NYPL Blogs: Facing the Page

Poetry Writing With Adult New Readers, Strategy 1: The List Poem

Hilary Schenker, Seward Park Library — Wed, 18 Apr 2012 14:18:07 -0400

You have not crossed the bridges I have crossed.
You have not listened to the music I have listened to.
You have not been in the top of the World Trade Center the way I have been there.
You have not seen the waves I have seen.
You have not fallen from horses the way I have fallen.
You have not felt the guns on your neck the way I have felt them.
You have not been in the sea with a big storm in a little boat the way I have been.

—Excerpt from "Don’t Give Me Advice," by Luis Marin, Tompkins Square CRW

This month is National Poetry Month, and here at the Center for Reading and Writing (CRW) some students are experiencing poetry for the first time. Writing a poem for the first time can be intimidating, but there are many possible ways to get started. In this post I’ll talk about just one of them, which is a list poem.

Defining a Poem

The first step when introducing poetry to students is to define poetry. Show what a poem looks like on a page. Explain that a poem is usually short, and that each line has a fixed length. It uses carefully-chosen language to express a feeling, and sometimes uses rhythm, rhyme, or repetition. One CRW student defined a poem as "few words, big meaning."

Writing a List Poem

A list poem is a poem in which each line begins the same way. List poems are wonderful for beginning writers especially, because the start of each line is provided, creating a comfortable way in (at least I have this part that I can write, and know I’m spelling it correctly). A list poem can be simple and powerful. One student, who struggles with depression, wrote a poem in which each line begins, "I love" followed by one thing that makes her feel happy.

5 Tips for Writing a Successful List Poem:

Read poems together as a group, to get students familiar with the sounds and rhythms of it. After reading a poem, ask if there is any line that students like or find interesting. Ask why they like it, what makes it stand out. Keep your ear open for things students say—does something sound like a list poem? "Every morning I..." "I want to read..." "If I had a million dollars I’d..." "I love the way..." The possibilities are endless.

When students are ready to begin writing, here are some tips to keep in mind:

1. Be specific

Help students bring their poems to life by including specific details. In other words, show, don’t tell. "I wake up early," becomes, "I wake up at 3:00 am every morning to go to work." Instead of "I cook Chinese food" help the student write, "I cook catfish with spicy sauce."

2. Five senses

Can you see this poem? Can you hear it? Smell it? Feel it? Taste it? Is this poem bringing a world to life? If not, think about describing with the five senses.

3. Order

Pay attention to the order of the list. Does it have a beginning? A middle? An end? Does it need an additional line to bring it to a close?

4. Word Choice

Think about word choice. Could another word be more effective? Sometimes beginning writers want to use the word "beautiful," but write "nice" instead because it is easier to spell. Help the writer actualize the poem in her mind.

5. Edit

Don’t be afraid to edit. 'Make it Messy' is a good mantra for first drafts. They should have crossed out parts and additions. Are any items in the list extraneous? Are there unnecessary repetitions? Help students build the confidence to edit themselves.

Happy poetry writing to all! I’ll leave you with this list poem by Joseph, a student at the Tompkins Square CRW. The title is, "She Is Full of Life:"

When she smiles, life comes out of her.
When she walks down the street, she has a smile on her face,
people all around her look at her and see life.
When she comes into a room, she brightens up the room itself.
When people see her, they are also happy to see her smiling.
She makes the day.

Read for Your Life: Resources for Teaching Health Literacy to Adults

Hilary Schenker, Seward Park Library — Wed, 21 Mar 2012 05:01:48 -0400

A woman came into the Library's Center for Reading and Writing, where she was enrolled in a basic literacy class. Visibly shaken, she pulled a staff member aside and confided that she wasn’t sure if she would be able to continue in the class. She had felt some pain in her breast, and her doctor had recommended that she have a mammogram. Not having any idea what a mammogram was, she understood it to mean that she had cancer. The staff member showed her how to find information about mammograms in library books and online. After consulting these resources, she went to her next doctor's appointment knowing what to expect and what questions to ask.

Since 2003, the Surgeon General has emphasized the critical importance of basic health literacy. An adult with a chronic condition must take charge of her own health. To begin, this requires researching, reading, and understanding medical information and the complex vocabulary that comprises it. It requires reading other types of materials, such as nutrition labels and medicine bottles. A patient must be able to speak with doctors, ask pertinent questions, navigate hospital maps and signs, fill out complicated forms, and keep track of her own medical history. She may even need to read recipes and learn to cook in a new ways.

Health literacy skills in reading, writing, listening, speaking, and math are critical. Adults with limited literacy may become passive when interacting with doctors, lacking confidence, losing rights, and ultimately becoming incapacitated by poor health. So what specific skills are needed, and how can we address these needs in the adult literacy setting?

The following is a list of essential health literacy skills we can address in the adult literacy classroom:

Reading and filling out forms.
Speaking with doctors and asking questions.
Reading medicine labels and instructions.
Learning to research important medical information.
Building the confidence necessary to demand medical rights and pursue services and help where needed.
Organizational skills, such as record-keeping, list-making, and writing down questions in advance.

Books for adult literacy learners addressing health issues:

Faine, M (1993). Lan is Sick. This is a basic literacy story, with pictures, about a woman going to the doctor and picking up a prescription. The story promotes discussion on a range of health care issues.

Gould, L. (2000). Stress. This is a picture-based beginning literacy story about one woman dealing with stress.

Kita-Bradley, L. (2008). Fad Diets. This is a picture-based beginning literacy story about a man trying to lose weight.

Reiff, T. (1992). Handle With Care. This engaging fiction book tells the story of a nurse who has trouble reading and the difficulties she encounters working at a nursing home (59 pages).

New Readers Press Health Stories: The three Health Stories student books and workbooks (introductory, low beginning, and high beginning) from New Readers Press offer interesting stories to learn about common illnesses, medical procedures, and the U.S. health care system. Workbooks offer additional practice on vocabulary, listening, and reading comprehension.

