The free-flowing nature of the library also allowed for parents to actively participate in their children’s reading. Noting the lack of literacy programs available for children at the shelter and in the community, one mother talked about the public library as being the place she could take her children to support their literacy development... Library attendance served as a springboard for parents to communicate messages about the expectations that they had for their children as readers. As institutions, libraries supported literacy events that tie to the larger cultural practices of coming together as part of a community. (p. 232).
Provider of Critical Youth Literacy Services
The Oceano Branch of the San Luis Obispo (SLO) City-County Public Library system is the first (SLO) branch library to implement the Raising a Reader Program. The newly opened branch, which is situated on a site next to the Oceano Elementary School and an adult learning center, is well positioned to provide services to both parents and their children. The program, which is partially supported by First 5 of San Luis Obispo and the San Luis Obispo County Office of Education, targets children and their families living in the predominantly Hispanic community surrounding Oceano Elementary School. The project is part of a broad initiative to provide educational support to parents, provide preschool and childcare, operate kindergarten transition programs, coordinate existing health and social services, and encourage schools to be ready for children, and vice versa. A preliminary review of the program results conducted by First 5 of San Luis Obispo indicate that the program is having a significant impact on the way parents approach learning in the household. Parents surveyed after three months of program participation reported statistically significant changes in the amount they read to their children (from 59% at baseline to 85%), their perceived importance of such reading (from 8.9% at baseline to 9.8%), and their increased use of the library system (from 38% at baseline to 69%) (First 5 SLO 2005) (p. 11).
Young Adult Programs - According to Bibliostat, total attendees in these programs in Minnesota in 2010 was 75,633. Multiplied by the resulting per attendee value ($4.32), we get the total value of the young adult programs which is $326,735.
Children’s Programs - According to Bibliostat, total attendees in these programs in Minnesota in 2010 was 878,248. Multiplied by the resulting per attendee value ($4.32), we get the total value of the children’s programs which is $3,794,031.
Our visits to libraries throughout the state show that these programs help develop strong reading skills in Pennsylvania’s children. The programs encourage children to enjoy reading and give them opportunities to spend lots of time with books—a first step toward developing strong reading skills. Children also benefit from the rich literacy experiences afforded by the many special events and organized programs the library offers. Finally, parents of children engaged in preschool and summer reading programs appear to be strongly invested in their children’s reading achievement. For thousands of children through Pennsylvania, preschool and summer reading programs offer a strong step in their climb toward reading achievement, and ultimately, success in school (40).
As these findings suggest, summer reading clubs encourage children to read, and to read often. Research has shown that the amount of time children spend with books is crucial to reading achievement, and ultimately, to school achievement in general. Parents, children, and librarians report that the goals and structure of the summer reading program are very conducive to promoting reading (37).
Observations at various libraries and interviews with parents, children, and library staff reveal that preschool and summer reading programs encourage children to spend significant amounts of time with books, a first step toward reading achievement. Observations and interviews also show that library programs encourage parents to play greater roles in the children’s literacy development—another factor leading to reading achievement (4).
Informational and collaborative networks of librarians and other professionals who serve preschoolers in child care can promote secure emotional growth so that a child grows up deeply confident that he or she is lovable and loved. This emotional foundation supports positive attitude towards learning and presages with high probability that, with the help of adult mentors, each child will become the kind of learner and reader who will succeed in school…
Two conditions found essential for creating a reader are (1) an early environment that offers literary experience, that is, a print-filled environment (books, magazines, newspapers, etc.), and adults reading these materials, and (2) a caring adult to introduce the child to literary pleasure. The public library meets both requirements
Public library programs offer wonderful opportunities for promoting school-readiness skills in children and creating positive associations with books while showing parents how important these skills are and how to reinforce them at home.