Deborah Carter Asset-based Community Development MOU Page

 

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Partners: The San Antonio Public Library's family literacy outreach program, Little Read Wagon, and the Catholic Charities Refugee Children's Program. 

 

• Goals 

1. Increase the early language and literacy skills among refugee children in San Antonio by providing developmentally appropriate ‘Play and Learn’ intergenerational learning sessions with refugee children ages 0 to 5 and their caregivers. 

2. Increase the quality of daycare provided to the refugee children in the Catholic Charities refugee daycare by providing a five-part series of workshops aimed at helping daycare workers get the children ready to read.

 

• Objectives 

Objectives for Goal #1: 

a. Register 30 refugee children ages 0-5 and their caregivers for the Little Read Wagon Program of the San Antonio Central Branch Library ‘Play and Learn’ Program. 

b. Two-hour long ‘Play and Learn’ sessions designed for the refugee children will be held twice per month on the first and third Saturday morning of the month for five months (January to May, in accordance to the San Antonio NISD academic schedule), at the House Of Prayer Lutheran Church on 10226 Ironside Dr, San Antonio, TX 78230. This church already provides free space for Catholic Charities Refugee Program to hold educational programming, so it is a familiar and safe location, and is located within proximity of refugee homes.

c. Implement ‘Play and Learn’ sessions based on Every Child Ready to Read 2 a joint effort of the Public Library Association and the Association for Library Service to Children  - talking, singing, reading, writing, and playing, as encouraging these practicing - instead of focusing on childhood development - is an effective way to help caregivers get their children ready to read (Ghoting, Saroj Nadkarni, and Pamela Martin-Diaz 2013). 

d. Address transportation challenges faced by the refugee population by providing free transportation to the House of Prayer Church, as provided by the Catholic Charities van.

 

Objectives for Goal #2: 

a. Catholic Charities Refugee Program Staff will register all Catholic Charities refugee daycare workers for the Little Read Wagon workshop series.

b. Little Read Wagon staff will demonstrate the five early childhood literacy practices as indicated through the Every Child Ready to Read program.

c. Daycare workers will formulate a plan to achieve the five early literacy practices in everyday routines of the daycare. 

d. ALSC Competencies – Cite the Competencies for Librarians Serving Children in Public Libraries with which this partnership project is aligned.

 

ALSC Competencies 

During the course of this collaboration I have developed my  “Knowledge of Client Group” to understand the development of education, learning, societal needs, and special needs of children while also maintaining services for diversity within cultures, ages, and expectations of guardians. Particularly, to form this collaboration, I have had to assess and understand the changing community demographics and the diverse array of immigrants who have moved into our community; providing uniquely modeled services for this group demonstrates a respect for the cultures present.

 

To meet the needs of children, parents and other interested parties, “programming skills” are required to produce fun and educational programs both at the library and other educational institutions. This collaborative project has enhanced, developed, and proved my library programming skills - the program collaboration was a multi-generational effort for refugee parents and their young children, that is solidly based on their present needs of early childhood literacy. By making the collaboration with Catholic Charities Refugee Program, I have provided an example of an outreach program designed to meet the needs of the community, and promote this a new library program to refugee families, who continue to be an underserved and at risk population in San Antonio.

 

To be able to provide all of the services necessary to provide high quality library services for children, the Association for Library Service to Children (ALSC) has created a list of competencies for librarians serving children in public libraries (American Library Association 2009). I have addressed the following competencies by creating this collaborative partnership: Carter_MOU_Competencies.docx

 

Evidence-based Practice

 

1. Lutheran Immigration and Refugee Services. "Strengthening Services to Refugee Parents: Guidelines and Resources." Bridging Refugee Youth and Children's Services. January 1, 2013. Accessed November 20, 2014. http://www.brycs.org/documents/upload/parenting_manual.pdf.

