Ministry of Aboriginal
Relations and
Reconciliation
IMAGINATION LIBRARY
PROGRAM EVALUATION
11/1/2010
Promoting Literacy among Rural/Remote First Nations Children and
Métis Children
Rural and remote children in Aboriginal communities often have
little or no access to books. Since 2008, the Ministry of Education
(MEd) and the Ministry of Aboriginal Relations and Reconciliation
(MARR) have supported the Imagination Library in providing ageappropriate books to First Nations and Métis children aged 0-4
years in 22 communities across British Columbia. This report is an
evaluation of the impact this book program is having on the
youngest generation and their communities.
Contents
Introduction ...................................................................................................................... 1
Acknowledgements and Thanks ....................................................................................... 2
Executive Summary .......................................................................................................... 3
Background ....................................................................................................................... 3
Evaluation Purpose/Objectives ...................................................................................... 4
Connection to British Columbia Policy ........................................................................... 4
Connection to First Nations/Métis Policy ...................................................................... 5
Developing the Evaluation Framework ............................................................................ 6
Evaluation Outcomes ....................................................................................................... 7
First Nations Responses ................................................................................................. 7
Métis Nation Responses................................................................................................. 8
Coordinators’ Responses ............................................................................................... 9
Administrators’ Responses .......................................................................................... 11
Creative Use of Stories ................................................................................................... 13
Lessons Learned about the Evaluation ........................................................................... 14
Considerations and Conclusion ...................................................................................... 16
Oral Tradition ............................................................................................................... 16
References ...................................................................................................................... 18
BC First Nations Imagination Library Survey Results...................................................... 19
Appendix A: First Nations Survey Results .................................................................... 19
Appendix B: Métis Nation Survey Results .................................................................... 25
Appendix C: Letter from Gabriel Shepherd .................................................................... 32
The following evaluation was undertaken by Chloe Montclaire while under temporary assignment at
the Ministry of Aboriginal Relations and Reconciliation.
*Cover photo: Children in Ehatessaht Band Office reading books from the Imagination Library,
Courtesy of Darlene Lariviere
Ministry of Aboriginal Relations and Reconciliation
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Imagination Library Program Evaluation
Introduction
Literacy development is multi-faceted and complex. Research shows that shared reading is an
important early literacy experience related to later literacy success. Simple access to literacy
experiences in the home appears to support literacy development alt hough the quality of
shared reading (parent instruction and attitude) is also a critical contributor.
Recognizing that literacy issues exist within the general population, the leg acy of colonial
policies leading to significantly lower educational outcomes indicates that particular
attention must be paid to literacy achievement in Aboriginal populations.
First Nations and Métis children often do not have the same access to early reading
opportunities as their non-Aboriginal counterparts. In particular, those who live in rural and
remote areas are often far removed from libraries, let alone book stores. Social and economic
issues that families face may preclude literacy being seen as an important part of their child’s
development.
First Nations peoples continue to struggle with attaining
literacy abilities sufficient to participate meaningfully or
successfully in an increasingly complex world. (Victoria Purcell-Gates)
The history of colonization in British Columbia, particularly the negative impact of residential
schools, has left the fabric of families torn and familial relationships challenged. In the
process, some parenting knowledge was lost. In addition, the punishment of children who
tried to speak their language at school has had a negative influence on both the oral tradition
in communities, and also on beliefs about formal education and learning.
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Imagination Library Program Evaluation
Acknowledgements and Thanks
Mena Webster - Ahousaht
June Titian - Ahousaht
Molly Dawson - Da’naxdaxw
Darlene Lariviere -Ehattesaht
Chrystal Tom - Hot Springs Cove
Kena Louie - Iskut
Trina Titus - Kistasoo
Cesca Zamboni - Klahoose
Anita Derkson - Kwadacha
Liza Haldane - Laxgalts’ap Village
Darlene Reeves - Mowachat/’Muchalat
Diane Alfred - Namgis
Florence Lockyear - Old Massett
Marcie Jack - Penelakut
Nicola Einarson - Skidegate
Shelley Clements - Sliammon
Darla Creyke - Tahltan
Lois Lemke - Tlingit First Nation
Colleen Hodgson - Métis Nation British Columbia
Patti Yamomoto - First Nations Education
Steering Committee
Wolf head courtesy of Raven Publishing
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Imagination Library Program Evaluation
Executive Summary
The Imagination Library is in the third year of a three year pilot. This evaluation was undertaken to
provide government and communities with information on the impact of the program over the last
two-and-a-half years. The program has fed into the strength, resilience and determination of
participating Aboriginal communities and organizations to provide early educational opportunities for
their children.