What To Do series: A series from the Institute for Healthcare Advancement, written for readers between a third and fourth grade reading level. Texts are organized in a format of question and answer.

Mayer, G., & Kuklieris, A. (2002). What To Do When Your Child Gets Sick. Whittier, CA: Institute for Healthcare Advancement.

Mayer, G., & Kuklieris, A. (2000). What To Do When You’re Having a Baby. Whittier, CA: Institute for Healthcare Advancement.

Online teaching resources for health literacy:

MedlinePlus Interactive Tutorials
From the website: “MedlinePlus presents interactive health tutorials from the Patient Education Institute. Learn about the symptoms, diagnosis and treatment for a variety of diseases and conditions. Also learn about surgeries, prevention and wellness. Each tutorial includes animated graphics, audio and easy-to-read language.”

Talking with your Doctor
This resource from MedlinePlus includes links to resources on how to talk with your doctor, including sample questions and videos.

ESL Flow: Lessons for Teaching the Human Body
This is a variety of worksheets and activities for health vocabulary and dialogue. Worksheets are available at different levels. A tab at the top of the page for “Food/Eating” leads to worksheets on nutrition topics.

The Virginia Adult Education Health Literacy Toolkit
From the toolkit: “This toolkit is a resource to help adult education instructors and administrators better understand the problem of health literacy as it affects their learners. It is designed to support creative approaches to help learners increase health literacy as they engage in sound, productive adult literacy instruction.” The toolkit also includes one-page picture based stories on health topics, such as taking the right doses of mediation, depression, stress, talking to doctors, and eating right. A cleaner copy of the picture stories is also available online.

We Are New York
A series of nine engaging half-hour television shows each with accompanying workbooks, produced by the Mayor's office of Adult Education and the City University of New York, Office of Academic Affairs. Five of the episodes deal with health themes: No Smoking, New Life Cafe (diabetes), Asthma: The Soap Opera, Stop Domestic Violence, and The Hospital.

English for your Health
The Queens Library offers some resources for adults who speak very little English to learn about health topics.

From Masailand to Tompkins Square Library: A Journey in Literacy

Hilary Schenker, Seward Park Library — Thu, 26 Jan 2012 05:45:47 -0500

Last year, Victoria joined a basic reading and writing class at Tompkins Square Library's Center for Reading and Writing. She agreed to speak with me about her experience so far and what brought her here.

Where are you from?

I grew up in Kenya, in the Masailand, in a village with 10 huts.

What other languages do you speak besides English?

I speak the Masai language and Swahili, and other tribal languages: Kikuyu, Luo, and Kamba. I came to America in 1986. I speak English every day, but I haven’t learned everything.

Why did you need to work on your reading and writing?

In 1975, when I was a young girl, the first president of Kenya sent the national guard into the Masai villages to force the children to go to school. All the children hid. I hid in the bushes, and my girlfriend hid under the bed, but they found everyone.

For the first weeks, I went to school in my tribal Masai clothes — that was cowhide decorated with beads. After that we had to buy a uniform. My mom bought me the blouse and skirt, but she didn’t have enough money for the underpants and shoes. The teachers did uniform inspections. They found that I didn't have underpants, and they beat me. After two months I ran away. My mom took me to a Catholic school, but to go there I had to live with my aunt, and she mistreated me. She didn’t give me enough food, so I could not concentrate on school work. I decided to run away back to my village. From then on I never went to school again... until now. Now I study at the Tompkins Square Library.

How did you find the Center for Reading and Writing?

My husband found the program on the Internet. He saw they offer free education at the library. I chose this center because it’s close to where we live. I had never been to the library before. But now I have a library card.

How did you feel when you first came to the Library?

When I came here I did not know how to read or write. I couldn’t read a book. I couldn’t write anything. I knew the alphabet. I could see the letters T, H, and E, but putting them together — I couldn’t. I started with a phonics program on the computer and different teachers helped me. Slowly, slowly I kept learning.

How has your reading and writing changed since you started here?

Since I started coming here, to tell the truth, I’m much better and I feel so good. I just want to continue and continue and continue! I understand more English words. Now I can read books. Before if you told me to read this book, I wouldn’t know what to do. Now I’m on book six of this series An American Family. I’m learning about history.

Also, my spelling is becoming much better. If I continue like this I’ll be a very good writer in the future. So far I’ve been writing my real life story, which makes me feel good. I said at the beginning when I first came here that I wanted to write my life story and that’s what I’m doing. I’m feeding myself with words, with education.

The Holiday Pen Pal Party

Elaine Sohn, Site Advisor, Aguilar Center for Reading and Writing — Tue, 03 Jan 2012 11:53:30 -0500

After three months of writing letters back and forth, Aguilar Library students and CUNY's City Tech students met one another at the holiday pen pal party at City Tech on Wednesday, December 14, 2011. Students from both sites were excited to meet each other and find out more about their new friend! Traveling from 110th Street on the East Side, Aguilar Library students and their tutors made their visit a true learning experience by walking across the Brooklyn Bridge at sunset. They checked out the view, learned about the 130-year-old structure, and explored the Brooklyn Waterfront. And they even made a stop at Jacques Torres Chocolatier and Jane's Carousel in Brooklyn Bridge Park.

Initially the students found it a bit awkward greeting each other for the first time, but after a few moments, they warmed up and became more and more comfortable as they chatted, looked at world maps to see which continent their pen pal was from, and shared the holiday fare.

Writing letters back and forth was an authentic learning activity that took planning, effort, and new English skills. All of the students were struggling with their writing skills, but to have the opportunity to share something about themselves with other students was not only fun, it gave them the opportunity to offer advice to each other. One pair of writers is planning on a visit to one's native country, and another is hoping to meet regularly as they continue their letter writing!

Jay Klokker of City Tech said, "It was wonderful to see my ESL students at New York City Tech finally meeting their pen pals from the Aguilar [Library's] Center [for Reading and Writing] face to face. There were lots of smiles and laughter, heaps of delicious food and many conversations — in English! — about their lives, their cultures and countries, and their plans for the future."

