing.

Submitting a complaint.

You can submit a complaint to us through our website consumerfinance.gov or CF.gov.

It's only available in English on our website.

For other languages, here's our 855 or toll free number.

For all the languages, please use that number.

For those that need TTY, there is another number here.

And we can take that complaint, again, up to 180 different languages.

>> JENNIFER:  Ken, I'm going to go ahead and grab you for a few more minutes here.

Because there were a few questions that are pretty specific to your resources.

There was a question about whether or not there are plans to add languages for refugees from Sudan, Myanmar, and Congo?

>> KEN: At the moment, the reason why we chose the language we did, we did demographic research to find out which language is the most commonly spoken in the United States.

Those seven, other than Spanish, were the ones that were most commonly spoken in the United States.

As far as branching out into other languages, I understand that issues with refugees, is particularly in need right now.

At the moment, what we have is just what we have.

As far as branching out into other languages, I need to talk with my colleagues about that to see if we have any need to do that.

Definitely there is a need out there.

And it's something we can put on our radar screen for upcoming additions and enhancements.

>> JENNIFER:  Excellent.

Super helpful to know that you all are -- continue to have your finger on the pulse.

Can you talk a little bit about how you did determine culturally relevant materials to add?

You mentioned that.

>> KEN: We asked individuals -- so we learned some of this stuff from the focus groups that we did.

That were, actually, direct to consumers.

We heard from the consumers themselves in those various languages.

So we heard it in that respect.

And then in conversations that we had with community-based support groups that work with these populations, we learned of additional cultural relevance that we should include in our resources and when we are addressing these populations.

>> JENNIFER:  Yeah.

I know from our work with the Spanish language outreach project, the importance of those relationships with whether they are gate keepers or other agencies that are working with those communities, so I know Ken is a real advocate for connecting with those partner organizations.

CFPB has a great resource on working with partners.

So definitely continue, you know, it's ongoing and I see even more folks asking about additional languages, as well.

There was just one other comment that I think would be helpful to know.

Is there an audio version of the site for folks to access?

>> KEN: That is a really good question.

You know, it's something that we are going to be looking into.

I could say I was -- as -- I was at a Texas library association and met a librarian there from a really small library in Texas.

She said it's great you have the Spanish language in these, but a lot of my community is illiterate.

What she did is recorded herself reading those documents off.

So that got in our minds we should be looking into something along those lines, as well.

It is something that we are considering for the future.

Again, it's going to be a resource allocation issue.

But, yes, it is an excellent question.

And it's a great way to be able to want to serve some underserved communities.

And in addition to that, other ways we can work, is working with organizations like the coalition on adult basic education.

Organization that works with support groups that work with adults that are illiterate and helping them to read and write.

To be able to work with organizations like those are also helpful to us.

>> JENNIFER:  Excellent.

I think we can move on.

Keep your questions coming.

Ken, there is a few more that it would be great just for information for you all to collect from these wonderful library folks providing feedback.

But we have lots to cover with our examples from libraries.

So let's go ahead and move on over and hear f from Julie.

>> JULIE: As you know, I'm with the Kansas City Public Library.

And I should probably change the slide.

Maybe.

Okay.

There it is.

So there we are.

And RISE will be, as of next week, nine years old.

Which seems rather silly to keep track, but when I started RISE, I was the only employee in there.

So we have really grown and changed over the last nine years.

And I will just put in a plug for Americorp Vistas.

The first six staff I had were Americorp Vistas.

This is our mission statement.

This is the library service area.

So the northeast branch here in the middle is where I am headquartered currently.

We have the largest number of refugees and immigrants in the city, in this area.

However, housing stock is going away.

Because lots of it is being gentry if Id and -- is being gent if Id and being sold as sing-family homes.

They are being sold in Kansas City.

Which I can now get into that, be we are looking at two cities that are south of my service area.

So we have yet to figure out how we will handle that.

So during COVID, which obviously wasn't a planned thing, we did a remodel of the building.

