Blog

By Kimberly Long, Graduate Assistant

This is my second semester as a graduate assistant working with the Reading Nation Waterfall project while attending classes at SJSU’s Masters in Library and Information Science program. During my time with RNW, there have been many meaningful projects and learning opportunities. One recent project was to compile a RNW Replication Toolkit which would help interested parties take from the projects’ learned experiences and be able to replicate the book ecosystem starting from the ground up. 

With this in mind, the RNW team had to first review what makes a good toolkit in general and then determine and whittle down what should be included in the RNW toolkit. It would be easy to include everything we have learned in the toolkit but we know this would not make it accessible and usable. What does one need to know when beginning from scratch? We narrowed this down to 7 categories: 

• Introduction & the Three Legs of the Stool
• Build the Community
• Build the Libraries
• Build the Collection
• Build Programming
• Assess
• Celebrate & Continue
• Resources

I worked on the Introduction and the Celebrate & Continue sections.  I knew it was important to explain the purpose of a book ecosystem and how to begin to organize one without overwhelming or scaring away interested parties. I enjoy the challenge of trying to write concisely while including all the necessary information. Above is one of the introduction slides explaining one leg of the stool: The Elementary School. The other two legs are the Head Start Site and the Tribal/Public Library.

As an outsider to the tribes and pueblos, it is important to be mindful of how we approach our ideas and projects. Some of our partners have mistrust in the education system, and with outsiders. So when compiling the Toolkit, we want to put the power and resources in the hands of leaders who know best how to lead in their communities. This is a lesson learned in working with RNW and one that may come up as a librarian. How best to serve a community that you may not be a part of?

By Heather Brady, Graduate Assistant

Engaging young readers can be a powerful way to build key reading skills while celebrating their cultural heritage, inspirational experiences and traditions. Here are some ideas.

Self-Publish Your Own Books

Get the entire community invested! The Eastern Band of Cherokee Indians created two self-published books in conjunction with their Reading Nation Waterfall program. The first book, shown above, will be joined by a second title later this year.

Incorporate Tradition

Consider pairing a book fair with an oral storytelling night. Celebrate stories of all kinds! Develop themed reading challenges that align with important cultural events or seasons. This can help young readers understand make connections between reading and cultural practices.

Another idea – encourage students to express book concepts through traditional art forms or storytelling methods. This could involve creating beadwork inspired by a story’s themes, retelling a tale through dance, or illustrating scenes using traditional artistic styles.

Celebrate Achievements

Recognize students’ reading accomplishments in culturally appropriate ways in addition to other fun ideas like pizza and ice cream parties. Celebrate reading milestones with supportive community gatherings that involve storytelling and sharing.

By Sabrina Bobadilla, Graduate Assistant

I started Reading Nation Waterfall in Fall of 2024. I was looking for opportunities to expand my knowledge of librarianship in a way that a structured class didn’t offer. I live in Los Angeles County, and internship opportunities here are highly competitive, and I was grateful for an internship that was willing to accept me. I wasn’t sure what I was getting into, but I was eager to gain experience and willing to learn. Once I learned about Reading Nation Waterfalls initiatives, I was moved by the project’s scope and potential impact, and I was determined to help where I could. This was an incredible project that allowed me to have the opportunity to work with people who directly impact the lives of Indigenous populations. One of the parts of Reading Nation Waterfall that I found particularly inspiring was that the grant not only offered books, but enabled Indigenous authors to publish books of their own. This not only increases literature specific to their culture, but allows their voice to be a contributing part of that culture.

The most difficult part of Reading Nation Waterfall was jumping into a moving wheel and finding a way to contribute to a complex organization. I needed to familiarize myself with the project and find a way that I could contribute independently. However, this isn’t unique to Reading Nation Waterfall and will be representative to any organization or employment joined while in midst of development, and is an important skill to learn.