This was a true collaboration between two literacy programs in two different boroughs: CUNY and NYPL, and Brooklyn and Manhattan.

Let's hope it's the beginning of many more!

Pen Pals are Wonderful New Friends!

Elaine Sohn, Site Advisor, Aguilar Center for Reading and Writing — Mon, 07 Nov 2011 06:54:10 -0500

Students at Aguilar Library's Center for Reading and Writing are getting to know other students from around the city! They are pen pals with students in one ESOL evening class at CUNY's City Tech Adult Learning Center in Brooklyn.

Jay Klokker's students at City Tech introduced themselves to Aguilar Library's CRW students in short handwritten letters and within a week, Aguilar Library's CRW students had their replies out in the mail back to Brooklyn!

More than 20 pairs of pen pals look forward to their "mail," which is hand delivered by their teachers each week. Some topics discussed include: The Breadwinner, a book about a girl in Afghanistan; how difficult it is to study English; playing soccer; the trials of a difficult engineering job in this country; traveling to Mexico; watching Seinfeld; living with a cat; and having a girlfriend!

In one correspondence, a Japanese student writes to an Albanian student:

"You did an amazing job looking at the map and describing the cities in my country. I cannot tell the details about your country... I lived in Tokyo and sometimes I went to Yokahama. Unfortunately, I have never been to the other areas you discovered on the map. I hope to go one day..."

One student from Thailand writes to a woman from Belarus:

"Do you know that I smile all the time while reading your letter? I am so happy to have a friend like you. You have a beautiful name, too. What is the meaning of your name? Please tell me."

One Chinese student congratulates her new friend on her new job:

"In my opinion, you got the job very easily, How is it being a cashier? Is it easy or difficult? Do you enjoy it? You are lucky that you got a new job... On weekends I go to work to take care of my client. Sometimes we go shopping together and sometimes she goes to church with me. So I love my job very much..."

Making new friends in NYC is always a challenge to our students, so having pen pals seemed to be a good way to begin a friendship, and it helps students develop their writing skills as well!

We are planning a Pen Pal Party for December, where students will meet one another for the first time! How wonderful is that?

The Volunteer Experience at The New York Public Library's Centers for Reading and Writing (CRW)

Decklan M. Fox, Literacy Education Specialist — Tue, 25 Oct 2011 08:15:15 -0400

First — a phone call or an Internet visit to nypl.org. This starts the process for registering to be a volunteer tutor at the Centers for Reading and Writing (CRW) at The New York Public Library. The process continues with a scheduled visit to one of the eight CRW sites located in the Bronx, Manhattan, and Staten Island. A Site Advisor or Literacy Assistant then conducts a crucial interview that helps determine whether or not one qualifies for volunteer tutor training.

Volunteer tutors are required to committ to one nine-to-12-month cycle or two 10-week cycles at a CRW site, for two to four hours per week. This commitment involves tutoring adults, who read up to a 6th grade level as determined by The Test of Adult Basic Education (TABE), in a small group setting. Oh, how difficult, some may say. But wait, there is a comprehensive two week centralized volunteer tutor training conducted for qualified candidates. The two week centralized tutor training is conducted by the Library's Literacy Education Specialist, Decklan Fox. Trainees meet at a CRW site twice per week, from 1 to 3 p.m. or 6 to 8 p.m., for two weeks of training.

Additionally, volunteers being prepared for assignments with students at the lowest literacy level are given an additional two sessions of low level literacy training. The lower level sessions are conducted by the three CRW Literacy Specialists, Christine Debush; Danica Draper; and Decklan Fox. All of the CRW professional staff are trained and capable of conducting the tutor training. In fact, if volunteer tutor training candidates are available before or after the scheduled centralized training sessions (September and January of each year), they are trained at the site of their successful interview and sent to centralized training when the scheduled dates occur.

“There are just so many aspects to reading that we take for granted when we have learned sequentially at a young age. We really have to re-learn this whole process of learning to read in order to be an effective teacher. I think I will not take for granted the joy of reading any more!”

Words of wisdom from one of our successful volunteer tutors.

The strategies that trainees are taught are proven to lead Adult Basic Education (ABE) students to successfully achieve their goals while improving their reading and writing in a very supportive educational environment.

The most recent centralized tutor training prepared a total of 27 volunteers to lead literacy groups at their chosen center. After the upfront training, successful volunteers return to their centers with a solid knowledge base and added confidence. Site professionals provide support and guidance throughout the volunteer experience. The rewards of volunteerism are immeasurable. The benefits range from increased self confidence to a sense of giving back to one’s community. Why not volunteer at the Library's Centerd for Reading and Writing today?

Digital Photography at Aguilar Library's Center for Reading and Writing!

Elaine Sohn, Site Advisor, Aguilar Center for Reading and Writing — Mon, 17 Oct 2011 06:16:21 -0400

Learning to write through photography is one of the goals of Sol Aramendi, a photographer/educator who is currently leading a nine week "Literacy through Photography" class at Aguilar Library's Center for Reading and Writing.

A New York based Argentinean educator and artist who strongly believes in art education as a tool to create a dialogue of understanding and social justice, Aramendi will be working with 15 adult learners who signed up for a series of Friday workshops.

Students will write about their dreams (and will shoot a photo which imagines them), shoot a portrait and a self portrait, learn about the meaning of sequence in photography, travel to an unfamiliar neighborhood and study it through their lens, and find people in action, to name just a few of the weekly themes!

Assisting Aramendi in this effort are Aguilar literacy tutors who are donating their Friday afternoons to help students learn about lighting, shadows, angles, foreground, background, settings, and mood. The class is made possible through the generous donation of an Aguilar literacy tutor who wants nothing more than to see students learning new skills!

Aguilar CRW Opens with a Bang!

Elaine Sohn, Site Advisor, Aguilar Center for Reading and Writing — Fri, 16 Sep 2011 11:04:12 -0400

The Fall Cycle started at Aguilar Library's Center for Reading and Writing (CRW) on September 12, 2011! Thirty new students and six new tutors joined the excitement and will spend the next 12 weeks working together — reading, writing, and challenging themselves along the way.