And they decided to put by the front door the highlight area that shows refugee and immigrant service -- that shows Refugee & Immigrant Services & Empowerment.

It looks like someone took a highlighter to do that.

So I am housed out by the parking lot.

Actually.

So this is our English language accusation wheel.

We don't have a firm path for you to take our classes.

You are welcome to start anywhere.

But there is actually one exception.

So I have to contradict myself.

If you were pre-literate, as we were talking about, we have a class called English Basics.

For those that have never learned the American alphabet.

If you are here and have never seen the U.S. alphabet, if you have a Surilic one, you can't read and write.

This is a phonics-based class.

It also means that you might not have been able to attend school.

There are many reasons.

And also not all languages are written.

So it's very hard for you to be able to learn to read and write a language that isn't written.

So this is our newest class.

Which is literally called Financial Literacy.

The topics there are parts of this course.

Now you see that nice little piggy bank in the middle there?

Several years ago I did a program at a different library branch and we had them bring out banks and credit unions would come out and they would hand out a piggy bank.

We always had them bring a big jar of pennies.

And yes, it's only a penny, but it was the first money in their piggy bank.

And so one little girl decided that she was going to save her money in that piggy bank.

Mainly, it was all the change out of daddy's pockets, but still.

Her money.

And when she filled it, she made him go with her, take him down to the bank and they got a savings account.

And she bought her first car from the money that she kept taking out of the piggy bank and putting into her savings account.

So it does work to do this.

So next year for World refugee Day I intend to get piggy banks and pennies handed out to every adult at the event.

This is part of our new hot off the press here class.

If you look at where it says five, checking verses savings account.

Where we talk about a savings account, it's in investigationing-- investing in you.

There is a lot of reasons why people are not saving for things.

Mainly, the fact that, you know, income is hard.

Everything keeps going up, as we all know.

The other side of that document is for checking accounts.

And then if you look at the parts of the check, which we are all I'm sure very well aware of, or maybe not all of us, because a lot of us do electronic banking now.

So there are places here for notes.

This is a six-week class.

But you don't have to attend every week.

So each one is a unit.

So if you already have a checking or savings account, you know how to do that, that is great.

We're really excited.

So you can skip this one and move on to something else.

At the end of this particular lesson, they have a blank copy of what you are seeing on the parts of the check.

And they are asked to write it out as a rent check to the home that they are living in.

And then the 50/30/20 rule.

I'm not sure there was a 50/30/20 rule when I was growing up.

But now there is.

So it's needs, wants, and goals.

And this will -- they will talk about what is a need, what is a want, and what is a goal.

So that they understand, yes, you want the newest Nike shoe, whatever it is.

Is it a need because your other shoes are wearing out or is it a want because everybody else has those?

Is the goal to get a car that can be, you know, safe?

So after they go through all of this lesson, and they have learned earlier in this lesson about fixed and variable expenses, you know, what is a budget?

Why is it good to have one?

How to divide priorities?

Explaining all of that.

Then they use their own funds and fill in that strange looking, not quite, peace sign over there.

It gives them a chance to actually expand what they know using their own funds.

Not whatever we are telling them.

And these are the rest of our classes.

English for citizenship is pretty self-explanatory.

Conversation club.

Was virtual for several years and we are going to start to bring it back into the classroom, into the library.

English basics is our pre-literate, our lowest-level class.

English 1 is English basics.

We are going to be renaming that.

This class of vocational trades is an over arching cover for a lot of different things.

We worked with the carpenter's union because they had a math test, which turned out to be word problems, which in my personal opinion is a reading test.

So then COVID hit.

But one of the things we never thought about was that everyone in the class turned out to be from a country that uses metrics.

So we had to go out and buy tape measures and teach them how to read that.

The Missouri Driver's License Test is -- just the words.

Perpendicular, parallel, big words for people that have a limited English capability.

We are doing that.

