WLA 2009: "Library Services for the Homeless Population in Wisconsin"

Library Services for the Homeless Population in Wisconsin: Findings of a Study
Timothy Blomquist, UW-Milwaukee SOIS

• Sponsored by WLA Outreach Services Section
• Research for his Masters thesis
• Conducted survey April-May 2008
• 388 public libraries - sent survey
• 260 responses - 67% response rate, 1 invalid
• 16 questions
• questionnaire - had definitions
• He got the impression that people aren't aware of the issues

Statistics

• 2.5-3.5 million people homeless annually (in U.S.) - 39% children
• 700,000-2 million each night
• 12 million have experienced homelessness at some point (7%+ of population)
• 600,000 families with 1.35 million children experience homelessness each year
• Definitions vary - without permanent or adequate shelter
• Really, it's not just lacking a place to sleep - lacking storage for belongings, pulled away from friends/ family/ school/ support
• WI ServicePoint Homeless Management Information System
• Causative factors: Veterans, roommate/family conflict, eviction, low/no income, domestic violence, criminal history, addiction, institutional discharge, physical/mental disabilities, can't find affordable housing, disaster, illness, injury, moved to seek work, in transit, denied/delayed/term public assistance
• Response from small communities = "we don't have homeless," one said "because we don't have apartments"
• Every county has support system, based in larger population areas; Homeless Emergency Shelter Provider Regions
• Small towns often don't have best support systems, but libraries can provide simple resources (handouts etc. pointing to shelter)
• Emergency Shelter Use - 1/1-10/1/09 - 40.1% African-American
• no stats from privately funded shelters, such as one of largest in Milwaukee
• 1.3 million children/teens homeless nation-wide; 17,000 in Wisconsin
• Almost half are turned away from shelters each night because demand exceeds space
• Information needs = finances, relationships, childcare, literacy, housing, health, employment, education, transportation, public assistance (Hersberger 2001) - similar needs to general public
• library classification - many rural 73% - factor in why not services or interested in implementing
• Lack of funds, no need/homeless

Survey Questions

• Survey Question: would you attend a conference on public library services for the homeless? 15.2% yes, 41.4% undecided, 43% no
• 11.4% said they had services for the homeless
• Others said: existing support outside library, never thought of it, lack of funds/staff, lack of outside support/partner, patrons need an ID, other (7.7% - not problem, fear, all services available to all, no one would use it, no apartments, none have contacted us)
• stereotypes: smell, looks, argumentative, disruptive, sleep inside/outside, drink alcohol, violent, bring in food
• teenagers can be disruptive, too, but we still serve them
• libraries are a public space, people come because quiet, warm/cool, comfortable, safe, things to do, job resources, computers
• Survey Question: Will be offered in future? yes 1.6%, 47.6% undecided
• What needed to offer? homeless pop/demonstrated need, funds/staff/resources, evaluate/research/identify, training, partner, unsure 2.8%, other 3.6%, info/requests from social service agencies, more space 1.2%
• As simple as a card/handout with basic info = few resources to do
• other = update strategic plan, plan for lost/damaged, ID, if problem would identify, what entail showers/lockers?, hire new director
• one overly negative response, large urban library - shouldn't be a director - we treat all equally - people with many challenges - special services for the homeless"???"
• those that do have services = 11
• Survey Question: have you trained staff to handle? = 3
• Q: Do homeless share status with staff? A: Can't tell who's homeless [but they usually have to give an address which is in their record...]
• Survey Question: if can't check out, what else: onsite materials, computer/internet, temp card, other ID, need a shelter contact, restricted access (ex: 3 items)
• online in the library = 8, in and out library = 1
• Recommend shelter/other referral rather than ID if need such
• mailing address could include shelters, church, hotel, social service office, etc.
• maybe only 4 had specialized programs for homeless actually - housing consultation space/promotion
• would it work to have a union member database so that you can only have full membership at one library?
• "we're just trying to stay open" - if can provide game night, can print out a flyer
• Survey Question: actively promote? = 2 [he meant literature at services desk]
• homeless kit provided by county agency, fliers, newspaper articles, radio, tv, distro to agencies
• Survey Question: types of requests: housing, employment, other, education/training, literacy, legal. (other: meal programs, ESL, bus schedule, newspapers, trained staff for ref q's)
• Survey Question: what would it take to change? someone to take the lead, stengthen communication to serive providers, separate room for esl, limit checkouts to halfway houses/abuse shelters as we do for homeless
• some have homes but no heat/phone/etc.
• one library says they limit number and size of bags allowed to bring into library
• one library in a small community - someone will vouch for temporarily homeless

