Questions and Concerns Relating to Special Collections for ABE Students, Including Organization and Kinds of Materials

DOCUMENT RESUME

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AUTHOR Weibel, Marguerite Crowley TITLE The Library Literacy Connection. Using Library Resources with Adult Basic Education Students. INSTITUTION Public Library of Columbus and Franklin County, OH. SPONS AGENCY Department of Education, Washington, DC.; Ohio State Dept. of Education, Columbus.; Ohio State Library, Columbus. PUB DATE Aug 84 NOTE 56p. PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS *Adult Basic Education; Adult Literacy; Adult Programs; Adult Students; *Agency Cooperation; *Beginning Reading; Evaluation Criteria; *Library Collections; Library Material Selection; Library Role; *Public Libraries; Readability ABSTRACT This handbook for librarians and adult basic education (ABE) teachers examines existing and potential library-literacy connections. ChapterI discusses methods and criteria for selecting and evaluating books for new readers. Both readability levels and the quality of books are considered. The second chapter examines the library's general collection to find a whole range of materials that can help adult students at all levels from beginning reading through high school equivalency. It acquaints librarians and ABE teachers with the skills that adult new readers must master, the techniques and materials used to teach those skills, and the kinds of materials any public library will have on hand to help new readers develop those skills. Chapter III discusses questions and concerns relating to special collections for ABE students, including organization and kinds of materials. Chapter IV suggests ways public libraries and ABE programs can work together to motivate students to use the public library. A process model for library-ABE cooperation is offered. Appendixes include sources of materials for adult new readers, a classification scheme and evaluation forms for adult new reader materials, a selected bibliography from the general collection, and a bibliography of suggested readings. (YLB)

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a Y LITERACY ..AaNNE%,TION using library resources with adult basic education students

U S DEPARTMENT OFEDUCATION NATIONAL INSTITUTE OF EDUCATION r Dyf a iu.ni Ht ';)uFici s 'NI ORMATION ENTIH ,IN;IHtrp.,:PprOdir. ed as '.... 1".f1(111 111(idOlirMOn ar Vt '11,1. t, 1, 1r1,fPIll frpr,,ve

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Marguerite Crowley Weibel

t The Adult New Reader Logo which appears on the front cover and throughc-lt this handbook was adopted by the Ohio Library Association's Task Force on Services to Adult New Readers. It is the hope of the Task Force that this logo will be adopted by public libraries throughout Ohio to advertise their collections of books and materials for Adult Basic Education students and adult new ,readers. The Adult Education Logo which also appears on the front cover has been adapted by many local and state education agencies in the United States. It represents the message and the hope that many adults, regardless of age or background, are capable learners and can use adult education programs to help build a better future for themselves and their families. THE LIBRARY ft LITERACY s., CONNECTION Using Library Resources With Adult Basic Education Students by Marguerite Crowley Weibel Coordinator

Library Learning Centers Public Library of Columbus and Franklin County Sponsored by The Ohio Department of Education and The State Library of Ohio The activity which is the subject of this report was sup- ported in whole or in part by The U.S. Department of Educa- tion. The Ohio Department of Education, and The State Library of Ohio. Funds for pro- duction and distribution of this handbook were provided by the Adult Education Act, Sec- tion 310 and the Library Ser- vices and Construction Act, Title I. However, the opinions expressed herein do not necessarily reflect the position or policy of these agencies and no official endorsement should be inferred. August, 1984 This project is the result of a In addition, the author wishes cooperative effort carried on to thank the following persons by The Ohio Department of for their contributions to the Education, The Public Library ideas and programs that are of Columbus and Franklin the basis for this handbook: County, and The State Library Kathy Woo ley Frank, former of Ohio. Adult Services Coordinator, Public Library of Columbus The Ohio Department of and Franklin County. Education Professor Ron Carstens, Direc- Division of Educational Services tor of the Humanities Program, Ohio Dominican College, James W. Miller, Director Columbus, Ohio. Harry R Meek, Associate Director Adult and Community Education James Bowling, Consultant Adult Basic Education John Ecos, Coordinator Adult Basic Education

The Public Library of ColUmbus and Franklin County Richard Sweeney, Executive Director Larry Black, Assistant Executive Director Cecilia McAdams, Adult Services Coordinator Kathy East, Children's Services Coordinator Barbara Fellows. Assistant Director, Main Library Gloria Campbell, - Driving Park Branch Learning Center Eve Fine, Linden Branch Learning Center Martha Gostely, Franklinton Branc-h Learning Center Bonnie HansonBuckley, Northside Branch Learning Center Shirley Walker, Martin Luther King Branch Learning Center The State Library of Ohio Richard Cheski, State Librarian Blane Dessy, Deputy State Librarian for Library Services Sandra Scott, Consultant Book designed by Mike Jaugstetter, Consultant Gail A. Peelman TABLE OF CONTENTS

Introduction

P. 1 CHAPTER I (- Selecting and Evaluating Library P. 3 Materials for Adult Basic Education Students ...determining readability ...evaluating quality

CHAPTER II The Adult Basic Education Student and the P. 9 Library's General Collection ...basisskills of reading ...teaching methods ...usirlg,the general collection with new readers ...the adult collection ...the juvenile collection ...reading to children ...other library resources

CHAPTER III Special Collections for Adult New Readers P.19 ...organization ...kinds of materials

CHAPTER IV THE LIBRARY AND THE ABE PROGRAM. MAKING THE CONNECTION P. 27 ..the adult new-reader population ...getting together with the partner agency

APPENDIX A Sources of Materials for Adult New Readers P. 33

APPENDIX B Classification Scheme for Adult New Reader Materials P 36 Evaluation Forms for Adult New Reader Materials

APPENDIX C Selected Bibliography from the General Collection P.41

APPENDIX D Bibliography of Suggested Readings P.48 INTRODUCTION

Libraries and Adult Basic materials. Some libraries have teachers, tutors, and students Education (ABE) programs developed special collections working in community-based must be partners in a corn- of materials for adult new literacy programs as well as munitv's efforts to reduce il- readers; others are planning to public school ABE programs. literacy among its adult do so. But even those libraries Librarians generally refer to population. Working together, which don't have special col basic education students and libraries and ABE programs lections will contain many literacy students as adult new can support and supplement books that can be used by readers gild these terms are each other's programs and ABE students or adapted to used inteTchangeably greatly enhance the ledrning their use by teachers and throughout the handbook. As opportunities available to the tutors. described by Helen Lyman, an undereducated adults they It is the =pose of this hand- adult new reader is one who seek to serve. is somewhere on a continuum book to examine existing and "from beginning literacy to an In one-to-one tutoring sessions, potential library-literacy con- increasingly mature use of in learning labs, and in ABE nections. Chapter I discuses print."' Thus our discussion en- classrooms, many adi," methods and criteria for selec- compasses students who are students are learning to read ting and evaluating books for totally illiterate, those who are for the first time or learning to new readers. The second striving to become functionally improve inadequate reading chapter, and this is really the literate, and those who are skills. As students learn the heart of the book, examines workirg to develop the skills basic skills necessary for the library's general collection necessary to pass a General mature, independent reading, to find a whole range of Educational Development test teachers search for materials materials that can help adult (GED) or gain entrance into and teaching strategies that students at all levels from higher education programs. It will offer their students many beginning reading through also includes students who are opportunities to practice those high school equivalency. learning to read and speak skills by reading informative Chapter III discusses questions English as a Second or entertaining materials of and concerns relating to Language (ESL). adult interest written at easy special collections for ABE reading levels. students. Finally, in the fourth All who have worked on this The public libraryany chapter, we will suggest handbook hope it will con- public libraryhas such several ways public libraries tribute to the ongoing and ABE programs can work dialogue between adult together to motivate students educators and public to use the pr iblic library. librarians in Ohio. ' Helen Huguenor Lyman. Reading Discussions and recommenda- and the Adult New Reader (Chicago. tions in this book pertain to American Library Association. 1976). p 21 SELECTING 'AND EVALUATING LIBRARY MATERIALS FOR ADULT BASIC EDUCATION. STUDENTS

Selecting and evaluating Too ()non, tutors, students, and library materials for adult ESTABLISHINGlibrarians assume that new basic education students in- readers can read only those volves both objective READABILITY books judged to be suitable measures and subjective judg- for the grade level they scored ment. With limited but accep- Readability on a reading test. This is not table reliability, librarians and alwayi the case, however. ABE teachers can use Formulas Students can often read books readability formulas to deter written well above their tested reading levels if they are in- mine the relative difficulty of Several readability iormulas printed materials. Assigning a terested in learning about the have been developed to particular subject or already level of reading difficulty to a determine reading grade particular book, however, ac- knowledgeable about it. Final- levels for books and printed ly, most readability formulas, tually tells you very little about materials. These formulas that book. It is equally impor- have a margin of error of ap- should always be used with proximately one grade level. tant to judge the quality of a some discretion, however. book and its relevance, to the Readability formulas measure Aware of these limitations, needs and interests of par- quantitative elements such as teachers and librarians can ticular students in order to sentence length and, word use readability formulas as a assess its value to an ABE col- length. But they cannot guide to establishing the lection. The procedures and measure the tone and style of readability of books for new criteria suggested in this the writing, the quality of the il- readers. One of the simplest chapter will help librarians lustrations and other features and most commonly used and ABE teachers evaluate of the text, the presence of readability formulas for adult not only the readability levels elements such as rhyme and new reader materials is the but also the quality of books repetition which enhance Gunning-Fog Index, which is considered for use with new readability, and the many fac- outlined below. Some points of readers. This evaluation pro- tors which determine not only di8cretion'that the evaluator cedure can be used to judge the reader's ability to com- might consider applying to the books and materials from the prehend the message of a formula to allow greater flex- library's general collection as particular hook, but also his in- ibility are also suggested. well as those specifically terest in that book. designed to serve new readers. The use of readability formulas also tends to limit a student's choice of reading material, 3 GUNNINGFOG INDEX sentence length, then multiply Points of Discretion 1. Select three 100word this sum by .4. The result:ng samples. Choose one near the product is the reading grade When using this readability beginning, although not the level.' formula, consider makingethe opening paragraph, (Me in Example following adjustments in ordk the middle, and one near the to build some flexibility into end. (A variation: I usually Number of complete the formula. sentences (8) count to the end of the rs L Count easy compound sentence closest to the 100th Average sentence len* sentences as 2 sentences. (Easy word, so I may have 98 words, (104/8) 13 compound sentences general. 102 words, etc.) Number of hard words 2 ly can be read as easily as 2. Count the number of two separate sentences, but Sum 15 sentences in each 100-word the fact that they are written sample. Determine the Multiply by .4 .4 as onewill increase the grade average sentence length by Reading grade level 6.0 level.) dividing the number of words 2. Use your judgment in deter- by the number of corrifolete mining "hard words." If it is a sentences. Compute score for two other 100-word samples, then find commonly used word such as 3. Count the number of words the average. "television" or "automobile," with three or more syllables to for example, consider not determine the number of For those so inclined, there counting it. If the same word "hard" words, Do not count now exists a software program appears more than once in a proper nouns, easy compound to compute readability for- single sample, count it only words, or verb forms in which mulas. Once an operator types once. (The repetition will the tense ending forms the a portion of text into the pro- generally aid readability, third Fyllable. gram, it then computes the readability using several dif- whereas counting the same 4. Add the number of hard ferent formulas. This program word twice will result in a words to the average is called "Readability" and it higher score.) requires either Apple II micro ' Melissa Forinash Buckingham. computer or an IBM PC. It Reader Development Bibliography is available from Micro (Syracuse New Readers Press 1982). p.70. Power and Light Com- Michael Schuyler. "Computer Ap pany, 12820 Hillcrest Road, plications of Readability." ACCESS, Suite 224, Dallas, Texas 75230.2 Microcomputers in Libraries, Vol. 2, No. 2, (April, 1982). pp. 12-19. r

