Homework Helpers

Monterey (CA) Public Library Youth Services Librarian Dina Stansbury went straight to the principal of each elementary school in her district to get her message across: neighborhood kids needed help with English and math. "I went to the people in charge and specifically outlined what I wanted to do, why I wanted to do it, and showed them what I had to offer," she says. And in 1996, Stansbury helped launch an outreach program called Homework Pals, which provides off-site homework assistance to children attending after-school daycare service.

Working closely with teachers, school librarians, and other volunteer groups, Homework Pals's 42 volunteers tutor between 30 to 60 kids each day in reading and math. Unfortunately, all of the district's school librarians lost their jobs in the fall of 2002, lending more urgency to the need for trained professionals in this area.

It's clear why public libraries offer homework assistance programs. Not only are they safe and welcome havens for kids to go to after school, but they're sometimes the only places students can turn to for help with assignments, particularly if their parents work full time or have limited English skills.

Indeed, studies by education specialist Eleanor Chiang in Sacramento, CA, and the Department for Education and Skills in England show that after-school homework programs help kids improve their math and reading abilities. Another specialist, Jane Brown in Monterey County, CA, also reports a rise in students' self-esteem, as well as improved interpersonal skills, as a result of the attention homework helpers give students. Not surprisingly, these findings mirror an unpublished study on the effectiveness of homework centers that Virginia Walter of UCLA's Department of Information Studies and I recently conducted. Our study also discovered that students' peers and younger children regard homework program participants as role models.

Approximately one in seven public libraries nationwide offers formal after-school homework assistance to elementary, middle, and high school students. Although public libraries and schools share many of the same educational goals, bringing both sides together can be a challenge. Public librarians protest "mass homework" assignments that are impossible to handle, while teachers complain that the local public library isn't adequately stocked with enough curriculum-related materials. Of course there's no set formula to a successful homework center; each community must tailor a program to meet its specific needs. But one thing is for sure: good working relationships with local schools can lead to effective homework centers.

The Monroe County (IN) Public Library, offers two homework centers, one for elementary students and one for middle and high schoolers. Teen Services Librarian Dana Burton says there's a clear distinction between the two: the younger kids do their homework in the library's children's section and the teens work in the adult services department. "Our library is very conscious that teens are on their way to being adults," Burton says. Monroe has no problems attracting students—its chief homework tutor is a middle school teacher, giving the program for older kids instant credibility and publicity. Monthly meetings have enriched the relationship between school librarians and the public library's youth services staff. As a result, the school district and the teachers' union help pay the lead tutor's salary. "Our success hinges on us getting to know our colleagues in the community," Burton says. "We don't always go through the administrator. Talk to a teacher you know. It's a matter of networking—that spreads the word." The library is also lucky enough to be three blocks from Indiana University, which has lots of college students eager to earn school credit or extra cash by tutoring younger students.

Schools and public libraries have much to gain by joining forces to attract older students as "peer tutors." At the Alhambra Public Library near Pasadena, CA, for instance, the public library recruits homework helpers from the high school's Academy of Future Educators, a local program that pairs teenagers with the library staff to help K–12 students. The teens, who aspire to become teachers, are paid by the school district after completing 100 hours of volunteer service in the library. Library staffers went to all 13 K–12 schools in the district to promote the program, handing out posters, bookmarks, and other incentives, says Lisa Perez, the library's homework help coordinator.

Other school-public library partnerships include an after-school program in Corvallis, OR, where the school district permanently "loaned" computer equipment to be used in the library's Homework Alert Centers. In Tigard, OR, kids travel to the library's homework center via school buses, and in Hanson, MA, there's a paved walkway between the public library and two nearby schools, thanks to the local school district. If planned correctly, homework centers may present the catalyst needed for school and library officials to begin working together collaboratively.

How can you offer effective after-school homework assistance? Homework centers should be dedicated to meeting students' curricular needs by providing: staff or volunteers who are trained to assist students with their homework; space designated for student use during specific days and times; and a collection of curriculum-related materials in a variety of formats. Although no two homework centers are alike, there are certain elements critical to the creation and management of effective homework programs. At the very least, homework centers offer kids an after-school destination to get help in completing class assignments. At their best, they offer positive human interaction and academic support that might otherwise be missing from students' lives. Kids will see the library as a helpful, friendly place, while gaining confidence by doing their homework in a nonthreatening environment. As one Castroville, CA, high school teacher notes, "The library's homework center is a home-away-from-home for my students."

