LIBRARYJOURNAL

LEADING
ON
RACY
L ITE
Seven libraries,
seven approaches
to multiple literacies
TOPEKA & SHAWNEE COUNTY
PUBLIC LIBRARY KS l
PIMA COUNTY PUBLIC LIBRARY AZ l
SKOKIE PUBLIC LIBRARY IL l
CEDAR FALLS PUBLIC LIBRARY IA l
ROCHESTER PUBLIC LIBRARY MN l
NORTHERN ONONDAGA
PUBLIC LIBRARY NY l
SAN JOSÉ PUBLIC LIBRARY CA l

Inspired by the Library Journal/School Library Journal

By Jennifer Koerber
Public Library Think Tank and brought to you by Jennifer Koerber (www.jenniferkoerber.com)
is a trainer, speaker, and author on emerging
technologies
PLAY LITERACY
TOPEKA & SHAWNEE COUNTY PUBLIC LIBRARY l KS

Kindergarten Readiness
on the Road
In 2015–16, Topeka & Shawnee County Public Library (TSCPL) surveyed the community play is available to children
to determine critical issues and service priorities. Top of the list was ensuring that children at all times.
enter school ready to begin formal learning; local studies found that the 55 percent
of children in Topeka & Shawnee County who enter kindergarten with no preschool CONNECTING TO CAREGIVERS
experience struggle with vocabulary, sharing, and taking turns. “When [we asked several Community learning experts
elementary school principals] what they see on the first day of school…they describe the are there to educate care­
large disparity among [new kindergartners],” says Marie Pyko, director of public services givers informally on language
at TSCPL. “One of the principals said, ‘Can you imagine where we could go if all children development, nutrition, and
had an early learning experience and started in a similar place for kindergarten?’ ” other health questions. “The
goal is to be a...comfortable
SHARED GOAL available services. “It was nee County, bringing learning space so that caregivers have
In response, TSCPL essential to have early through play and stories to opportunities to talk with ex-
developed a high-impact, learning experts on the team children from birth to six. perts and be their child’s best
flexible service that could be to help determine the real Over one- to 2.5-hour teacher,” adds Pyko.
deployed communitywide. needs for our families,” says visits, Pyko explains, families Given the reticence of
A planning team of library Pyko. “Our partners shared “have an opportunity to listen many families in low-income
staff and community partners their expertise on [designing] and interact during story neighborhoods to share per-
determined that a mobile early learning services, and time, play with early learning sonal information, the goals of
classroom in a bookmobile- librarians facilitated the toys, and engage in messy the bus’s first year are to build
style bus was an optimal discussions and shared our art activities. Each leave... relationships and encourage
solution. “Our community expertise in designing library with handouts that cover what repeat attendance. The Learn
partners not only helped us vehicle spaces and finding they learned...and also some & Play Bus has reached more
envision…the new service, early learning resources.” fun…activities they can do at than 250 families in the first
they all agreed to be…shared home.” six months; staff are seeing
collaborators [on] this project GETTING ON BOARD Sherry Hess, early learning significant improvement in
and the community impact Launched in February 2017, coordinator, develops theme-­ frequent visitors, especially in
goal,” enthuses Pyko. the Learn & Play Bus is a focused curricula based on attention, language develop-
“A shared goal and shared 40' diesel vehicle containing content in Topeka preschools, ment, and social-emotional
project builds a strong a 10' x 11' story and activity giving children the opportunity skills. Children feel more
coalition of supporters and space, ample storage for to develop kindergarten confident as they visit the bus,
actual doers for the success materials and flexible furniture, success skills. “Our goal says Pyko. “Several parents
of a project,” Pyko explains. have shared that
“Everyone brings their their children leave
expertise to the table, and the bus singing
when community partners the songs [from]
are there from the very story time and
beginning, the sky is the limit are repeating key
on what they will do to help parts of songs
make the service successful.” when they [sing
them] at home.”
TEAMING WITH TEACHERS For TSCPL, the
TSCPL’s foundation sought Learn & Play Bus
private donor funds to a changing table, and a sink is to build on the learning, is just one strategy to reach a
purchase the bus and support for cleanup. The interior is week to week,” says Pyko, community impact goal of “all
the new service. TSCPL brightly colored, with toys on “so while families don’t have children enter school ready.”
staff worked with local early shelves at kid height. to attend weekly, there is a The library is evaluating all of
learning experts to design The route began with four benefit to [doing so.] Often its early childhood programs
the curriculum, staffing, and stops, with additional ones (as we had hoped) the same for scalability, replicability,
community involvement added on a quarterly basis. families do come,” which and increased effectiveness
needs; they also determined The mobile preschool means that they can develop and working to find key
the target audience and classroom provides week- relationships with the staff and community partners.
neighborhoods based on ly visits to neighborhoods with other families. In addition As Pyko says, “We won’t
county demographics and throughout Topeka and Shaw- to structured story times, free do anything alone.”

