Volunteer for Literacy

One will never know what the impact volunteering has on a person or place until they do it. To be a volunteer you not only have to have commitment, but a passion for what you are doing. Sally Hill is just that, a committed volunteer and has a passion to encourage and promote literacy throughout Tucson.

Sally was looking for volunteer opportunities and researched some places that could give her this information. She came across an article on the Literacy for Life Coalition website for the Project LIFT (Literacy Involves Families Together) program lead by Frederica Torres. There could not have been a better time for Sally to reach out to Frederica.

Sally has taught the first grade for ten years and was a pre-school teacher for five. She received her master’s degree from the University of Arizona with a degree in Language, Reading, and Culture with an emphasis on early childhood literacy.

“I originally found out about Project LIFT when I was doing research for my Masters project,” said Sally. “I called the library and they directed me to Frederica as the person who could help me. I was attracted to this program because it teaches parents the importance of reading. Parents are a child’s first teacher, so it is important that they realize the major impact that reading has on young children.”

Before Frederica was contacted she was busy trying to organize a plan to create a new curriculum for this program. Frederica was not sure when she would have the time to be able to devote the necessary time to this new project until Sally Hill contacted her.

“Reading is a way to learn about people and places that are new and different,” said Sally. “Reading is a way to visit different worlds and meet amazing characters. Reading is just plain fun! My desire is to pass on my love of reading to my students.”

Working with Frederica and Project Lift she was able to still promote something important to her and what she loves: literacy.

Arizona selected for national expansion of PRIME TIME family reading program

PRIME TIME Inc., an affiliate of the Louisiana Endowment for the Humanities (LEH), in cooperation with the American Library Association (ALA) Public Programs Office, selected public libraries in Arizona, Florida, Georgia and Michigan to participate in the national expansion of the LEH's award-winning family reading and discussion program, PRIME TIME FAMILY READING TIME®. National expansion of PRIME TIME is made possible through a $250,000 grant from the National Endowment for the Humanities (NEH), which also supported earlier grants for implementation in Louisiana and initial national expansion.


In Arizona, the Arizona Humanities Council will direct the partnership with the Pima County Public Library system. The four libraries in the Pima County Public Library system selected to participate are: Valencia Branch Library, Quincie Douglas Branch Library, Southwest Branch Library, and Mission Branch Library. All sites are located in Tucson.


Based on illustrated children's books, PRIME TIME-now in its 19th year-- is designed to help low-income, low-literate families bond around the act of reading and talking about books. It models and encourages family reading and discussion of humanities topics, and aids parents and children in selecting books and becoming active public library users. PRIME TIME received the 2003 Advancement of Literacy Award from the Public Library Association (PLA), a division of the ALA, and the Coming Up Taller Award from the President's Committee on the Arts and the Humanities in 2000. Nearly 1,000 PRIME TIME programs in 38 states have been completed, graduating more than 36,000 children and their parents/guardians.


The Arizona Humanities Council will receive grant funding and materials to work with library staff to present the PRIME TIME series at the participating library sites. Each series will meet once a week for six weeks at participating libraries. Common Ground, PRIME TIME's newest syllabus, offers a proven vehicle for libraries to engage a multicultural audience including non-English speakers. Through a discussion leader and a storyteller, children ages 6 to 10 years and their parents or guardians will hear classic children's stories; watch reading aloud demonstrations; discuss humanities themes in each book; and learn about library resources and services. Translators will be available where bilingual or multilingual audiences will be recruited. Younger siblings, ages 3 to 5 years, will participate in separate pre-reading activities.


PRIME TIME is based on a successful series of the same name that was created by the Louisiana Endowment for the Humanities in 1991 at the East Baton Rouge (La.) Parish Library and has spread nationally with funding from NEH. To date, over 1,000 programs have been implemented in 38 states graduating over 38,000 participants. To date, the LEH has invested $6.7 million in development and expansion of PRIME TIME, including $2.2 million in NEH grants.

LEARN Program

By Lauren Ella Nichols




Every day one program changes the lives of adolescent and adult students, helping them, step-by-step, get back onto the path of education. Twenty-one years ago the LEARN, which serves in the Adult Probation Department of the Superior Court in Pima County, was started. Since 1988, Program LEARN has served over 10,000 students. This year 40 students earned their GEDs, graduating on a warm summer evening in June.

LEARN stands for Literacy Education And Resource Network. It was established at the Intensive Probation Supervision office and then joined a pilot program started by the Arizona Supreme Court Administrative Office of the Courts to serve juvenile and adult probationers over 16 years old, as well as other adult community members.

With a phenomenal faculty and staff, this program has helped many people get a second chance at an education. The faculty and staff consist of Program Coordinator Deborah Tinajero and Instructor Rebecca Gray. Also, JoAnne Pope and Patsy Cowles work as education assistants and Brian Bloomfield, Shanon Easterday and Rob Druckenbrod teach the Cognitive Skills program.