This unique study illustrates 28 community-based refugee children’s education programs around the United States with discussion of the challenges and benefits to features of the programs. The report summarizes that intergenerational support is especially important for programs to focus on, as newcomer parents and their children can be facing very different stressors. The report also indicates that it is important to help refugee parents realize they are facing many of the same struggles as other American parents.

2. New York Comprehensive Center Educational Technology Team. "Impact of Public Libraries on Students and Lifelong Learners." October 1, 2012. Accessed November 20, 2014. http://www.nysl.nysed.gov/libdev/nyla/nycc_public_library_brief.pdf.

This article shows that libraries take on valuable roles in supporting underrepresented populations including English Language Learners. Further, the authors found that children who receive access to literacy materials and practices have demonstrated increases in engagement and have displayed greater reading gains than students who did not have such chances.

3. Piasta, Shayne B., Laura M. Justice, Anita S. Mcginty, and Joan N. Kaderavek. "Increasing Young Children’s Contact With Print During Shared Reading: Longitudinal Effects on Literacy Achievement." Child Development 83, no. 3 (2012): 810-20.

This research shows a cause and effect relationship between early print knowledge and its effect on reading skills later, and contains strong implications for the prevention of later reading difficulties through supplying early exposure to print and reading. In this study, 85 socio-economically disadvantaged classrooms in Ohio were studied. Three groups of children were studied during a 30-week shared reading program - some received shared book readings 2-4 times a week with many references to print meaning, book and print organization, and to letters and words. Children in a comparison group received their typical daycare instruction. Longitudinal results showed significant impacts on early literacy skills of reading, spelling, and comprehension for two years following the experiment.

4. Prior, M., and T. Niesz. "Refugee Children’s Adaptation to American Early Childhood Classrooms: A Narrative Inquiry." The Qualitative Report 18, no. 39 (2013): 1-17. Accessed November 19, 2014.

The authors underscore the importance of an understanding of special refugee needs such as early childhood education, because daycare and pre k are unheard of in most refugee camps, as is any kind of formal learning for very young children. The authors also discuss the difference in parent education needs of refugees to other kinds of immigrants, detailing that unlike immigrants who have come for economic or other purposes, refugees are fleeing something, which can change their perspective on the importance of education.

5. Rah, Yeonjai, Shangmin Choi, and Thu Suơng Thị Nguyễn. "Building Bridges Between Refugee Parents And Schools." International Journal of Leadership in Education, 2009, 347-65.

This study looks at the refugee involvement with their children’s education once they have settled into the United States. They found many barriers to involvement such as language, time, socio-economic status, and family structures, and that refugee parents’ expectations of their roles as early teachers vary enormously, and yet has a big impact on resettling refugee children.  The study also found that these barriers could be diminished by creating strong parent-school connections, making collaborations with community partners, and found successful results from parent-education workshops for refugee parents.

6. Scheinfeld, Daniel R. "New Beginnings: A Guide to Designing Parenting Programs for Refugee and Immigrant Parents. International Catholic Child Bureau Series." (1993).

This is a useful guide in preparing parenting programs for refugees because it explains many of the difficulties refugee parents may be facing in understand their roles as parents in the United States - the guide qualitatively follows the experience of refugees in parenting programs that were focused on empowering parents as educators for their children, along with refugee parent education program evaluations.

 

3. Measures for Success – For each objective, describe how data will be collected to determine the success of the project and data will be used to improve the project in the future.

