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Latino Resources on the Web Susan A Reference and Instruction Publications and Papers Reference and Instruction 2000 Latino Resources on the Web Susan A. Vega Garcia Iowa State University, [email protected] Follow this and additional works at: http://lib.dr.iastate.edu/refinst_pubs Part of the Latina/o Studies Commons, and the Library and Information Science Commons The ompc lete bibliographic information for this item can be found at http://lib.dr.iastate.edu/ refinst_pubs/62. For information on how to cite this item, please visit http://lib.dr.iastate.edu/ howtocite.html. This Article is brought to you for free and open access by the Reference and Instruction at Iowa State University Digital Repository. It has been accepted for inclusion in Reference and Instruction Publications and Papers by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Latino Resources on the Web Abstract Use of the World Wide Web in academic libraries has grown exponentially since the mid-1990s and the introduction of easy-to-use browser software such as Mosaic and Netscape. In academic settings, librarians, faculty, and enterprising computer science or engineering students were among the first to recognize and to make use of the potential of this new publishing medium. Early pioneers saw the Web as a unique space in which to organize through hypertextual links various Internet resources. Besides organizing existing material, new information sources could easily be created, mounted on a server, and accessed by others. A solid Latino presence was quickly established on the Web in the form of librarian Richard Chabnin's scholarly CLNet, then at UCLA, and in the irrepressible Ego Web, constructed by Felipe Campos 207 at the University of Texas, Austin.1 It is odd to look back at that time-not that long ago-and recall the marvel and excitement of waiting for Mosaic to load the CLNet home page onscreen. Since those early days, numerous other Latino Web resources and hypertext lists have been developed, but in many ways, these two pioneering sites still represent the opposite poles of Web site developmentthose sites developed by subject and content specialists, and those developed by amateur enthusiasts. For Latino resources, there is value in both approaches. Disciplines Latina/o Studies | Library and Information Science Comments This chapter is from Library Services to Latinos: An Anthology, ed. Salvador Güereña (Jefferson, NC: McFarland & Company, Inc., 2000). Posted with permission. This article is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/refinst_pubs/62 CHAPTER SIXTEEN Latino Resources on the Web Susan A. Vega Garcia Introduction at the University of Texas, Austin.1 It is odd to look back at that time-not that Use of the World Wide Web in acad­ long ago-and recall the marvel and emic libraries has grown exponentially excitement of waiting for Mosaic to load since the mid-1990s and the introduction the CLNet home page onscreen. Since of easy-to-use browser software such as those early days, numerous other Latino Mosaic and Netscape. In academic set­ Web resources and hypertext lists have tings, librarians, faculty, and enterprising been developed, but in many ways, these computer science or engineering students two pioneering sites still represent the were among the first to recognize and to opposite poles ofWeb site development­ make use of the potential of this new pub­ those sites developed by subject and con­ lishing medium. Early pioneers saw the tent specialists, and those developed by Web as a unique space in which to orga­ amateur enthusiasts. For Latino resources, nize through hypertextual links various there is value in both approaches. Internet resources. Besides organizing Librarians have long recognized and existing material, new information sources utilized the Web as a means of enhancing could easily be created, mounted on a traditional library services in the areas of server, and accessed by others. A solid collection development, reference, and Latino presence was quickly established instruction. In academic libraries, daily on the Web in the form of librarian Web use has become commonplace as Richard Chabnin's scholarly CLNet, then librarians organize and build their own at UCLA, and in the irrepressible Web pages, develop Web-based reference EgoWeb, constructed by Felipe Campos services, collect sites for instruction and 207 ............ 