LEADING ON LITERACY LIBRARY JOURNAL.COM

DIGITAL LITERACY
PIMA COUNTY PUBLIC LIBRARY l AZ

Online Learning Leads Back

to the Library
At the Pima County Public Library (PCPL), Tucson, AZ, literacy in all areas is an integral custom site has two primary
part of what the library does. “Our mission is to transform lives by educating, inspiring, add-on benefits. First,
and connecting people,” says Holly Schaffer, PCPL community relations manager. knowing which online classes
“But none of that can be fully accomplished if individuals lack the knowledge to fervently are popular and have high
pursue their goals, advocate for themselves, and contribute to their own completion rates can help
(and our community’s) overall well-being.” As part of that mission, PCPL offers shape in-library classes.
digital literacy classes in computer basics, online safety, job search help, and mobile tech Analytics for the custom
essentials. Its in-person class attendance is strong, but, like many libraries, site are already showing high
it was always looking for online learning resources. use of the new service: in its
second month, 131 users
ENTER DIGITALLEARN.ORG CUSTOMIZED LOCALLY customized site launched logged onto 156 sessions on
In 2013, the Public Library PLA recently sought out in April. topics such as Using a PC,
Association (PLA) launched libraries to pilot customized Schaffer describes the Buying a Plane Ticket, Basic
DigitalLearn.org, a website versions of the DigitalLearn. partnership as a natural fit. Search, and Intro to Skype.
developed to build upon and org website (in partnership “Cox’s commitment to low- Secondly, PCPL is working
support the work of libraries with Cox Communications). cost Internet, PLA’s dedication on how best to turn the online
and community organizations PCPL; Topeka & Shawnee to limitless learning, and experience into in-person
nationwide. County Public Library, KS; PCPL’s vision of an educated, sessions, developing in-library
From the start, PCPL and East Baton Rouge Parish connected community classes based on DigitalLearn
saw the value in the site Library, LA, answered the call. [combined to provide] our modules and additional
as an online extension of “When people are digitally community with the training, supplemental materials for
its in-­library work. Explains literate, they contribute to knowledge, and inspiration each course.
Schaffer, “DigitalLearn is an their own economic health that will bring about real
easy-to-use tool for people as well as that of their change.” COHORT SUPPORT
who lack the basic computer community,” says Schaffer. The staff at PCPL are enthu-
skills necessary to succeed “As vibrant community spaces ONLINE TO IN-PERSON siastic about the collaboration
in the 21st century. These and learning centers, libraries The site customization flips essential to the success of the
skills are no longer a luxury are leading the charge in existing connections between program. Explains Schaffer,
but a necessity. Without giving people access not only online and in-person digital “Without this digital literacy
them, many things literacy support: initiative and the support of
we do every instead of Cox Communications and
day—and take for in-person PLA, PCPL wouldn’t have
granted—become resources a customized version of
impossible hurdles: pointing to DigitalLearn [that] allows us
applying for jobs, online ones, to engage with our customers
verifying information, each self-­guided and tailor our outreach and
connecting with learning module services to best meet their
friends, and so on.” points back needs.”
DigitalLearn.org to services They have also found much
modules are video- offered by value in being one of a cohort,
based lessons— PCPL. Explains however small: being a part
six to 22 minutes Schaffer, “For of the pilot customization
long—supplemented example, project with two other libraries
with printable a visitor to created an instant support
handouts. Nearly the PCPL network. “We’ve benefited
all are available in DigitalLearn site from monthly calls…which
English and Spanish. to the tools like computers who views the ‘Why Should have provided the space and
Courses include: and high-speed Internet but I Use a Computer?’ course time for collaborative brain-
• Navigating a website to the training necessary will see links to the computer storming, learning from one
• Understanding to get ahead.” classes we offer at our another, and asking ques-
privacy online Things proceeded quickly; libraries [as available].” tions,” says Schaffer. Some-
• Online job searching the project was announced Beyond the obvious utility times even innovators benefit
• Creating résumés in February 2017 and PCPL’s of the online courses, the from not going it alone.