1. Data for Objectives for Goal #1: 

a. To measure the registration of refugee families: Catholic Charities Refugee Program will invite their current clients to participate in the Little Read Wagon Library Program, and will register 30 families who have agreed to attend the bimonthly sessions for five month’s time.  Success will be measured in several ways - first, that 30 families have registered. Second, that the families remain active participants through the course of the five months. This attendance data will be collected through attendance sheets by the staff of Little Read Wagon. On the chance that more than 30 families are interested, a wait list as well as referrals to other Little Read Wagon programs will be provided. On the chance that less than 30 families are interested, Catholic Charities will provide outreach to the community, in order to achieve the 30 sign-ups. Third, refugee families will be given a survey about their expectations and experiences three times during the sessions - once at the first session, one 2.5 months in, and once at the end of the five months. This survey will ask participants what they learned, what they would have liked to learn, their level of satisfaction with the programming, and what changed they would like to make. The survey will be used for future Play and Learns for continuous improvement by the Little Read Wagon Library Program staff. 

b. To measure ‘Play and Learn’ sessions: Little Read Wagon Library Program staff will document the number of attendees per session by using attendance sheets - registered families will sign in and sign out, to document both their attendance and their hours spent in Play and Learn. Little Read Wagon Library Program is expecting at least 50% attendance to any single Play and Learn session, as this is a typical attendance for other previously held events. If any family is absent more than three times in a row, the family will be called on the phone by Catholic Charities staff. A report will then be made as to what barrier the family is facing so that these barriers can be addressed in upcoming months of programming. 

c. To measure transportation service: The relevant economic resource challenge of transportation will be addressed by providing pick-up and drop-off service for the refugee children and their caregivers. The refugee families enrolled in the Catholic Charities program live in several apartment complexes a few miles from the House of Prayer Lutheran Church. Catholic Charities staff will pick up participants from these three apartment complex leasing offices in the large Catholic Charities van, and will drop off participants at the Church. Transportation will also be provided after the Play and Learn sessions, from the Church, bact to the three apartment complexes. Participation in this transportation service will be noted on a clipboard by the Catholic Charities staff who is driving the van, and the number of clients participating in the transportation service during the 12 months of Play and Learns will be measured; participation in this van service will indicate the demand for this aspect of the program plan. If participation in this transportation service is low, Catholic Charities will consider discontinuing this service.

Data for Objectives for Goal #2: 

a. Catholic Charities Refugee Program Staff will register the Catholic Charities refugee daycare workers for the Little Read Wagon workshop series. The daycare workers will be expected to attend all five workshops as part of their work schedule, and will be paid their regular hourly wage ($10/hour) for five 2-hour workshops, plus drive time. Attendance and recordkeeping will be kept by the Catholic Charities Refugee Program Staff so that alterations in the time schedule of the workshops can be made if the days/times are seen as an issue of attendance. 

b. Little Read Wagon Library Program Staff will demonstrate the five practices of early literacy through showing the daycare workers what can be done through the day to practice reading, talking, singing, writing, and playing with each of the five respective workshops. The daycare staff will be given a two-page handout that includes the practice and sample activities. The handout will leave space for the daycare teacher to write notes and ideas. As a whole class, the Little Read Wagon staff will gain knowledge of understanding though this informal assessment. If the daycare workers are unable to discuss and brainstorm activities to do with the literacy practice, Little Read Wagon Library Program staff will review as necessary, as well as adjust future workshops to meet the proper learning pace for the daycare teachers. 

c. On the second page of the handout given to the daycare workers, the daycare workers will plan activities that they can do in their daily routine to emphasize the early literacy practice, as well as plot out early literacy practices that are already in their routine. From counting during morning line up to singing in circle time, daycare workers will write out their typical day, inserting early childhood literacy practices, as they are appropriate. Little Read Wagon staff will ask the daycare workers to write out the proposed schedule independently, and then as a group, write out the schedule on a poster board. This poster board will remain on display as a reminder to the daycare workers. At the end of the five months of collaboration between the Little Read Wagon Play and Learns and the Catholic Charities Refugee Program, the daycare workers will be asked to fill out a survey about the benefits and challenges they have seen while attempting to use the new schedule. The daycare workers will get a chance to adjust this schedule at this time, so that they can continue practicing early childhood literacy activities in their daily routines. Little Read Wagon staff will also be able to use this survey information for continuous improvement in recommending ways to incorporate the five early literacy practices into daily daycare routines. 