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Please note that the ad- tages in life experience and High intermediate justments I have suggested are oral vocabulary that an adult level 6 not recommended by the reader will bring to the Advanced new reader authors of the formula. In reading of the book. Secondly, levels 7, 8 evaluating many books, it serves to restrict rather Than however, I have found that expand the possibilities of ap- Designating books according applying some flexibility to the propriate reading materials to these categories, which are formula gives a more realistic that a student might benefit deliberately vague, will allow pictureof the readability of from. A student who scores at students, teachers, and many books. a third grade level on a stan- hbrarians a wider 'attitude dardized test, for example, within which to find ap- well be able to read propriate and appealing Alternate books measured to be on reading materi.als. higher levels simply because Categorization of his knowledge of or interest The Gunning-Fog formula, like in the subject matter. To deny EVALUATING most readability formulas, cor- him the opportunity to stretch relates its reading grade level his skills by applying an unto' QUALITY to elethentary school grades. bitrary measure to the books he might read will un- Reading grade level as deter- Thus a score of 6.0 means a mined by a readability for- sixth grade reading level. necessarily limit his chances to learn. mula should be only one fac- Describing the readability tor used to consider a book's level of books according to Instead of using elementary suitability for an ABE student. elementary school levels. school grade designations, Many other, more subjective, however, has two major consider using the following criteria, which cannot be drawbacks. First, it describes broader categorization of figured into a readability for- the book in terms of children's reading levels for ABE students: mula, should also be con reading levels, a fact which Beginning new reader sidered in determining the does not recognize the advan. levels 1, 2 suitability of a book for an High beginning adult new reader. When level 3 evaluating books for use by Intermediate new reader levels 4, 5 Sty

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ABE students, teachers and 4. Diagrams - including charts, If jargon or colloquial ex- librarians should consider the graphs, etc. pressions are used, are following questions. Are they clear and un- they explained or might cluttered? they be confusing? Are explanations 3. Writing Style The Appearance concise? Are words repeated fre- of the Book 5. Overall appearance quently? If so, is this re- Is the book small petition interesting, help- 1.Print size including spacing between words and enough not to discourage ful, or boring? between lines. a new reader? -- Does the writingrecd like Is it physically easy Is the cover appealing natural speech or does it to read? and informative? sound as though it has Is print sufficiently large Does the book look like been "written, down?" for new readers whose an "adult" book? If dialogue is used does eyes are as yet ,un- it sound natural or con- practiced at reading trived? -- Are there references to print? The Language of children as the ntended a Illustrations the Book audience? Are photographs and For non-fiction works, is drawings relevant to 1. Sentences the tone informative? the text? -What is the average For either fiction or non- Do they extend the in- length of a sentence? fiction, is the tone moral- formation of the text? What is the structure of istic or judgmental? Are they adult in the sentences simple, Is the title informative or character? compound, or complex? misleading? 3. Captions 2. Vocabulary Are they as easy to read Are difficult words ex- as the text? c' plained? (either in the Are they sufficiently text or in a glossary) separated from the text Are difficult but necessary to prevent a cluttered words omitted and re- look? placed by ones that might alter meaning or create a condescending tone? :07 6 a

2. Can the book be read by The Subject students on various levels? (For EVALUATION Matter example, photo documentaries can be read for the pictures , 1. Fiction alone or for both pictures and FOR S Are the characters true text.) In the Learning Centers of the to- life? 3. Will the book be useful to Do the characters or Public Library' of Colum'pus situations reflect any just ABE students, just ESL and Franklin County, we have stereotypes of race, age, students, or both? developed a review form to After evaluating a book from evaluate materials in the Learn- sex, religion, etc.'? ing Center collection as well . Is the setting of the story these .several points of view, unusual, interesting'? the teacher or librarian knows as books from the general much more about the poten- adult and juvenile collections. 2. Non-fiction tial usefulness of the book for These reviews are kept in a Is the information that is ABE students than any foimula- notebook, filed by subject presented substantial or derived grade level could area, and made available to superficial? ever tell. But no book will be the general public. The Does the text include reviews serve to help helpful features such as equally suitable on all points or for all students. Strengths in librarians, teachers, students, maps, glossary, index, etc.? some.areas will overcome and general patrons find Is the information ac- books on particular subjects curate and current? weaknesses in others. In dividual abilities and interests and determine their usefulness will always affect the final for particular new readers. General Appeal choice o: a.book for specific Two sample reviews, one of c.1 students. Bu( the review pro- book from the special ABE col- to New Readers cess described here will serve lection and the other of a to expand the range of possi- book cWsen from the general 1.Is the material of adult collectioion, are presented in interest? ble reading materials avail able to ABE students. Given Appendix B as examples of Will it appeal to a the evaluation process dis- general audience of more opportunity to read, ABE students can achieve a level cussed above. A blank review adults? of competence and con- form also appears in Appen- Will it appeal particular- dix 13. The form is suitable for ly tospecificiaudience fidence which will ultimately enable them to choose their photocopying. Please feel free such aswomen, teens, to do so. minority groulos, etc? own reading materials.

1 1. THE ADULT BASIC EDUCATION STUDENT AND THE LIBRARY'S GENERAL COLLECTION

In order to serve ABE students, ability to understand not only librarians need to know THE the individual words but the something of the learning pro message they convey. cess the students are going BASIC SKILLS through: the skills they are learning, the methods used to OF READINGTEACHING teach them, and the texts and materials used to practice Essentially, a successful student METHODS those skills. On the other hand. must master four basic skills in to foster library use among order to become a mature Teaching. Basic their students, ABE teachers reader. First, he must develop need to know something a sight vocabulary, that is, he Skills to Beginning about the library's book collec- Must learn to recognize an New Readers tion and how it relates to the everincreasing number of specific abilities, needs, and in words on sight without stop- Beginning new readers are terests of their students. This ping to figure them out. taught these four basic skills chapter will acquaint Secondly, he must learn to ap- by a variety of techniques, librarians and ABE teachers ply the rules of phonics and some highly structured, others with the skills that adult new word analysis to words not rather unstructured. One of the readers must master, the recognized immediately. Ap most structured methods for techniques and materials used plying these rules requires a teaching reading is the to teach those skills, and the student to be familiar with Laubach method, used by kinds of materials any public common rhyming patterns many volunteer literacy coun library will have on hand to arid certain rules such as the cils in Ohio, some of which help new readers develop use of the silent "e" and to have close associations with those skills. Note that in this recognize parts of words such local ABE programs. In the chapter I am referring as prefixes, suffixes, tense en Laubach method, students are specifically to a public dings, plurals, etc. The third taught specific sounds (short i, library's general collection, skill essential to independent short a, etc.) in an ordered that is. books intended for all reading requires the student to sequence. Students learn a set adults and children, not books use context clues to derive the in special collections targeted meaning of unfamiliar words to an audience of ABE from the sense of their use in a students. sentence. Finally, the fourth skill necessary to good reading is comprehension, the

13 of words, then sentences using Here is a sample from a text rhyme and repetition serve to those words. All exercises and using this linguistic approach. teach phonetic patterns and related stories use a strictly In a chapter teaching the pat to reinforce recognition of controlled vocabulary which terns "en," "ent," and "end," words by sight. Consider these includes, with a few necessary the following are among the same instructive elements as exceptions, only words con- sentences presented for prac- they are found in poems con- taining the sounds taught. tice reading: tained in public library collec- Here is a sample from the Pay the ten men. tions. Using simple language May the ten men pay. and short passsages, many Laubach Way to Reading, Skill poems express mature and Book 2. In the first lesson, the Send ten men. I sent ten men then. often profound ideas that ABE short i sound is taught through and literacy students can not the words: Miss, sister, big, little, Open the tent.' ring, and finger. A few of the only read but also discuss, Other kinds of texts rely more agree with, or argue with: Col- practice sentences presented lections of poetry, then, can be are: on repetition of words than rhyming patterns, emphasizing used as supplementary instruc- This is Miss Jill Hill. tional materials for ABE and This is Miss Kim Hill. the skill of developing sight vocabulary. Words are usually literacy students..Consider the Jill is the big sister. following examples, Kim is the little sister.' presented in the context of a story considered relevant to A similar but slightly different the adult student. Consider the approach, sometimes called following example, the "linguistic approach," em- My name is Jim Davis. phasizes both the sight and I want to read. sound of whole words or I want to write. syllables in patterns rather I want to read my name. 'Frank C. Laubach. Elizabeth Mooney Kirk, and Robert S. Laubach, than specific sounds like the I want to read and write my Laubach Way to Reading. Skill Book 2 short i. Using this method, name.' (Syracuse. N.Y., New Readers Press. students learn words in groups 1981). p. 2.3. such as "tan, pan, ran, sand, Keeping these particular plan," and read numerous teaching methods and types 2.1ohn C. Adams, Building Word of materials in mind, we can Power (Austin. Tx Steck-Vaughn Com sentences using those word pony. 1975), p. 4. families. find books in the public library's general collection 'Harley A. Smith and Ida Lee King . that can serve the same in- Wilbert. Practice in Reading (Austin. Tx: structional purposes. Obviously, Steck-Vaughn Company, 1974), p. 5. 10 14 DUST OF SNOW' In contrast to the highly struc- learns to read the written passage. Once the student The way a crow tured teaching methods Shook down on me discussed above, other ap- becomes familiar with the writ- proaches to teaching reading ten form of the words he has The dust of snow spoken, the teacher, .selects From a hemlock tree include relatively unstructured techniques that emphasize a words from that passage to Has given my heart student's interests, life ex- .leach specific reading skills. A change of mood periences, and oral Some words, for example, will And saved some part vocabulary rather-than a serve as models for a specific Of a day I had rued. predeterniined set of skills and phonetic pattern, others will be Robert Frost words to be learned. Some drilled as sight words and still teachers, for example, will others can be used to FIRE AND ICES build word lists based on par generate additional sentences. Some say the world will end ticular activities which the stu- Language experience stories in fire, dent engages in words and familiar vocabulary lists Some say in ice. related to cars or cooking or can be derived from the stu- From what I've tasted of desire the family, for example. As the dent's own experience or they I hold with those who favor student learns the words. the can develop as a response to fire. teacher uses them in addi- an outside stimulus such as a But if it had to perish twice, tional exercises as examples photograph or drawing, a I think I know enough of hate of phonetic patterns or as the movie or TV show, or incidents To say that for destruction ice basis for additional sentences. from the news. The general Is also great The language experience And would suffice. technique is another unstruc. Robert Frost tured teaching method which WAR° employs a written version of The lace of war is my face. the student's spoken language {Robert Frost. "Dust of Snow." The face of war is your face as the reading text. A tutor or Selected Poems of Robert Frost (N.Y.: What color is the face of teacher will write down a stu- Holt. Rinehart. and Winston, 1963), p. 138 war? dent's discussion of his job. his family, or whatever topic is of Robert Frost. "Fire and Ice." Brown, black, white Selected Poems of Robert Frost (N.Y.: Your face and my face. interest at the moment. Then, Holt. Rinehart. and Winston. 1963). p 137. Langston Hughes with appropriate assistance °Langston Hughes. "War," The Pan from the teacher. the student ther and the Lash (NY: Alfred A. Knopf. 1979), p. 59. ll 15 r