LEADING ON LITERACY LIBRARY JOURNAL.COM

CIVIC LITERACY
SKOKIE PUBLIC LIBRARY l IL

Pop-Up Civic Lab

Is a Great ­Experiment
At the Skokie Public Library (SPL), says Amy Koester, youth and family program ask questions, write respons-
supervisor, “we take the perspective that people need multiple literacies in order to be es to conversation prompts
successful members of society.” The library constantly reevaluates strategic priorities on sticky notes, and engage
based on annual reviews of community needs and global trends. “Civic engagement in discussion with staff. Costs
and literacy is one of those priorities at this time,” she adds. In winter 2015, SPL are minimal, including the
participated in a communitywide program called “Voices of Race.” The activities and crates, a program banner and
programs were popular, especially the discussions of personal experiences with racial stand, a mobile iPad display,
prejudice and a gallery wall where patrons and staff shared images and words around a microcollection of six titles,
personal identity. “The level of interest and participation in ‘Voices of Race’ signaled... printing, and food.
that our community had an as-yet-untapped interest in exploring conversations and To supplement the pop-
topics related to race and identity,” says Koester, as well as other current events. ups, SPL has hosted two
eight-hour community-
THE CIVIC LAB staff and larger to c
­ ofacilitate or building programs called
To meet that need, from community-building curate materials; “Together at the Table” in
August to October 2016, SPL programs. scheduling the date, which attendees of every
set up a “Civic Lab Boutique,” Members of a time, and location age and background were
offering information and five-person Learning of one or two pop- introduced to fellow residents
thought-provoking activities to Experiences team ups; adding them to and engaged in chat designed
support dialog on six areas: curate the Civic Lab’s the events calendar; to help strangers connect on
Black Lives Matter, climate library programs, and creating hand- a human level.
change, immigration, income sourcing items in the outs with annotated
inequality, LGBTQQI issues, news and community resources. Related OUTCOMES, OUTREACH
and reproductive justice. inter­actions. offerings include Attendance and voting
The goal was “twofold,” Successful pop- browsing collec- responses for the events
explains Koester. “Provide ups often stem from tions of books, have been excellent, but it’s
access to resources with a the personal interests interactive digital outcomes measurements
critical viewpoint on each top- of staff. A staff mem- media, trivia, voting that staff are looking at more
ic and provide provocation for ber’s participation closely. Over 30 percent
reflection and conversation... in the protests at of participants indicate
whether that be on one’s own Standing Rock they intend to learn
or with other patrons and translated into more after participating
community members. Both a pop-up that in a Civic Lab and
active and passive elements gave participants more than 80 percent
have value and audience,” more perspec- say they’ve learned
says Koester. “It’s integral to tives than news- something.
have elements that inspire casts. Similarly, a Koester’s favorite
both personal reflection staffer’s interest outcome is embod-
and larger conversation.” in CRISPR-Cas9 ied in a quote from a
(genome editing participant at a “How
CREATION AND CURATION technology) led Does the Supreme
Feedback from the pilot and to conversations Court Work?” pop-up.
requests from patrons after about medical “You need to have good
the presidential election led technology and ethics. “Our questions, conversation start- information in order to make
SPL to transfer elements of resources are better curated, ers, and more. Each pop-up up your own mind,” said the
the boutique into a flexible, and our conversations more lasts for one to two hours. participant. “If you have bad
responsive program. Now, the robust, when we engage with SPL learned that facilitation information, someone else is
Civic Lab is a series of pop- expertise and experience is vital; engagement is higher making up your mind for you.”
up installations that facilitate along with information,” adds when staff are present. SPL is also exploring ways
exploration and discussion Koester. Flexible furniture is key: to have the Civic Lab pop
of subjects affecting the Once a topic is chosen, a dozen collapsible, stack- up outside of the building,
community and the nation. one team member becomes able wooden crates become Koester says, “expanding the
The Civic Lab includes drop-in the lead facilitator, identifying lecterns, display towers, civic engagement conversation
events facilitated by library other staff who might want seating, and more. Patrons further into the community.”