Existing & possible services

• Some libraries: collections in shelters, children's services, temp cards, computer access, outreach, listing services, cultural programs
• provide a handout listing local food, health, housing, welfare, legal aid, winter shelter, g.e.d. prep, locations for showers
• in homeless shelters: reading rooms, programming, films, parenting workshops, storytime, literacy (parents can be working 2-3 jobs, no time to support learning needs of children)
• take kids to cultural events, museums etc.
• provide transportation from shelters
• phone use for homeless needs
• "The Homeless Guy" Blog http://thehomelessguy.blogspot.com - newsletter - issues, information, advocate
• Resumes, email, contact other homeless, reaching out, communicating, create community
• can contact local agencies to know what's available, for referral
• partners: salvation army, emergency shelter, cots, head start, literacy coalition, health dept, safe and sound, pearls for teen girls, journey house, friends of the community/amigos de la communidad, domestic abuse shelter, food pantries, red cross

In closing

• libraries are doing good things - just a few were negative
• transient patrons only there for 1-2 weeks
• He doesn't think you need a social work background - librarians have breadth of knowledge
• You do need awareness, understanding, sympathy, non-judgemental attitude
• Both rural and affluent assume no homeless

WLA 2007: Applying Survey Methodology in the Real World

Applying Survey Methodology in the Real World
a presentation by Thomas Walker, Associate Dean, UW-Milwaukee, SOIS

Introduction to surveys:

1. What are they?
2. How to plan a survey
3. How to collect data
4. Sampling
5. Questionnaires

I. What are surveys?

• a formalized method of gathering info about a group of people through a sample
• a carefully chosen sample can be used to project results to a larger population

Surveys are not...

• collected from 100% of a population
• collected entirely from a self-selected group
• collected from a group just because that "sample" is easy to get data from

Data gathered systematically:

• standardized procedures
• not data from individuals -- should be anonymous
• data should form a composite profile of the whole

Library surveys:

• usually to assist in the planning process
• assess community needs
• assess community perceptions of...
• - what libraries are
  
• - what libraries should be

Surveys and methods of collection:

• telephone
• mail
• in-person at the library or other location
• web site or email
• while methods of data collection can be used to describe the type of survey, methods should not be the main reason a sample is chosen

II. Planning a survey

1. Development
2. Pre-test
3. Final draft of plan and survey
4. Implementation
5. Coding
6. Analysis and reporting

Development:

• define budget, staffing, and time
• define outcomes
• broadly define population and sample
• draft data collection method

Pre-test -- allows you to try things out; a dry run

• more clearly define population and sample
• refine questionnaire
• pre-tests(s) of revised questionnaire
• evaluate pre-tests(s) and contine or pre-test again

Final draft of plan and survey:

• finalize population and sample
• prpare final questionnaire
  
• organize logistics of implementation -- will the survey be distributed at a service desk; given to every 10th person, etc.

Implementation:

• select sample

Coding:

• evaluate validity of data -- remove invalid responses and otherwise clean up
• prepare data for analysis (code)

Analysis:

• prepare data sets and subsets
• analyze data

Final reporting

• contextualize data in pre-established framework of survey plan
• prepare report

Two crucial tasks:

1. questionnaire design
2. sampling

V. Questionnaires:

• define:
• - what kind of information is required?
• - from whom do you need data?
• write questions at a 5th grade level; keep things simple & direct
• break down complex problems into very simple ones
• create clear simple questions

The questionnaire:

• may be self-administered or done by an interviewer
• should be introduced to let the respondent know what the purpose is, who will analyze it, and whether the results will be made public
• should conclude by expressing appreciation
• should be designed at a 5th grade reading level

Confidentiality

• statements assuring confidentiality are desirable and may be required
• inform respondents that thier responses are voluntary and that their anonymity is assured
• if children are involved in any way, extra precautions must be taken

Clear, simple questions

• scales may be useful ("on a scale of 1-5...")
• multiple choices may be clear, if all possible choices have been anticipated
• open-ended questions can yield rich data, but are difficult to analyze or quantify
• questions should be pre-ested
• special terms should be defined (acronyms like OPAC, jargon, etc.)

IV. How to sample

• define overall population
• determine ways to accurately sample that population

Examples of samples -- public library service populations subgroups:

• users
• non-users
• children in school
• visually impaired

Sample size:

• there is not one magic formula for determining sample size
• factors:
• - degree of exactitude needed
• - budget available
• - staff time
• - ease of administration of survey
  

Sample may be small

• if well-chosen, a sample may be just a small percent of the whole population
• it's better to spend one's time focusing on the design of a survey and the sampling of a population than to blanket a larger percent of a population

Confidence level

• expressed as a percentage for how frequently the true percentage of a population would answer the question
• the number of percentage points
• it is most common to express confidence more fully by including both the confidence level and the interval

Sample size calculator: http://www.surveysystem.com/sscalc.htm
"You can use it to determine how many people you need to interview in order to get results that reflect the target population as precisely as needed. You can also find the level of precision you have in an existing sample."

Finding sample surveys

• same time by replicating other surveys
• published articles for similar institutions or types of surveys, some of which may even include a copy of the original survey instrument

The Rodski Survey: http://www.newcastle.edu.au/service/library/rodski/