collection of any public library meanings, and to evaluate the can provide a rich resource to Skill Development quality and style of passages expand the teaching potential for Intermediate they read. They are also learn- of these techniques. Art and ing to use reading for specific photography books, for exam- and Advanced purposes such as learning the ple, display pictures covering information needed to pass a broad range of subjects and New Readers license exams or the GED, or to styles which can stimulate The particular teaching qualify for job training pro- discussions leading to methods described above are grams and educational oppor- language experience stories. used primarily with low level tunities. Books and materials These pictures can also pro- students,those who can read from all sections of a public vide the opportunity to "read" very little or not at all. These library's collection can help a story without words, to include Level I ABE students these students attain specific search for main ideas, discern and literacy students working goals as well as develop the relationships, describe details in the Laubach method, habit of frequent and en- and infer meaning. In a similar among others. Many new joyable reading. manner, picture books recall- readers, however, have learning highlights of the movie ed the basic skills described, and television industries can yet need considerable prac- evoke memories and opinions tice to improve the fluency USING THE which provide a good basis and depth of their reading for language experience, as ability. Level II ABE students, GENERAL do the pictures, captions, and pre-GED and GED students, narrative accounts of and literacy students who COLLECTION magazines and newspapers. have advanced beyond the five skill books of the Laubach A discussion of the kinds of program continue to work on books that librarians and ABE the four basic skills of reading, teachers can find for adult but at a higher level. In their new readers in the public classes and tutoring programs, library's general collection is these students do many basic presented here. Review the comprehension exercises re- categories described, then quiring them to find main ideas, to determine time sequence of events, to find specific facts, to infer hidden 12 16 peruse you own library's col- pressed. Such books can be MUG "; BOOKS -Collections of lection for examples of the used to foster language ex- folk songs, show tunes, kinds of books described. A perience stories and writing relilious music, and popular selected bibliography of sug- exercises. With students of songs of all kinds offer new gested titles appears in Ap- English as a foreign language, readers a chance to read in pendix C. But remember that these books can be used to printed form words familiar to having specific titles is not so stimulate discussion and to them in music. Public libraries important as recognizing the develop vocabulary. have a variety of such works broad categories, then finding PICTURE BIOGRAPHIES -The available. Many libraries also books in those categories in lives of many well known, offer circulating collections of your own library. contemporary persons are musical scores and sheet documented in both pictures music. and words. These books can "HOW-TO" BOOKS -Adult new be used in ways similar to the readers need to learn to read FROM THE photo documentaries; they charts, diagrams, and graphs can also serve to introduce or as well as words. Using "how- ADULT extend history lessons and to to" books, they. can apply their spark discussions and writings own knowledge of a par- COLLECTION concerning current events. ticular topic to reading the ART BOOKS -Collections of charts and diagrams and also paintings and photography learn to use the illustrations as PHOTO DOCUMENTARIES a means of helping them read Books on t....,pics of adult interst can be used by students of English as a foreign language the text. Many "how-to" books such as social history, are found in the collection of a geography, contemporary life, as well as by American new etc. appeal to new readers. readers. Such books can be public library. They range Books with simple captions used to stimulate discussion, from those which contain and/or additional text enable develop vocabulary, and mostly pictures or diagrams to readers of various levels to foster language experience those in which pictures and "read" the pictures only, to ex- stories and writing exercises. diagrams are accompanied amine the pictures and read Art books range from those by more detailed text. the captions, or to read the full which express abstract ideas text, depending on their and evoke muny emotions to abilities. Pictures can be ex- those which depict in con- amined for specific details or siderable detail activities from for the ideas and emotions ex- everyday life and scenes from everyday places. 13 17 POETRY -Many poems written teachers and librarians can for adult audiences offer new find many works written in FROM THE readers a chance to read language that is au meaningful ideas expressed in compelling, and intended for JUVENILE simple, but not simplistic, adult audiences, but still not language. Collections of the too difficult for the pre-GED COLLECTION works of individual authors as and GED student. well as anthologies of the Popular literature also offers Many works contained in a works of several authors often many reading opportunities to public library's juvenile non: contain poems that are short, new readers. Many of the fiction collection are suitable use simple, direct language, romances as well as some of for use with adults, if they are and yet discuss ideas and the westerns and science fic- used with discretion and if the issues important to our com- tion novels popular among student is willing to use them. mon adult experiences. general library patrons are Books on topics in science, Rhyme, rhythm, and repetition written below eighth grade technology, and history are are instructive, although not reading levels and therefore particularly useful because necessary, features present in suitable for adult new readers. they provide a basic introduc- many poems. Consider also tion to the topic for the adult humorous works such as col- HUMOR -Collections of comic wl,o lacks knowledge as well lections of limericks. strips provide the new reader a chance to read a story from as reading skill. Those written LITERATURE -Many short stories pictures alone, or to use pic- on a more advanced level and novels, both contem- (6-8 grade) can be useful to tures as an aid to getting pre-GED and GED students porary and classic, are written meaning from words. below an eighth grade who need practice in reading reading level and offer the ad GEOGRAPHY AND TRAVEL texts in science and social vanced new reader the op- Books which describe familiar studies. Remember, too, that portunity to read longer and and exotic places through some libraries interfile the more complex stories. In any photographs and maps offer adult and juvenile non-fiction public library collection, new readers a welcome collections, so students will not chance to learn about the have to go to a children's sec- larger world around them. tion to look for books. Many of these books are essentially collections of photo graphs; others contain interesting facts about the area described. 14 18 When selecting books from tainment personalities have POETRY -A number of well the juvenile collection, keep in been written for teenagers known and simple poems that mind certain characteristics and young adults. Many of have been written for adult which enhance a book's these biographies are also audiences have been il- suitability for adults. For exam- suitable for older adult new lustrated as children's books. ple, photos rather than draw- readers who have an interest Other works of poetry have ings generally give a non- in the person whose life is been collected into an fiction book a more realistic discussed. thologies for children. Many of and "adult" look. Also, select SCIENCE, NATURE, AND these works are suitable for books with an informative text TECHNOLOGY -Many books the new reader either to read written in direct statements written for children in the for himself or to read to his rather than contrived dialogue various subject areas of children. (especially in biography). science, nature, and PICTURE BOOKS -Some picture Look for be :,ks that do not technology can be used with books prepared for children contain any statements or il- adults seeking a basic can be used with adults and luctrations that are obviously knowledge about a particular particularly with students of addressed to an audience of topic. These books often con- English as a Foreign children. Finally, use your own tain clear, simple graphs, Language. Alphabet books discretion and knowledge of charts, and other illustrations that use photographs rather the students and seek their that can help new readers than drawings, for example, opinicn when selecting books learn to interpret information are often suitable to adult from he juvenile collection. presented in diagrammatic audiences. Other picture books A discussion of some of the form. that help to explain difficult kinds of books that are par- HISTORY AND GEOGRAPHY concepts such as opposites ticularly adaptable to adult Many factual books written for can be used with ESL students. new readers are described children in these categories below. Specific titles are sug- are also suitable for adult new gested in Appendix C. readers. The maps contained BIOGRAPHY -Many biographies in many of these books can of popular sports and enter- help basic education students develop skills in reading maps. Books in these categories can also be useful to ESL students who wish to learn more about the United States. 15 students. They can be used in READING TO OTHER the classroom to augment specific lessons or to serve as RESOURCES ideas for discussions and CHILDREN writing assignments. Circula- tion policies covering One of the many motivating OF THE magazines vary from one forces which urge adult library to another, but many students to enter ABE and PUBLIC circulate back issues. Browsing literacy programs is the desire through magazines in the to read to their children. LIBRARY library is also a pleasant way Capitalize on this motive by for students to become ac- suggesting books that students In addition to lending books, customed to being there and can read to their families. public libraries offer a wide can often lead to more exten Children's books offer instruc- range of other materials and sive use. tive features such as rhyme, services that can be of use to rhythm, repetition, and pictures the adult basic education stu- Out-of-town as well as local which help the inexperienced dent. Features and policies of newspapers are generally reader. Reading to children individual libraries will vary, stocked by public libraries, so will give the adult new reader so check with your local students from other cities might a chance to practice newly librarian to learn what the enjoy pursuing their home developing skills by reading library has to offer beyond town newspaper. Newspapers simple stories and texts in a books. A brief description of also contain information context that is not embarrass- resources and services com- presented in a variety of for- ing. It can also boost the new monly available in public matsfrom,cartoons with few words to critical essays, offer- reader's confidence in himself libraries follows. if he feels capable of helping ing students at all reading levels a chance to practice others. Any children's book MAGAZINES AND NEWSPAPERS will serve this purpose well, -All libraries house collections basic skills. but a few specific titles are of magazines and AUDIO-VISUAL MATERIALS - given in Appendix C. newspapers. Popular maga- Public libraries of all sizes are zines such as McCall's, Good increasing their collections of Housekeeping, Time, Ebony, Jet, "non-book" materials. Like and many others provide pic- books, audio-visual materials tures, interesting facts, recipes, can be used for educational and detailed information on or entertainment purposes. For topics of interest to many 16 ABE students, however, they of- and accounts of major events child abuse, black history, fer obvious advantages over can greatly enrich classes in nutrition, oral history, and books: they come in familiar, history and social science for biography. non-threatening formats and GED students as well as That catalogue also contained they don't have to be read. Us- Americanization classes for ESL the titles of several "Books on ing A-V materials, therefore, students. Readings of poetry Tape." A sampling of titles in- can be one way of introduc- and plays can help GED cludes: At Wit's End by Erma ing ABE students to the students preparing for the Bambeck, The Autobiography resources of the public library. Reading exam, ESL students of Miss Jane Pittman by Ernest Teachers can also make use who need practice in listening Gaines, and The Maltese Falcon of many of the library's AV to spoken English, and basic by Dashiell Hammett. materials for classroom presen- reading students who will tations. Below is a brief benefit greatly from hearing Movies and Video Cassettes - description of some of the language spoken in many Many public libraries now cir- kinds of materials you can ex- forms as they learn to read. culate video cassettes as well pect to find in a public Still other recordings,present as movies. Tapes of current library's AV collection. informative discussions of and classic films are various topics related to the available, usually for a limited Records Most public libraries time period. circulate records. Among the coping skills categories em- record collections housed in phasized in the ABE cur- VERTICAL FILE - The Vertical the libraries are many instruc- riculum. A few specific titles File is simply a pamphlet file. tive, informative recordings of are suggested in Appendix C. Pamphlets, booklets, leaflets, the spoken word which can Audio-cassettes Cassette and other materials too small be used to enhance classroom sound recordings can be used to be catalogued and shelved or group instruction for ABE in the same way as records to among the books are and GED students and also to provide instruction or enrich- categorized by subject and provide supplementary ment to classes and individual kept in vertical file cabinets. materials for students working learning programs. Glancing Many people, including long- in individualized settings. For through the catalogue of time library users, do not use example, recordings of audio-cassettes available in the Vertical File because they one public library revealed are not aware that it exists or historical speeches, readings because they think that those from important documents, titles in such categories as literature including drama, file cabinets are just too "of- short stories, poetry, radio ficial" looking to be open to plays, and foiktales and the public. Most public general non-fiction - including libraries do have Vertical Files, 17 however, which are accessi- vocabulary exercises. Subjects items as telephone books from ble to the public and contain covered will Vary from one cities across the country and a wealth of information cover- library to another, but most Pic- road maps for local areas and ing a broad range of topics. ture Files are likely to include other cities and states, as well Government publications, pictures showing scenes from as the expected dictionaries, manufacturers' information major countries and cities, pic- almanacs, and encyclopedias. about specific products, and tures depicting people ern- Some libraries have taken informative booklets published gaged in popular sports and their basic reference service by national organizations of hobbies, pictures of famous one step further. They have all kinds are among the sorts personalities, and pictures of gathered a store o! informa of things one will find in a Ver- recent events of historic or tion about local social and tical File. In addition. many cultural importance. educational services and they coping skills materials pub- INFORMATION AND REFERENCE offer patrons both the informa- lished in pamphlet or booklet SERVICES - Public libraries do tion and, when appropriate, form and intended specifically not just lend books; they also referral to specific agencies. for new readers are housed in provide information. In fact, Some libraries which offer this the Vertical File. A sampling of many patrons use the library information and referral ser- materials pulled at random primarily to obtain informa- vice have become themajor from a Vertical File appears in tion, and rarely, if ever, to clearinghouses for information Appendix C. check out books. Introducing on social programs in their PICTURE FILES - Many public ABE students to the library as a communities. libraries maintain Picture Files. source of important informa- The above suggestions are not These are simply files, ar- tion is one way to help them exhaustive. Apply your own ranged by subject category, of become familiar with the imagination as well as your pictures clipped from popular library and its many services. knowledge of your students to magazines. In most cases, the The reference service, for ex- tap the wealth of resources materials contained in the files ample, provides walk-in available at the public library. circulate for specific periods. patrons and telephone callers By introducing your students to These pictures can be used answers to a vast number of the library, you are taking a with ABE students to stimulate questions ranging from the crucial step toward making writing exercises and important "Who is my State him a better student now and language experience stories, Representative?" - to the trivial an enthusiastic learner for the or they can be used with ESL "Who played second base for rest of his life. students to spark discussion on the Indians in 1954?" Also in current events or cultural prac- the reference department, ABE tices or to enhance students will find such useful 18 SPECIAL LIBRARY COLLECTIONS FOR ADULT NEW READERS

