1. UNIVERSITY OF DENVER
Community Change
Initiative: Inspiring Hope in
Childhood Literacy
Annual Report
Maren Blair, Krysten Garcia, Michael Samii
5/29/2015
This document is the annual report of our Community Change Initiative project where we
focused on improving childhood literacy in partnership with the Englewood Public Library.

2. 1
“Our mission is to support existing efforts in providing, at the very least,
adequate literacy education for all through the means of library
advocacy and awareness in order to foster an inclusive community.”
We are so fortunate to have partnered with the Englewood Public Library this past year
to address the elementary literacy gap in the local Englewood area. We are inspired by the
Englewood Public Library’s ambition to widen their outreach so that all students and families
may share learning resources in an inclusive community.
Unfortunately, today, many students at an elementary age (3rd
grade or younger) suffer
from education inequality and unequal access to food. In 2015 Colorado, 33 percent of fourth
graders read below or at the basic level of the National Assessment of Education Process and 48
percent of fourth graders are on free and reduced lunch and read below basic levels. To address
these inequalities, we partnered Dorothy Hargrove and Kimberly Powers with the Englewood
Public Library to create a summer lunch and literacy program. It is with great anticipation and
excitement that we launch “Hungry for a Story” on June 1st
.
The work to create, organize, and initiate this project is proudly summarized in this
annual report. Our efforts have given us hope in that the literacy gap will be slowly closed if
everyday citizens continue to invest in education equality for their children’s classmates even if
that classmate isn’t immediately helped. We look forward to a successful summer where
students who are “Hungry for a Story” receive their fill in both nutrition and literacy.
Sincerely,
Krysten Garcia Maren Blair Michael Samii
Creator of “Hungry for a Story” Creator of “Hungry for a Story” Creator of “Hungry for a Story”

3. 2
In the United States
alone, 93 million people
have basic or below basic
literacy skills.
Literacy? An Issue?
In the world today, 775 million adults are unable to read or write. This is equivalent to
one illiterate person for every five people in the world (Education for all Global Monitoring
Report, 2012). In the United States alone, 93 million people have basic or below basic literacy
skills. Literacy skills, or the ability to read and write, are correlated with primary education and
the home environment. Primary education refers to elementary school education ranging from
grades 1st to 5th grade. Large percentages of immigrant groups
fall below basic literacy assessments. Additionally, many adults
who are illiterate in the United States make the lowest income in
the United States at 250 dollars per week working less than 20
weeks (International Adult Literacy Survey, 2003). These correlations are reflected in the local
demographics.
According to the National Assessment of Educational Process, locally in Colorado, 62
percent of fourth graders do not read at grade level. As these students continue with their
required education, patterns in history indicate many of them will fall behind (2009). More than
half of the million of Americans who have below basic literacy skills also do not have a high
school education or GED (U.S. Department of Education, 2003). A deficiency in literacy can
have the effect of limiting one’s potential and ability to function as a citizen. Two-thirds of
students who cannot read proficiently by the end of fourth grade will end up in jail or on welfare
(National Assessment of Adult Literacy, 2003). Four factors seem to be the most influential
when determining a student’s literacy success and, furthermore, his or her life success: family
income levels, the presence of language barriers, parental participation, and access to support
groups unaffiliated with the school.

4. 3
Creation of a Project
It took many months to research information surrounding literacy and hearing what
organizations had to say about their work to combat the education gap. We learned that, in
general, white, affluent families are aware of and use
resources within the community whereas immigrant
families of lower income are not even aware of community
resources such as the library. The social divide begins
when the voices from low-income families are often
overlooked or misrepresented due to language barriers. The
“change” or “transformation” Block discusses is inhibited
because communication is broken (2009). Furthermore,
families of higher income status seem to be more long-term
oriented where education is prioritized (Hofstede, 2002).
Families of lower income status seem to be more
collectivistic where, if possible, loyalty to friends and
family takes precedence over work and education
(Hofstede, 2002). These families do not have the luxury to plan far into the future as they are
living paycheck-to-paycheck and heavily relying on school’s Free and Reduced Lunch program.
Summer days when school is not in session leave many students in the Englewood area
without lunch (possibly their only meal of the day). Fortunately, the Englewood Public Library
received both a grant and school support so that free lunch will be served at the library during the
summer. Our CCI project was founded on the convenience of families in need of food who most
likely also reside on the lower end of the literacy skill set. Elementary aged students who qualify
for Free and Reduced Lunch are encouraged to enjoy free lunch at the library five days a week.
However, many of the families in need of free lunch are not aware of the library and its
resources; therefore, our project began with marketing. Fliers were given to local elementary
schools and Catholic churches who were thought to serve our same target audience.
“And we’ll call the program, ‘Hungry for a Story’! Get it?”
-Krysten Garcia, Founder of “Hungry for a Story
Our project’s yearly progress illustrated
proportionally. The first three quarters were
spent speaking with stakeholders while the last
quarter was when the actual project was created
and executed.