Here are some tips gathered from more than 30 outstanding public library homework centers across the country:

Staffing. Because true homework assistance cannot occur without the help of trained personnel, providing adequate staff or volunteers is the single most important factor in developing an effective homework center. Homework helpers must enjoy working with kids and be committed to education. They should also be comfortable with computers and have a working knowledge of math and other school topics. You may also require that they be able to speak and write in two or more languages, depending on your community. Good sources for helpers include Literacy Volunteers of America, Volunteers in Service to America, STAR/PAL (Sports Training, Academics and Recreation/Police Athletic League), America Reads, and the Retired Senior Volunteer Program. In addition, local colleges and high schools may require students to provide community service as part of their curriculum. Future Teachers of America and high school math clubs are especially good places for recruiting potential homework helpers.

Whether they are volunteers or paid staff, homework helpers must be trained to ensure a quality program. Helper orientation should include: an overview of your library's mission and the role of the homework center; a commitment to promoting a positive and safe learning environment; a description of program policies, procedures, and performance expectations; copies of pertinent forms and schedules; an introduction to the library's resources and how to use them; hands-on practice using library technology; techniques for working with students; and an explanation of when questions should be referred to the reference librarian.

Space and hours. The library must designate an area where students can complete their homework. Not only does the space itself distinguish a homework center from other types of services, such as homework hot lines or Web sites, but it also gives kids a place where they can make schoolwork a priority. Moreover, the homework center's physical boundaries will help control and constructively focus students' energies. Kids may choose to ignore the rules of appropriate behavior in the rest of the library, but they understand and appreciate the behaviors required to complete their homework.

If your library has a community room or an enclosed conference area, you may choose to reserve this space during specific homework assistance hours. Secluded homework centers allow students to chat among themselves or even grab an afternoon snack without fear of disturbing others. However, for security reasons, isolated homework centers must be staffed with on-site personnel at all times.

If your facility doesn't have a meeting room or a secluded area, you may want to turn the entire children's or young adult section into an after-school homework center by rearranging furniture or hanging signs. Homework areas don't need to be large, but they should always be clearly defined so you can regulate student behavior. At the Culver City Julian Dixon branch of the County of Los Angeles Public Library, kids pass through an elaborate archway to get to the library's homework center.

When no library space is available, you may choose to offer homework assistance off-site at a community center or school. In Bloomington, IN, math help is provided Monday nights at the Monroe County Public Library and Wednesday nights at the local McDonald's. Although off-site homework programs have the advantage of taking services to where the kids are, they lack the important context that helps instill good library habits, as well as the library's collection of books and other materials.

In communities where most parents work full time, consider offering your homework program from 3 p.m. to 6 p.m. so kids will have somewhere safe to go after school. When scheduling homework help for older kids, remember that they often have after-school jobs or sporting events to attend. In Fort Wayne, IN, homework help is provided in the evening to allow busy young adults time to eat dinner before coming to the library.

Homework collections. Most public libraries offer access to electronic homework tools. In fact, these may be among the most popular of the library's resources and are often one of the main reasons kids visit the homework center. Homework-only computers may be used for Internet searching, word processing, and playing educational games.

When it comes to print resources, there's no standard on what a homework collection should look like. How many titles and what type of materials you offer should reflect not only your patrons' needs and the amount of space your library has available, but also the extent to which the collection duplicates or complements nearby school libraries. Before launching into serious collection development, ask if your students actually need supplemental materials to complete their homework. Are circulating copies required or is your reference collection adequate? Which research formats do kids prefer when completing their assignments?

Common topics and types of materials collected in homework centers include standard encyclopedias; dictionaries; almanacs; thesauri; science encyclopedias; atlases; biographies and biographical dictionaries; mathematics books; science experiments; general and local history; geography and culture; Native American tribes; books on how to write reports and essays; career guidance; mythology; endangered species; U.S. presidents; social science; and literary criticism. Consider making course textbooks available, especially if students are not allowed to bring their schoolbooks home.

Publicity. Good publicity is imperative for your homework center to attract potential users. Your publicity campaign should target parents, teachers, volunteers, funding agencies, and governing bodies, as well as students. Hold a "grand opening" to mark the arrival of the homework center or hold an open house. Your patrons and the local media are bound to notice the attention.

Distributing library-generated flyers is one of the most effective and least expensive ways of advertising your program. Flyers can be easily mailed to schools, newspapers, and local organizations. In Monterey County, CA, homework center announcements are sent home with class report cards.

Eye-catching trinkets emblazoned with the homework center's logo and telephone number are another way of attracting potential customers. Decorated pencils, pens, T-shirts, key chains, magnets, yo-yos, and even shoelaces have been successfully used to promote after-school homework programs. In addition, staff should make use of traditional communications channels, such as chamber of commerce newsletters, Friends of the Library publications, PTA bulletins, and homeowner association flyers.