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MULTICULTURAL LITERACY
CEDAR FALLS PUBLIC LIBRARY l IA

Connecting Community
­Cultures
Cedar Falls is a small, active town in northeast Iowa, with a population of some 40,000
people who have increasingly disparate places of origin. Sheryl McGovern, director of
the Cedar Falls Public Library (CFPL), is leading the way to meet their needs. “We [are] a
relatively small community, but we’re seeing changes in our demographics, and we want
to do what we can to support this growth in diversity,” she says.
In recent years, staff at
CFPL have fielded more and
more questions from patrons
on how to get involved in the
community and learn about
global events on a local scale.
Users also wanted more inter-
action, expressing interest in
learning from other community
members and groups.
THINK GLOBAL, ACT LOCAL
In response, CFPL developed
the Cultural Literacy Series
(CLS): monthly events to
bring the community together
around a specific theme.
Erin Thompson, library
assistant, says the series
“aims to tie global issues to
the Cedar Falls community
both for informational
purposes [and] to facilitate
community involvement. We
desire to start conversations,
encourage learning, and
inspire connections.”
Beyond facilitating
conversations, a secondary
goal of the series is to provide
better access to information
to counteract fake/misleading
information patrons bring
to librarians’ attention.
Organizations can provide
accurate statistics and
information, while the library
itself can research misleading
news stories and correct
fraudulent facts.
COMING TOGETHER
The first CLS program
was held in May 2017, a
discussion about refugees
and immigrants in the Cedar
Valley, with a panel composed
of individuals from local
organizations—many of whom
were current/former refugees
or “dreamers” (beneficiaries
of the Deferred Action for
Childhood Arrivals act). The
second program, in June,
featured the president of a
local Islamic center speaking
on “Refugees of the Syrian
Civil War.”
CLS is a monthly, one- to
two-hour program, usually
held on a Wednesday
evening. Participants
are usually residents or
representatives/members of
community organizations;
sometimes the library reaches
out to agencies that might
be a good fit, and sometimes
individuals or organizations
contact the library. The library
works with presenters to
encourage engagement by
the community (especially
through Q&A), then provides
promotion, space, and
technical support. Initially
they’ve seen around a couple
dozen attendees, and the
library anticipates growth as
word spreads.
LESSONS LEARNED
According to library staff, the
primary lesson so far is the
value of being prepared and
being willing to take risks.
The initial community
response has been positive—
“many of our patrons are
thankful we started this
series,” says McGovern—but
staff are aware that Cedar
Falls is a “blue city in a red
state” and that patrons range
across the political spectrum.
However, staff also believe
that the library is a neutral
political environment and that
these conversations have
a place there. In case of a
disruptive patron, staff have a
copy of library policies handy;
to forestall complaints about
CLS content, staff
have prepared statements
such as, “We can’t be held
responsible for the fact
that these social and cultural
issues have been politicized.”
Even this early, McGovern
considers CLS a success.
“We’ll continue the CLS
indefinitely,” she says. “It
seems to me there will always
be a need for a forum in
which to discuss our changing
cultural landscape.”
Presenters, participants,
and staff working on the
series “believe our library
shouldn’t have a passive
role in our community,”
adds Thompson. “There’s a
renewed interest in learning
about social and cultural
issues, and the library
can provide access to
programs in a neutral,
free environment.”
CULTURE IN COLOR
While not part of the
CLS program, a monthly
“Coloring Anonymous”
group held at CFPL
has attracted a very
culturally diverse group
of people, according
to library staff.
“Unanticipated but
wonderful,” enthuses
­McGovern. What began
as a homogeneous group
of residents has grown to
include multiple cultures and
speakers of at least four
languages: English, Spanish,
Arabic, and Hindi.
In addition to providing a
safe, welcoming activity that
features a universal language
(“Art!”), word of mouth is likely
responsible for the diversity,
says Thompson. It’s also a
family-friendly program with
materials provided, which
makes a difference for many
participants.