The Imagination Library program can be said to encourage stronger parent-child bonds, early learning
and literacy and to have an indirect, but positive effect on adult literacy. This is the story of how a small
government-supported grassroots book program can have a profound impact on the most resilient
members of our province - First Nations children living in remote and rural communities and Métis
children.
Background
The Imagination Library is a book program developed and run by the Dollywood Foundation, whose
benefactor is Dolly Parton. In Canada the Imagination Library program is administered by Invest in
Kids1. The purpose of the program is to put age appropriate books into the hands of children every
month during their first five years. The central goal of the Imagination Library is to increase the number
of literacy experiences for children in participating households. The program goals are supported by
research which indicates that early exposure to books and reading increases positive
literacy/education outcomes (Hess and Holloway, 1984).
Some studies have found relationships between the home literacy environment and child language
outcomes, including the number of books in the home, trips to the library, frequency of child requests
for shared reading, and the age at which parents began to read with the child (Payne et al. 1994). In
fact, interactive parent-child reading experiences may be the most important element of the home
literacy environment (Bus et al. 1995).
Research also shows there appear to be differences in home literacy environments by social class:
lower income children tend to experience stark negative disparities regarding both book ownership
and shared reading experiences at home (McCormick & Mason, 1986; Neuman, 1999).
...literacy [levels] have social and economic impacts for both the individual and
for our country. Differences in literacy skills are associated with large differences
in employability, wage rates, income, and reliance on social transfers such as
social assistance. Adults with high literacy skills work more, experience less
unemployment, earn more and rely less on government transfers.
(Reading the Future, June 2008)
Outcomes on national and international assessments of reading consistently reveal significant and
persistent differences across educational jurisdictions in Canada, between official language groups, by
1
Invest in Kids is a nonprofit organization in Canada focused on early childhood development.
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gender, by socio-economic circumstances, and by Aboriginal identification (McCormick, C.E. & Mason, J.
M. 1986).
In 2008, a special Cabinet Committee for New Relationship Coordination committed to funding the
Imagination Library program for up to 30 rural/remote First Nations communities in British Columbia,
and for families of the Métis Nation for a three year pilot program. The direction was to identify up to
30 communities with little or no access to books and/or libraries, and provide eligible parents with free
access to the program. The pilot project was slated to run for three years, until March 31, 2011. The
funding available was set at $40,000 per year. Years 1 and 2 were funded solely by the MEd; Year 3
funding was shared equally by MEd and MARR. The First Nations Educations Steering Committee
(FNESC) and Métis Nation British Columbia (MNBC) were provided funding in order to administer the
registration database for up to 30 communities in BC. In addition, FNESC and MNBC collaborated with
Imagination Library staff to:



identify community coordinators to publicize the book program,
update the database and send copies of the spreadsheet to the Literacy Branch, MEd,
report on notable activities and information about the overall implementation of the program.
Evaluation Purpose/Objectives
The purpose of the Imagination Library Program evaluation is to assist MARR and MEd to monitor
progress, clarify policy goals and objectives, and determine future actions and potential resource
allocation, with information from community and administrative partners.
Three main objectives were identified:
1. Determine if the program is contributing to improving literacy in rural/remote First Nations
communities, and among Métis communities involved in the program
2. Inform future funding and policy development
3. Identify the alignment of the program initiative goals and objectives with those of MARR and
MEd
Connection to British Columbia Policy
The Dollywood Imagination Library addresses key areas of provincial literacy policy, provincial
Aboriginal policy, and additionally, policy among First Nations and Métis organizations. The
Imagination Library program objectives are in line with British Columbia’s provincial literacy action plan
goal of becoming the best-educated, most literate jurisdiction on the continent. The program is
distinct and compliments the READNOW BC umbrella by addressing the issue of increasing literacy by
providing books to the most marginalized First Nations families/communities, as well as to Métis
families/communities.
