Books for Babies
Another model used in Alberta is the Books for Babies program, which originated in Cardston. Books for Babies is based on the philosophy that since children spend the first (and most critical) five or six years at home, parents need support in becoming more effective “first” teachers.

The Books for Babies program has three distinct phases. Phase One is the hospital presentation phase where the program presents a book bag to new mothers at the local hospital. These canvas bags are stencilled “Books for Babies” and contain an information sheet on the importance of reading to babies and young children, a tip sheet on family reading, a number of children’s books, and a colouring book. In addition to the book bag, there is a video presentation at the hospital on the importance of reading to children.

The second phase of the program consists of informal follow-up activities and keeping in touch with the parents. When the babies are brought in for check-ups and immunizations, health unit staff talk to parents about the importance of reading to their children, and ask them if they received a book bag and whether they’ve had time to use the materials. There is a book bag on display at the health unit, and the family literacy video is also shown at the health units and local libraries.

Other follow-up activities include a newsletter produced twice each year, and a workshop for parents of newborns held once each year. There is also a Books for Babies section at the local library.

The third phase of the program is the evaluation phase. In Cardston, the program is in its fourth of five years; running Books for Babies for five years will enable them to evaluate the effects of the program on children entering kindergarten. The evaluator for the program is an educator in the public school system in Cardston. In other Books for Babies projects, evaluation cards are distributed by health unit staff to parents participating in the project.

Partnership Approach to Literacy
The Partnership Approach to Literacy program (PAL) began in Pincher Creek in 1989 as a special preventative project focused on literacy development. It offers one-on-one support and modelling of the enjoyment of reading by tutors to school students who do not enjoy reading, do not choose to read, and are in the bottom third of their class. Its approach is based on literacy development principles and on the work of the National Reading Styles Institute of New York, which proposes that we teach students how to read through their strengths and preferences, rather than dwell on their weaknesses. Tutors are volunteers, or are peer tutors from junior high and high school. Training is conducted in conjunction with the Read/Write Adult Literacy Project.