And one of our resettlement agencies is getting driving simulators.

So they will be able to take our class and practice driving.

And English In Action is a program that has been around for 60 years with the English Speaking Union.

People that have taken all the English classes but still don't have confidence in speaking.

And Citizen Interview Practice goes through the entire 100 questions when you have to have a date for your actual exam of a USCIS.

And this is our citizenship corner.

And we are constantly changing things around.

So thank you for your time.

I appreciate it.

And I was not looking at the chat so I have no idea.

>> JENNIFER:  That is fine.

It's not your job.

I did gather a few questions though.

There was a question about whether or not the RISE classes are taught all by library staff or are there volunteers involved?

>> JULIE: I hire actual trained teachers that have taught ESL.

And need to have another certification.

So that they know what they are doing.

And then we do use volunteers, but those are our tutors.

And we try to have one student to one tutor.

Sometimes it's one tutor to two students.

But we try to have individual assistance.

>> JENNIFER:  I had a question, are all the RISE services then out of your branch?

Or are you intersecting with other branches to connect with non-English speaking communities in those other library communities?

>> JULIE: Well, we will be hosting classes down at our central library again.

And our Waldo branch will probably get some of our classes because it's the furthest south in our service area.

But we are also teaching at one of the resettlement agencies right now.

The preliterate class.

We have a family who are Burmese and the father and the children know some English, it's pretty obvious that the mother was never educated at all.

In any language.

So we are looking at going more into the resettlement agencies, to other locations like Headstart.

We have talked to them again about coming in there.

Doing some things like that.

So not everybody has to come to us.

It's child care and transportation are the two biggest problems.

And I can't offer child care, and I don't control the bus system.

So we would really hope by going out we will reach more people.

>> JENNIFER:  That is great.

That is wonderful.

So people are asking about your curriculum.

[ Laughter ]

And I was going to mention to Ken too, I know that the CFPB has lots of great curriculum resources, as well.

But do you want to talk a little bit about how you develop your curriculum, how you update it, and if it is something that you share in any way?

>> JULIE: About 90% of the curriculum that we have has been through LSTA and ILMS grants.

So they are open and shareable.

The only parts that are probably not shareable because they are somewhat centered on Kansas City, would be the slide deck that goes with all of that.

But if somebody wants to have a copy of our English for citizenship, I would be happy to send it to you.

>> JENNIFER:  And we can help too.

WebJunction is happy, we can attach things to the event page as well.

I will coordinate with Julie and we will update that.

It may not be there right away, but we will work toward getting that.

Ken, do you want to talk a little bit about curriculum?

I know that you all have resources for folks to create classes, as well.

>> KEN: We do.

Let me pull up my -- what we do have that is very dynamic, my colleague, Leslie Jones, who used to teach financial education in a high school setting, created this database of activities.

It's not letting me share right now.

So we do have this, its database is called Classroom Activities.

>> JENNIFER:  Ken, you have the ball now.

I didn't realize you were trying to share.

You can share now.

>> KEN: Okay.

Because sharing is caring.

Okay.

So here on our website, easiest way for me, under consumer education and go here to resources for helping others.

And down here we scroll down to K-12 students and youth.

And -- curriculum review.

Here it is.

Finding classroom activities.

This is a searchable database of, I believe, we have 274 activities in here.

That can be searched by grade level, duration, topic, we have a whole -- as you can see, a whole range of topics here.

If you are teaching to adults, you probably want to click on the high school levels.

You can also do it by -- the high school levels.

11-12.

This will be relatable to them.

Also if you are working with children, you have young children and trying to find an activity to do with them.

You would like to do a financial literacy one.

You can search under these elementary and K-1 activities.

But each one of these -- I will do the calculating rate.

We provide you with a teacher guide.

And the teacher guide tells you everything you need to know to teach this activity.

And, again, it's an activity.

It's something that can be done in conjunction with one of the things that you are doing, or it can be a stand alone.

Depending upon what your needs are.