New students spent eight hours in orientation learning the ropes: discussing their goals, learning what makes a good student, learning what makes a good tutor, and sharing their expectations about studying at Aguilar Library. Students discussed why they want to improve their literacy skills. One student said she knows how to get money out of the ATM, but can't figure out how to put money in the ATM. A second student said he wants to help his son with his homework at night. A third student is looking for a promotion at work and needs to be better able to read the manual. And a fourth student wants to read the letters she receives from her family in Senegal. Students join the CRW for these and many other reasons.

New volunteer tutors tried their hand at helping students learn how to use reading software on the Library's laptops. New students learned from continuing students about the importance of excellent attendance. Some of the exciting programming in store for everyone is a digital photography class, a special dance/literacy workshop series, a new book collection. and smartboard activities.

Aguilar Library's CRW is located on 110th Street (between Lexington and Third avenues) and works with students who read below the sixth grade level. Tutors attend a centralized training class in September and work with small groups of students for four hours each week.

Currently there are 125 students and 35 tutors working together at Aguilar Library's CRW.

Learning Piano and Learning to Read: Reflections from a CRW Tutor

Wed, 20 Jul 2011 06:28:54 -0400

At the Center for Reading and Writing at Seward Park Library, volunteer tutors work with small groups of students improving basic English reading and writing skills. Tutors are encouraged to reflect on their own learning, and to think how they have felt while learning something new. Here is tutor Alexandra (Alex) Steedman’s reflection.

"You’re never too old to learn" the old adage says. Taking this to heart, I decided to finally pursue a long standing dream of learning to play the piano. At the ripe old age of 42, I was ready to take on this new challenge. I rented a worn but trusty old upright, found a local teacher, and began the adventure.

It just so happens that my first few weeks of lessons coincided with another challenge — my first few weeks of tutoring at The New York Public Library. Almost instantly, I saw the parallels between what I was experiencing as a new student, and what my students must be experiencing.

There was the excitement and eagerness of taking those first steps. The bewilderment of looking at a page full of notes and wondering, "Will I ever be able to read that?" The realization that there were a few things I already knew (I played trumpet for a few years in high school) that might help me along the way. There was the need to keep my impatience in check — I wanted to be good right now, right away. But it was going to take time. It was going to require lots of practice, repetition, and perseverance.

One evening I arrived early for my lesson, and had the pleasure of hearing another adult student play. She played beautifully, almost flawlessly. I found myself thinking, "I will never be able to play like that. So what’s the point?" When she finished I said, “Please tell me you’ve been playing for 20 years!” She laughed and said, “Almost 30, actually.” After she left, my teacher said something that I still take to heart. “Don’t keep comparing yourself to others — you are doing yourself a disservice that way. Remember — it’s a personal journey.” And so it is.

My piano teacher, funnily enough, is also an adult literacy tutor. And he could not be better suited for it. With me he is consistently encouraging, patient, warm, and understanding. He makes me feel good about my progress, however small. He listens, and we laugh. A sense of humor can not be underrated in any tough endeavor.

And yes there are still times I want to quit piano. It is still mix of great enjoyment and reward, and hitting "walls" and dealing with frustration. But I am not ready to give up. I can actually play some easy songs now — which is a lot more than I could say three months ago, even if I still play the wrong note now and then.

As for my two wonderful students at the Library, I am looking forward to continuing the journey of learning together, for it is a mutual one.

Why We Celebrate: Learning Celebrations at the Centers for Reading and Writing

Hilary Schenker, Seward Park Library — Mon, 11 Jul 2011 11:47:48 -0400

Twice a year, each of The New York Public Library's eight Centers for Reading and Writing hosts a Learning Celebration for adult literacy students and volunteer tutors. Students read their work aloud, family and friends join in the festivities, and everyone receives a copy of a new journal of student writing. After the reading program, there is a potluck meal and often music or other demonstrations, such as salsa, tai chi, or singing.

As one of the more lively and visible events at the Centers, at first glance, the Celebrations may seem incongruous in a learning environment. So why do we celebrate? For this post, I’ve compiled a list of six reasons.

1. Strengthening Our Community

The New York Public Library’s Mission statement includes “strengthening our communities.” Holding a celebration brings people together who might not have the chance to otherwise meet. Just seeing a friendly crowd, knowing that everyone there is working toward the same goal of learning to read and write, is invigorating. “I thought I was the only one with this problem,” students sometimes say. But at a Celebration, everyone gains strength by feeling they are a part of a movement and a community of learners.

2. Promoting Fluency

When students practice to read in front of an audience, they practice over and over (and over) again. They work on reading at a conversational pace, with expression, and of course, accuracy. Students who choose to read their work aloud at a Celebration receive individual attention, practicing phrasing, pronunciation of difficult words, and making eye contact.

One student several years ago was asked to read her piece in front of a large crowd at the NYU Literacy Review Celebration. Beforehand, she received individual coaching on pronunciation, intonation, and expression. Afterward, she said she could tell the difference when she was speaking on the phone. She felt more confident about her ability to make herself understood.

3. Inspiring Lifelong Learning

Learning Celebrations happen regularly, twice a year. They provide an opportunity for students to reflect on where they started in their learning process, where they are now, and where they want to be. After his first Learning Celebration, one student, who had declined to read his story aloud, turned to his tutor and asked, “When is the next Celebration?” When he was told it would be in the winter, he replied, “I think I could read next time.”

At some Learning Celebrations, instead of students reading their own stories, a professional actress reads a selection of student writing. At one such Celebration, after hearing his story performed by an actress, one student exclaimed, “I knew it was good, but I didn’t know it was that good!” What could be more motivating, especially to someone struggling with literacy, than to receive such encouragement?

4. Public Speaking is an Art

Public speaking, as many of us might guess, is one of the most commonly reported social fears. It’s also an indispensable life skill.