In addition, the program aligns with the goals of the province of British Columbia’s New Relationship,
the Transformative Change Accord, and the Métis Nation Relationship Accord. The New Relationship
acknowledges the historical antecedents to the socio-economic situation that First Nations in the
province find themselves in today.
The historical Aboriginal-Crown relationship in British Columbia has given rise
to the present socio-economic disparity between First Nations and other British
Columbians. We agree to work together in this new relationship to achieve
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Imagination Library Program Evaluation
strong governments, social justice and economic self-sufficiency for First Nations
which will be of benefit to all British Columbians and will lead to long-term
economic viability. (New Relationship)
To redress the socio-economic disparity, The New Relationship has the goal to “restore, revitalize and
strengthen First Nations and their communities in areas which include: education, children and
families, and health...”
The Transformative Change Accord has the objective of closing the socio-economic gap between First
Nations and other British Columbians. This includes closing the gap in the areas of early childhood
development and education by 2015. The Métis Nation Relationship Accord also states the goal of
closing the gap on the quality of life between Métis people and other British Columbians in the areas of
education and health.
Connection to First Nations/Métis Policy
Supporting the improvement of childhood
literacy is a key goal for First Nations
communities and Métis people in British
Columbia. The Parental and Community
Engagement Strategy policy of FNESC
encourages parental and community
involvement in all aspects of education
programming. Although FNESC is not
officially mandated to work in the area of
early childhood, the Imagination Library
program fits within this policy, as it is a
grassroots community based program
which encourages parent/child
interaction through reading, by providing
a free book monthly. In many instances, it
also fosters parent interaction in other
community programs as well.
Photo:Tlinglit Family Centre
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Imagination Library Program Evaluation
The Needs Assessment Study on Literacy for Métis People (Métis National Council, June 1997)
concluded that “a large number of Métis people need to improve their reading and writing abilities.”
Targeting early literacy is a way to prevent literacy issues in later years. Access to early learning
opportunities and interventions for at-risk children is a policy priority for Métis/First Nations people,
which the Imagination Library also provides.
Overall the Dollywood Imagination Library book program addresses crucial areas of provincial and First
Nations/Métis literacy policy, as well as providing a simple cost effective way to begin to redress the
socio-economic imbalance between Aboriginal people and other British Columbians.
Developing the Evaluation Framework
An evaluation framework for the Imagination Library program was not established as part of the three
year pilot when it was rolled out in 2008. In 2010, a participatory evidence-based evaluation
framework was established in order to gather information from participating families, program
coordinators and administrators to determine the overall impact and response to the program.
The overall question being asked is:
Are the objectives, activities, outputs and outcomes of
the Imagination Library program consistent with provincial
priorities pertaining to provincial government policy and First Nations/Métis
community policy and priorities?
In more specific terms, the evaluation is intended to address the following:
 Determine if the program is contributing to improving literacy in rural/remote First Nations
communities, and among Métis communities involved in the program
 Inform future funding and policy development
 Identify if the program supports the educational aspirations and goals of First Nations
Communities and Métis Nation British Columbia
 Identify if the program is contributing to improving literacy among First Nations/Métis peoples
 Identify if partnerships between government/FNESC/MNBC/Invest in Kids is working
 Gather information that will inform policy and financial decisions
 Identify lessons learned

Identify the alignment of the program goals and objectives with those of MARR and MEd
Research and Evaluation Process
Every attempt was made to follow the principles of recognition and respect and to uphold the
following research values/ principles as identified on the University of Victoria School of Social Work
website (http://socialwork.uvic.ca/research/index.php):
1. Meaningful community participation will be incorporated into all phases of the research
process;
2. All participants will be treated with respect, fairness and dignity, in appreciation for one
another's differences;
3. Research and communication processes will build on and promote the capacities and strengths
of people and communities;
4. Openness of process and independence of thought will guide all research activities; and
5. Research products will be publicly accessible.
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Imagination Library Program Evaluation
Data was gathered from the three key levels of program involvement including parents, community
program coordinators, and program administrators. Data sources included:
 A parent/caregiver survey,
 An interview or survey of community coordinators, and
 An interview with program administrators (MARR, MEd, MNBC, FNESC, Invest in Kids)
Process
Initial relationship building and networking with coordinators in all of the communities took place
during September 2010. Through a conference call, telephone and email contact, it was decided the
best way to administer the parent/caregiver survey was through the program coordinators in each
community. In addition, available program coordinators were interviewed, and all of the program
administrators were interviewed.