 

Benefits

1. Benefits for the non-profit agency:      

Catholic Charities Refugee Program will benefit from this partnership in the following ways: 

a. Refugee parents will learn early childhood literacy activities that they can do with their children. Further, they will learn their roles as parents and caregivers also involve teaching language skills. This will help Catholic Charities in their mission to resettle refugees as the parents will understand that they must take an active role in getting their children ready for school, and so they will be more engaged in the learning and school process. Children will be better prepared for school, which will help in their learning process as they go through the US educational system. This will help the refugee parents and children acculturate into the United States, and it will help their Catholic Charities caseworker, whose job it is to aid in this resettlement process. Additionally, Catholic Charities staff will be privy to the early childhood language and literacy expertise of the Little Ready Wagon Library Program staff, and so will be able to better serve the refugee families with young children in the future. 

b. The early childhood education workshops for the refugee daycare workers are another benefit of the partnership for Catholic Charities Refugee Program. This daycare services up to 12 children between the ages of 7 months and 5 years at a time, and services refugee families who are just arriving in the last three months. Thus, the turnover is very high, and so these daycare workers have an opportunity to impact many children, parents, and caregivers in this community. Because Catholic Charities does not have the budget to hire teachers with extensive background in early childhood development, the daycare workers have not had the opportunity to study and learn this important information. Further, most of the daycare workers are resettling refugees themselves (Catholic Charities makes every attempt to employ reselling refugees themselves to administer Catholic Charities programs whenever possible) so they are also in the learning process of learning the scope of learning that is expected for children before they enter kindergarten in America. Thus, this education for daycare workers can have a beneficial rippling effect through the Catholic Charities refugee program. The poster that the daycare workers design to remember to add literacy experiences into the routine will benefit all the daycare workers, the children, and the parents who can view the poster as they drop off and pick up their little ones. 

 

2. Benefits for the library:      

The following are benefits to both the Little Read Wagon Library Program and the San Antonio Public Library as a whole:

a. The Little Read Wagon Library Program is by nature a library outreach program, and they need avenues and venues to perform Play and Learn and Daycare Teacher Workshops to fulfill their mission and purpose. This partnership provides for them a pre-captured audience, as the participating refugee families are already enrolled as clients in Catholic Charities programming. Attendance is always an issue with Little Read Wagon Library Programs, and so these Play and Learns will have an abundant audience in comparison to many other Play and Learn programs. For example, the Little Read Wagon Play and Learns have at time only two or three families in attendance when provided in some community centers in San Antonio. Thus, the expected 30-family enrollment is much greater. Because Catholic Charities Refugee Program has provided the venue (House of Prayer Church location) and is providing transportation, many of the responsibilities and challenges that Little Read Wagon staff normal juggles have been alleviated.

b. This collaboration benefits the San Antonio Public Library (SAPL) as a whole because one of the mandates of their mission is to serve the under-served. This partnership is making an easy avenue for the refugee families to become introduced to library materials, services, and programs, by informing the refugee families about public library, the scope of services, and how to get a library card and use the library. The Little Read Wagon Library Program staff will have opportunities to share information about other programs and services going on at the public library branches near where the refugees live. This will aid SAPL in its mission to provide access to books, information, and technology resource for the diverse City of San Antonio. 

3. Benefits for the community:      

Benefits to the community: Everyone benefits from a more literate society, and this collaboration promises a more literate future when the very young are receiving literacy instruction that gets them ready for school. Through the Play and Learns and the Daycare Workshops, these two organizations are creating a fabric of literacy enhancement in the large and ever-expanding refugee community of San Antonio. The San Antonio refugee community will benefit by being more literate and vested in the continued education of their children. Having a more literate refugee subculture ensures they can find jobs and mingle with San Antonio as a whole, resulting in a San Antonio which is aware of and embraces the natural assets immigrants. The collaboration between Catholic Charities and San Antonio Public Library, two of the largest nonprofit institutions within San Antonio, results in a stronger working partnership, connection and communication bridge with a road map for potential future collaboration.