Even for students who don’t choose to read, a celebration can be an opportunity for conversation practice. Two Chinese students at Seward Park Library's CRW decided that they needed more practice making small talk. Quick and on-the-spot, making small talk is an essential skill for interviews and work environments. At the Celebration, they both made it a point to speak to as many people as possible.

5. Thank You to My Tutor!

When people receive a service for free, such as an English class, they are grateful and often look for ways to thank tutors. At the Celebration, students who feel so inclined can cook food to share. “You have to try my jerk chicken! Here, I saved this piece for you.”

Volunteer tutors, as well as students, receive certificates of achievement. When tutors stand to receive theirs, the students cheer. Often, when students stand to read, they begin with words of thanks. The Centers depend on volunteer tutors to provide small group instruction. At the Celebrations, students and staff can ensure tutors know how much they are appreciated.

6. Completing the Writing Process

At the Centers, we believe writing is a process, from talking to first drafts to revising and editing. The final step in this process is sharing completed work with others. At the Learning Celebration, this step can be accomplished by reading work aloud. In addition, the Celebration is a release party for the printed CRW journal of student writing. Knowing others will read the work motivates students to complete revisions, and seeing their work in print and receiving applause builds confidence.

Thank you for your interest in adult literacy. I hope in the comments section you’ll add your own thoughts on Learning Celebrations.

Symphony Space’s All Write! Celebrates the Writing of Adult Literacy Students

Hilary Schenker, Seward Park Library — Wed, 01 Jun 2011 12:44:56 -0400

Outside Symphony Space, on the Upper West Side, a line began stretching down the block. There was hand-shaking, back-patting, and fist-bumping as those in line welcomed new arrivals. The crowd, comprised of adult students and their tutors from basic literacy programs throughout the five boroughs, including The New York Public Library's Centers for Reading and Writing, gathered last week for Symphony Space’s annual event, All Write!

Based on Selected Shorts, All Write! celebrates the writing of students in adult literacy programs throughout New York City. Four months earlier, in the dead of winter, students had attended a reading where they heard actors read stories by famous writers. Afterward, back in their classes, they were invited to submit their own writing inspired by what they’d heard. From close to 300 submissions to All Write!, 30 stories and poems had been selected to be read on stage that night.

Inside the theater the excited crowd slowly filled the rows of velvet seats. One student pointed wide-eyed to the program, “My name is in a book!” he said. “I never saw my name in print before.”

As host Isaiah Sheffer and the three actors took the stage, taking turns reading the winning stories, the audience was rapt, laughing together at a story by one student about going down what seemed an infinite number of stairs and escalators to reach the F train; groaning at another story about a man obliviously selling pot to an undercover detective and then having his door broken in by 10 police officers. Other stories, like “An Old Lady Learns English,” moved some to tears.

After the reading, all the winning writers were invited to the stage and given a rose. The mic was opened to any students who wanted to share a few words. At first no one moved, then slowly, one by one, students came forward. “You brought my poem alive!” exclaimed one woman, from the Tompkins Square Center for Reading and Writing (CRW).

Another student, from the Seward Park CRW, who had written a short poem called, “That Makes My Day,” got right to the point: “My name is Carlos. My poem was called 'That Makes My Day.' And THIS is my day. Thank you.”

A man from West Africa made his way to the mic next, “When I came here I couldn’t read or write. Now with help from my class at the Library, I can. Thank you.”

Students exiting the stage found their teachers and classmates. One student in a Yankee shirt and cap handed his rose to his tutor. “This is for you,” he said.

Learning English for the Sake of Her Children

Beth Hays, Digital and Print Publications — Fri, 13 May 2011 11:28:04 -0400

Lucy Liu, who emigrated from China to New York City nine years ago, is proud that her two young children speak perfect English.

Now she wants to learn too.

In order to keep up with her kids, Liu is learning to read and write in English for the first time thanks to the free classes at an NYPL Center for Reading and Writing at Seward Park Library in Chinatown.

“I wanted to understand my children in English and help them with their homework,” said Liu, who now aspires to improve her English further so she can look for a job when her children, ages four and six, are older.

“When I used to see books in English I felt so dizzy I couldn’t understand anything. Now the Library is teaching me to read, and I’m learning.”

Those English classes, along with many other essential programs and services, will be greatly curtailed under the city’s $40 million funding cut to the Library.

It has only been a few months, but already Liu has made progress. She can now make her way through some of the center’s beginner adult literacy books and has even written her first essay in English — about her dreams for her family.

“So far, we don’t have a big house to live in, but we can live together so we are all happy,” she wrote in her first piece. “I have a wish. I wish everybody in the world to have a happy family.”

Along with her regular weekly literacy classes, Liu has also discovered the Library’s wealth of free materials for her whole family — from books and DVDs for her kids, to Chinese newspapers and Chinese and American craft books and recipe books for herself — and now comes with her children after school most days.

“The Library is very helpful for my whole family,” she said, adding that she recently tried her hand at making a new Italian pasta dish for her family thanks to a cookbook she found at Seward Park Library.

“It was good,” she said, “and not very hard.”

Please join Lucy Liu and other NYPL users in speaking out against these crippling cuts, which would close up to 12 neighborhood libraries and reduce others to just four days per week. It takes just a few clicks to send a letter to your elected officials urging them to restore funding. Help save libraries!

The New York Public Library Saved His Life

Beth Hays, Digital and Print Publications — Thu, 12 May 2011 07:51:19 -0400

Pedro Munoz, a junior-high dropout and recovering addict, had never set foot in a Library until two years ago.

Now, Tompkins Square Library is his favorite spot in the city — the place that gave him the strength to turn his life around.

“The Library has saved my life. Without it, I would still be out there on the street,” says Munoz, who has been learning to read and write at free adult-literacy center at Tompkins Square Library.

“The Library has given me hope and confidence,” added Munoz, who is now inspired to go on to earn his high school diploma. “The Library is the most important place for me in the whole city.”

Munoz, who grew up in Manhattan, discovered the Library’s services in 2009 as he was struggling to become sober after decades of drug and alcohol abuse.