All public libraries have books students. The chapter does generally unfamiliar with the in their collections similar to contain a brief survey of the library and afraid of embar- the ones described in the most common arrangements rassing themselves because of previous chapter which can of new reader collections as that lack of knowledge. be used with adult new well as a review of the kinds Considering both of these readers. Moreover, as of materials generally found in issues, most public libraries librarians have come to these collections. They are shelve materials for adult new recognize the extent of adult il- presented as a guide for readers separately from the literacy present in their com- librarians and ABE personnel general collection. Some munities, many have begun to reviewing the library's current name their collections "The add special collections to their collection or starting one Learning Center," "The libraries to serve the local where none exists at present. Reading Corner," or similar population of ABE, GED, and names which indicate the adult literacy students. general nature of the collec- This chapter raises some basic tion but do not emphasize the questions concerning special ORGANIZATIONreading level of the books. collections for ABE students. Others use more specific How should they be organ How Should names such as "The ABE ized? Should materials be Center," "Hilo Books," or "Easy labeled? Should they be Adult New Reading for Adults." In still catalogued? What books another arrangement, some should be included in the col- Reader Materials libraries display coping skill lection? Thesequestions are materials separately and label not answered here because Be Displayed? them accordirkg to the skill decisions for each library Two impoirtant issues must be area rather than the reading should be made on the local considered when deciding level, thus attracting to that level. Ideally, decisions about display all patrons of the how to organize and display a library seeking the specific in establishing and maintaining collection of materials for adult special collections for ABE new readers. On the one formation. The same concept students should be made by hand, librarians want to applies to separate collections librarians working in conjunc- display materials in such a of romances and popular tion with ABE staff and science fiction titles which are way as to make them most at- easy to read but attract tractive and accessible to their patrons interested in the genre, patrons. On the other hand, most librarians recognize that not the reading level. adult new readers are 19 23 A few libraries do not separate Ohio Library Association's Task their adult new reader How Should Adult Force on Services to Adult Materials, but rather interfile New Reader New Readers. This logo can be them with the general collec- used in a number of ways. tion. Usually, they are labeled Materf als Enlarged and printed on in some way so that patrons poster board it can be used to can find them easily. Be Labeled? designate the location of the adult new reader collection. The question of how best to In addition to displaying ABE organize and display Printed on small labels and materials separately, most placed on the spines of books, materials for new readers is libraries also label these the label can be used to mark one which is best answered materials in some way to books for new readers housed by librarians working in con- distinguish them from other in special collections, or it can junction with ABE staff. books in the collection. This indicate books that are con- Librarians should seek com- labeling serves a dual pur- sidered acceptable for new ments and suggestions concern-pose. It helps new readers and readers but filed in the ing the display of their new others find the materials and it Oneral collection. The Task reader collection from both provides the library,a means Fore which developed this ABE staff and students. If your of keeping track of the public library has not yet logo hopes that it will be materialt for circulation adopted by all libraries across established a special collec statistics and reshelving. (Some the state and thus become an tion for new readers but is libraries, for example. keep a planning to do so, input from easily recognized symbol that tally sheet at the circulation will help ABE students and all ABE staff and students on the desk to note each time a book new readers feel more best means of organizing the from the new reader collec collection would help to insure familiar and at ease in any tion is circulated.) Stars and public library and more confi- use of the materials by the color dots are among the sym- ABE community. dent about using the library's bols used to label ABE books. materials, Some librarians use labels of different colors, coded according to reading level. Several libraries in Ohio have recently adopted the new reader logo, pictured on the cover of this handbook, that was established by the 20 24 books on specific subjects and to catalogue adult new reader Are Adult not know how to find what collections may become ob- New Reader they are looking for. solete in the near future. With There are a few ways this pro- the advent of computer-based Materials blem of control can be over- cataloguing records, more come even when the collec- libraries are cataloguing all of Catalogued? tiQn is not catalogued: Some their materials, including paperbacks. ABE staff should Special collections for adult libraries, for example, new readers are often not designate specific staff persons check with the local library to to work closely with the ABE find out their policy on catalogued. Librarians cataloguing new reader recognize that ABE students collection so that at least one are not likely to use either a staff person who is knowledge- materials. card catalogue or a computer- able about the collection is By the way, it your library is based catalogue. For this available at all times. In the just beginning the process of clientele. an attractive, easy-to- Library Learning Centers of conversion to a computer- use display is considered the the Public Library of Columbus based cataloguing system, most important means of pro- and Franklin County, we use there is a wonderful learning viding access to the materials. the reviews of the books in our opportunity available for ABE This is particularly true when collection as a catalogue to students. They will have an the collection contains mostly that collection. The reviews opportunity to learn to use the paperback books or pam- are contained in a notebook library's new catalogue at a phlets. which many libraries and organized according to time when almost all other do not catalogue in any case. subject categories, thus pro- patrons, even veteran library viding a catalogue by subject users, are unfamiliar with the Not cataloguing books does of our collection as well as a create a problem. however It system and likely to be in- source of information about timidated by it. In addition, in is difficult for the library to the content and value of the maintain control over the col learning to use the library's individual materials. This catalogue, they will have the tenon, that is. to know what is notebook is kept with the contained in the collection experience of learning to use Learning Center collection a computer terminal, a skill and what is currently and is available to both available. ABE patrons who which can benefit them in library staff and patrons. (See many other areas of their lives. use the collection may be Appendix B for sample :eview seeking specific books or form and classification scheme.) The question of whether or not 61 I

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4 than duplicate service. Also, KINDS OF WorkbooN% since ABE programs are often in Basic Skills able to purchase only a MATERIAL S minimum selection of the wide and variety of workbooks What should be included in available, the library's collec the special collection for ABE Coping Skills tion could well extend the students and adult new number and kind of practice readers? Obviously, this is the Librarians consider two major books available td the ABE stu most important question to tie issues when deciding whether dent. Librarians need to visit considered. The following or not to purchase instructional local ABE programs to discuss discussion is intended for materials or workbooks for ",what books the program uses librarians who pre just starting their ABE collections. First, they and, what additional materials ABE collections, for those who want to supplement, not lb. would be valuable in the have such collections but must duplicate, the existing collec- library's collection. The continue to update them, and tion of the local ABE program. bibliographies listed in Appen- for ABE personnel who need to Secondly, they want to dix A piovide many sugges- know what libraries do have minimize the loss that accrues tions of specific materials and who also need to make when workbooks are written suitable for libraries to pur- suggestions about what addi in or kept for extended periods chase. Libraries that choose to tional materials would serve by patrons. include workbooks in their their.population. It focuses on Input from ABE personnel will ABE collections should con the three major categories of be most helpful .in determining sider materials in the basic materials new reader collec- the value of workbooks in the skills cdtegories of reading, tions should contain, ABE collection. Librarians may English, and math; GED and workbooks, general informa not realize, for example:that preGET"' practice books; and tion materials, and leisure books generally do not cir- books coveringlhe various life reading materials. culate in the ABE program, moping skill categories such as and so students cannot take health and family matters, books home unlesS they pur- community resources, con- chase copies themselves. Hav- sumer education, money ing the same workbooks that management and job skills. students use in their ABE classes available in the local public library, therefore, would provide an additional rather 0

As suggested in the previous Literacy Volunteers of General chapter, many non-fiction0 America and Cambridge Information works written for children can Book Co. With a grant from the be used, with discretion, with National Endowment for the Materials adults because they discuss Humanities, LVA has spon- their subject matter in an infor- sored a project to encourage Adult basic education students mative tone that is not the writing of books for new and new readers want to juvenile but is written at a readers in the various subject learn about a wide range of reading level that ABE areas of the humanities, The topics, just as all library students can comprehend. In- books are written by scholars patrons do. For new 'readers, formational materials written from particular subject their desirelo learn is specifically for the ABE and specialties who have been sometimes complicated By new reader population are trained by LVA in the process' their laCk of confidence.- Since somewhat scarce, but the / of writing for new readers. Sub- new readers usually mived situation is improving. jects include history, anthro- much of the subject 'matter Publishers are recognizing the pology, religion, and art. They taught in elementary and need and responding with can be read by student af,the high schools because of their books covering various topics. intermediate new reader level inability-to read, they feel that The quality of these and all and above. As with all they know a lot less than new reader materials varies, series,the 'quality varies adults who can read. Their in so it is wise to preview books among titles. however, cover the or consult review sources -same. range of topics as those whenever possible. A few New Readers Press: Be Informed of other adult members of the notable series or titles are Series. This is a series of over community, including politics, presented here. Again, consult twenty booklets offering a history, economics, science the bibliographies and review substantial overview of sub- and technology, popular sources listed in Appendix A jects sudh as air pollution, Culture-and recreation and mental retardation. time and for a more comprehensive list measurement, and popular so on. of suggestions. news media. Can be read by Cambridge Book Co: LVA new readers at the in- Readers. One particularly termediate level and alove. notable effort toward pro viding non-fiction works for new readers comes from the