Things weren’t always easy, and I saw firsthand the difficulties the project managers experienced; high turnover and missed communication with tribal members posed challenges. It was valuable insight into the obstacles that may be experienced within organizations. Despite the difficulties, the motivation never wavers, and the determination to complete the project remains.

I’m grateful for the opportunities and experiences I’ve had as an SJSU student and as Reading Nation Waterfall Intern.

By Bryanna Hensley, Graduate Assistant

The Reading Nation Waterfall Replication Toolkit stands as a vital resource for libraries, demonstrating how to align learning experiences with educational principles and theories. The initiative addresses literacy barriers in Native American communities by implementing culturally relevant, accessible, and sustainable book-sharing systems.

The approach integrates collaborative learning by partnering with schools, libraries, and Head Start centers. These partnerships support interactive literacy ecosystems where families and children engage with materials designed to reflect their cultures, fostering not only reading skills but also a deeper connection to their heritage. These efforts are increasingly important for early literacy and giving students a head start in their education.

By focusing on “The Three Legs of the Stool”—Head Start sites, elementary schools, and public or tribal libraries—the initiative creates a strategic framework for equitable access. Libraries are guided to curate collections with “own voices” narratives, provide free resources via Little Free Libraries, and host programs that encourage active learning. These experiences reflect modern educational theories emphasizing inclusion, cultural relevance, and community-driven collaboration.

The program also underscores assessment and adaptability, using data-driven methods to refine services and measure success. By integrating these elements, Reading Nation Waterfall exemplifies a library’s role as an epicenter for educational innovation and community growth. This toolkit offers a transformative model for advancing literacy and learning equity across diverse communities.

By Shannon Brockhurst, Graduate Assistant

In the Reading National Waterfall toolkit, I was responsible for writing the sections on “Building the Libraries” and “Building the Collection.” Writing the toolkit was both a rewarding and insightful experience. It allowed me to think deeply about the essential resources and tools that new librarians need to successfully navigate their roles. It made me ask the questions “What would I want to know?”, and “What would help me?”. 

I enjoyed curating practical tips and identifying valuable websites that could serve as ongoing resources. At times, it was challenging to strike a balance between being comprehensive and keeping the information clear and accessible. This process deepened my understanding of the diverse aspects of library work. 

I was also fortunate to have an invaluable resource at my disposal—my mother, who is a retired children’s librarian! Tapping into her wealth of knowledge on collection development and the importance of diversity in libraries was incredibly helpful. I learned more about her professional processes and the resources she used to curate inclusive collections.

Overall, writing the toolkit reinforced for me the importance of supporting librarians in creating and building inclusive, culturally relevant collections that foster community support. These skills are crucial to the evolving role of libraries today, as they continue to serve as vital hubs for diverse communities.

On April 16, 2024, pre-K students from the Yurok Head Start paired with their third-grade book buddies from Margaret Keating Elementary School for their second Book Buddy event of the year. During the event, third grade students read to the preschool book buddies, and all students received 8 free books to take home to enjoy. A previous Book Buddy event was held on March 18th, where 208 books were distributed to participating students – 10 books for each of the 16 pre-K students, and 3 books each for the 16 third grade students. The event has generated a lot of excitement from both students and teachers, and Reading Nation Waterfall is thrilled to know that students are sharing the joy of reading and heading home with more books to continue reading with their families.

Reading Nation Waterfall is grateful to Unite for Literacy for partnering with us to deliver affordable and appropriate books for the young readers in our partner schools. Not only does Unite for Literacy offer books that are being distributed for free to each pre-K and third grade student in our partner Head Start and Elementary school, they also offer free e-books online as well, adding to the waterfall of books for each child. 

Click here to donate a book (or more!) to our partner Tribes, and add to the waterfall yourself – every book counts!

In collaboration with The National Indian Head Start Directors Association, Unite for Literacy, and Little Free Library Indigenous Library Program, RNW is thrilled to announce The Sunrise Project: Illuminating Paths to Literacy for Native American Communities.