Information was requested from most of the 376 First Nations families involved in the program, and
the 107 Métis families. The Parent/Caregiver Survey was designed to gather information from parents
about the effects of the program, and to provide a description of the literacy environment in
households that participate in the program.
See Appendix A for a graph of First Nations responses, and Appendix B for graphs of Métis responses to
the scalable questions in the parent/caregiver survey.
Response rates:
Response rates to the parent/caregiver surveys from both the First Nations communities and the Métis
respondents were low. Out of 376 First Nations children enrolled in the program, we received 36
completed surveys. Out of 107 Métis children enrolled in the program, 17 parent surveys were
completed on Survey Monkey, an electronic survey tool.
Evaluation Outcomes
First Nations Responses
Based on the survey results that were received, there are initial indicators that the program
is making a difference in the lives of some children and families participating in the program.
From the First Nations responses received, we can conclude in terms of those who
responded:
 Parents are very satisfied with the program
 Parents have increased reading with their child since receiving the books to one or
more times a day, or almost every day
 Children are more enthusiastic about books
 Children are asking to be read to more often
 Children spend more time looking at or playing with books on their own
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Métis





Nation Responses
Parents are very satisfied with the program
Most parents read to their child almost every day or one or more times per day
Many parents read to their child about the same after receiving the books
Métis children in the program are more enthusiastic about books
Métis children ask to be read to more often or about the same
In terms of the accuracy of the census taken, the response rate in general provides a low level of
accuracy as evidenced by the margin of error of +15.45 percentage points (at the 95% confidence level)
on the key question “What is your overall satisfaction with the Imagination Library Program?” That is
to say that if the survey were repeated, between 60% and 90% of respondents would report very
satisfied/somewhat satisfied 19 times out of 20 to this key question. In the case of Métis Nation
families, 85.7% of respondents were very satisfied with the program. In the case of First Nations
families, 88.89% of respondents said they were very satisfied with the program.
Regarding the poor response rate to the parent/caregiver survey
Darlene Lariviere from Ehattesaht wrote:
“Our nation truly appreciates
being a part of this program. It
may not seem that way to you
because you didn’t get any forms
back, however, our people are
verbal and if you were to meet
with them they would tell you how
much they appreciate what you
are doing for their kids.”
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Coordinators’ Responses
Program Administration
Overall, community coordinators indicated they feel that the program is administered efficiently by
FNESC, MNBC and the Dollywood Foundation. There was some concern about participants’ address
changes and books getting lost in the mail, or books continuing to be mailed to addresses after families
had moved. People also expressed that they would like to have contact information for administrators
in case these or other issues arise. Coordinators expressed a desire to have the name of a contact
person – and would like some follow-up to know that their registration forms have been received and
processed. Many would like more regular check-ins with the families from administrators, to see how
the program is going with the families and communities.
Implementation/Communication Process
The process of implementing the program was challenging for some communities. Several
cannot house all of their population on reserve, yet only those on reserve were eligible for
books. This created some internal conflict. The need for clearer, streamlined communication
was identified as an issue with regard to the process. The time-line of the program was not
apparent to some coordinators. Some were unsure if it was a one-time offer, or if registration
was ongoing. Many coordinators and families were unaware that the program was initiated as
a three year pilot, and expressed concern that funding may be discontinued when they were
contacted to participate in the evaluation.
Community Outreach
When the program was first rolled out, coordinators report that they did direct community outreach to
make sure that all eligible families in the community were aware of the program, and registered. This
involved going door to door, organizing literacy workshops, and in one case, having Chief and Council
endorse the program. One coordinator stated “we do what we can to promote literacy and parent
involvement – literacy is integrated into all of the programs.” Some communities simply provided the
registration form to parents with little extra information provided. Many made sure that outreach was
sensitive to the underlying issues. “Community workers are able to understand and relate to the many
issues First Nations people have faced historically and how this has impacted present day literacy
rates.”