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HEALTH LITERACY
ROCHESTER PUBLIC LIBRARY l MN

Partners Lead to Healthy

­Success
During a strategic planning process in 2012, staff at the Rochester Public Library (RPL) on promotion and related
heard clearly that the community wanted to excel in workforce preparation, education, meetings—and come at
and being welcoming and inclusive. “Literacy is key for all those outcomes, therefore lit- nearly no cost to the library.
eracy had to be a priority for the library,” says Susan Hansen, librarian and webmaster at
RPL. Today, after a revision in 2015, the library’s mission is simple: “We strengthen com- IMPACTS & OUTCOMES
munity and enrich lives by sparking imagination, creativity, engagement, and learning.” Sometimes, the value is
lifesaving. A person who, “on
THE WELLNESS CORNER cific program a lark,” visited the nurses in
Also in 2012, library gaps. RPL “The Corner,” said, “I’m so
leaders met with local works with thankful you had [the nurses]
health practitioners to each partner here. I would never have
help identify community to schedule known I had a problem
health needs. Based events, series, with high blood pressure.
on that meeting, the or individ- I was encouraged to get an
library applied for ual session appointment and now I’m
and received a Blue times, then being treated.”
Cross Blue Shield of spearheads “Library staff have also
Minnesota Foundation promotion increased participation on a
grant for public libraries efforts through variety of local committees,
to pilot innovative posters, social such as the Homeless
programs. Hansen media, and Community Network or the
connects this to the cross-promo- Community Health Needs
mission: “Helping our nonprofit tion to other partners. Assessment Group,” adds
residents—especially organi- Once a partner has been Hansen, “to share what
those with barriers to zations, there a few times, they’re issues they see or hear from
accessing traditional services and individual providers all largely self-sufficient. For ex- residents and provide input
and information formats— offer workshops and one-to- ample, Winona State Univer- on future plans and policy
grow in their knowledge one sessions in library space. sity’s nursing program offers changes.”
and access to community “We supply the ‘human’ its students a service learning
resources to increase their information format, along experience in public health NEXT STEPS
health and wellness is a ‘win’ with DVD, print, and audio,” by providing information, As of the time of this writing,
for everyone.” through these partnerships, noninvasive health screen- the popular Bone Builders
In late 2013, the library says Hansen. ings, health topic classes, and program has had to move
opened the Wellness Corner “There is a wealth of health health fairs; local nonprofits to another location to
to address initial priorities of and wellness information from help residents register for accommodate the crowds.
obesity, foot health, and navi- professionals in your community. health insurance; and indi- A capital project to expand
gating the health system. It Find ways to involve them, viduals oversee t’ai chi chih the aging library building will
“brings information to residents build partnerships, [and] classes and “Bone Builders” proceed with the Wellness
in our community in a safe, attend their meetings so you osteoporosis prevention Corner’s needs in mind.
neutral location by offering one- can be well informed on what ­programs. RPL’s next steps are to
on-one sessions or classes, is happening in your commu- Since opening in 2013, expand Wellness Corner
conducted by experts in health, nity and can share that with there has been steady growth offerings through additional
occupational, or mental health your residents,” she advises. in offerings and attendance. partners (especially in the
topics,” says Hansen. Dedicated space is the pri- In 2016, a total of 2,355 non-English-speaking com-
mary asset the library offers. Wellness Corner program munity) and in new programs
PARTNERS FOR PROGRAMS Use is free for any individual hours served 3,578 persons; on diet and nutrition, based
To serve a need that far out- or organization, as long as of that, partners contributed on feedback from participant
stripped available library staff they conform to the library’s 2,323 hours of program time surveys. RPL is also exploring
time, RPL built an extensive program guidelines. Links on and library staff provided the the possibility of adding a full-
network of community part- the library’s site invite new remaining 22 hours. These time social worker or nurse,
ners for programming. Nurs- presenters to submit propos- programs require minimal either in partnership with
ing students, health providers, als, and the library reaches oversight—Hansen spends a community organization or
senior/retired volunteers, out to organizations to fill spe- about ten to 12 hours monthly via a grant-funded position.

