Role of Libraries

Library programs for elementary school children often focus on the problem of
“aliteracy”—being able to read but lacking the motivation. This problem, which is
widespread in the United States, often emerges during elementary school when negative
attitudes toward reading traditionally begin (Moser & Morrison, 1998). Many libraries’
summer reading programs are specifically designed to combat aliteracy. Summer reading
programs seek to attract children to the library during the summer, a time when reading
skills usually decline (Barstow, 1997). A survey of newspaper and journal articles reveals
that summer reading programs remain popular in many cities; nearly 45% of Denver’s
35,000 elementary school children take part in the Denver Public Library’s summer
reading program, whereas more than 30,000 children take part in a program in Louisville,
Kentucky.
Educators often assume that library programs promote children’s literacy, but few
studies have measured their impact on preschool and elementary school children (Dowd,
1997). Kupetz (1993), one of the few researchers to undertake such a study; found that
children who had been exposed to a library outreach literacy training effort in preschool
demonstrated a greater number of emergent literacy behaviors and prereading skills.
These children also read significantly more words correctly than did children in a control
group.
Other studies have concentrated on factors that are key to the success of summer
reading programs. One study (Walter & Markey, 1997) found that children are no longer
using the library independently; they attend with parents and other caregivers. Libraries
can ensure that more children benefit from summer reading programs by adjusting their
approach to the marketing and delivery of children’s services. Libraries must depend
upon parents to encourage their children to use their services; therefore, libraries need to
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The Role of Public Libraries in Children’s Literacy Development, Celano and Neuman p. 11