Reading Awareness: An Evolving Success

Introduction

How do you encourage young children to become lifelong readers? When should you start to share books with a child and what impact can that experience have on a child's cognitive development? How can the Library Services & Construction Act (LSCA) funding help improve library service? These questions have a direct bearing on the Reading Awareness Program (RAP) implemented at Grande Prairie Public Library. Through the cooperative efforts of Park Forest and Grande Prairie Libraries grant funds were secured for this unique family oriented preschool literacy program serving the residents of four South Suburban communities. The program was directed toward parents of preschool children and daycare providers in an attempt to meet the needs of the changing family structure. Park Forest Library chose to work with daycare facilities and Grande Prairie developed a program to work directly with parents.

Program Conceptualization

Several events occurred in close proximity to help bring about the development of the Reading Awareness Program. Pat McEldowney, then director of Youth Services at Grande Prairie Public Library, had attended a Public Library Association (PLA) workshop in 1990 discussing implementation of the PLA goal, Preschoolers Door to Learning. The speaker, Ann Carlson, PhD from Rosary College (now Dominican University) stated that the traditional once-a-week story hours offered by public libraries were not sufficient to develop a lifelong love of reading in children. Shortly after this meeting, Pat attended an American Library Association conference and discovered Parents as Partners in Reading, a program designed to encourage parents to read to their children daily. The idea of just such a program began to germinate.

In the meantime, Cynthia Cruz, director of Youth Services at Park Forest Library had been providing story hours at area daycare facilities. She discovered a wide range in the kinds of reading experiences that were being provided for preschool children. The two libraries decided to work together in a regional program to develop community awareness of the importance of daily reading experiences and the positive effect this has on the continued intellectual development of the child. The LSCA grant proposal was written and approved in July 1991. Grant funds were allocated for one year, during which time the two separate approaches would be evaluated and, if successful, become self-sustaining. This article will address the program as implemented at Grande Prairie.

Implementation

Once the grant was awarded the task of implementation began. The proposal included a part-time facilitator and in July, 1991, Monica Dzierzbicki was hired to develop and coordinate the project. The first task was to develop a catchy name. After much consideration, "I read to you, You read to me: — A Reading Awareness Program" was chosen, reflecting the program objectives. During the first quarter, efforts were directed to developing promotional literature, structuring the reading awareness workshops and developing the "learning kits." Posters and marketing materials were distributed to daycare facilities, schools, churches, hospitals, city halls and park districts.

Three learning sessions were offered for the parents of children from birth through age 8. The workshops combined instruction on why reading is important and how to make the experience positive for both parent and child. The sessions included information from Parents as Partners, videos on the importance of early reading experiences as well as interaction with the learning kits. The first session focused on an introduction to the program, provided information on the importance of reading to young children on a daily basis and encouraged parents to make daily reading a priority. Each participating family received a free book, a reading log and materials promoting reading. Participants also were asked to sign a contract requesting that they attend two of the three sessions and asking them to read each day to their child.

The second session presented the concept that preparation is necessary to make reading sessions productive and enjoyable. It was also during the second workshop

* Betty Baker, Outreach Coordinator; Grande Prairie Public Library District, Hazel Crest; Monica Dzierzbicki, Head of Youth Services, Palos Park Public Library; Susan Roberts, Administrative Librarian, Grande Prairie Public Library District, Hazel Crest.

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that participants were introduced to the learning kits. The materials in the kits were explained and participants were shown how the activities could help increase reading awareness skills. The final session demonstrated storytelling, flannel boards, videos and books on tape. Upon completion of the program, participants received a second free book, access to the learning kits and the chance to participate in a Goal-Reachers party with Ella Jenkins as a special entertainer.

The learning kits deserve special mention. Each kit is designed around a theme of interest to preschool children. Doctors and Dentists, Colors Around Me, Babies, Children of the World, Let's Build Something and My Family are examples of the type of themes used. The kits contained books, videos, puzzles, games, puppets and other learning activities. Parents were encouraged to play and read with their children and, hopefully, convey the message that reading is a vital part of life. Access to the kits is one of the major motivations for parents to participate in the program.