27 New Readers Press. This com- students are not likely to be in- others are not. In general, pany also publishes many terested in reading for leisure. however, the quality is improv- other non-fiction titles for new Others feel that ABE students ing. A few specific series or readers, including books on are eager to practice their titles that you might look for in prAgnancy, childbirth, child newly acquired skills on your library or suggest that rearing, and other topics something other than dry your library buy are listed .. related to families and health., workbooks and so providing below. Again, check the them with leisure reading bibliographies listed in Appen materials may, in fact, entice dix A for additional titles. Leisure Reading them into more frequent and Fearon Pitman, Inc.: Life Time enthusiastic reading. Material Series t also know as LifeLine). Experience at PLCFC and This series offers stories about a The question of including other libraries seems to in- wide range of quite realistic leisure reading materials in dicate that, in fact, ABE characters including young ABE collections in the public students and new :eaders do adults, older widows and library raises several differing enjoy reading stories, poems, middle-aged single persons. points of view. Borne librarians and other works that entertain The books are small paper- and adult educators believe as well a; provide reading backs with an "adult" look that since reading is not an practice. Indeed, most library about them. The format is also enjoyable process for adults collections for ABE students very appealing to new just struggling to learn-the contain at least-some books readers because the line basic skills required, these written specifically for the breaks approach natural adult new reader that can -.'speech patterns, a feature loosely be described as leisure which increases the readability reading materials. As is the of the text. Comprehension case with informational quesions are included after materials, publishers have each chapter. These books come to recognize that adults with limited reading skills comprise a viable and growing market, and they are working to provide an increasing number and variety of materials for that audience. Some books are very good;

24 28 can be used by beginning, heroine, Laura Brewster, an scenes from the movie will high beginning, and in- older, more modern Nancy provide considerable appeal termediate level new readers. Drew. The stories occur amid a to reluctant readers. High A few representative titles in- variety of interesting settings beginning intermediate clude So Long, Snowman, A and hold the reader's interest. reading levels. Time To Choose, and Mollie's They are suitable for the high Longman, Inc., American Struc- Year. beginning and intermediate tural Readers, Stages 1 and 2. level new reader. A few Fearon Pitman, Inc., Bestellers These readers cover a wide representative titles include range of popular topics in- Books. This series includes . Fast Food King and Tiger Rose. adverlture and mystery stories. cluding mystery and pop Character development and New Readers Press Sundown music. They vary in format. story detail are surprisingly Books. This series includes Some include photographs; deep for stores of this level. In- realistic stories about persons other black and white line teresting historical information of various ages ihvolved in drawings. Some are traditiohal is part of the setting in many common life problems. The narrativesa others present the stories. For the intermediate depth of character and detail story in comic book ttyle. They level new reader. A few given are quite good. Various vary in quality, too. Some are representative titles include titles are suitable for students well written and appealing to Crash Dive, Black Beach, and at beginning through in an adult audience; other, par Night of the Kachina. termediate levels. A few ticularly those in comic book representative titles include format, seem juvenile. Used Fearon Pitman. Inc.: Laura The Freedom Side, and In and with some discretion, however, Brewster Books. Books in this Out The Windows. they will provide enjoyable series describe mysteries reading for some students. which are solved by the Longman Inc.: Longman Movieworld. The series con- Stage 1 readers can be used tains brief paperback versions by beginning and high begin- of some popular movies such ning new readers; stage 2 as Silver Streak and Jaws. readers by intermediate level Illustrations are actual color new readers. stills from the movie. Although the stories are often choppy and trasitions from scene to scene a bit awkward, the familiarity of the stories and the pictures of the actors in 25 Scott Foresman Adult Readers teacher's book, and audio Library. This series includes Audio-Visual tapes covering the contents of works of fiction, history, and Materials the entire workbook. biography, as well as books discussing everyday living Some libraries include audio skills. They cover a wide visual materials such as book- Computer range of interesting topics not tape sets and film strips in their commonly found in books for collections for new readers. In Software adult new readers. Most are addition, most public libraries A growing number of libraries. well written and appealing to have growing collections of are adding microcomputers an adult audience. Non-fiction audio-visual materials for the and software collections to the books contain a glossary of general public, and many of services they offer the general difficult or unusual terms; some these materials can be used public. A few libraries are include references and a with ABE students. (See searching" or ways to offer ac- bibliography. The series can Chapter II for additional sug- cess to these 'computers and be read by intermediate and gestions of A-V. materials from software to the population of high intermediate neW the general collection.) One ABE students and new readers. readers. Some representative series of particular note is In particular, they are looking titles include Cargo, Mother _ mentioned here. for good software designed to Teresa, and All the Way Back. McGraw-Hill, Inc.: AWARE teach basic skills to ABE Cambridge: LVA Readers. See Series. This is a series of books students, as well as oppor- note under General Informa- and accompanying tapes that tunities to offer teacher or tion Materials. cover a wide range of daily student-made software for living skills. Topics such as find- public use. This is an idea ing a doctor, grocery shop which you will probably hear ping, and dining out are par- more of in time to come and is ticularly relevlant to ESL another area in which students. The series includes cooperation between ABE and workbooks covering three library staff could enhance the reading levels which encom- library's offerings for ABE pass the high beginning students. through intermediate new reader levels discussedin chapter I. Each boxed set contains 10 student books, one

26 30 The Library and the ABE Program: Making the Connection A

Libraries have books to serve grams. This chapter offers sug- the role of education in help- ABE students. and ABE students gestions to help librarians and ing them achieve a better life. and teachers need materials ABE staff develop an effective Eyster has observed four from the library to supplement working relationship. But first, distinct service groups among and enhance their educational we present a brief discussion disadvantaged adults which programs. A perfect arrange- of the adult new reader he describes in the following ment? Well, not exactly. population, with a view way: In fact, libraries build ABE col- towards better understanding, Group 1- This group includes lections, advertise them, and and therefore better serving, many adults who have not then become discouraged that population. completed high school but when no one uses them. At are, nevertheless, both the same time, ABE students A Profile economically anti personally_ and their teachers look for secure. They believe in educa- good, adult interest books writ- of the Adi lit New tion and in public services ten at easy reading levels but such as libraries. If they know don't know where to find Reader Population that services exist, they will them. Students assume that In order to increase library use seek them out. anything in the library would among a particular popula- Group 2 This group includes be too hard for them, and tion, it is important to know as people who do suffer from teachers are not always much as possible about the in- undereducation and aware that special collections dividuals who compriase that underemployment, but they for ABE students exist. population. We have reviewed too believe in the value of ser- Obviously, there is a missing the educational context in vices and are willing to use link in the Library-ABE connec- which the ABE student is them. To be useful to this tion. Better communication operating; it is equally impor- group. public services must be and a regular routine of in- tant to understand something flexible enough to fit within teraction are needed to im- of his social and cultural en- the constraints of family and prove cooperation between vironment, since these factors job responsibilities. public libraries and ABE pro- affect his attitude toward using the library. George Eyster of Morehead State University in Kentucky has developed a scheme that describes Adult Basic Education students according to their perceptions of their own place in society and 31 Group 3 - People in this group and librarians. Persons in idea of the roles each will are sporadically employed or groups 3 and 4, on the other play. Therefore, take time to severely underemployed and hand present a considerable establish a foundation for far from the mastery of basic challenge to educators and cooperation by getting to skills. They still believe in librarians. In fact, adults know each other's agency returns from public services, typical of groups 3 and 4 are and staff and investigating although with some skepticism. unlikely to appear in reading together the needs of your They usually need individual- programs or libraries at all community that joint library- ized help from such services. without continuous personal ABE activities could address. Group 4 - People in this group support from community peo- One agency must initiate the haye the severest problems ple they trust as well as the contact. If it is the ABE staff, and the greatest need. They professionals they encounter. they might consider the follow- do not believe they have any Keep in mind both this ing preliminary steps: control over their lives, and description of new reaaers - Ask localcontacts in the they pass on that hopelessness and your own knowledge of literacy network if they know to their children. They must the local situation as you of a library staff member or spend all their energy on get- review the following sugges- trustee who has a special in- ting along from day to day. tions for libraries and ABE pro- terest in literacy. Consider ap- The are the unemployed and grams working together to en- proaching this person infor- the unemployable) courage students to use the mally first. public library. Looking at the ABF, student Try to determine how the from the point of view of local library views its role or Eyster's categories, it is obvious mission. Does the library have that persons displaying the Getting Together a mission statement? Are there characteristics of groups 1 and programs for adults as well as 2 are the most likely can- Before cooperative activities children? Remember, public didates for success in adult can occur, ABE and public libraries are locally funded, reading programs and pro- library staff need first to make locally governed, locally con- bably the most likely to use their own objectives and in- trolled. Some libraries will the library. These students can terests clear, and then to learn place greater priority on one be motivated to use the library about the partner agency's service role than another. through such relatively simple plans and priorities. Joint ac- means as posters, brochures, tivities may be opposed at the outset if staff from one agency George W. Eyster. Recruiting Disad and suggestions from teachers vantaged Adults (Morehead. Kentucky, approach the other with a set Morehead State University. 1975), pp. 4-6. agenda and a pre-determined 28 32 Gather basic information Initial Joint Arrange a meeting about the library's situation. A Process Planning. with selected staff from your own as How many staff members are well as the partner there? What is the size of the Model for agency. Share infor- collection? Are there other mation, ideas, needs, outlets (branches, bookmobiles)? Library-ABE constraints, interests. This kind of information is in- Outline a plan for a cluded in the library's annual mutuallyselected Cooperation activity. Begin small, report which all but very small but make plans for libraries produce. The chart below outlines the additional efforts. Having done a little advance stages of a long range plan for "homework," ABE staff should cooperative action and iden- Implemen- Carry out mutually- tifies tasks and responsibilities tation of selected activity ac- then invite library staff to an Activity cording to schedule initial meeting to get ac that library and ABE staff must and responsibilities quainted and explore oppor- consider when planning for agreed upon. tunities for working together. joint activities. Establish a date for reviewing activity. Similarly, if the library initiates STAGE TASKS the meeting, library staff Review Collect feedback should learn what they can Developing Identify and clarity Activity from staff and Awareness objectives of your selected clients about the ABE program before own and the partner Meet to assess activi- the meeting. Find out how the agency. ty and identify pro- ABE program operates, how blems. many classes they offer, how Assess staff and many students in a class, and resource capabilities Evaluate Change or adjust of both agencies Activity features of initial ac what instructional methods tivity according to and materials they use. Ask Outline the needs of results of the review. about their problems and the students/patrons Add or delete com needs in specific areas such and of each ponents as needed as space, materials, and fun agency's programs. with agreement of ding. staff of partner agen- Identify mutual cy. Establish subse- benefits of a col- quent review dates. laborative approach Consider expanding in addressing the your efforts by plan- goals of each ning for additional agency. activities.