But this will give you your learning objective.

Show you the big idea.

The essential questions.

The objectives.

What the students will do.

And then to get you what you need to prepare for the activity, and we also provide you links.

We do have for this one you will see calculating a rate of return.

And we do have a work sheet for that.

And gives you tips on implementing this.

And gives you further detail what are the key concepts?

If any of you are teachers, you will probably look at this and go, oh my gosh, this had to be done by a teacher.

And it was.

So that was one of the beauties of this thing.

And it is a really good dynamic database and we have found a lot of adult educators really appreciate this database.

Because it gives them something new to put into a curriculum that they are already using.

Again, think of it as a supplement or if you just want little stand alone activity, you can pull it out of here.

By the way, everything is free and not copy written.

So you can use it however you need to.

>> JENNIFER:  Wonderful.

Thank you for another tour of all the great things you have there.

[ Laughter ]

There are a few more questions, but I think we will move on.

We can circle back and address a few of them.

And some of them are very specific to you, Julie.

So feel free to chime in on chat as well.

Let's move on and hear from Young for their great work at the Chicago Public Library.

>> YOUNG: Thank you, Emily, Ken, and Julie for your presentation.

Today I learned lots of good resources on the CFPB website.

Thank you.

Chicago Public Library motto of helping refugees and newcomers.

CPL, we do not have a special department.

But over the 80 branches, you can see the black dot over there, that is the 80 branches throughout the city.

So today I will present CCL infrastructure to help refugees and Americans.

And programs where I worked.

And the first slide I will talk about the Money Smart Program in CPL.

And lastly, I will share with you my takeaways from my experiences.

So the CPL's infrastructure to help refugees and new Americans U.S. finance, I can say the three infrastructures, is library building.

So library is, as you know, important and trusted in communities.

That serves underserved population in their neighborhoods.

And serves as community connector.

All of these 80 branches is a hot infrastructure.

Especially the Chicago Public Library has --

[ Inaudible ]

They are focused on refugees and new Americans become citizens.

So the dot on the map shows where the citizens are located in the public library branches.

I can mention about the soft infrastructure including the collections and the services.

So all 80 branches have connections.

And collections based on their picks.

And all branches use digital resources.

And our CPL website, I saw one of the questions that the library has on the inclusion on the website, the Chicago Public Library has option in Spanish, Polish, and Chinese in using our website.

And then on our website there a special corner for resources of learning English.

And resources for becoming citizen on the top page.

Beyond that the human infra.

So we used our staff to serve refugees and Americans along U.S. finances.

So in our system, we have ten communities.

Three of them specifically based on the ethnic group.

These three groups are especially working for their group from that region.

And CPL tap, so we make the excel file.

And then the 130 languages including the American sign language.

We examined the steps, the second language possibility.

And then we make the file including their available language and steps.

Just phone number and location.

I look over the language bank and they contact the other branches that can speak that language.

And get direct help.

Also in the CPL, we have other services and department that has two needs.

They helped each branch's library staff when they need help to set up the matter.

So lastly for 17 years I worked at the Albany Park Library.

Albany Park had a population of 48,000.

And has just over 13,000 households in 2022 record.

Demographics 46% of Hispanic.

And 36% white.

12.5% Asian.

And 5.1% black.

And 3% other.

So you can hear that howdy verse it is.

And 37.6% of population is born in Bulgaria.

And 60.1% of the population speak non-English at home in Albany Park.

So along with the organizations, I haven't been involved -- I have been involved in the community that are most appropriate for the needs over the community.

I will cover some programs for literacy, finance, and social confidence.

Because the other two needed to support finance confidence.

Regular program every week in the Albany Park Library.

Using the Oxford University or Cambridge University publish the ESL books for adults.

I made it a book body system.

So they train, volunteer, teach English.

They read the book together.

And gather together.

And citizenship preparation.

And business skill.

and reading and writing and math.

So the Chicago Public Library has a unique code.