Community Partnerships
The feedback suggests the Imagination Library fosters partnerships with other community programs. In
most communities contacted, the book program is part of the continuum of family services which may
include; Health Programs, Head Start, Well Babies, daycares, 0-6 outreach programming and other
literacy initiatives such as book exchanges. From the responses we received it appears that
communities are making the most of the program in partnership with existing programs.
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Imagination Library Program Evaluation
Parent Child Interaction
The general feedback we received is that the program has influenced parents to engage more with
their children. Some communities have provided information and/or workshops for parents on how to
read with their child. One coordinator noted:
“Even if it changes one or two parent’s attitudes it is a step in the
right direction. Anyway we can promote the parent/child relationship
and one to one bonding time is great.”
Changes in Children’s attitudes towards books and reading
Many of the coordinators expressed their appreciation for the Imagination Library Program, and were
clear that the children would not have books otherwise. “Without it (IL) our kids don’t have books, and
don’t have a lot of exposure...” Several community coordinators reported feedback from kindergarten
and preschool teachers about the impact of the program on the children’s ability and facility to read.
One coordinator reported that the “...kindergarten teacher says every year it’s getting better
and better in terms of kids being ready to learn and to read. The Imagination Library is part of
that.” Other feedback included that the children clearly love their books, that they see books
everywhere in the homes during outreach visits, which is different than before. Another
coordinator mentioned that the children are treating their books “differently...with great
care and respect.”
Program Content
There was some interesting feedback about program content. Several people noted that it
would be good to have more culturally relevant books, and cross culturally relevant books, especially
about First Nations cultures. There was a request for more West Coast culturally appropriate books,
and a comment that “It would be nice to have some (books) targeted to special needs children.”
Photo: Gabriel Shepherd, Métis Nation
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Imagination Library Program Evaluation
Administrators’ Responses
Administrators of the Imagination Library program include: the Imagination Library (Invest in Kids),
Ministry of Education, Ministry of Aboriginal Relations and Reconciliation, First Nations Education
Steering Committee, Métis Nation BC. Administrators were asked about:
 program/process/partnership strengths and challenges,
 how the program measures up to similarly funded programs,
 other relevant issues.
Program Strengths
The consensus seems to be that the program is efficient and inexpensive for the direct impact that it
has. The registration and mail out process is streamlined through the Dollywood Foundation data base,
and Invest in Kids, who have a warehouse of books in Canada. The grassroots nature of the program
reaches out to the most isolated communities with the fewest socio-economic resources. The nature of
the program makes a direct impact on families. The program is inexpensive for the amount of service it
provides.
The main program strengths identified by administrators are:
 Simplicity and efficiency
 Credibility
 Cost effective
 Capacity building of children
 Confidence building
 Great value for money
 Supports children during critical developmental period
 Opportunity for parents to engage one on one with their children
 Flexible and adaptable to community capacity/level of engagement as it is grassroots
 Supports the Transformative Change Accord and closing the gap between Aboriginal
and non-Aboriginal learners
Program Drawbacks
One of the main issues was that community coordinators weren’t aware the Imagination Library
program was established as a short term pilot, and thus unable to share this information with the
families. Another drawback identified was sustainability. Since the program was designed as shortterm, it is vulnerable to cutbacks. This could be yet another government funded program that is
discontinued in First Nations and Métis communities respectively. Capacity building was not identified
as part of the program goal. However, there is more room for capacity building with some
communities who are ready to seek funding independently. There is also more room for relationship
building with communities and administrators and government to partner in seeking other sources of
funding.
In addition, the mandate to provide the books to remote/rural First Nations communities does not
take into account the fact that some children move between family in both rural and urban homes.
Since the Métis Nation does not live in remote communities per se, separate criteria was used, i.e.,
there were no restrictions. Thus the program has been inconsistent in how it has been applied and
delivered.
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Imagination Library Program Evaluation
In terms of the program content, it was mentioned that the books each month for a particular age
group are all the same, so siblings following each other receive the same books. As has been
mentioned before, there is virtually no Aboriginal content in the books; as such, there is no culturally
appropriate or specific material being provided.