These extraordinary staff members have guided and taught students to achieve their goal of getting their GED. Proud graduate Laura Salinas, who also spoke at graduation, shares her experience as a LEARN student and explains why the program is important.

Laura became involved with the LEARN program when she was laid off from her job for not having a GED. Although she had four certifications in the medical field and 16 years experience, they required her to have a GED or she could not come back to work.

“LEARN gives people a second chance to get their GED and to start over. It gives people individual attention and the way the teachers teach is amazing,” said Laura. “They do not want to just teach you the material, they make sure you understand. They treat you like an adult, with respect.”

Eighty percent of the students are court-referred. The LEARN program requires students to set goals and provides various academic and social skills that will help their reentry into the community. The classes emphasize improvement in literacy skills and earning a GED, as well as being trained in parenting, money management and cognitive skills.

LEARN is funded by many different programs. Unfortunately, due to budget cuts, one of its three sites was closed in the past year and another site suffered a cutback in hours. LEARN relies on their volunteers who gave 255 hours of unpaid service last year.

LEARN is a big part in the community, helping people with a second chance,” said Laura. “It is helping the community become a better place.”

Pascua Yaqui- Mother Read/ Father Read

By Lauren Ella Nichols




As I walked through the doors of the Pascua Yaqui Tribe Community Senior Center, I was greeted by many friendly faces and one simple phrase: ‘Lios Em Chania uv’ or ‘Welcome.’ I felt warm and excited as I walked into the room of the Mother Read/ Father Read Program, led by Frederica Torres and Ella Gomez from the Pima County Public Library. On this day, generations of Pascua Yaqui were coming together to share their culture and to honor the elders of the community.

Forty-five community members gathered to hear and share the story, The Mud Pony, illustrated by Shonto Begay (a native Navajo) and retold by Caron Lee Cohen. Before beginning, a silent video of horses flashed on the screen. Frederica explains that “You don’t always need words to tell a story, literacy can be shared visually.”

Representing literacy in different aspects includes all members of a group. Participants also enjoyed a ride on a pony, sponsored by Nanci Roahi from Step Up Clyde, a non-profit organization that helped with the multi-faceted portrayal of The Mud Pony.

Everyone intently followed along or listened as the story was read. When it came to an end, a discussion began on how the story made members of the group feel and their connections to the book. Some shared that the story was interesting and others thought it represented how we grieve and cope when we have lost something dear to us such as family. An elder added that it showed how the way someone handles difficult situations is how they are going to teach their grandchildren how to cope with emotions.

Spending time with the Pascua Yaqui, I learned that the elders are well-respected and that young children look to them for wisdom, motivation and stories of their families. Young Pascua Yaqui use time with their family and elders to learn about who they are and their journey in life.

The phrase Pascua Yaqui use is ‘Itom uusim into im amum, jakam tui’ isi itom Yo’ owem Yo’ore,’ or ‘Our children and Grandchildren respect our Elders very much.’

Amalia Reyes is the manager of the new Dr. Fernando Escalante Community Library and Resource Center. She also works with a local charter high school to incorporate Yaqui beliefs into school curriculum, so that students can learn and remember their culture. She explains that when she hears the story of the Mud Pony she immediately makes a connection to a story about a white horse that her TaTa told to her when she was younger.

Elder Amelia Robles was one of the first people to advocate for a new library. “She wanted to ensure that young children and the Pascua people will be able to have a place to take their grandchildren and share these stories,” said Library Manager Amalia Reyes. When asked to share something about family Amelia Robles says, “You should respect your elder, any elder, even if not related to you. Salute them and listen to them.”

Julie Galaz is a volunteer for the center and works for the library. Julie says she enjoys reading and likes to read with her granddaughter. When she was younger she was never told any stories so the GED program gave her the opportunity to learn to read and share stories with her granddaughter. Julie never missed a day of classes. She gives special thanks to Gerald W. Jeffery, Adult Education Center Coordinator, who she calls an instrumental person in the literacy program.

Being invited to share this day with the tribe was an honor, not only to learn about their literacy journey, but the oral traditions they knew as children and how they are passing on these stories to their children and grandchildren. Says Frederica from the Pima County Library: “We are united and need to remember that literacy education improves lives of those in our communities.”

Spotlight on Reading Seed

One of Verna Leonard’s favorite things about Reading Seed is the sheer volume of books available. “When you walk into the Reading Seed office there is a library full of books on your left and - on the right - there is another library full of books!” she said. “You are immediately surrounded with literacy.”

Ms. Leonard loves children and has volunteered all over the city of Tucson. Most recently she has served as a reading coach for Reading Seed.

Reading Seed’s primary mission is to help all children in Pima County read at or above grade level by the end of third grade. The libraries of Reading Seed are available to Reading Seed coaches, other literacy providers, school librarians and teachers. There are two libraries—one is a lending library and one is donated books that children can keep. Both have books for children kindergarten through twelfth grade.