208 Electronic Resources outreach services, catalog Internet re­ not be relevant at all to a Dominican g sources of all kinds, and build electronic raised in New York. Librarians assisting 1 collections for our patrons. For most aca­ patrons will need to be aware of the often tl demic librarians, the first blush of novelty substantial cultural differences between a. and excitement in using Internet and Web various Latino groups, and resist the n resources is {sadly) long gone. Instead, the assumption that all Latino cultures and 1( focus is now on questions of separating the information needs are alike. rc hype from the reality of how best to make There is no one single monolithic this new tool truly useful in our own work Latino culture or heritage. This is reflected and for our patrons. in great part by the sheer quantity of eth­ I Hal R. Varian succinctly states this con­ nic identifiers that describe individual a cern as follows: "The problem most of us Latino groups, and by the ongoing lack of now face is not access to information, but consensus on which collective term­ rather its overabundance. The challenge is Latino or Hispanic-is to be preferred.3 li to winnow what is useful out of the vast As Latinos, even what we choose to call v amount of information available: to select, ourselves varies from group to group, and u evaluate, describe, store, retrieve, manip­ at times moment to moment, depending t ulate and present relevant information."2 perhaps on the geographical region in While access to computers and elec­ which we live, personal politics, the level ' tronic information is indeed still a serious of cultural awareness of those around us, problem for the majority of Latinos and many other factors. Oboler4 and oth­ nationwide, this study is an evaluative ers have researched Latino ethnic labels description of the kinds of Latino and their use, suggesting a lack of a com­ resources that are currently available on mon or generic "Latino" or "Hispanic" the Web, and identifies those that appear identity altogether. There are also impor­ most useful. tant gaps: for example, distinct terms to describe Puerto Ricans, Dominicans, Sal­ vadorans, Colombians, and Guatemalans Latino Identity Issues born and raised in the U.S. do not always exist, and hyphenated labels (such as Finding Latino resources on the Web "Colombian-Americans") seem not to be is not always an easy matter. This is due in widespread use by many of these groups in large measure to the complexities of in describing themselves. Latino identity in the U.S. Mexican As librarians, we are aware of the lack Americans/Chicanos comprise the major­ of standard terminology from one classifi­ ity of Latinos in the U.S., with Puerto cation system to another, from Library of Ricans and Cuban Americans comprising Congress subject headings to the vocabu­ the other largest groups. Of the smaller lary of various indexes and abstracting ser­ groups, Salvadorans, Dominicans, Colom­ vices. In varying systems, subject headings bians, and Guatemalans are the most pop­ such as "Hispanic Americans," "Latinos," ulous. Although there may be some broad and the anachronistic "Spanish Ameri­ cultural, historical, or socioeconomic com­ cans" (this latter currently used by Library monalities among these groups, above all Literature) are all viable subject terms in else, Latino identity is diverse. A Latino use today. But despite this multiplicity of Web site of interest to a Tejano patron may terms, there is in fact order within any Sixteen. Latino Resources on the Web (Susan A. Vega Garda} 209 n given catalog, index, or abstracting service. numerous examples of local electronic g The Internet and the Web, however, lack pathfinders and Web resource guides that n this kind ofbibliographic structure. Thus, bibliographers and other librarians have n all ethnic identifiers for a particular group constructed for their own local libraries e must be considered and searched, and all and clientele. i identified resources must be evaluated for Other articles focus more on the theo­ relevance. retical issues of how the Internet has c changed libraries, 6 how the Internet and i its resources can be categorized by librar­ Librarians, the Internet, ians, and on evaluation. Of particular .1 and the Web interest is Edmund F. SantaVicca's evalu­ f ation of Internet resources as reference There is a growing body of professional tools.7 SantaVicca applies Bill Katz's well­ literature devoted to the topic of how and known typology of reference sources to 1 why librarians can evaluate, collect, and Internet (but not specifically World Wide :l use Web resources. In academic libraries, Web) materials. The three relevant cate­ )" ~ the collection and organization of various gories named by SantaVicca are (1) con­ 1 Web resources has been undertaken by trol-access directional tools that "typically 1 many bibliographers and subject-area do not aim to present needed information selectors as a service to the students and but rather indicate where the information faculty in their area, and as a valid means exists or can be accessed," (2) source tools of supplementing physical, in-house col­ "that do, in fact, present the desired infor­ lections. The majority of publications mation rather than a path to the informa­ address the immediate and practical issues tion," and (3) unconventional reference of how to find and use relevant Web tools such as "community information :I resources quickly, particularly for refer­ centers (information and retrieval agen­ ence desk assistance to patrons.
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