5. 4
While marketing to the public, our group experienced the importance of charisma (Hartog, et. al.,
1999). Adults only took us seriously (as students without degrees) if we spoke with confidence.
We were most effective at delivering our message when we not only spoke the same eloquent
language, but spoke with the same tone of directionality. We learned how to immediately gain
trust by introducing ourselves in a positive manner. Our call to action (distributing the fliers) was
appealing with our illustrated confidence in the program we created and voices of sincerity
(Hartog, et. al., 1999).
“You just have to remember that they [adults] are very similar to you. We all speak
the same language; it’s in the tone and delivery of your message that will make them
listen.”
- Maren Blair, Founder of “Hungry for a Story”
Michael and Krysten visiting Cherrelyn Elementary.
Maren and Krysten feeling accomplished after talking
with Bishop Elementary.The flier that was distributed to local elementary schools and
churches. Facebook communication of events between families and
the library may be used.

6. 5
The Summer Literacy Program
After students come and enjoy lunch, we hope they bring their families and stay for literacy
activities hosted by the library. Part of our project included creating a curriculum that
incorporated literacy skills into fun activities. Each day of the week had different activities
available while each week was themed based on different childhood stories.
For example, Mondays was physical fun day. The goal was to get students
outdoors to enjoy lunch while playing some literacy-based outdoor activities
such as Hopscotch, Expo Marker Fun, and Plastic Blocks Fun. On Tuesdays,
the goal is for students to engage in analytical tools. The activities include
board games, puzzles and crosswords. Wednesdays are reserved for
creativity where student craft, paint, and draw. On Thursdays, students will
increase their vocabulary by playing with large letters, Expo markers, and vocabulary cards. Our
themed weeks (which word puzzles such as word searches and crosswords will be drawn from)
include Percy Jackson, Dr. Seuss, and Superheroes among many others.
Making our Mark: The Library and its Resources
To support the library for a longer term than summer, the final facet of our project was to design
literacy materials that can be used by any guest at any time. We created bookmarks for each
“I want to design
the sports and
superhero themed
weeks!”
- Michael Samii,
Founder of “Hungry for a
Story”

7. 6
week that display the library hours and provide a learning technique to practice at home such as
singing, talking, reading, and writing. We also created a scavenger hunt to help kids familiarize
themselves with the library. Kids are asked to say hi to a librarian, visit the self-checkout
computers, find a non-fiction chapter book, and not to forget finding the ever important fish
bowl. Finally, our summer curriculum can be evaluated and used for years to come. As this
curriculum is being implemented for the first time this summer, we hope the library can assess
students’ reactions and make revisions to sustain the program. We will only occasionally be able
to visit the library this summer, however we will gladly answer any questions our stakeholders,
Dorothy Hargrove or Kimberly Powers, come across. We are eager to see the results of our hard
work this summer.
Timeline of Efforts:
October 14
Decided to join
together in
support of
Childhood Litercy
Janurary 6th
Met
with Lynn
March 4th
Met with
DJ Klose
April 9th
Met
Dorothy Hargrove
and Kimberly Powers
in Englewood Public
Library and accepted
to take on Summer
Litercy Program
May 2nd
Finished
Supplemental
Material for
Activities and
advertised to local
community
November 12th
Finished Initial
Research and came
up with three
potential proposals
January 22nd
Met
with other
stakeholders
March 18th
Met with
Denver Public
Schools
April 23rd
Finished
Curriculum and
Presented Budget
May 20th
Presented
CCI to stakeholders
and to the University
of Denver
June 8th
Launched
Summer
Program
Timeline of Key Events
Stakeholder Profiles

8. 7
Many of the findings found in our research were reinforced with the comments made during
interviews with stakeholders. In particular, stakeholders agreed with our four identified factors
and further discussed the racial and cultural differences, income statuses, various educational
barriers, as well as the lack of parental participation. Each stakeholder defines and regards
literacy in unique ways. Our list of stakeholders grew as one stakeholder would lead us to new
information and recommended stakeholders deeper within the network system. We learned
firsthand the value of horizontal networking as discussed in leadership classes, for it wasn’t until
we met with over 20 stakeholders did Englewood decide to partner with us. Our stakeholders
vary from teachers who work with the differences in literacy among children, to leaders in the
business world who have comments about education, to founders and presidents of literacy
specific organizations. The following table conveys the stakeholder, organization there from,
quote from our stakeholder, and a brief description of the stakeholder. The stakeholders which
were most important to the success of the project are highlighted:
Stakeholder Organization Logo Identity Quote
Matthew
Morgan
Carson High
School
History
teacher
“Literacy shall always be an issue
for this country”
Marielle
Samii
Carson High
School
Student
with
disability
“Overcoming my disability has
been my biggest success in life”
Aaron Burger Tuscon High
School
Language
Arts
Professor
“ Relating to low income students
is always difficult”

9. 8
Carlos Roybal CU Boulder College
Student
“ Students with disabilities will
not respond well at first.”
Billy Wallace University of
Denver
College
Student
“CCI will take you through many
challenges, but do not give up”
Kimberly Po
wers
Englewood
Public Library
Librarian “We have three options for you to
address your issue.”
Dorothy
Hargroves
Englewood
Public Library
Librarian “Your passion for the issue is
obvious.”
Lynn Fitzugh Colorado
Literacy and
Learning
Center
Head
coordinat
or
“Disability students have to go
through so much.”
Janet Leer University of
Denver
Professor “The expectations parents have of
teachers are very high.”
Zachary
Wood
Reading
Partners
Site
Coordinat
or
“Bridging the literacy gaps has so
many factors.”