As a volunteer, Ms. Leonard works with her students once a week on improving their reading. The students are chosen by their teacher, are approved by parental permission and are given a coach to work with throughout the school year. Students’ progress is monitored weekly to ensure the students are succeeding. Some of the children come from families where English is not the first language in the house. Most students are “at risk” readers who show signs that they are behind in reading for their grade level.

The volunteers of Reading Seed, like Verna, have goals for their students to meet, and through one-on-one attention, the students improve their reading throughout the year. Volunteers attend one three-hour training where fingerprints are done at the same time. Reading Seed supplies materials for the coaches and prizes for coaches to award their students’ achievements in reading.

To be a Reading Seed volunteer, all it takes is one hour per week to make a difference in students’ lives and support literacy in Tucson. For more information, visit www.readingseed.org

Literacy for Life Unveils South Park Neighborhood Literacy Zone

The Literacy for Life Coalition is pleased to announce the unveiling of Tucson’s second Literacy Zone May 19 at Quincie Douglas branch library.

The celebration – Fiesta Quincie Douglas! – is a presentation of Pima County Public Library’s Nuestras Raíces and is sponsored by the Kino Teen Advisory Board.

“After a lot of hard work, we are excited to officially announce the South Park Neighborhood as a Literacy for Life Literacy Zone,” said Bill Krauss, Executive Director of Literacy for Life. “Through collaboration and grass-roots community support, we expect to make a real difference in the literacy outcomes of South Park children and adults.”

Also at the event will be speakers, a teen mariachi band, dancing, a piñata, food, free books and a laptop raffle. The festivities begin at 6:00 p.m.

In the Literacy Zones – Sunnyside Neighborhood is the other – community schools, government, business leaders and providers of literacy services focus their resources to significantly improve literacy levels, as well as measure outcomes such as high school graduation rates and fourth grade reading scores.

The Sunnyside Neighborhood kicked off its Literacy Zone at Mission Manor Park in March. Since then, the Coalition has been busy collecting baseline measurements and building partnerships between literacy providers, schools and libraries. Literacy for Life has also recently implemented the Women’s Literacy Network, a tutoring program that will help more low-income women in the Sunnyside Literacy Zone get their high school diplomas and enter college.

Literacy for Life is a Coalition of government, nonprofit, business, media, funding and educational organizations that believe increasing literacy in Southern Arizona is the best way to ensure a prosperous economy and an improved quality of life for everyone in our community. It is also a key partner of the Festival of Books, receiving one-third of the Festival’s proceeds last year to pilot innovative literacy programs in Tucson.

“There is nothing more transformational to a community than increased literacy,” Krauss said. “Making people aware of the resources available to them is the first step.”

For more information about Literacy for Life, please visit literacyforlifeaz.org.

Literacy for Life to Pilot Scholarship Program in Tucson's First Literacy Zone

The Literacy for Life Coalition has been awarded $15,000 from the Women’s Foundation of Southern Arizona (WFSA) to help more women in Tucson’s low-income Sunnyside Neighborhood earn their GEDs and enter college. The Sunnyside Neighborhood is Tucson’s first literacy zone.

This program, the Women’s Literacy Network, also received special recognition from WFSA founders Melody Robidoux and Harriet Silverman for best exemplifying the mission of the WFSA.

“Obviously we are very pleased to receive this recognition,” said Literacy for Life Executive Director Dr. Martha Gilliland. “More importantly, this program will be a powerful tool to further the education of Sunnyside women and to help break cycles of poverty.”

Nearly half of all adults in Sunnyside over the age of 25 have no high school diploma. This need, among other factors, led to the neighborhood being selected as Tucson’s first Literacy Zone in March. In the Literacy Zone, community schools, government, business leaders and providers of literacy services focus their resources to significantly improve literacy, as well as measure outcomes such as high school graduation rates and fourth grade reading scores.

The Women’s Literacy Network is a network of women tutors and tutees. Neighborhood women are recruited and trained in teaching both literacy and leadership skills. Both the tutors and the tutees are provided with opportunities to complete their GEDs and given scholarships to enter Pima Community College.

“As women gain access to better jobs and maintain stable employment, wages increase,” Dr. Gilliland said. “Working mothers translate those gains into better housing, education and healthcare for their children.”

Literacy for Life is a Coalition of government, nonprofit, business, media, funding and educational organizations that believe increasing literacy in Southern Arizona is the best way to ensure a prosperous economy and an improved quality of life for everyone in our community.

Literacy for Life Coalition members coming together to provide unique services in the Women’s Literacy Network include Literacy Volunteers of Tucson, University of Arizona - Department of Language Reading and Culture, Pima Community College and Pima County Public Library.

For more information on the Literacy for Life Coalition, please visit literacyforlifeaz.org