 

Responsibilities of the Partners

4. Non-profit Agency Responsibilities:      

Catholic Charities Refugee Program will:

• Ensure that the venue (House of Prayer Church) remains available for the days selected, and communicate with the church council as needed to secure the space. 

• Act as key-holders for this venue - opening the doors, setting up furniture in advance, and stay after the Little Read Wagon Library program have left in order to clean up and put the furniture back to where it was. 

• Advertise and educate the refugee families about the Little Read Wagon Library Program’s Play and Learn opportunity.

• Supply volunteer translators and interpreters for the refugee families, as needed.

• Specific Play and Learn responsibilities: 

• Register the 30 families who would like to participate in the Play and Learns, and doing outreach or a waitlist if needed to achieve that enrollment number.  

• Supply the refugee families with all the information they need including a calendar of dates.

• Catholic Charities Refugee Program staff will pick up the big van from Catholic Charities and pick up the refugee families from the three apartment complex locations and drop them off at the House of Prayer Church on the days of the Play and Learn sessions. 

• Catholic Charities Refugee Program staff will help maintain order during the Play and Learn sessions - they will have the participants sign in as they arrive, will help them get seated, and will welcome late arrivals. They will help participants find the restrooms, water fountains, and answer questions about the facilities. 

• Specific Daycare Workshops Responsibilities: 

• For the daycare provider workshops, Catholic Charities Refugee Program staff will provide necessary information for the daycare providers, and will ensure that they are schedule to attend the trainings with full, regular pay. 

• Catholic Charities Refugee Program staff will provide a space at the House of Prayer Lutheran Church for these workshops.

• The Catholic Charities Refugee Program Staff will keep attendance and recordkeeping for the daycare workshops so that alterations in the time schedule of the workshops can be made if the days/times are seen as an issue of attendance.

5. Library Responsibilities:      

Little Read Wagon Library Staff will take responsibility for the following: 

• Little Read Wagon Library Staff will prepare the kits needed for each of the Play and Learn sessions at the Central Branch Library, and will transport the required items to the church. These kits include two or three library books, songs, and accompanying materials that aid the children in their learning such as sensory materials, musical instruments, puppets, figurines, gel boards, emotion cubes, blocks, dramatic play items, etc.

• Little Read Wagon Library Staff will arrive on time to each Play and Learn event in time to set up their Play and Learn activities and storybooks before the arrival of the refugee families. 

• Little Read Wagon Library Staff will conduct the storytime and Play and Learn sessions - they will greet the families, sing songs, read stories, educate the children and the parents, and organize educational play and craft activities. 

• Little Read Wagon Library Staff will simultaneously teach the children and their caregivers, by providing enriching activities for the children while explaining the theories and concepts behind the activities to the caregivers. 

• Little Read Wagon will provide a Certificate of Completion for families who attended at least half of the Play and Learn sessions.

• For the five workshops for the daycare workers, Little Read Wagon Library Staff will prepare all the materials and handouts. 

• Little Read Wagon Library Staff will present content about the five early literacy practices, proving opportunities for discussion and hands-on activities. 

• Little Read Wagon will provide a Certificate of Completion for the daycare workers who participated in all five workshops.

6. Shared Responsibilities:      

• Both organizations will keep in contact about the Play and Learn calendar in the event of changes to the schedule such as unforeseen unavailable of the church (as for an unexpected funeral, etc) or inclement weather, sick or out-of-town staff, etc. 

• Both organizations will work with the refugee families to ensure and promote their continued attendance through the five months by providing encouragement and support. 

• Both organizations will review final assessment data and share lessons learned.