After hearing about the Library’s Centers for Reading and Writing, he got up the confidence to walk into the ornate Jefferson Market Library in Greenwich Village and was awestruck that the Library’s free services were available to anyone who needed them.

“It was like walking into a castle,” he recalled. “I had never even walked into a Library before. I didn’t feel comfortable.”

Since then, Munoz has attended classes twice a week at Tompkins Square Library and now views his library card as a badge of honor. “My library card is more important to me than a credit card,” he says. “It takes you places.”

For Munoz, the support he has found at the Library’s Centers for Reading and Writing, both from his teachers and fellow students, has also helped him stay on track.

“The Library helped me stay sober too,” said Munoz, who now looks forward to going back to his literacy classes all weekend. “I always say I can’t wait ’til Monday so I can come back and study,” he added. “It’s amazing what I can do now. There’s no stopping me.”

Aguilar Center for Reading and Writing Holiday Celebration

Elaine Sohn, Site Advisor, Aguilar Center for Reading and Writing — Tue, 14 Dec 2010 09:57:48 -0500

Better than vanilla ice cream! That’s what one student said in her reading at the Aguilar Center for Reading and Writing Learning Celebration on Thursday, December 8th. The student read her story about things she was thankful for—and the Aguilar CRW was right up there, better than vanilla ice cream. Other students shared their emotions about being a single parent and the responsibilities of bringing up a child without any help; about a dream finding $1 million dollars in a Swiss bank account; and even a story about fly fishing!

One student who joined the program in September claiming “I’m very shy” stood before a roomful of other students to share her ideas about the Christmas holidays! Another student, who walked in late carrying his tray of homemade macaroni and cheese to share with others, read his story of being the first NYC gospel singer to appear on the centerfold of New York Soul Magazine. The stories were all developed in the small group meetings which take place twice each week in the basement of the Aguilar Branch Library on 110th St. The small groups of 4-6 students and 2 tutors read and write together twice a week for a total of 4 hours.

On December 8th, the third floor community room was overflowing with students and tutors who gathered together to celebrate the holiday season. They shared a pot luck lunch, they listened to student readings, they viewed a slide show of the Aguilar students and tutors; they honored their tutors for their dedication, their effort and their compassion for teaching; they watched a dance concert by Leanne Schmidt and Company, who worked collaboratively with the students during the Fall in developing dances based on student writing, and they even sang some holiday songs together to celebrate the season! Not a typical day at the center, but surely a fitting one as we celebrate student progress and bid farewell to 2010!

One of the things that we all do best at AG, a tutor wrote, “is to make each student feel better about himself. It's such a positive, empowering atmosphere to learn in!”

If you are interested in volunteering as a literacy tutor at Aguilar and working with the most motivated students you could imagine, contact Elaine_Sohn@nypl.org.

Centralized tutor training begins on January 31.

Learning to Read and Write at the Library: Pedro's Story

Wed, 10 Nov 2010 11:57:19 -0500

Pedro, a native New Yorker, faced up to a number of personal challenges before he enrolled in the Tompkins Square Center for Reading and Writing (CRW), the library's adult literacy program last year. I asked Pedro about his journey this past year as a student.

How did you find out that the library has a program for adults to work on basic reading and writing skills?

Someone mentioned to me that the library had a program. I passed by that nice building on Sixth Avenue—Jefferson Market Library—and walked in to find out. I felt uncomfortable, but I knew I needed help so I pushed myself. I actually had never been in a library before so I asked the security guard, and she showed me where to ask for information. The lady there told my they didn't have the reading program there, but she gave me the name and address of the closest program at Tompkins Square Library.

Why did you want to improve your skills?

I want to get back into work, and I need to be able to fill out job applications, and I'd like to get my GED, one step at a time.

How did you feel as a new student at the Center for Reading and Writing?

Excited! Especially when I got my library card. I just looked at it and thought, I never had one of these when I was a kid. I said to the people around me, this is amazing! I'm 46 years old and I just got my library card. I'm on my way!

In the beginning, I liked taking my library card out and looking at it; it reminded me of the changes I was making in my life.

What was the first book you checked out?

I remember it was the one our class was reading: Little Italy by Tana Reiff. It was about a family from Italy—I still remember their name was Trella—coming to the United States and the hardships that they went through and how many sacrifices people made to come here. It was a good book. Later on, I thought about my father and how difficult it must have been for him when he moved to New York from Puerto Rico.

At the CRW, students choose what they would like to write about. What was your first writing topic here?

The first thing I wrote about was my walk to the library, how I like to come to Tompkins Square Library. I just can't wait to get here every Monday and Wednesday! As I'm walking, I'm looking forward to seeing everyone and sitting down at the table with my tutor and the other students, and getting down to work. It's beautiful; it's a happy feeling.

What is helping you to improve your writing skills?

I learned that I can write more if I don't get stuck on spelling. I used to stay with one word, erasing it, changing it, and I didn't get far. Now when I'm writing about something, I take a guess at the word if I'm not sure, underline it, and keep moving so I don't lose my train of thought. When I'm finished writing my ideas down, I like to take a mini-break, then read it again to see if I left anything out, and look at the underlined words and try them again. My spelling is improving—maybe a word is off by one or two letters now. Big words might take longer. I see the change.

I'm also learning to be more patient. Patience is one of my favorite words! I don't have to rush, because rushing you make mistakes. I don't have to rush because I plan to continue, and not give up on my education.

To read Pedro's prizewinning story, visit the Storylines Project website.

International Literacy Day 2010

Jenny Engstrom, Reference and Research Services — Wed, 08 Sep 2010 09:36:49 -0400

A few weeks ago, I had dinner with my friend Patrick, who is also a librarian. We were catching up about our summer activities and plans for the school year, and in the course of the conversation, he asked about my mother. She's a teacher in Arizona, where they start back to school in mid-August (so much earlier than the NYC kids, who are just getting back today!) so I shared some funny stories she had been telling me about her first few weeks of first grade. If you're at all familiar with the comically literal tendencies of Amelia Bedelia, just multiply that by 25 and that seems to be the situation for the first month in a first grade classroom.

