Part IV A. Recruiting Students

Although statistics will show the need for literacy programs, recruiting students can sometimes be quite challenging. The ways to reach literacy students differs greatly depending on the student's literacy skills. Students can be divided into three basic groups: those who are illiterate or barely literate, those who are literate in another language, and those who are literate but would like to improve.

Below Basic Students

The first group, students at basic or below basic levels, do not respond well to written advertisements. At the most obvious level, they will have trouble reading the advertisement. They are also likely to be hiding their difficulty so that even their friends will not know to tell them about the posted advertisements. People at this level are best reached through radio or television broadcasts, public meetings, and other verbal announcements.

These levels of illiteracy and functional illiteracy also come with feelings of shame and fear. They sometimes feel like they will not be able to learn or are cowed by memories of past difficulty. Feelings of lost opportunity and fear that it is too late to learn something new are also common. These students hear the word 'illiterate' as 'stupid' and are turned away by it. It is no wonder that people do not show up for "Stupid People" classes.

These adults can have difficulty believing in long range goals and will respond better to task oriented learning. Classes that teach "Better Reading" attract people who would otherwise stay away. Treating people with respect and consideration is the key. For some people, asking for help with reading will be the most difficult thing they do in their lives.

Once someone asks for help, it is very important the process is thoroughly explained and they are given the assistance needed to sign up for the program. This may include helping to fill out the application. Don’t write lengthy notes explaining the program. It is usually best to give a student a card with the phone number and a name of the person to contact. Additionally, read the card to the student as you hand it over. Most non-readers are masters at memorization. This is how they have “fooled” others for most of their lives.

Keep in mind that students may be slow to come forward due to embarrassment or intimidation. The Library can be a very intimidating place for an individual who cannot read. Have patience! Also, bear in mind that some potential students will sabotage themselves several times before they actually commit to the program, so allow for that.

There is a special subgroup of below basic literacy students to consider, those who do not speak English. Do not expect these students to jump into an English literacy program. Learning literacy in a new language is so difficult, it is actually faster to learn literacy in a native language first and then become literate in English as part of a comprehensive ESOL program. If at all possible, it is best to develop primary language literacy programs for the most common foreign languages as a stepping stone to English literacy. Reaching these students is a challenge, but the process is essentially the same as for English language below basic students. The main difference is the communication must be in the target language. Communities large enough to support a non-English literacy class will usually have local organizations and radio stations in that language where help may be found. One way to boost class sizes is to open non-English literacy classes to English speakers who want to learn the language.

Some ways to find below basic students include:

• Giving presentations at
  • Churches
  • Special Interest Groups
  • Social Clubs
  • Civic Events
  • Rotary Clubs
  • Kiwanis Clubs
  • Chamber of Commerce
  • City Council Meetings
  • Other local organizations
• Asking local radio or tv stations to do community service interviews

Literate ESOL Students

Literate ESOL students respond well to written advertisements in their own language. They typically want English literacy explicitly and respond to direct advertisement for the service.

Some ways to find literate ESOL students include:

• Giving presentations at
  • Churches
  • Special Interest Groups
  • Social Clubs
  • Civic Events
  • Rotary Clubs
  • Kiwanis Clubs
  • Chamber of Commerce
  • City Council Meetings
  • Other local organizations
• Asking local radio or tv stations to do community service interviews
• Placing posters and/or fliers at:
  • Libraries
  • Community colleges
  • Local businesses
  • Schools
  • Local social services organizations
  • Churches – request to be mentioned in the church bulletin
  • Texas Workforce offices
  • Local grocery stores
  • Chamber of Commerce office
  • Neighborhood events
• Placing articles and advertisements in local newspapers

Literate English Students

Literate students who just want to improve respond well to activities that engage literacy rather than focusing on it directly. This includes GED classes, book clubs, and writing competitions.

Some ways to find literate students include:

• Giving presentations at:
  • Churches
  • Special Interest Groups
  • Social Clubs
  • Civic Events
  • Rotary Clubs
  • Kiwanis Clubs
  • Chamber of Commerce
  • City Council Meetings
  • Other local organizations
• Asking local radio or tv stations to do community service interviews
• Placing posters and/or fliers at:
  • Libraries
  • Community colleges
  • Local businesses
  • Schools
  • Local social services organizations
  • Churches – request to be mentioned in the church bulletin
  • Texas Workforce offices
  • Local grocery stores
  • Chamber of Commerce office
  • Neighborhood events
• Placing articles and advertisements in local newspapers