So we distribute the code and the patrons can download the app on their phone.

And then they can practice in using the program on their phone.

P2PU learning circle is very good library program.

I think.

The learning circle is free.

Free study group of people who wanted to learn something together.

So I used that program for the learning English and then for city.

Using the USA Learn databases.

For the finance, I can mention just a few examples that is very unique.

Public charge info session.

I think it's a good model how the library can help the refugees or immigrants learn about something new.

So when the government announced their public charge, so whoever gets the public charge will not get the green card.

So the immigrant population was afraid about it.

And then they don't know how they can sit back for that situation.

So the community organization reorganized is a session for the immigrant.

Many organizations work together will cover those organizations on the next slide.

And hire the legal services.

And many volunteers who can speak from neighborhood organizations we gather in the library.

And we have info session.

And there is a computer and they can send their opinion.

The third one is power of attorney workshop.

We work with U.S. congressman Mike.

And the center for the disability and elder.

So we help the people assign power of attorney.

The second session is one on one attorney.

And then when they assign it, they write down what language they prefer.

So we hired volunteer.

They translated their processes so we can help the immigrant population to assign their power of attorney.

And then ladder up tax services.

The organization came to the library and they help with the tax service or lower income household using the different languages.

For the civic, I can just mention only two things to save on time.

On the table.

They get the chance to group, neighborhood group come together and discuss about neighborhood issue.

Of course we talked about the refugees and the immigrant issues.

And city card is government issued ID.

So library hosted this application event in the library.

So we help the people and gathering the city card ID.

The key stakeholders I worked with.

There is a few examples.

The APCC is a very close from the library.

They have child care.

So I saw they were struggling have the child care when adults had to come to the library for the program.

APCC works to care for their children.

So that was the good partnership.

And then North River Commission they organize neighborhood organization by sub category.

And then we have regular meeting and then we update our agenda and in our service area.

Hana Center.

They support a lot on the legal issue.

And what you need for the program.

The World Relief Chicago is a support system for refugees.

When the refugee has come, we gave them a tour of the library.

So the money smart week is essential when it comes to financial program at Chicago Public Library.

This is the city's financial literacy program.

Conducted by the Bank of Chicago.

So from the second year in 2006, the library found a Spanish-speaking presenter to offer the program in Spanish.

And gradually, the branches, someone had a second language population.

You can find from the neighbor organization.

There is money smart program.

so why refugees and new Americans learn about the U.S. finance in the library?

Here's my takeaways from my experience working with and for refugees and immigrants.

It is a sense of security.

For refugees and new Americans, the library is a safe and supportive place.

Through the programs and services, public library has cultivated a cultural trust.

Refugee and new Americans have doubt or distrust of a new financial system they have never experienced before.

And also they are thirsty for truthful information about American finances.

So they believe that the public library is very important to research this.

So we rely on the information for that.

Public libraries empower refugees and new Americans while assessing library services.

And collections in their native language.

For those that cannot speak.

And refugee and new Americans need community due to their lack of English proficiency.

These new American communities truly appreciate the effort of public libraries to offer world language programs, ELS programs.

The goal of the CPL services and my programs invite refugees and Americans as a member of our community.

So throughout the programs and service, the Americans -- the new Americans networking among them with community organizations and interest based in individual and group in the library.

I have a refugee and new Americans taking ownership over the system by hosting cultural and social events in the library as a strong and active members over their community.

So I believe our goal is to help refugees and new Americans access all the services and all the programs we already have in the library.

Including banking, credit, investigating, investment, healthcare, and all related to the new finance system.

I think our role as a librarian we have to -- that we have should be converted into the left to serve.

After that I think we can help the refugees and new Americans access to all of our resources.

Very simple example to do that, you can just place the linkage line in front of the reference.

And operation desk.

And you can staff the linkage setting instruction near to the computer.

So since the cultural climate is changing and the DEI and BIPOC has become social trend.

As always, libraries are champion of change for the next generation of the future.

