This document summarizes strategies for developing a culture of literacy among immigrant youth. It discusses promoting literacy practices at home, school, and in the community through culturally and linguistically relevant approaches. This includes storytelling, bilingual books, family literacy programs, and partnerships between schools and public libraries. The goal is to create opportunities for youth to engage with literature in multiple ways so they can thrive and develop important life skills.

1. CON RESPETO:Developing a Culture of Literacy among immigrant Youth through Culturally and Linguistically Relevant Practices Oralia Garza de Cortés Latino Children’s Literacy Consultant Austin, Texas USA oraliagarzacortes@gmail.com

2. Con respeto: Desarrollando la cultura de lectores para jóvenes en comunidades inmigrantes por medio de practicas de lectura culturamente y lingüísticamente pertinentes.

3. “ The self is ony possible through the recogniton of the Other “ Ryszard Kapuscinski- Polish Journalist Malinowski-anthropologist Fr. Joseph Tishner-Krakwow Theologan, friend of John Paul II, influenced by Emmanuel Levinas-Philosopher

4. What is a Culture of Literacy Those Practices, be they at home, in school or in the community that promote and encourage children to learn, to become fully literate and be able to read the world and participate fully in the civic and cultural life of the community

5. Developing a Culture of Literacy Begins at Home Carmen Lomas Garza In My Family/En mi familia. Children’s Book Press

6. Literacy and Orality are Connected A rich experience in orality is an indespensable prelude to literacy. No place for authority, tests or measurements Barry Sanders- UC Berkeley Author of A is for OX: Violence,Electronic Media and the silencing of the written Word Pantheon Books, 1994

7. Literacy Begins with Orality

8. La Oralidad Orality provides a safe ground, a safe place , where a child’s imagination can unfold without fear of judgment or censure.

9. Term coined by Manuel Castells Spanish Sociologist Author of Society, Culture and Information. ( Published as a trilogy, The Rise of the Network Society (1996), The Power of Identity (1997), and End of Millennium (1998) 4th World / el cuarto mundo Areas in develop ed countries like U. S. where young people live in conditions similar to third world countries The Information Age: Economy, Society and Culture, published as a trilogy, The Rise of the Network Society (1996), The Power of Identity (1997), and End of Millennium (1998) Manual Castells -

10. Noche de Cuentos East Los Angeles, Ca.

11. Noche de Cuentos “ We all come from Somewhere/ Todos venimos de algún lugar”

12. Playing to Learn New York Times Op Ed Contributor Susan Engle. Feb. 2, 2010 Key points about What’s Important in Play Critical thinking Dialogue is critical Engaging with others they do not know ( going outside oneself)

13. Los Angles Universal Preschool(LAUP) Culture of Literacy Demonstration Project To enrich the quality of preschool children’s experiences with books and literature by providing center-based preschools and family child care providers with qualitycollections and the necessary support systems needed to sustain oral language development in the preschool environment, in the home and in the community. MISSION

14. Vision/Vision To create a culture of literacy in communities that embraces preschool language development experiences for all children as the foundation for early learning

15. Values/Valores We value quality children’s literature that engages a child, stirs the imagination and creates a sense of curiosity, wonder and delight. We value quality children’s literature that reflects a child’s cultural and linguistic tradition. We value parent leadership in advocating for literacy as a fundamental requisite for children’s learning We value the public library as a cornerstone for democratic access to books and information in all communities. We value communities who embrace early literacy as a “ Community of Practice.”

16. Culture of Literacy Demonstration Project Goal: 1. Increase teachers’ capacity to engage children & parents in literacy activities; Goal 2: Develop quality Preschool Collections at selected LAUP supported centers and FCC homes Goal 3. Increase parent capacity to engage children in literacy activities and promote language acquisition Goal 4. Establish ongoing access to and support for literacy development in local communities through the Public Library

17. Content Areas Selecting Quality Children’s Literature ` 2). The Preschool Storytime English Spanish Bilingual 3). ELL 4). Emergent Literacy Storytelling 6). Arts Integration 7). Play

18. Culture of Literacy Model Literacy Practices in Community Library Child LAUP Preschool Family Daily Experiences

21. Goals of El día de los niños/El día de los libros –U.S. Outreach to underserved populations To promote books and reading among families and communities To promote books and stories that reflect our culture and plurality To connect libraries to families and the community