Medicine Wheel, Métis Nation Sash, and Sun Dog: designed by Lori Friesen and Eric Wesselius, Neil John Maclean
Health Sciences Library, University of Manitoba
Process/Partnership Strengths
Administrators commented that the process and partnerships work well on all levels, from government
support and Ministry collaboration, to collaboration with Aboriginal organizations and working with
communities on the ground. Initially the program had support from the Ministers, which was
impressive to the Dollywood Foundation and Invest in Kids. It was also noted by Invest in Kids that
British Columbia is on the cutting edge of early literacy, so working with MEd has been valuable.
Administrators also commented that the process promotes collaboration between ministries and First
Nations/Métis organizations. On the ground, the partnership has fostered relationship building and
networking with remote First Nations communities. Invest in Kids noted that during the program start
up, MARR Senior Policy Advisor Ben Morton was invaluable with his vision, support, and direct
knowledge of the communities.
Process/Partnership Drawbacks
In terms of the process, there is a lack of clear planning for the future of the program.
Also, the program differs in importance for the two collaborating ministries. The program is seen as an
important part of the MARR mandate, but it is not identified as a core program for MEd.
When it was set up, the criteria was inconsistent in how it was applied, as was program
delivery. There have been some communication issues. The program wasn’t adequately
explained during roll out in all the communities and many community c oordinators were
unsure who FNESC is, and what their role in education entails.
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Creative Use of Stories
In the community of
Yekooche, Hilda Schielke,
the Head Start coordinator
has creatively adapted the
books to be more culturally
appropriate for the
children. She first reads the
books to the children, and
then photocopies the
pictures and encourages the
children to make up their
own culturally relevant
stories. In this way, the
children take more
ownership of the books and
they become an important
part of cultural learning, as
well as literacy.
photo: Yekooche School
“When people are able to create their own stories it
strengthens their identity” (phone interview with Professor
James Anderson, Department of Language and Literacy
Education, UBC).
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First Nations and Métis
communities have traditionally
passed on knowledge through oral
traditions of singing, dancing and
storytelling. As such, engaging
parents and caregivers to respond
to a written survey was difficult.
One coordinator stated that this
was mostly to do with the fact
that theirs is an oral culture. Anita
Derkson, public health nurse in
Kwadacha commented that she
was pleased the survey was
simple and clear so parents were
not intimidated by the paper
work.
Photo: Gwimolas Kranmer, Alert Bay
Lessons Learned about the Evaluation
Timeline
The timeline for the evaluation was tight, and it was difficult to get things going, in terms of identifying
coordinators, as many had moved on and changed. The timeline left very little time for respondents.
As there had been no ongoing relationship building during the course of the program, there was very
little time to develop trust, and a working partnership with communities. The response was amazing
given this, and given the fact that people were unaware the evaluation was going to happen since it
wasn’t built in to the project.
Surveys
Statistical research shows that the number of respondents is generally lower when using electronic
surveys. A paper survey is not the best way to reach remote First Nations Communities.
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Capacity
There are some important lessons to be learned from carrying out this evaluation process with a
culturally diverse group of First Nations communities in rural/remote areas. In terms of connecting
with coordinators, and engaging them in partnership, all who were contacted were supportive and
helpful. The issue of capacity in these communities is a very real issue. What became clear during the
process is that these people are central to creating health and well-being for children and families in
their communities in terms of education and health. Some are stretched thin with the little resources
they have, were very busy and had difficulty following up with phone calls and emails.
On the other hand, some communities have great strengths and capacity. Several have developed a
comprehensive continuum of programs, and integrated the Imagination Library into these. These
communities may have the ability to take on administering the program on their own in the future. In
addition, some communities are using the program in new and creative ways that work for them.
This in no way deterred from their clear and outspoken commitment to support literacy programs in
their communities, as well as other initiatives. Information gathering through phone interviews worked
extremely well, and provided opportunity to gather varied thoughts and experiences on the
Imagination Library program.
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Imagination Library Program Evaluation
Considerations and Conclusion
There are several issues to be considered in terms of strengthening the program, and making
it more inclusive.
1. Having a clearly designated coordinator of the program in each community
2. Working with Imagination Library to include culturally relevant books
3. Streamlining communication between Invest in Kids, Provincial government, FNESC and MNBC
Another factor that impacts literacy in both Métis and First Nations communities that has been
touched on earlier in the report is the oral literacy tradition.