And serving refugees and new Americans is a good practice.

So I hope you engage services for new Americans by listening and learning and keep practicing.

If you would like me to show you your practicing tools and the plan for a new program together.

Reach out to me and sign up.

Thank you.

I am now moving on over to Emily again.

>> EMILY: Sorry.

We can take questions.

>> JENNIFER:  Yeah.

So thank you so much.

All of you.

So much information.

So many great resources to explore further.

There is a comment that all the information will be provided after the webinar.

I will pull out additional links that has been shared.

Ly jump to this slide.

I wanted you to know each of our presenters is providing their contact information.

So if you have specific questions for each of them around some of their strategies, that might be a great way to approach it.

I saw one question come through.

I would love to hear a couple of you maybe comment both Kansas City and Chicago are larger libraries.

I love how financial literacy is a great way to begin this.

So know that this is a great, sort of, focus, but let's have Julie and Young speak to their thoughts.

One thing they would recommend someone doing regardless of the size of their library.

Let's start with Julie.

>> JULIE: Okay.

There is so many things.

Depending on the size, finding things out on the Internet that you can access for your patronage.

If you want to start something with a financial literacy.

You can contact Ken.

But also try the bank that is in town.

They might not have ever thought about partnering with the library.

>> JENNIFER:  That is wonderful.

Partnership, it really comes through a of your great work.

Young, let's hear from you.

What is one recommendation you have for someone starting with a smaller community.

>> YOUNG: Sure.

I can say two things.

One, you have to know the needs of the community.

So set up language conference session first.

And then using the chance to listen what is the needs over the community in finances.

And then you can connect them to the financial need.

Because their need is very specific.

And then different.

Secondly, you can invite your community, the finance community organization to do outage at your library lobby.

So they can do monthly, hourly program over there.

So the people recognize that your library offers some financial confidence and then they will start to come.

So meet their need, the patron's need, and then they meet the needs and then the support of the organizations will be a good starting point.

>> JENNIFER:  Fantastic.

>> KEN: Jennifer, can I chime in here?

>> JENNIFER:  Yes, please go ahead.

>> KEN: One thing I learned.

Wichita, Kansas 2018, they are very supportive of the library.

Because of the meat processing plants throughout the Midwest.

You see a lot of the small communities have people that speak different languages.

Check with your state library.

I agree with Julie on your local bank.

Reach out to your community bank.

They have part of their mission is to support the community in which they are looking, in which they are operating in.

And when you approach them, ask to speak to the CRA Officer.

The Community  reinvestment Act Officer.

All banks have to get CRA credits on an annual basis.

And providing financial education programming is something they can get CRA credits for.

When you reach out to your local bank.

Larger banks they may not know what to do with that situation.

But the community bank will be much more engaged with you.

And each state has a state association of community bankers.

You want to check with that association, find out who the community liaison officer is there.

And engage with that person and they will open up doors for you.

Another great way if you are in Pennsylvania, go to EA Forward.

And talk to Rob.

Emily can tell you about Rob.

He is a tremendous asset there in the commonwealth.

And the Pennsylvania Library Association is a great program that helps connect librarians throughout the commonwealth of Pennsylvania based on five literacy.

And financial literacy is one of them.

There is various ways in which you can do this.

>> JENNIFER:  Fantastic.

I will add all of these great resources and also the links to the webinars that we have done both with Emily and Ken and others who have done this great work.

So thank you so much for bringing this important topic and work to our WebJunction webinar.

Ly send an e-mail to -- I will send an e-mail to all of you who have attended later on today when the recording is posted.

And I will send you a certificate for attending today.

And I will also ask, as you leave,ly send you to a short survey.

If you don't have time now, the survey link will be in the e-mail.

But I hope you can give us feedback on today's session and I will share that with our presenters and it helps us guide our ongoing programming.

Thank you all so much for being here today.

And we hope to see you at our next event.

And thank you, again, to our presenters.