22. Día de los niños/Día de los libros History rooted in United Nations –Dates to 1923 Mexico took on the annual celebration-1925 Author, poet and Chidren’s writer Pat Mora founds Dia in U.S. www.ala.org/dia

23. Literacy Practices in the Community Feria de Libro Meet the Author Million Word Campaign-LAUSD Noche de Cuentos Jorge Argueta at Rooselelt High School for Meet the Author Program

24. Salvadoran-American author René Colato Reads at Feria the Libros

25. Million Word Campaign LAUSD-East Los Angeles 5th grade students at 90% percentile read 40 minutes a day (Anderson, Wilson and Fielding, 1998) Readers at 50% Percentile read 12 minutes a day or 600,000 words Students at 10% Percentile read two minutes a day and 50,000 words

26. Developing a Culture of Literacy is a Collaborative Effort Public School Public Library Social Networks Youth/ Los Jovenes Familia Church

28. Types of Teen Programs offered by the Public Library YA Collections Bibliographic Services Gaming Teen Book Clubs Teen Clubs Arts/Crafts Puppetry Volunteer Opportunities Web Access Homework Help Movies-Pan’s Labyrinth Information Sessions- Health Issues Healthy Cooking Service Learning

29. Parent Teen Program San Antonio Public Library- Storyhour for babies of parents Program: held in schools/at public library Reading aloud to babies Playing with their babies Focus on traditional nursery rhymes and songs –la oralidad

30. Roosevelt High School East Los Angeles, ca. Librarian maintained a picture book collection for ESLStudents Accelerated Reader Reading Buddies-Student volunteers for library read to children in area schools

31. Developing the Teen Collection Resources Feria Internacional de Libros-Guadalajara, MexicoCriticas Latino Authors/ Latino content Materials Books In Spanish America Reads Spanish-Spanish Embassy Criticas-Online

32. Multiple Intelligence Theory developed by Howard Gardner-Harvard University Professor of Education and Psychology

34. Multiple Literacies Multiple Literacies helps to develop the way that people understand information. Engage youth through books music the arts Focuses on students’ interests which encompasses what they’re interested in doing. There are multiple ways of engaging youth and helping them to become proficient readers.

35. framework of Developmental Assets 40 Assets represent the Relationships Opportunities Personal Qualities tThat young people need to avoid risks and to thrive.

36. Fortalecimiento 7. La comunidad valora a la juventud—El (La) joven percibe que los adultos en la comunidad valoran a la juventud. 8. La juventud como un recurso—Se le brinda a los jóvenes la oportunidad de tomar un papel útil en la comunidad. 9. Servicio a los demás—La gente joven participa brindando servicios a su comunidad una hora o más a la semana. 10. Seguridad—Los jóvenes se sienten seguros en casa, en la escuela y en el vecindario.

37. Limitesyexpectativas 11. Límites familiares—La familia tiene reglas y consecuencias bien claras, además vigila las actividades de los jóvenes. 12. Límites escolares—En la escuela proporciona reglas y consecuencias bien claras. 13. Límites vecinales—Los vecinos asumen la responsabilidad de vigilar el comportamiento de los jóvenes. 14. El comportamiento de los adultos como Ejemplos—Los padres y torso adultos tiene un comportamiento positivo y responsible. 15. Comparers como influence positiva—Los majors amigos del (la) joven son un been Ejemplos de comportamiento responsible. 16. Atlas expectativas—Ambos padres y maestros motive a los jóvenes Para que tenant exit.

38. Use constructive del tiempo 17. Actividades creativas—Los jóvenes pasan tres horas o más a la semana en lecciones de música, teatro u otras artes. 18. Programas juveniles—Los jóvenes pasan tres horas o más a la semana practicando algún deporte, o en organizaciones en la escuela o de la comunidad. 19. Comunidad religiosa—Los jóvenes pasan una hora o más a la semana en actividades organizadas por alguna institución religiosa.

39. Elementosfundamentalesinternos Elementos fundamentales internos Compromiso con el aprendizaje 20. Tiempo en casa—Los jóvenes conviven con sus amigos “sin nada especial que hacer” dos o pocas noches por semana. 21. Motivación por sus logros—El (La) joven es motivado(a) para que salga bien en la escuela. cer tres horas o más por semana.