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FOOD LITERACY
NORTHERN ONONDAGA PUBLIC LIBRARY l NY

Plotting Sustainability
Through Farming
In 2010, the Northern Onondaga Public Library was seeking new ways to offer services headquarters for an annual
and learning opportunities to its community. “Literacy services of many types are a summer Nature Camp for
priority,” explains Cicero Branch manager Jill Youngs, “but the LibraryFarm came at children—two of the farm’s
a time when community literacy had extended beyond reading and writing.” The large plots are gardened by
property available at the Cicero Branch naturally lent itself to an outdoor effort, campers.
especially when staff were inspired by a quote from the Roman orator and town The LibraryFarm tracks
namesake Marcus Tullius Cicero: “If you have a garden and a library, you have its progress by collecting
everything you need.” comments from plotters and
measuring produce using a
LIBRARY FARM harvesting, preserving, standard gardening, newer scale and donation log book.
The stated mission of pests, worm farms, and cultivation methods are “Last season (2016),” says
the Northern Onondaga information sessions on encouraged, such as square Ross, “we donated over
LibraryFarm is to “provide local farmers. Programs are foot gardening—a grid-based 400 pounds of fresh food to
a place for the community provided by library staff, planting technique that local pantries.” This season,
to grow, share, and learn local organic farmers, or encourages a small, densely the farm has 50 raised beds
about food literacy and members of nonprofits such planted vegetable and herb or flat plots, containers,
sustainable gardening.” as the Cornell [University] garden—and “lasagna
However, that’s just the tip of Cooperative Extension. layering,” a compost-based,
the iceberg, explains Aaron
Ross, LibraryFarm manager.
“The LibraryFarm provides
an environment where the
community [can] learn about
growing food in a clean,
organic way and discover how
that pertains to [their] overall
health and the health of our
community.”
“The LibraryFarm is
an integral component of
the [library] and provides
the momentum for library
programming related to food
literacy, sustainable gardening
and practices, and nutrition Additional programs on nutrient-rich gardening style. and perennial beds and
and health,” says Youngs. healthy eating are offered by “The program depends hopes to increase its
In June, a staff member other community partners, upon people with different donations.
presented “Food Literacy: such as the county agency backgrounds, capabilities,
Defining Local,” which was for aging, health providers and goals—as such, it’s WORTH IT BUT NOT EASY
very well received and well and hospitals, and a senior important to be flexible to While the farm is a very
instructed. Programs have caregiver agency. accommodate and support effective visual focus for
included workshops on individual creativity,” says interactive food literacy and
Hyper­tufa containers GROWING THEIR OWN Youngs. At the same sustainability learning, it takes
(planters constructed from The LibraryFarm is largely time, setting firm rules a significant investment in
a combination of Portland self-regulating. Participants— and expectations for all time, space, and staff energy.
cement, vermiculite, and peat “aka plotters”—sign up early participants ensures that the For Northern Onondaga,
moss) and building simple in the year to manage a raised program stays focused on the this investment is worth
hoop-style greenhouses bed for the growing season. educational goals. it; however, other libraries
over a field or planting bed They agree to follow set rules, Initial program costs were might find that a few raised
to protect plants from the including growing organically offset by using repurposed beds, hydroponic indoor
elements and extend the and being willing to welcome pallets for the raised beds; gardening, or even a worm
growing season. Lectures and inform visitors to the the farm shares labor, tools, farm (vermiculture) are more
cover soils, composting, LibraryFarm. In addition to and compost and is the sustainable options.