Oral Tradition
There is a tension between Western literacy and Aboriginal literacies that must be
acknowledged. The long standing insistence by colonizers that Western literacy must replace
traditional language and culture has had a negative impact. This was the goal of missionaries
who first introduced print literacy through the Christian Bible. G overnment policies which
enacted anticeremonial laws, and children mandated to attend residential schools where
their languages were forbidden, have also played a part.
In a 2007 study, UVIC psychology associate professor Christopher Lalonde co-authored a
report entitled:”Aboriginal Language Knowledge and Youth Suicide.” The research of 150 First
Nations Communities in British Columbia showed that language had a more predictive power
in anticipating suicide rates than any previously known indicator.
“Rates dropped to zero in communities in which at least half the members reported a
conversational knowledge of their language.” Where there was little connection to a
traditional language, suicide rates were six times higher than the national average. (Lalo nde,
Christopher, 2007)
In terms of traditional literacy there was, and in many cases still is , a different kind of literacy
which speaks to Aboriginal connection to land, spirit and culture. “Making meaning of
seasons, land and weather patterns, animal migrations, and changing plant life” (Hare, 2004)
frames a literacy and knowledge that is not written-word based, but a key part of First
Nations literacy and ways of knowing.
This tension, between oral and cultural literacies tied to land, place and spiri t, and Western
traditions of literacy inform the situation in which the communities who are participating in
the Imagination Library program find themselves. This is important to acknowledge as they
move forward to embrace and support literacy efforts, wit hout compromising traditional
knowledge and ways of being.
The Imagination Library Program has been welcomed into the communities it serves. Others
have expressed interest. There has generally been a positive response to the program, and it
is increasing parent capacity, literacy capacity, and well-being in the communities.
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Given its low cost and grassroots impact, it is exactly the type of program that governments should be
proud to support. This program is very much in keeping with British Columbia’s commitments to its
First Nations and Métis citizens. While there are so many stories in the press about the vulnerabilities
of First Nations and Métis children on so many levels, programs like this are redressing these one child
at a time.
To quote Liza Haldane, program coordinator and literacy promoter from Laxgalt’sap First Nation:
“It would be an injustice to take away this program for these families now that they have had it.
Giving them the gift of reading and then taking it back seems criminal. We live in a community
where there is no public library; we are 2 hours away from a public library. Due to socioeconomic reasons, book purchase is not a priority. No money can compare to the benefits of
what this program brings to these kids and families.”
Children from Old Massett and Skidegate at Island Spirit Rising Yakoun checkpoint
Ministry of Aboriginal Relations and Reconciliation
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Imagination Library Program Evaluation
References
Anderson, Jim. Morrison, Fiona. “A great program… for me as a
gramma”: Caregivers evaluate a family literacy initiative”. Canadian Journal of Education 30, I
(2007): 68-89
Bus, A. G., Belsky, J., van Ijzendoorn, M. H., & Crnic, K . (1997). Attachment and Book reading
Patterns: A Study of Mothers, Fathers, and Their Toddlers. Early Childhood Research
Quarterly 12, 81-98.
Chouinard, Jill A., Cousins J. Bradley. Culturally Competent Evaluation for Aboriginal Communities: A
Review of the Empirical Literature. Journal of Multidisciplinary Evaluation, Volume 4, Number 8,
October 2007, University of Ottawa.
Hare, Jan. (2004). To “Know Papers” Aboriginal Perspectives on Literacy. In J. Anderson, M. Kendrick, T.
Rogers & S. Smythe (eds), Portraits of Literacy Across Families, Communities and Schools: Intersections
and Tensions. Malwah NJ: Lawrence Erlbaum Associates
Hill, Donna. Community-Based Research: Shifting the Western Gaze toward Aboriginality. In
Questioning Research II: Homelessness research& Aboriginal communities; A guide for communities,
March 2008
Literacy BC fact sheet – Literacy BC
McCormick, C.E. & Mason, J. M. (1986). Intervention Procedures for Increasing Preschool Children’s
Interest in and Knowledge About Reading. In W.H. Teale and E. Sulzby (eds.), Emergent Literacy:
Writing and Reading, 90-115. Norwood, NJ: Ablex.