33 Specific cooperative activities - Develop depositcollections books and resources available between public libraries and which can be placed in ABE to them. ' ABE programs should arise centers, branches, and - Read stories or poems to from local needs and bookmobiles. Include a sampl- classes for brief periods each resources and joint planning ing of all kinds of materials for day. Bring library books to the activities. The list below sug- new readers, or assemble-the class to illustrate or supple: gests specific tasks that each collection around changing ment specific lessons. agency can perform. themes such as health, money management. etc. - Create a library cornerin -Identify and encourage use your classroom with a chang- of materials from the general ing display of books, pam- Library Staff collection appropriate for ABE phlets and other relevant students. materials. Highlight materials and information that students Can -Display easy-to-road pam- might not expect to find in a -Visit the ABE program to: phlets in the library. Consider library. giving them away if multiple -Show sample books from copies are available. -Conduct an informal interest the library collection. survey among your students, - Develop a picturefile and asking them for specific ques- -Poll students' interests for encourage its use among ABE tions and general topics they'd suggestions of books or topics teachers. like to know about. Then ob- to select for the library collec- students to tain library books, or ask the tion. - Refer potential the ABE program. librarian to bring library -Invite students to read and books, that pertain to the review books considered for -Consider using library space students' questions and in- the library's ABE collection. for classes or tutoring sessions. terests. -Distribute library card ap- -Review bibliographies of plications. adult new reader materials ABE Staff with library staff. Make specific Can recommendations. -Take ABE classes to the library and have the librarian show students the various 30 34 - Establish book discussion -Share promotional materials -Once your joint activity has sessions, either at the library or (flyers, bookmarks, posters, etc.) been implemented, contact at your location, depending describing your services with people from other agencies on convenience. staff and volunteers of the part- and from the corrimunity at ner agency and, in the library, large who have an interest in - Arrange class visits to the with the general public. adult literacy. Consider in- library for a library orientation cluding social service agen- and library card applications. -Include the partner agency on your mailing list for cies, vocational rehabilitation - Invite local librarian to serve programs, 'youth groups, senior newsletters and other com- citizen groups, employment on a Board of Advisors or munication. other such group. services, refugee groups, -Sponsor a speaker's bureau church groups, correctional through which library and agencies, and the local ABE staff can speak to social media. Enlist their ideas, their Library and service agencies and com- support and their specific help munity organizations about in promoting and advertising ABE stctff services for adult new readers. your programs. -Recruit volunteers to carry together cam out specific tasks planned by joint library-ABE efforts. -Conduct training, activities to: 1) acquaint all staff with -Consider organizing a com each agency's services and mittee of teachers, librarians, any plans for collaborative ef- students, and community forts, 2) develop skills writers and scholars to write necessary to implement pro- materials for new readers. grams and 3) facilitate on- Resources such as Writing for going planning and evalua- New Readers (New Readers tion. Press) and Thinking is a Basic Skill (Literacy Volunteers of America) offer guidelines for groups writing for new readers. (See Appendix A)

31 public library offers those and ideas beyond their cur- Conclusion students the opportunity to rent understanding. With the practice their newly acquired 'help of both agencies, adult Cooperation between the skills by reading boOks that basic education students will library and the local adult provide information important not only learn how to read, education program is an im- to their everyday lives, books they will become mature, en- portant key to the mutual suc- that entertain or amuse them, thusiastic readers. cess of each agency's efforts to and books that invite them to serve undereducated adults. explore a world of knowledge ABE programs teach students how to read or how to improve their reading. The

32 36 APPENDIX

SOURCESOF MATERIALS FOR ADULT NEW READERS

Bibliographies Reader Development Literacy Resources: An Bibliography. Compiled and Annotated Check List for Books for Adult New Readers. annotated by Melissa Forinash Tutors and Librarians. Com- Compiled and annotated by Buckingham. Syracuse: New piled and annotated by Jane- Roberta Luther O'Brien. Readers Press, 1982. Carol Heiser. Baltimore: Enoch Cleveland: Project: LEARN, 3rd Annotated bibliography of Pratt Free Library, 1983. ed., 1984. materials in the Free Library of Annotated bibliography of AnnOtated bibliography of Philadelphia's Reader new reader materials pro- materials recommended for Development Collection for duced by director of adults reading at the seventh adult new readers. Includes Baltimore's program, one of grade or below. A majority of materials graded at eighth the most comprehensive titles are rated at fifth grade or grade or below according to literacy projects sponsored by below, using the GunningFog the Gunning-Fog Index. Addi- a public library. Index. Entries are arranged tional features include within broad subject Materials for Deaf Adults, and The Vital Bibliography: A categories of Skills, Knowledge, Author, Series, and Subject In- Basic Collection of Books and and Leisure Reading. An an- dexes. Learning Materials for an notated index of series and Adult Literacy Program. Com- recommendations for a core Bibliography of Basic piled by Suzanne Nolan and collection are particularly . Materials - Reading, English Nan Hawkins. Bloomington, In- helpful features. Available as 'a Second Language, diana: Monroe County Public from Project: LEARN, 2238 Euclid Humanities. Literacy Volunteers Library, 1981. Ave., Cleveland, Ohio 44118. of America. Syracuse, N.Y.: A biblipgraphy prepared by LVA, 1983. the VITAL literacy tutoring pro- Annotated bibliography of ject of the Monroe County materials for adult new Public Library. readers and ESL students. In- clusion of humanities materials is a particularly helpful feature which identifies materials often found in a library':, general collection. Reading leveli are determined by the READ test which was designed by LVA specifically for adult basic students.

3 7 ABE Guide to Library Materials. more than 30 federal agen- Compiled by Linda Bayley. cies. Entries are listed by sub- Sources of Austin, Tex University of Texas. ject area. Materials are low Reviews at Austin, 1977. cost; some are free. Catalog is Contains a selective, an- published four times per year In addition to the annotated notated bibliography of new and is available from the Con- bibliographies mentioned reader materials organized ac- sumer Information Center, above, several journals and cording to informational, in- Pueblo, Colorado 81009. (It will newsletters regularly publish structional and leisure reading also be available in some reviews of new reader categories. Includes many libraries.) materials. good suggestions for AN materials, government Coping Skills Materials. Book list. Jan. 15, Apr. 15, July 15, documents, magazine reprints, A List of Sourcesu.Appalachian and Oct. 15 issues. and other materials not found Adult Education Center, In a column titled, "Adult in other new reader Morehead State University, Basic Education," Melissa bibliographies. Although Morehead, Kentucky 40351. Forinash Buckingham of the somewhat dated now, entries Rev., 1974. Reader Development Program suggest many good, easy to This list of sources is ar- reviews books for adult new find sources of materials which ranged according to coping readers. are useful to ABE teachers and skill categories such as aging, librarians alike. education, health, jobs, etc. In- The High Low Report. River- cludes many related house Publications. Consumer Information businesses, publishing houses, This journal has recently Catalog. Pueblo, Colorado: government organizations, gone out of print, but back Consumer Information Center. and professional organizations. issues are available in many Annotated listing of booklets Although some information libraries and possibly from the and paMphlets available from may no longer be current, the publisher. Issues contain a list provides many suggestions lead article and about twenty for sources of materials which reviews. Emphasized materials ABE teachers or librarians can for teenagers, but much infor- check for materials on specific mation can be useful for adult subjects. new readers as well. Was published by Riverhouse Publications, 20 Waterside Plaza, New York, NY 10010. a

Pivo : Newsletter of the Reader Instructor of Writing Hcrndbook. Dev lopment o! the Free Writing New Syracuse, N.Y.: New Readers Libr ry of Philadelphia. Bi- Materials for Press, 1983. mo thly except July and . This handbook offers instruc- Au st. New Readers tions to trainers who teach ntains both articles on Faced with few or inadequate volunteers and others how to lib cries and literacy and materials for their students or write materials for new re iews of new reader patrons, many ABE programs, readers. Intended as a supple- Available free uponr literacy programs, and ment to the Laubach re uest: Reader Development I libraries have embarked on materials, it emphasizes use of Pr gram, The Free Library of projects to write new materials a controlled vocabulary cor- P iladelphia, Logan Square. specifically for the audience related to the Laubach skill P iladelphia, PA 19103. they serve. The following bc;oks. publications offer guidelines the written word. Anierican for establishing writing groups. Association of Advertising Addresses of Agencies. Monthly. Thinking is a Basic Skill: This newsletter shares infor- Creating Humanities Materials Publishers and mation on projects, activities, for the Adult New Reader. Organizations and publications, including V. K. Lawson. Syracuse, N.Y.: reviews of materials, although Literacy Volunteers,of All the bibliographies listed reviews do not appear America, 1981. above include lists of regularly. Available free upon This handbook describes the publishers for the materials request: AAAA Contact Center, procedures and activities reviewed. This shorter, selected P.O. Box 81826, Lincoln, NE necessary for any library or list includes only those 68501. literacy group to initiate and publishers known specifically carry out a project to write for their adult new reader humanities materials for new materials (most are mentioned readers. Includes instructions on training humanists to write for new readers, a time line for the project, sample forms, and many other helpful suggestions.

33 in Chapter III), and general biographies) Franklin Watts, Inc. publishers whose works, 757 Third Ave. Subsidiary of Grolier, Inc. especially children's books,, New York, NY 10017 730 Fifth Ave. New York, NY 10019 are adaptable for use with Janus Book Publishers adult new readers (most are 2501 Industrial Pkwy. West mentioned in Chapter II). Dept. H Organizations Librarians and ABE personnel Hayward, CA 94545 Altrusa International, Inc. should write to these com- District Five Governor. panies in order to receive cur- Lerner Publications Company Maureen Welch rent copies of their catalogs. 241 First Avenue North 257 S. Main, Box 76 This list also contains the Minneapolis, MN 55401 Caledonia, OH 43314 names and addresses of Longman, Inc. This organization of profes- several organizations whose 19 West 44th St. sional women has adopted ," activities relate to some aspect New York, NY 10036 literactas one of the causes it of literacy, adult basic educa- McGraw-Hill Book Company wishes to support. Local tion, and/or libraries. Again. chapters choose specific pro- librarians and ABE staff should Adult Education Services SI jects they wish to assist. Con- maintain contact with these tact the address listed for agencies in order to receive Hightstown/Princeton Rd. Hightstown, NJ 08520 names of members of any their literature and an- chapters in your area. nouncements. New Readers Press Box 131 Center for Applied Linguistics Publishers Syracuse, NY 13210 3520 Prospect St., N.W. Cambridge Pitman Learning, Inc. Washington, D.C. 20007 The Adult Education Company 19 Davis Drive Free rnaterials for refugees. 888 SeVenth Ave. Belmont, CA 94002 New York, NY 10019 Coalition for Literacy Scott, Foresman and Company c/o American Library Children's Press (especially for Lifelong Learning Division Association the New True Book Series) 1900 East Lake Ave. 50 East Huron St. 1224 W. Van Buren St. Glenview, IL 60025 Chicago, IL 60611 Chicago, IL 60607 Steck-Vaughn Compapy Jean Coleman, Director Harcourt Brace, Jovanovich, P.O. Box 2028 Office for Library Service to the Inc. (especially for juvenile Austin, TX 78768 Disadvantaged

36 OR,

'to

This coalition includes Literacy Volunteers of This office administers grant representatives from literacy America, Inc. projects to ABE programs programs, libraries, education .404 Oak St. across the state. Contact them .associations, and business. Syracuse, NY 13203 for names of local ABE person- They serve as national ad- The national office of all nel and programs. vocates for literacy awareness Literacy :Volunteers of and programs. American programs. Provides Ohio nary Association services to its members similar Task Fo e for Services to International Reading to those provided by Laubach Adult Ner,Readers Association Literacy. Differs from Laubach 40 S. Third St. 800 Barksdale Road in the methods of teaching Columbus, OH 43215 P.O. Box 8139 stressed. Whereas the Laubach The Task Force includes Newark, DE 19711 method is highly structured librarians from across the state A professional association and uses workbooks engaged in literacy programs concerned with the teaching specifically designed to .teach of various kinds. Members are of reading at all levels. their method, LVA programs happy to assist libraries stress an kclectic approach to wishing to establish literacy Laubach Literacy Action teaching Using language ex- programs. New members are 1320 Jamesville Ave. perience as well as commer- welcome to join. Contact OLA Box 131 cially prepared materials. for names of Task Force Syracuse, NY 13210 me) fibers. Lutheran Church Women The national office of the 2900 Queen Lane The State Library of Ohio Laubach Literacy programs. Department of Development Sponsors training of tutor Philadelphia, PA 19129 Produce materials for both 65 S. Front St, trainers and pro"rides help in Columbus, OH 43215 setting up local affiliate pro- adult new readers and grams. Also functions as a na- literacy tutors and provide Provides consulting services tional advocate for adult many support services for for public libraries in Ohio. literacy. literacy programs. Also administers LSCA grant funds in Ohio. Contact the Ohio Department of Education State Library for names of Office of Adult and Communi- local libraries and librarians ty Education engaged in literacy-related 65 S. Front St. programs. Columbus, OH 43215