 

Budget 

Source(s) of Funding:      

The funding for this collaborative partnership - both the Play and Learns and the Daycare Workshops - will come from the normal budgets allocations of both programs, including staff time and operating costs. Thus, no new program costs will be incurred that would have to be supplied by outside fundraising. The total cost for Little Read Wagon is $1700, with the main cost for Little Read Wagon being the staff time, which is covered by the normal operating budget of the library.

Because Catholic Charities his hosting the activities by way of venue, most of the costs rest with this organization, at $12,476. However, most of this cost ($10,000) is covered by an in-kind donation of church space, classroom space, daycare space, and office space and equipment, which has been donated free of charge by House of Prayer Lutheran Church to Catholic Charities on an ongoing basis (this has been an ongoing in-kind donation since 2009). Thus, the real program costs for Catholic Charities is the remainder of $2,476, which is covered by the normal operating budget of the agency. 

 

Project Timeline:

Project Timeline for Play and Learns: January 2015 to May 2015 

January 3

12 p.m. - 2 p.m.  First Session Play and Learn Session. Theme: BLUE!

Initial survey given to Play and Learn caregivers.

3 p.m. - 5 p.m. First Daycare Workshop. Theme: The Importance of Talking

January 17 

12 p.m. - 2 p.m. Second Play and Learn Session. Theme: RED!

3 p.m. - 5 p.m. Second Daycare Workshop. Theme: The Importance of Reading

February 7

12 p.m. - 2 p.m. Third Play and Learn Session. Theme: Fruit!

3 p.m. - 5 p.m. Third Daycare Workshop. Theme: The Importance of Music

February 21 

12 p.m. - 2 p.m. Fourth Play and Learn Session. Theme: Animals!

3 p.m. - 5 p.m. Fourth Daycare Workshop. Theme: The Importance of Organized Play

March 7 

12 p.m. - 2 p.m. Fifth Play and Learn Session. Theme: Family! 

Midterm survey given to Play and Learn Caregivers 

3 p.m. - 5 p.m. Fifth Daycare Workshop. Theme: The Importance of Pre-writing

March 21 

12 p.m. - 2 p.m. Sixth Play and Learn Session. Theme: Music!

April 4 

12 p.m. - 2 p.m. Seventh Play and Learn Session. Theme: The City!

April 18  

12 p.m. - 2 p.m. Eighth Play and Learn Session. Theme: The Garden!

May 2 

12 p.m. - 2 p.m. Ninth Play and Learn Session. Theme: Friends!

May 16

12 p.m. - 2 p.m. Tenth Play and Learn Session. Theme: Water!

Last Session, survey given to Play and Learn caregivers

3 p.m. - 4 p.m. Meeting between daycare providers and library staff to fill out final survey and to discuss progress, challenges and any program changes

 

Evaluation Points: 

January 3: Initial survey given to Play and Learn caregivers

March 7: Midterm survey given to Play and Learn caregivers 

May 16:  Last Session, survey given to Play and Learn caregivers

May 16: Meeting between daycare providers and library staff to fill out final survey and to discuss progress, challenges and any program changes or future collaborations.

*Every Daycare Workshop will provide assessment and feedback: 1/3, 1/17, 2/7, 2/21, 3/7, with a final evaluation two months after implementation to record progress and challenges.

 

Using data collected from surveys and feedback, as well as logs of attendance and participation, the following information will be captured and used to make necessary adjustments:

1. Were registration goals met? Why or why not?

2. Were participation goals met? Why or why not?

3. Were refugee family expectations met? Why or why not?

4. Were transportation goals met? Why or why not?

5. Was the schedule beneficial for all involved? Do any changes need to be incorporated?

6. What was learned from the collaboration? What changes should be made in the future?

Notes from these sessions will be filed and copied to appropriate program managers within San Antonio Library and Catholic Charities by June 1, 2015. 