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OVERALL STRATEGIC INTEGRATION
SAN JOSÉ PUBLIC LIBRARY l CA

Literacy at Every Level

The San José Public Library (SJPL) has reenvisioned its public service model with
four guiding principles: customers first, teach customers, reinvent environments, and not be so isolated.” This,
enable staff. Literacy is a core part of this focus, stresses Jill Bourne, SJPL director combined with the social
and LJ’s 2017 Librarian of the Year. “It is a priority for SJPL to reach out and engage learning needs of children not
with underserved populations who are marginalized in society due to low literacy and in formal preschool (nearly 72
provide services to the community to foster its mission of lifelong learning for all.... percent of the library’s story
All five of our strategic priorities include a commitment to supporting various community time audience), led SJPL to
literacies.” As a result, SJPL’s literacy programs are comprehensive and strive to reach focus on play.
the widest possible population, targeting adult, early/play, digital, life skills, and family SJPL story times are
literacy support. followed by a “Stay and Play”
period, so librarians can
ADULT LEARNER LITERACY 14 and under learn to model their own on a computer. interact with families in a less
In 1987, the California reading and writing skills with Success for these pro- formal setting while children
State Library (CSL) began their children. Families receive grams has been consistent engage in unstructured play
encouraging local libraries free children’s books six and measurable. Replies and caregivers socialize. At
to develop adult literacy times a year plus suggested to PAR satisfaction surveys ten SJPL locations, Wee Play
programs, setting the stage seasonal activities and crafts. show the program is incred- Centers provide open-ended
for decades of innovation. Two more targeted adult ibly effective: 93.7 percent access to learning-based
SJPL has four such programs: literacy programs are for of learners met at least one toys and comfortable, safe
Partners in Reading (PAR), English-language learners goal, while 81.7 percent of environments for families.
Together We Read (TWR), ESL and adults without high ESL learners did so. The Finally, two Wee Playdates
classes, and Gale’s Career school degrees. Specialists COHS program has awarded are scheduled each month at
Online High School (COHS). provide beginner and 63 scholarships; to date, six rotating locations for children
The cornerstone of adult intermediate ESL classes people have graduated. from birth to five years old,
literacy at SJPL is Partners at two locations, while an “Having staff with expertise with age-appropriate activities
in Reading, active in adult learning for children and library staff
since 1989. This and volunteer available to discuss with care-
one-on-one tutoring engagement givers the importance of play.
program matches and service The Stay and Play sessions
library-trained tutors are critical and Wee Play Centers are
with adult learners, elements,” low-staff involvement but do
creating unique plans acknowledges incur costs for buying and
based on learner as- Bourne. SJPL replacing learning-focused
sessments. Learners is working to toys. Maintenance is made
set their own goals improve links easier via Dirty Toy Buckets, in
for reading, writing, with local which patrons are encouraged
and technology organizations to place soiled toys to be
skills, and program for support in sanitized. Systemwide
coordinators instruct tutors on advanced conversation work readiness, job growth/ toy replacement happens
customized curriculum and class led by a PAR literacy improvement, career and small annually, but branches rely on
tools. specialist focuses on cultural business readiness, and higher individual Friends groups for
Family literacy has also awareness, traditions, and ­education. extra replacements.
been a library service since world events. The COHS Wee Playdate toys tend to
1989; today, the TWR program offers residents EARLY/PLAY LITERACY be large and elaborate: blocks
program aims to interrupt 19 and older a scholarship In its early literacy programs, that children use to construct
the cycle of generational for participation and staff- SJPL has prioritized caregiver houses and towers, pop-up
low literacy. “The goal is to based homework support. needs as much as children’s. tents and tunnels, Crocodile
foster a love of reading for Applicants complete a self- “A 2007 study...reported Rockers, and sculpting
children and the entire family assessment through CSL and that 57 percent of parents/ clay with professional
and help children with school are screened locally by PAR caregivers experienced... tools. Posters advocate the
readiness and school work,” staff; eligible participants must depression,” says Bourne. importance of play and how
says Bourne. As part of have completed eighth grade, “A noted support/solution... to support child development.
TWR, participants in the PAR speak and write English, and was to have opportunities SJPL introduced Stay and
program with children aged be comfortable working on for caregivers to interact and Play sessions in 2008; Wee