They spend most of the time, during the first few weeks, practicing how to be in school, learning classroom procedures, and building up the endurance to actually make it through the entire day. (It's an awfully long day, when you're 6.) Then they get down to business—and for the rest of the year, it's all about reading. Oh sure, there's math (word problems = reading!) and science and social studies and computers and gym and art. But in first grade, reading is the main event. In the course of her career, my mother has taught every grade between K-6, spending most of her years in kindergarten. But once she got a taste of first grade, she's never wanted to teach any other grade. It's just so amazing, she says, to see the transformation as someone learns to read—the lives of these kids are changed forever.

As I was sharing all this with Patrick, he stopped me, and we took some time to reflect on what a huge change it really is. If asked, I think most people would name a high school or college teacher as the one who changed their life, the teacher that really made a difference. By then, we are old enough to understand and recognize how these teachers have helped us. If I'm being honest, though, I have to admit I barely remember my grade school teachers, and first grade is the most distant memory of all. I surveyed my friends, and found a few who really struggled when learning to read distinctly remembered the teacher who made that difference in their lives. Too many of us, it seems, take our ability to read and the people who helped us to learn how for granted, because we simply were too young to realize what a massive paradigm shift was occurring in our teeny little brains.

But honestly, whoa. Can you imagine what your life would be like if you weren't able to read? It's too impossible to even fathom. Yet this is the reality for nearly 800 million adults worldwide. According to UNESCO, 1 in 5 adults is still not literate, 2/3 of those adults are women, and over 67 million children are out of school.

Today is International Literacy Day. Every year since 1966, September 8th serves as a reminder of the importance of literacy and a call to action. This year, the UN is focused on literacy and women's empowerment. The nonprofit organization Room to Read, which builds schools and libraries in rural communities around the world, is working to publish a new book for the children of South Africa. You can tweet for literacy, or support the cause on facebook.

Here at NYPL, every day is Literacy Day! Our Centers for Reading and Writing help adults who have difficulties reading and writing improve their communication skills, and we're always looking for volunteer Literacy Tutors. We offer many programs and classes, from Baby Lapsit storytime to ESOL classes, to build and improve literacy at every age and stage. And we're working to get more books on the shelves with our 2010 Friends Fall Book Campaign.

However you choose to celebrate International Literacy Day, I hope you'll take a moment to consider what a gift it is to be able to read. In the immortal words of Dr. Seuss, "The more you read, the more things you will know. The more that you learn, the more places you'll go."

Thank You, Aguilar Volunteer Tutors

Elaine Sohn, Site Advisor, Aguilar Center for Reading and Writing — Tue, 22 Jun 2010 07:55:30 -0400

The NYPL's Centers for Reading and Writing have served thousands of New Yorkers over the years - making some adults genuinely literate for the first time in their lives and improving literacy skills for many others.

In every case, a volunteer did the "heavy lifting."

Every pair—approximately half of the teaching is one-on-one—and every group has its own dynamic and its own priceless stories, but this one is very fresh in my mind.

At the Aguilar Center for Reading and Writing (174 East 110th St.), there is a 6-day-a-week program, including Saturdays. In the Saturday morning program, individual students and tutors are paired for the entire year. Most of the volunteer tutors work all week, and devote Saturday mornings to tutoring our students. Most of the Saturday students also hold down jobs from Monday through Friday.

Our Literacy Celebration on June 19th was one part recognition of the enormous strides the students have made over the past year and one part recognition of the outstanding job the volunteers have done to engineer that progress.

One tutor wrote me an email on the morning of the celebration expressing her very deep regrets that she wouldn't be there. She's been volunteering for about 4 years, driving in from Westchester on Saturday mornings—recently, she moved to Danbury, so her drive got longer, but her degree of commitment was such that she just left a little earlier to make an even longer trip into the city. (One recent Saturday, it took her longer to park in East Harlem than it did to make the total drive!)

Her student called her the night before with a message: his boss had asked him to work a double shift on Saturday, and he couldn't say no. He was really sorry he couldn't attend the celebration, but he needed to bring in the extra money since he recently was left with a double rent payment after his roommate moved out.

They both KNOW how valuable their collaboration has been, formal celebration or no. And no doubt, the student and tutor will find a way to continue their working together throughout the summer.

Meanwhile, 20 students read pieces they wrote, using skills that our volunteers worked prodigiously to instill. Some have gotten to approximately third grade reading level, others even higher.

At the celebration, both students and tutors talked about how much they have learned from one another. One tutor read a congratulatory note from her student's employer who is thrilled for his commitment and success in learning to read. That student brought not only his wife, but his two sons to the celebration. They all glowed! One student introduced her 7 year old son, saying "He's my tutor at home!"

The NYPL has served millions of New Yorkers over the years—this is a great time to remember and say THANK YOU to the hundreds of New Yorkers whose volunteer work at the NYPL has helped it keep delivering invaluable services.

And to all the Aguilar CRW tutors—a million thanks! Without you, our program would not be viable... Without you, there would be that many more NYC citizens unable to read and write—you've empowered them and enriched their lives!

Writing through the Lens: Exhibition and Reception for Students

Elaine Sohn, Site Advisor, Aguilar Center for Reading and Writing — Thu, 03 Jun 2010 14:16:08 -0400

Harlem and Aguilar CRW students gathered at the Zora Neale Hurston Room of the Harlem Library on Friday May 28 for their debut as budding photographers of the CRWs of the NYPL. Students browsed the exhibit before guests arrived and were thrilled to see their photos mounted on the exhibit wall of the immense community room.

During the program, Site Advisors, Steven Mahoney (Harlem) and Elaine Sohn (Aguilar) explained the project and introduced our workshop photographer/educator, Sol Aramendi, and all of our workshop participants. [All of the Volunteer Tutors were also thanked.]