Needs Assessment Study on Literacy For Métis People. (June 1997) Prepared by: Métis National
Council; 350 Sparks Street, Suite 309 Delta Hotel Office Tower Ottawa, Ontario K1R 7S8, Funded
by: National Literacy Secretariat Human Resources Development Canada 15 Eddy Street, 10th
Floor Hull, Quebec K1A 1K5
O’Sullivan, Ph.D. Julian, Goosney Janet. (2007) Get Ready, Get Set, Get Going:
Learning to Read in Northern Canada. With the International Expert Panel Centre of Excellence for
Children and Adolescents with Special Needs; Lakehead University, Thunder Bay, Canada
Payne, A. C., Whitehurst, G. J., & Angell, A. L. (1994). The Role of Home Literacy Environment in the
Development of Language Ability in Preschool Children from Low-Income Families. Early Childhood
Research Quarterly 9, 427-440)
Purcell Gates, Victoria. (2007). Cultural Practices of Literacy Study (CPLS) University of British
Columbia
Province of BC. Métis Nation Relationship Accord
Province of BC. The New Relationship
Province of BC. Ministry of Aboriginal Relations and Reconciliation Vision, Mission & Goals
Province of BC. Transformative Change Accord
ReadNow BC. Program Evaluation 2009/10
All photos and art work used with permission
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Imagination Library Program Evaluation
BC First Nations Imagination Library Survey Results
Appendix A: First Nations Survey Results
BC First Nations Imagination Library Survey
1. What is your overall satisfaction with the Imagination Library Program?
Answer Options
A. Very satisfied
B. Somewhat satisfied
C. Somewhat dissatisfied
D. Very dissatisfied
Response Response
Percent
Count
88.89%
11.11%
0.00%
0.00%
32
4
0
0
What is your overall satisfaction with the Imagination Library
Program
A. Very satisfied
B. Somewhat satisfied
C. Somewhat dissatisfied
D. Very dissatisfied
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BC First Nations Imagination Library Survey
2. In the last month how often have you or another adult read or looked at
books with your child?
Answer Options
A. One or more times per day
B. Almost every day
C. More than once per week
D. More than once per month
E. Almost never
Response Response
Percent
Count
33.33%
44.44%
16.67%
5.56%
0.00%
12
16
6
2
0
In the last month how often have you or another adult read or
looked at books with your child?
A. One or more times per
day
B. Almost every day
C. More than once per
week
D. More than once per
month
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Imagination Library Program Evaluation
BC First Nations Imagination Library Survey
4. As a result of receiving books from the Imagination Library, would you say
that you read to your child?
Answer Options
A. More often
B. About the same
C. More than once per week
Response Response
Percent
Count
72.22%
22.22%
5.56%
26
8
2
As a result of receiving books from the Imagination Library,
would you say that you read to your child:
A. More often
B. About the same
C. More than once per
week
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BC First Nations Imagination Library Survey
5. Since you enrolled in the program, how does your child feel about books?
Answer Options
A. More enthusiastic
B. About the same
C. Less enthusiastic
D. Can't say
Response Response
Percent
Count
77.78%
16.67%
0.00%
5.56%
28
6
0
2
Since you enrolled in the program, how does your child feel
about books?
A. More enthusiastic
B. About the same
C. Less enthusiastic
D. Can't say
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Imagination Library Program Evaluation
BC First Nations Imagination Library Survey
6.Since you enrolled in the program, does your child ask to be read to?
Answer Options
Response
Percent
A. More often
B. About the same
C. Less often
D. Can't say
Response Count
72.22%
13.89%
0.00%
13.89%
26
5
0
5
Since you enrolled in the program, does your child ask to be
read to:
A. More often
B. About the same
C. Less often
D. Can't say
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Imagination Library Program Evaluation
BC First Nations Imagination Library Survey
7. Since you enrolled in the program, how much time does your child spend
looking at or playing with books by him/herself?
Answer Options
A. More time
B. About the same
C. Less time
D. About the Same
Response Response
Percent
Count
86.11%
11.11%
0.00%
2.78%
31
4
0
1
Since you enrolled in the program, how much time does your
child spend looking at or playing with books by him/herself?
A. More time
B. About the same
C. Less time
D. About the Same
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Imagination Library Program Evaluation
Appendix B: Métis Nation Survey Results
October 28, 2010
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Appendix C: Letter from Gabriel Shepherd
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