LEADING ON LITERACY LIBRARY JOURNAL.COM

OVERALL STRATEGIC INTEGRATION
SAN JOSÉ PUBLIC LIBRARY l CA
Play Centers and Wee Play-
dates followed in 2015. The
results have been overwhelm-
ingly positive, as surveys con-
ducted in fall 2016 indicate:
• My family is more engaged
in learning opportunities
(talking, playing, or singing
together) because of the
library: 86 percent
• I read much more to
my child as a result of
attending programs at the
library: 95 percent
• I feel the library provides
important learning
experiences for my child
or children: 92 percent
• Having toys available for
my family to play with helps
me feel more comfortable
bringing my children to the
library: 87 percent.
“At the beginning, the
idea of seeing toys as a
material with the same level
of importance as our books
and other traditional library
materials was very hard for
some of our staff—especially
the clerical staff who had to
tidy the toys—to
wrap their heads
around,” says
Bourne. Prioritization
is key, as is involving
staff early and
often in program
development. “A
staff training manual
was developed to
help staff understand
the ‘why’ of the
program,” Bourne
adds, helping with
buy-in.
Also, translating the im-
portance of play into lan-
guages other than English
proved challenging. “Direct
translation [from] English…
was not effective (especially
with Asian languages),” says
Bourne. “We brought in a
few native-speaking librarians
and had them rework the
­language.”
The next fiscal year will see
an overall evaluation of SJPL
LEADING ON LITERACY LIBRARY JOURNAL.COM
early education programs
using the Center for the Study
of Social Policy’s “Strengthen-
ing Families Program Self-­
Assessment.” The goal is to
create a plan to help serve
and support families more
effectively and design a formal
literacy curriculum for the
entire system.
DIGITAL LITERACY
SJPL responded to an
increasing interest in and
need for information about
online safety with the Virtual
Privacy Lab (VPL), a free,
web-based platform that
empowers patrons to make
informed decisions about
online behaviors. According
to Bourne, “Users are guided
through seven different
modules and are asked
questions about their privacy
preferences. Based on those
answers, they are given a
personalized toolkit with links,
tips, and resources that will
assist them in being safe and
confident online.”
Developed in 2015
using funds from a Knight
Foundation Prototype Grant,
VPL is an accessible platform
created in the Drupal content
management system. Each
module focuses on a different
online safety topic, such as
data tracking, social media
sharing, anonymity and
tracking, and how Internet
security works. Additional
topics encourage more
exploration; the entire lab is
available in English, Spanish,
and Vietnamese.
In not quite two years,
VPL has had 10,814 unique
visits and 2,339 toolkits have
been built. Engaging users
was critical. “We did extensive
user testing…to ensure we’re
providing the information our
users need in a format that
works for them,” says Bourne.
“ADULTING” LITERACY
As part of a Eureka Leadership
Institute project in early 2016,
2017 LJ Mover & Shaker
Erik Berman conducted a
study of San José’s teens to
identify needs. After face-
to-face interviews with more
than 200 young people, says
Bourne, “the overwhelming
majority indicated that they
were most worried about the
future, getting a job, attending
college, and simply being
an adult.” As a result, SJPL
developed Life Skills Academy,
piloted in March 2016 and
now offered monthly or
bimonthly.
Each 90-minute
workshop teaches
essential life skills
as teens transition
from high school
to college, their
first job, and living
on their own.
Subjects, taught
by professionals
in related fields,
include “Why you
shouldn’t have
27 credit cards”
(financial literacy), “There are
no potty breaks in college”
(the college experience), and
“Pizza is not a food group”
(healthy cooking).
Each is recorded and
posted online along with
handouts and slides. “Our
final goal is to turn each
workshop into a replicable
curriculum we can pass on to
other libraries,” adds Bourne.
Each session averages 20
or more participants, mostly in
the 14–19 age range. Surveys
indicate that they are desper-
ately needed: preworkshop
surveys report that more than
75 percent of participants
feel unprepared to handle
the topic, while postwork-
shop surveys drop to only 18
percent. SJPL has a growing
mailing list of parents who
want to be notified about the
program. Marketing directly to
parents is the most successful
tactic for outreach. Unlikely
for teen programs, parents
signed teens up as often as
teens showed interest.
FAMILY LEARNING CENTERS
Family Learning Centers
(FLCs), first opened in 2005
at seven branch libraries, offer
service to families and individ-
uals—especially immigrants
and new Americans—in re-
sponse to the changing needs
of their immediate communi-
ties. Currently, the program in-
cludes citizenship preparation,
English-language, literacy,
parenting, and basic life skills.
“Each FLC has a
coordinator (a literacy
program specialist) who
strives to make branches
less intimidating and more
welcoming to the immigrant
community,” explains
Bourne. They connect
with their communities
via conversations,
surveys, partnering with
organizations, and informal
links to individuals; they use
partnerships and volunteers
to augment their programs
and events. Adds Bourne,
“[ The FLC program] allows
staff members to have a
deep understanding of the
community rhythms and build
a solid rapport/trust with other
stakeholders.”
In semiannual surveys,
85 percent of participants
report that their own or their
child’s reading, writing, or
verbal English skills improved
as a result of these programs.
Efforts are under way to
recruit additional partners and
volunteers to extend classes
and programming further.