10. 9
DJ Close United Way Program
Manager
“The key is reaching out at an
early age.”
Eileen Trujillo Denver Public
Schools
Instructio
nal
Support
Partner
“We cannot take you in at this
time”
Matthew
Dennis
Denver Public
Schools
Instructio
nal
Support
Partner
“Teaching teachers is critical for
classroom success.”
Eric Rauch Ametherm Business
Owner
“I do not think the government
should tax businesses more for
education.”
Mike Turner Rocky
Mountain
Prep
Teacher “Parents need to know literacy
needs practice at home.”
Melissa
Johnston
West Grand
High School
Teacher “Students should not be able to
move onto the next grade level
unless they at least show
proficiency in literacy”
Pamela Polke Children
Learning
Center
Assistant
Director
“Overcoming language barrier is
by far the most difficult barrier.”

11. 10
Key Stakeholders
Kimberly Powers is the Children’s Librarian for the Englewood Public Library. She was the
main point of contact throughout our project and helped envision realistic activities for the
audience she works with every day. We met every two weeks to create the program together.
Dorothy Hargrove is the library Director for the Englewood Public Library. Dorothy initially
invited us to meet for she was sure she “had something we could do.” She explained the logistics
of the program and organized resources within the city. For example, she coordinated with the
Rec Center for balls to be available on physical fun days. We met every two weeks to create the
program together.
Our group with stakeholder, Kimberly Powers
Our entire group appreciated the support from Dorothy and Kimberly. The librarians made it
apparent that they valued our time, energy, and commitment. As members within the literacy
community who see disparities, they never discouraged us from helping in what seemed like
small ways. Trust was immediately built between shared visions of the summer program.
Constant communication aided in the execution of our planning and creations. Based on our
small project and experience working with citizens like Dorothy and Kimberly, we believe there
is hope for education equality and equal access to food. We have faith that every day citizens

12. 11
will shoulder the burden of education and literacy inequality by working in the community,
speaking truth and power (Loeb and Ashford, 2004).
Student Profiles
Maren Blair
ml.blair@comcast.net
303-957-6926
Maren enjoyed contributing to work that ensures kids develop literacy
skills. She believed the act of reading and writing is a vital form of
communication that should never be denied to anyone. Maren would like
to thank her team members, Krysten and Michael, for communicating
often and honestly. “I wouldn’t have wanted to work with anyone
else but you two. Thank you for your teamwork and a successful CCI
project.”
Krysten Garcia
krysten.desiree.garcia@gmail.com
970-531-7794
Krysten enjoyed the challenge this project presented. She values the
teamwork we accomplished together. As a student who struggled
learning how to read, Krysten believes kids should not miss out on
opportunities due to lack of resources or circumstances.
Michael Samii
michael.samii@yahoo.com
775-443-7548
Michael enjoyed working with Krysten and Maren to create a
sustainable program for students who struggle with literacy. Michael
has witnessed friends of low income who lack support lose their
confidence needed to develop literacy skills, limiting their prospects of
happiness. “It was cool how we learned to use each other’s
strengths in an efficient manner to touch our community.”

13. 12
“Thank you so much for your hard work.
We really appreciate it.”
-Dorothy Hargrove, Library Director
“I can tell you guys put in a lot of time
and effort in this project. Thank you.”
-Kimberly Powers, Children’s Librarian

14. 13
References
Block, P. (2008). Community: The structure of belonging. San Francisco: Berrett-Koehler Publishers.
Eide, H. (2012) Literacy Rates are Rising, but not Fast Enough. World Education Blog.
Hofstede, G. J., Pedersen, P. B., Hofstede G. (2002). Exploring Culture. Boston: Intercultural Press.
International Adult Literacy Survey (2003). Illiteracy the Downfall of America. Educational Portal.
Loeb, P. (2004). The impossible will take a little while. Basic Book Publishing Company.
National Assessment of Adult literacy (2003). Literacy Statistics. U.S Department of Education.
National Assessment of Educational Process (2009). Literacy facts and Stats. U.S Department of Education
National Center for Educational Statistics (2003). State and County Estimates of Low Literacy. U.S Department of
Education.
National Institute of Literacy. (2013). Illiteracy Statistics. U.S Department of Education.
U.S Department of Education. (2013). National Literacy. U.S Department of Educational Statistics.
Waldmann, R. (1992). The Quarterly Journal of Economics. The Oxford University Press. pp. 1283-1301.