40. 22. Compromiso con la escuela—El (La) joven participa activamente con el aprendizaje. 23. Tarea—El (La) joven debe hacer su tarea por lo menos durante una hora cada día de clases. 24. Preocuparse por la escuela—Al (A la) joven debe importarle su escuela. 25. Leer por placer—El (La) joven lee por placer

41. Assets*High-Risk Behavior Pattern A. 0–10 Assets B. 0 Assets. 21–30 AssetsD. 31–40 Assets Problem alcohol use—Has used alcohol three or more times in the past month or got drunk once in the past two weeks. A. 45% B. 26% C. 11% D. 3% Violence—Has engaged in three or more acts of fighting, hitting, injuring a person, carrying or using a weapon, or threatening physical harm in the past year.

42. Percentage of 6th- to 12th-Grade Youth Reporting Selected High-Risk Behavior Patterns, by Level of Developmental Legend: . 0–10 Assets B. 0 Assets. 21–30 AssetsD. 31–40 Assets A. 62% B. 38%C. 18% D. 6%

43. School Problems— Has skipped school two or more days in the past month and/or has below a C average. Legend: 0–10 Assets B. 0 Assets. 21–30 AssetsD. 31–40 Assets A. 44%B. 23%C. 10% D. 4%* Data based on aggregate Search Institute sample of 148,189 students across the United States surveyed in 2003. Source: Seach; Institute http://www.search-institute.org/

44. El desarrolo literario de un jóven en la biblioteca/ The Literary Development of a Teen in the Library el joven Diego Mosquera http://www.youtube.com/watch?v=Xd0K_4IYPk8 http://www.youtube.com/watch?v=sxEfkFL_Jlo&feature=related

45. Thinking outside the Box Volunteerism Service Learning Readers’ Theatre Puppet Shows Display/Conduct programs for El dia de los muertos Reading Buddies-Summer Reading Club “Hands on Science” What Teens need: Own Space Own Collections Flexible adult librarians Their own hours:24/7 Te be able to trust adults Support systems

46. The Library as Public Space Power-Poder The ability to Act Teens as Actors Voice Teens as Decision-makers-Advisory Boards Creating the participants for a Vibrant Democracy Help students develop their identity Allow students to demonstrate their skills Allow students to experiment within their own interests

47. Librararies as Partners in Youth Development National project of the Lila Wallace/ Readers’ Digest in collaboration with American Libraries Associations

48. Principals of Youth Development Useful for Libraries “Problem-free is not fully prepared” Youth need wide rage of experiences in diverse setting to developt adaptive skills and confidence to use them Youth thrive in communites that link families, gov. services, private and community organizations into web of supports for family, youth and children

49. Principals….Continued Youth thrive in communites that think round the clock and beyond the school day to create opportunities for youth development Youth thrive inorganizations that see them as valuable contributors to their own development and assets to community development Source: Public Libraries and Youth Development: A Guide to Practice and Policy. Chapin Hall Center for Children at the U. of Chicago. June 2002.

50. Cultural Competence Defined the ability to recognize the significance of culture in one’s own life and in the lives of others and to come to know and appreciate diverse cultural backgrounds and characteristics through interaction with individuals from diverse linguistic, cultural, and socioeconomic groups;

51. and to fully integrating the culture of diverse groups into services, work, and institutions in order to enhance the lives of both those being served by the library profession and those engaged in service. Dr. Patricia Montiel Overall. Cultural Competence: A Framework for Increasing Library Use Among Minority and Underserved Populations. U. of Arizona-Tucson.

53. Developing One’s own LIterature The Chief Glory of a People are its Authors” Ben Johson, English The Pura Belpé Award/ El Premio Pura Belpré

54. “El lector, igualque antes lo consiguio el escritor, acederá al universo de laspalabras‘no paraquetodosseanartistas’ deciaRodari-sinoparaquenadie sea esclavo” Antonio Ventura. Prologue. Lectura, escuela y creaciónliteraria. Ana María Machado. Colección La sombra de laspalabras. Madrid: Grupo Anaya, 2002.

55. Prepared by Oralia Garza de Cortés Latino Children’s Literacy Consultant Oraliagarzcortes@gmail.com