37 o'

APPENDIX Classification Scheme for Adult New Reader Materials and Evaluation Forms for Adult New Reader Materials

Maintaining a separate record considered suitable for new LEISURE system for the materials in tile readers. The blank form is Crafts and Hobbies ABE collection is one way to suitable for photoduplication. Fiction offer new readers and their Please feel free to do so. Humor teachers easier access to those Poetr materials. The following Short stories classification scheme and Classificcrtiokilcheme Sports and Games related evaluation form are for Adult Nfew True Tales presented as examples of one Readers Materials method of maintaining control LIVING (workbooks and other of a new reader collection. Books in this collection are instructional materials) This method uses book grouped in three major A. Basic Skills reviews as the records of the classifications: Learning which holdings in the ABE collection contains nonfiction materials. Communication and files those reviews accor- Leisure, and Living which con- English ding to subject categories. One tains workbooks and instruc- Mathematics library that uses this system tional materials. Within these Reading also shelves its books accor- three classifications, books are Testing Materials (includes ding to the major Learning, categorized according to sub- GED) Leisure and Living categories. ject to help you find books on Writing Individual libraries, working in particular topics of interest. The B. Coping Skills conjunction with adult educa- subject categories are Cars tion programs, should develop Community Resources record and classification LEARNING Government systems that best suit their col- Art and Music Health lections and their audience. Biography Home and Family (includes The evaluations reproduced Entertainment (includes cooking and child care) here are sample reviews of movies and TV) Jobs and Career Information one title from a special new Geography (includes travel) Legal Rights and reader collection and one title Government Responsibilities from the general collection History Money Management Religion (includes includes consumer Bible stories) information Science and Nature Understanding Self and Society and Culture Others CATEGORY: LEISURE FICTION

11141111LIBRARY CALL NO.: 372.43 LEARNING CENTER R361f-p A-mAgrEmAts REVIEW LOCATION: 21, 37, 41

TITLE The Family from Vietnam

AUTHOR: Tana Reiff PUBLISHER: Fearon-Pitman

SERIES Pacemaker Life Times DATE & ED: 1979

BOOK_I.Ex_. (hardcover paperbackxx workbook teacher's ed.__ ) (tape film strip other

PRIMARY SUBJECT(S): Resettle- READING LEVEL High Beginning Through a Vietnamese ment of a family of Viet newspaper, they are reunited namese refugees SUITABILITY FOR ADULTS with the father. A third child (theme, treatment, language, died early in their escape, but SPECIFIC SKILLS TAUGHT: etc. Note appeal to any par- this fact is never explained nor ticular audience.) are the emotions resulting KNOWLEDGE AREAS COVERED: Written for adults. Would be from the death ever ex references to Vietnam War of particular interest to plained. Aside from this flaw, and subsequent hiStory. refugee families. however, the story reads well and presents a variety of situa- SPECIAL FEATURES: "Thinking It QUALITY OF ILLUSTRATIONS tions which could lead to in Over": a section of comprehen- AND OTHER FEATURES teresting discussions. sion questions which follow No illustrations. Text is set in each chapter: short lines which are easy RECOMMENDATION: A good for a new reader to read. choice for beginning readers, especially for any who have PLOT/SUMMARY/ been or have known refugees. CRITICAL COMMENTS The story of a Vietnamese REVIEWER: Marguerite C. family who become Weibel DATE 10/17/83 separated during the last hec- tic days before the fall of Saigon. Mother and two children eventually arrive at a refugee camp, and then live with sponsoring families.

39 CATEGORY: LIVING COPING MULLS - HOME & FAMILY

LIBRARY CALL NO.: 613.7 LEARNING CEN TER L66b A MATERIALS REVIEW LOCATION:

TITLE: The Baby Exercise Book PUBLISHER Pantheon Books AUTHOR: Dr. Janine Levy Random House

SERIES: DATE & ED: 1975, rev.

BOOK as (hardcover paperbackxx workbook teacher's eci PAMPHLET_ AUDIO-VISUAL (tape film strip other

PRIMARY SUBJECT(S): Physical SUITABILITY FOR ADULTS although text is graded at ad- and emotional development (theme, treatment, language, vanced new reader level, this of children etc. Note appeal to any par- book can be used by beginn- ticular audience.) ing and intermediate readers Written for adults with the assistance of 'a tutor. SPECIFIC SKILLS TAUGHT:

QUALITY OF ILLUSTRATIONS RECOMMENDATION: An infor- KNOWLEDGE AREAS COVERED: AND OTHER FEATURES mative book for parents of Excellent black and white young babies. Most new photos and a few diagrams readers will need assistance to SPECIAL FEATURES: explain text. read the text, but pictures are highly descriptive.

READING LEVEL Advanced PLOT/SUMMARY/ new reader CRITICAL COMMENTS REVIEWER: Marguerite C. A description of basic exer- Weibel DATE: 5/24/83 cises to do with babies aged 0.15 mos. Pictures and descriptions of techniques are very cleat. Introductory text is difficult, but the text accompanying the pictures is easy to understand. Pictures themselves are highly descriptive, even without text. Thus,

40 EVALUATION FORM FOR ADULT h ESN' READER MATERIALS

CATEGORY: (leisure reading, coping skills, etc.)

CALL NO.: LOCATION: (special collection, adult non - fiction, vertical file; etc.)

TITLE: no. of p.

AUTHOR: PUBLISHER:

SERIES: DATE & ED:

BOOK (hardcover paperback workbook teacher's ed PAMPHLET_AUDIONISUAL__ (tape ffim strip other 0 E.)

0 PRIMARY SUBJECT(S): READING LEVEL: PLOT/SUMMARY/ CRITICAL COMMENTS

SPECIFIC SKILLS TAUGHT: SUITABILITY FOR ADULTS (if any) (theme, treatment, language, etc. Note appeal to any particular audience.)

KNOWLEDGE AREAS COVERED:

QUALITY OF ILLUSTRATIONS AND OTHER FEATURES (include any charts, graphs, etc.) REVIEWER: SPECIAL FEATURES: (glossary, review questions, maps, etc.) DATE:

Developed by Marguerite Crowley Weibel, Public Library of Columbus and Franklin County. APPENDIX

SELECTED BIBLIOGRAPHY FROM THE GENERAL COLLECTION

The following selected Black and white and color bibliography suggests titles FROM THE photos, some dating back to from the general collection ADULT the original 1869 team, re that can be used with adult count the history of the Reds new readers. See Chapter II for COLLECTION through their world cham- additional discussion of the pionship in 1975. Categories described. PHOTO Remember that the specific DOCUMENTARIES titles are Just suggestions and PICTURE represent a small portion. of Examples: BIOGRAPHIES the materials to be found in Women at Work by Betty Examples: any public library's adult and Medsger. Sheed and Ward, juvenile collections. Even if Martin Luther King, Jr., A your library does not have 1975. Black and white. photo- Documentary Montgomery these particular works, it will to Memphis. Edited by Flip have many similar books that graphs show women at work on all types of Jobs Schulke with an introduc- can be used with adult new ranging from the very tradi tion by Coretta Scott King. readers. Black and white tional to the controversial. photographs tell the story of The Family of Man created King's leadership of the civil by Edward Steichen for the rigr4s movement. Text in Museum of Modern Art. cludes many quotations Photographs from 68 coun- from King's speeches and tries show men, women and writings. children in various stages and activities of life. Pictures have no captions, but occa sional poetic quotations enhance the evocative quality of the photos. The Cincinnati Reds, A Pic- torial History of Professional Baseball's Oldest Team by Ritter Collett. Virginia Beach, Virginia JordanPowers Corp., 1976. 43 The Memories: JFK, 1961-1963 Commonplace by David Contetnporary Books, 1982. by Cecil Stoughton and Plowden. New York: E?. Dut- Contains illustrated Chester V. Clifton. New York: ton, 1971. descriptions of many simple W. W. Norton & Co., 1973. Black and white photos il- games built around home Black and white lustrate small town America. activities that, adults can photographs by the official Contains no text other than play with children. White House photographer introduction. Step by Step Stitchery: A recount many private as Mary Cassatt: Paintings and Complete Guide to the Craft well as public moments of Prints by Frank Getlein. New of Stitchery by Shirley Kennedy's presidency. Cap- York: Abbeville'Press, 1980. Sayles. New York: Golden tions describe photos and Full-page reproductions of Press, 1976. occasional text provides ad- more than 50 of Cassatt's This is one of several in a ditional comment. works are accompanied by serie* of craft books, "Step a few parri.graphs of critical by Step which commentary. contain,clear directions ART AND and illustrations. PHOTOGRAPHY BOOKS Menus Around the World. Examples: MUSIC BOOKS New York: Mayflower Books, Example: 1980. On Reading by Andre This is one of the "Galley" Kertesz. New York: Grossman The Folk Song Book by series of basic cookbooks. Publishers. 1971, Richard Dyer-Bennet. New Recipes are varied and in- Black and white photo- York: Simon and Schuster, graphs depict people read- teresting, but lists of ingre- 1971. dients and instructions are ing all kinds of books and This is a collection of 50 simple and easy to follow. papers in ran imaginative traditional folksongs with, array of settings. Softball Rules in Pictures by guitar accompaniment. G. Jacobs McGrory. New York: Grosset & Dunlap, 1978. Drawings and diagrams ex- HOW-TO BOOKS plain all the softball rules. Examples: Child's Play by Susan Meilach Seligman and Dona Z. Meilach Chicago: 47 POE, RY LITERATURE This is just one of many compilations.of the popular Examples: Examples: Doonesbury series. The ream Keeper by Go Taint On The Mountain Happy Birthday, Charlie Langston Hughes. New York. by James Baldwin. New Brown by Lee Mendelson in Alfred A. Knopf, 1932. York: Dial Press, 1963. association with Charles M. This selection of sixty works This novel tells the story of Shulz. New York: Random contains lyrical poems, three generations of black House, 1979. This is one of the rollicking songs, and poems members of a Harlem fun- many collections of the that sing the blues. Most are damentalist church. Peanuts comic strip. just 8.12 lines long. Illustra- The Pearl by John tions. Steinbeck. New York: Viking And Still I Rise by Maya Press, 1945. Angelou. NeW York, This short novel retells an GEOGRAPHY AND Random House, 1978. old Mexican folk tale. TRAVEL This collection of poems ex- The Old Man and the Sea presses the pain, beauty, by Ernest Hemingway. New Examples: disappointment, and hope York: Charles Scribner's Sons, America An Aerial View. experienced by a contem- 1952. Photographs by James porary black woman. This is the tale of an old Doane. New York: Crescent Kicking the Leaves by fisherman, his proud strug- Books, 1978. Donald Hall. New York: gle with the sea, and his Brief text accompanies color Harper & Row, 1978. relationship with a young photos describing each Poems of reminiscence and boy. state. insight inspired by autumn Washington: Portrait of the are contained in this Capital by Mary Mitchell. volume "Maple Syrup," HUMOR Barre, Mass: Barre Publishers, "The Ox Can Man," and Examples: 1972. "Kicking the Leaves" are Limited text accompanies particularly noteworthy for Unfortunately, She Was pictures of buildings and the beauty and simplicity of Also Wired for Sound by historic sites in Washington, their language and thought. Gary Trudeau. New York: D.C. Holt, Rinehart, and Winston, 1981. - 45 48 which can be read by high glossary and index, and an FROM THE beginning and intermediate informative text suitable for JUVENILE level new readers. high beginning and intermediate level new COLLECTION First Woman in Congress: readers. Jeanette Rankin by BIOGRAPHY Florence Meiman White. Your Immune System by New York: Julian Messer, Alan E. Nourse, M.D. Dorothy Hamill by S.H. Bur- 1980. New York, Franklin Watts, chard. New York: Harcourt, A longer biography for ad- 1982. Brace, Jovanovitch, 1979. vanced new readers and This book explains the work- This brief biography, details GED students, this work tells ingrof the human body's the highlights of Hamill's the story of Jeanette Rankin mmune system and skating career. It is one of from her childhood in the scribes the historical the many books in the Montana territory to her velopment o rch "Sports Star" series published term in Congress and her leading to tod by this company which can leadership role in the knowledge andractices. be read by high beginning women's and peace Contains a glossary, an in- and intermediate level new movements. dex, and a bibliography of readers. .; additional reading. This is one of this publisher's "First The Picture Life of Reggie SCIENCE AND Bdok" series that would be Jackson by Bill Gutman. particularly good practice New Y4)rk, Franklin Watts, TECHNOLOGY reading for students prepar- 1978. ing for the GED. With black and white Examples: photos on each page and a Computers by Karen brief text, this book tells the Jacobsen. Chicago: story of Jackson's career Children's Press, 1982. and rise to fame. The "Pic- This book traces the history ture Life" series also includes of computing machines books on other sports figures from the abacus to today's and popular musicians microcomputers. It is one of the "New True Book" series from this publisher, all of which features wonderful color phota. large type, 46 49 4