 

• Ending the Partnership

1. Deal breaker(s): Respecting both Little Read Wagon and Catholic Charities respective policy is of paramount concern and any violation would be considered terms for ending the partnership. In addition, failing to complete obligations as outlined may be grounds for breaking this partnership. Finally, poor enrollment and/or participation may be grounds for ending the partnership.

2. Bless and release (exit strategy): Upon ending partnership, a 30 day notice shall be provided in writing of intent to exit partnership. Confidentiality agreements will be signed by both parties, assets disposed to purchasing party, and each partner will prepare a final report regarding partnership including:

• financial information;

• when the partnership started;

• aims and achievements;

• the people that contributed to these achievements; and

• lessons learnt along the way.

3. This report along with notes from evaluations will be shared with appropriate managers within the organization of each partner.

4. Celebration will be held to commemorate staff, families and program achievements with a Certificate of Completion. 

 

Reflection 

While creating this outline for the plan for collaboration between a library and a non-profit agency, I have been able to expand my knowledge of the steps it would take. The elements of the template, as found in an Memorandum of Understanding (MOU) are important to learn; both the library program I am working with, Little Read Wagon, and the Catholic Charities program, regularly use MOU’s.

        I believe I achieved the Student Learning Objective 1 “Effectively connect classroom theories to real-world experiences through practical application of knowledge” in that there was a clear connection of the educational goals and the realization of a program that would address the challenges faced by refugees in these theories. Thus I had to use my practical knowledge of the refugees as well as my practical knowledge of the learning activities needed to help the refugee families get ready to read, and get ready for kindergarten in America.  Thus, I had to effectively understand the theories of early childhood literacy and language development and the kids of programs and workshops that would enhance these skills for children in order to design the programs outlined in the MOU. 

     I believe I also achieved the Student Learning Objective 2: “Accurately assess knowledge and skills related to personal or professional goals to include collaboration, application, and problem-solving.” To achieve the goals of increasing early language skills for the children in resettling refugee families, collaboration was essential. Without the ability of Catholic Charities to provide a stable venue and avenue for Little Ready Wagon library program, outreach to this population would have been very difficult if not impossible. While creating this MOU template, I was able to envision many issues and problems that could come up, such as language barriers. This is another reason why the collaboration is beneficial – Catholic Charities staff is accustomed to overcoming these barriers in their daily work. This can help the Little Read Wagon staff that has different expertise, and so collaborative problem solving would be imperative. Thus, problem solving is an important part of creating a plan for this collaboration. 

 

References

Association for Library Service to Children. "Competencies for Librarians Serving Children in Public Libraries." 2009. http://www.ala.org/alsc/edcareeers/alsccorecomps.

Ghoting, Saroj Nadkarni, and Pamela Martin-Diaz. Storytimes for Everyone!: Developing Young Children's Language and Literacy. Chicago: American Library Association, 2013.

Lutheran Immigration and Refugee Services. "Strengthening Services to Refugee Parents: Guidelines and Resources." Bridging Refugee Youth and Children's Services. January 1, 2013. Accessed November 20, 2014. http://www.brycs.org/documents/upload/parenting_manual.pdf.

New York Comprehensive Center Educational Technology Team. "Impact of Public Libraries on Students and Lifelong Learners." October 1, 2012. Accessed November 20, 2014. http://www.nysl.nysed.gov/libdev/nyla/nycc_public_library_brief.pdf.

Prior, M., and T. Niesz. "Refugee Children’s Adaptation to American Early Childhood Classrooms: A Narrative Inquiry." The Qualitative Report 18, no. 39 (2013): 1-17. Accessed November 19, 2014.

Rah, Yeonjai, Shangmin Choi, and Thu Suơng Thị Nguyễn. "Building Bridges Between Refugee Parents And Schools." International Journal of Leadership in Education, 2009, 347-65.

Scheinfeld, Daniel R. "New Beginnings: A Guide to Designing Parenting Programs for Refugee and Immigrant Parents. International Catholic Child Bureau Series." (1993).

 

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