Sol enlisted the support of the students to recall the varied workshop topics. Students talked about shooting action pictures, visiting new neighborhoods, learning about sequence, taking portraits in the Aguilar garden and understanding lights and shadows. Each student was also invited to read their own photo essay which was on display under their photos.

Sol provided a slide show, accompanied by lilting melodies, highlighting all the students' exciting photograph portfolios.

Following the slide show, there was a reception honoring our photography students!

Guests at the exhibit included the students' family members; the NYPL Literacy Director, Ken English; the NYPL Education Specialist, Decklan Fox; the entire CRW staff, and many volunteer tutors. Sol Aramendi even brought her mother!

Here are some students' thoughts about the entire workshop series, taking photos and the final exhibit:

Tony:

I have never read aloud to such a large group before...

Pauline:

I passed by the acrobats in Union Square Park but didn't have my camera. I asked them how long they'd be there, ran home, and returned in time to take photos. I caught the female acrobat holding up the male acrobat...

Marwlee:

This first-time learning was fun. I have never used a camera before... I especially liked the challenge of taking a self-portrait...

Elton:

It's always good when you do something and it's put out there -- like I can do this...

Adrianna:

I enjoyed taking the pictures and doing the writing...

Jose:

Some new things I learned were: angle of shot, lighting, foreground, background, portrait, self-portrait, candid, birdsview, wormsview, straight shot.

Special thanks go to the St. James Church New Ventures Committee for sponsoring the "Literacy in the Arts" grant for our second year!

The Photography Exhibit will be on display in the Community Room at the Harlem Library during the month of June.

This is the final post in the "Writing Through the Lens" series. Click on the links below for past entries in the series.

Introduction
Family Albums
Portraits
Dreams
Immigrant Heritage
Museum Visit
Portraits & Dreams
Special Objects

See a slideshow of students' photos here.

Writing Through the Lens: Special Objects

Elaine Sohn, Site Advisor, Aguilar Center for Reading and Writing — Wed, 19 May 2010 09:28:49 -0400

Students in the CRW Photography Workshop brought in objects which held personal significance for them. We spent some time writing about these objects and then went into the garden to take some portraits of each other posed with our special objects.

Marwlee wrote about African clothes, which she loves because you can wear them for church, school, job interviews and parties.

Elton brought in a silver dollar which belonged to his little sister. He wrote that his mother gave it to him forty-one years ago.

Joe brought in his trombone, and wrote:

Sol brought the students into the backyard to explain a bit about taking formal portraits. She brought in a round screen to reflect sunlight onto a subject’s face. One side was silver to cast cool, white light on faces and the other side was gold to shine warm, golden light instead. She also let students use her professional-style camera with the zoom lens.

Jose was our first photographer. He asked Willistine to hold the gold side of the reflector up to cast warm light on Elton who held up his silver coin and posed for the picture. We asked Elton to take off his glasses so they wouldn’t create any glare. Joanne stepped back and took pictures of the photographer. Jose loves the fancy camera and would like to keep it.

Marie posed with her foulard on her head and then without it. She held the wooden box a friend brought her from Haiti. She took a lot of instruction from the photographers and sat very still, like a good model.

Tony posed in the shade of the trees. Then Curtis posed leaning dramatically against a tree in the sun. Curtis is an enthusiastic model! Everyone hooted and howled.

Joe prefers taking candid photos, “stolen snapshots,” like a paparazzi. But Marwlee really likes posing people. Tony thinks “taking pictures brings back memories.” And Willistine thinks she could get a good job holding a reflector screen. Once she gets hold of the camera, however, there’s no holding her back: she snaps away at the shutter rapidfire, like a pro.

Finally, Pauline collected everyone for a big group shot. “It wasn’t bad but there was a lot of distraction. It looked good though.”

Literacy in the Arts: Portraits & Dreams

Elaine Sohn, Site Advisor, Aguilar Center for Reading and Writing — Thu, 06 May 2010 09:49:00 -0400

Students in the CRW Photography workshop browsed the Groana Melendez Family Work Series of portraits photographed in the Dominican Republic and in New York. The exhibit is on the Mezannine of the Aguilar Library and can be seen there until September 7, 2010. It is presented by En Foco's Touring Gallery which features presentations by emerging photographers in community spaces throughout New York City. En Foco's mission is to support the creation of work by photographers of diverse cultures, primarily US residents of Latino, African and Asian heritage, and makes their work visible to the art world and accessible to under-serviced communities.

Heard on the gallery walk were such comments as:

These are all portraits, not 'stolen snapshots.' What do you think?

Willistine answered: "Very nice photos, I like the ones from the Dominican Republic more. They make me remember my home, plenty of sunshine and there are lots of people outside."

Jose responded with "Not like New York," while Sigfrido added, "Yes, they remind me of my childhood!"

In observing some details, Curtis said, "There are different types of clothing and climate," and Sigfrido added "colorful houses and lots of windows."

What's your favorite portrait?

Marwlee said, "I like the picture of the girl on the sofa. It looks like she is posing for her mom to take a beautiful picture. Nice colors! Her eyes look straight into the camera."

A recent assignment for the students was to write about a dream, and then find a photograph that reminds you of that dream. The accompanying photos were taken by Jose and Marwlee.

Dream/Nightmare by Jose

At the age of five years old, I had a nightmare. The night before, I saw a movie in my apartment house. It was a black and white story on the television. In the movie, someone was stabbed in the back in a city back alley. This part of the movie was realized in my nightmare. I felt like I was stabbed in the back in the dark in a back alley. Suddenly, I awoke from this terrible nightmare, and screamed because the pain felt so real.

Dream by Marwlee

I woke up one morning and my head was hurting me and the thing that was happening to me was that I was throwing up. My stomach was tight and I had to see the doctor. He told me that I was pregnant and as time went on, my stomach would grow. I kept thinking when will I give birth to my baby so that the story of the pregnancy will be over.

Then I woke up and discovered it was a dream. Thank goodness that it was a dream!! This time of my life I can’t see myself getting pregnant!