One of the components of the project was to develop volunteer program presenters to continue the RAP training sessions after grant funds were no longer available. During the third quarter of the project, Monica Dzierzbicki recruited 10 volunteers and began trainer sessions. In addition, a promotional video was developed and distributed to the local cable television station and area libraries and cataloged for inclusion in the Grande Prairie collection.

The initial goals for the Grande Prairie project were to involve 60 families, develop 40 learning kits and recruit a team of six volunteers to continue the workshops by the time grant funds ceased to exist. More than 100 families participated in the program the first year, 40 learning kits were developed and 10 individuals wanted to become workshop presenters. In every aspect, the program exceeded expectations!

Evolution

After the grant was completed, it was envisioned that the project would become self-supporting. Although Grande Prairie remained committed to continuing the program, the library could only commit limited funds. The kits and the workshops continued to be extremely popular with patrons, and it was evident that the library was meeting a need of the community. It was considered important to provide free books to participants who completed the training sessions and there was still an annual Goal-Reachers party. However, only the most dilapidated materials in the learning kits were replaced and there were no additional funds for new learning kits.

Although the original project involved developing volunteers to continue the reading awareness workshops, there were only two individuals who became actively committed to the program. Staff had to become involved in order to provide an adequate number of workshops throughout the year. In addition, over a period of years, all the individuals involved in the original grant made career moves. Still the RAP program continued.

The library was willing to underwrite staff expense, materials for the workshop and limited replacement costs for the learning kits. However, library financial resources were limited. Since the program was continuing and local in nature, the library made an attempt to raise funds to help support the program. Donations could be used to replace worn items or to create a new learning kit. Although there were several contributors, fund-raising efforts never amounted to more than $200 a year. Then the library received a wonderful gift.

In 1997, State Representative Kevin McCarthy introduced legislation to allocate $4,000 to five libraries in the 37th Legislative District in lieu of granting state scholarships. Representative McCarthy was particularly interested in having the funds for a literacy effort. What better place than the RAP program?

The original kits were designed primarily for parents to use with their preschoolers as an early introduction to books and learning. Many of these kits have had heavy use. In some cases, puzzle or game pieces were missing or books were very worn. It seemed appropriate to look for new components for these kits while searching for new themes and contents for new bags. For the first few weeks Betty Baker, the new RAP coordinator, reviewed catalogues, talked to parents and teachers and asked for suggestions through letters to participating families. Gradually, ideas for new kits began to take shape and momentum began to build.

Although the immediate need was to do some much-needed repair to the old kits, the major thrust was on creating fourteen new topical bags. During the program evaluation process, it had become evident that there was a need to design most of the new kits for a higher reading level. This allowed youngsters who had enjoyed the program as preschoolers to remain involved. Library programming for children of school age is less frequent than programming for toddlers and preschoolers. Offering new kits at an elevated reading level seemed a way to keep children and parents coming to the library on a regular basis.

It was a timely and very fortunate opportunity to breathe some new life into the RAP program, and it generated new interest and enthusiasm. About $200 was used for two special offerings for RAP families: a "make and take" project workshop was led by volunteers in which parents made felt story boards and puppets to use with their children. On May 30, two RAP

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participants will present another special offering, a program called "Ten Things Every Child Needs," which is based on the Public Broadcasting Program and will use some of the materials developed for that program. It is gratifying to see friendship developing among participants. Sharing of ideas and experiences is a valuable benefit that results from involvement in this program.

Conclusion

LSCA funding provided the "seed money" for a unique literacy program that has continued for seven years. The Reading Awareness Program has allowed the library to reach out to a special segment of the community — families with young children. Reading Awareness is extremely popular, reaching an average of 200 families a year. The program has been able to survive due to staff commitment, two dedicated volunteers and some good luck.

The RAP concept is one that appeals to parents and children alike. Parents appreciate having access to high quality materials around a particular theme. Having new and different materials to explore makes for higher interest and enjoyment for both parents and children. Children like to look through the choices and help make the selection of "which bag to take home today."

Bibliography

Edwards, Patricia A. Parents as partners in reading: a family literacy training program. Chicago, IL; Childrens Press, cl990.

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