HISTORY POETRY PICTURE BOOKS Examples: Examples: Examples: Hiroshima by R. Conrad Stopping By Woods on a Push Pull Empty Full by Stein. Chicago: Children's Snowy Evening by Robert Tana Hoban. New York: Press. Frost illustrated by Susan Macmillan, 1972. This book is part of a series, Jeffers. New York: E.P. Dutton, Beautiful black and white "World at War." Each book 1978. photos depict opposite con- focuses on a particular This is a beautifully il- cepts such as push-pull, dry- event or aspect of World lustrated picture book ver- wet, etc. War H and all are highly in- sion of Frost's well-known Over, Under & Through by formative and thought- poem of winter. Tana Hoban. New York: provoking. They can be The Ox-Cart Man by Macmillan, 1973. read by new readers at the Donald Hal illustrated by More black and white intermediate and high in- Barbara Cooney. New York: photos illustrate various termediate levels, The Viking Press, 1979. prepositioni. World War II by Louis Illustrated in the manner of Snyder. New York: Franklin early American folk-art, this Watts, Rev.Ed., MI. picture book tells a longer One of the "First Book" series version of Hall's poem from this publisher, it is an depicting the simplicity of informative and thought- life in nineteenth century provoking book. Books in New England. this series would provide You Come Too, Favorite good practice reading for Poems for Young Readers students preparing for the by Robert Frost illustrated by social studies section of the Thomas Nason, New York: GED. Holt, Rinahart, and Winston, 1959. Although collected for an audience of young people, the poems and the illustrations in this anthology are all suitable for adult new readers. 47 BOO TO READ The Toolbox by Anne & Harlow Rockwell. New York: RECORDS FROM TO C ILDREN Collier Books, 1971. THE AUDIO- The contents of Father's Examples: toolbox are illustrated in pic- VISUAL Chicken Soup with Rice by tures and words. COLLECTION Maurice Sendak. New York: The Very Hungry Cater- Examples: Scholastic Book Services, pillar b,y Eric Carle. New 1962. York: Puffin Books, 1970. Immigrants; The American Delightful nonsense rhymes The caterpillar eats Dream Told By The Men describe each month of the everything in sight. Repeti- and Women Who Lived It. year. Repetition of the rhym- tion of phrases and clear il- Produced by Jules Victor ing scheme and verse pat- lustrations combine to make SchWerin. New York: Caed- tern aid the new reader. this a very readable text. mon Records, 1974. This two-disk recording con- Goodnight Moon by That New Baby by Sara Margaret Wise Brown. tains spoken accounts of the Bonnett Stein: illustrated by personal experiences of 25 A little rabbit -bids goodnight Dick Frank. New York: immigrants who sought in rhyme to-all his favorite Walker & Co., 1974. freedom and a better life in things. The second section This is ,one title in the "Open this country. repeats exactly all the Family" series of books writ- names of things introduced ten to be read by parents in the first section. and children together. A text for parents and a text. for children appear side by side along with illustrative black and white photos. This book discusses sibling rivalry and the adjustments that must be made when a new baby arrives. Other titles in the series discuss similarly sensitive topics. Great American reading level accessible to Documents. New York, Col- FROM THE high intermediate or ad- , umbia Records, 1976. VERTICAL FILE vanced new readers. Readings of the Declaration Aid to Families with of Independence, The Examples, Dependent Children, a Emancipation Proclamation, Learning Games for Infants chartbook. Washington, D.C: and selected parts of the and Toddlers by Dr. J. U.S. Department of Health, Constitution are given by Ronald Lally and Dr. Ira J. Education, and Welfare. noted actors Helen Hayes, Gordon. Syracuse New Using colorful, simple graphs James Earl Jones, and Or- Readers Press, 1977. and a minimum of.text, this son Welles. This booklet describes sim- booklet explains the basic Learning to Talk by ple learning games to play facts of this form of welfare. Margaret Greene. New York: with children froffinfancy With appropriate assistance, Folkways Records, 1963. .to age two years. even beginning readers This record presents a Be Informed on Nutrition. can understand the illustra- discussion of the develop- Syracuse New Readers tions. ment of speech in babies Press, 1973. and children, with many ex- This is one of several titles in amples of actual infant bab- "The Be Informed Series." bling and the attempts at The booklet covers its topic speech of, children through in considerable detail and the age of five. A printed provides both useful and in- copy of the complete text teresting information. accompanies the record. Review exercises are included at the end. Food Is More Than Just; Something to Eat. Wathington, D.C: U.S. Depart- ment of Agriculture Home and GarderrBulletin No. 216. This humorously illustrated booklet provides much useful information about nutrition.. Like a number of similar government publications, it is written at a 49 APPENDIX

BIBLIOGRAPHY OF SUGGESTED 'READINGS

Brown, Cynthia:Literacy in 30 Drexel Library Quarterly,' Hunter, Carman St. John and Hours: Paulo Friere's Process "The Public Library and Adult Harman, David. Adult 11- in North East Brgzil. London: Basic Education." V. 14, no. 4, literacy in the United States. Writers and Readers Oct. 1978. New York: McGraw-Hill, 1979. Publishing Cooperative, 1975. This issue covers several Perhaps the most comprehen- A description of Freire's aspects of the issue of libraries sive and often quoted teaching method, which and literacy including the reserach study on adult il- selects powerful,words and history of library involvement, literacy. Describes phrases from the learner's selecting materials, and characteristics of the illiterate, economic and social culture organizing collections. discusses programs currently to serve as the basic elements in existence, and makes many of instruction. includes sugges- Eberle, Anne, and Robinson, recommendations some quite tions for adapting the method Sandra. The Adult Illiterate controversial - about what to American programs. Speaks Out: Personal Perspec- should be done to fight il- tives on Learning to Read literacy. Cook, Wanda Dauksza. Adult and Write. Washington, D.C.: Literacy Education in the National Institute of Education, Johnson, Laura S., ed. Reading United States. Newark, De: In- September, 1980. and the Adult Learner. ternational Reading Associa- Contains interviews with il- Newark, DE: International tion, 1977. literate and formerly illiterate Reading Association, 1980. A summary history of adult adults in the State Adult Basic A collection of IRA convention literacy education in this country Education Program of Vermont. and journal articles examining since 1900. Includes informa- Important reading for anyone both the theories and prac- tion on Americanization pro- wishing to understand adult il- tices of adult reading programs, and on the social literates. grams. climate and legislation that affected programs, methods, Eyster, George W. Recruiting Kohl, Herbert. Reading How and materials. Disadvantaged Adults. To. New York: Bantam Books, Morehead, Kentucky: Ap- 1973.. palachian Adult Education A good description of unstruc- Center, 1975. tured and experience-based Discusses the characteristics of methods of teaching reading. the four service groups iden- tified among the disadvantaged and provides many concrete suggestions for recruitment. 50 53 Kozo'. Jonathan. Prisoners of Lyinan, Helen Huguenor. competencies needed to func- Silence, New York: Con- Literacy and the Nation's tion successfully in today's tinuum, 1980. Libraries.. Chicago: American society. Findings have been Presents specific suggestions Library Association, 1977. widely quoted and have for developing nationwide Written primarily for librarians, greatly influenced ABE pro- networks of volunteers and this book discusses the pro grams. educators whb would seek out blem of illiteracy and the role Rawles, Beverly. Deposit Col- and teach adult illiterates. that libraries can play in lections for Disadvantaged Adapted in part from the suc- eliminating it. Contains many Adults. Morehead, Kentucky: cessful Cuban literacy cam- specific suggestions for Appalachian Adult Education paign, this proposal would of- developing literacy programs Center, 1974. fer a significant alternative to and establishing contact with current programs and would other agencies.. Offers a rationale for deposit have the potential, according collections and provides to the author, of reachircg a LyrnanNelen Huguenor. specific suggestions for in- much greater number of those ileckling and the AdUlt New itiating and maintaining one. in heed of tutoring. Reader. Chicago: American Library Association, 1976. Rawles, Beverly. Materials Selection for Disadvantaged Lyman, Helen Huguenor. This is a review of the process Adults. Morehead, Kentucky: Library Materials in Service of reading and the beliefs, at Appalachian Adult Education to the Adult New Reader. titudes and values that affect Center, 1974. Chicago: American Library the ABE and new reader Association, 1973. population. Also examines Selected bibliography of popular titles suggests many This is the final report of a questions of evaluating materials and building new works that can be found in the comprehensive study of the library's general collection. social, economic, and educa- reader collections. tional characteristics of ABE students and-the adult new Northcutt, Norval, et.al. Adult reader population. It examines Functional Cmpetency: A in detail a wide range of Sununcay. Austin. Tx University materials that ABE students of Texas at Austin.1975. read or might like to read. A summary of the Adult Perfor- munce Level Project con- ducted at the University of Texas to determine specific 1

Schmidt, Susan K. Using Pam- Stauffer, Russell G. The phlets with Disadvcmtaged- Language-Experience Ap- Adults. Morehead, Kentucky: proach to the Teaching of Appalachian Adult Education Reading. New York: Harper Center, 1974. and Row, 1970 Suggestions for finding, A thorough description of this displaying, and distributing technique-as well as a discus- pamphlets. sion of the specific skills necessary fbr reading. Schmidt. Susan K. Utilizing Volunteers in Expanding Weibel, Marguerite Crowley, Library Services to Disadvan- Use the Public Library with taged Adults. Morehead, Ken- Adult Literacy Students." Jour- tucky: Appalachian Adult nal of Reading, Vol. 27, No. 1 Education Center, 1974. (Oct., 1983), 62-65. Suggesting for recruiting, train- Suggest ways of using the ing, and supervising volunteer library's general collection programs in the library. with adult new readers.

55 Comments, suggestions, and criticisms of this handbook would be greatly appreciated. If you have any comments or questions, please send them to: Sandra Scott Consultant State Library of Ohio 65 South Front Street Columbus, Ohio 43215