Bookstart Around the World 1
Bookstart Around the World 4.3.1 What makes bookg
ifting programmes effective? There appears to be considerable support for the idea that bookgifting programmes have contributed to promoting language development in young children. A prerequisite for this, however, is that the programme is designed appropriately. What it is that makes bookgifting programmes effective is a very important question. One study that discusses this is the thorough metaanalysis that compares Bookstart, Reach Out and Read and Imagination Library. In that study, Bondt, Willenberg & Bus (2020) analyse 44 previously conducted studies to test the effectiveness of the various programmes. The study examines the effects that the programmes have on the home language environment and the language development of children. The results showed that all bookgifting programmes had an effect on the participants’ home language environment as seen by an increase in reading together with the children: ‘Our findings support the basic premise of these programs, namely, that book giveaways have an important function in encouraging caregivers to make an early start with shared book reading by providing free books as an incentive.’ (Bondt, Willeberg & Bus, 2020: 367). the results also showed that bookgifting programmes had an impact on children’s home literacy environment and development. The effects were also related to the children’s interest in reading; that is, the effects of these programmes were greater for children who showed an interest in reading. Effects were seen in all three programmes regarding children’s interest and abilities in the written language, although this effect was significantly greater in the Reach Out and Read programme. In addition to the fact that this study showed that all programmes had an effect, one conclusion is particularly telling: ‘Book giveaway programs were particularly effective when they included multiple personal contacts with caregivers, information sessions, and demonstration of book reading.’ (Bondt, Willeberg & Bus, p. 366). According to this study, regular contact with the families in connection with book giveaways is a prerequisite for an effective bookgifting programme. Reach Out and Read offers several book gifts in connection with medical checkups, where parents receive instructions and suggestions about how to read with their children. Although IL had a greater effect on language activities because they distribute more books per child, the results indicate that the guidance families receive from the child healthcare services carries weight. The identities of the book donors/Bookstart practitioners and those providing guidance as part of the programmes, and whether this influences their effectiveness, could not be ascertained in the Bondt, Willenberg & Bus study (2020). Those giving away the books are usually staff at either the libraries or child healthcare services. There appear to be advantages with both. As mentioned in this study and, for example, in the evaluation carried out of the German Lesestart (Ehmig, 2020) or Bookstart programmes (Apps et al., 2016), many parents have considerable confidence in the child healthcare services and have regular contact with them, so a gift of books and guidance provided by a paediatrician or other employee can increase the chances of having an impact on the parents’ behaviour. Similarly, the advantages of librarians distributing free books during home visits are emphasised. For example, the evaluation of the Danish Bogstart programme is highlighted, in which personal contacts are formed when librarians visit families at their homes, creating a good environment for conveying in a simple and personal way the message about the importance of reading. The contact that is created is considered to be crucial to reaching out with the message and to encourage families to visit the library for other literacy activities (Espersen, 2006). In like manner, practitioners within Swedish Bokstart projects describe how a personal relationship and contact generates opportunities for presenting the message informally (the Swedish Arts Council, 2020), and Hultgren and Johansson (2020) emphasise the importance of the expert knowledge of librarians regarding children’s literature. When a person receives free books at a library, a relationship with and context to the books and literacy are formed, which are also important (Apps et al., 2016). Increasing the chances of reaching out with Bookstart and creating an effective programme is perhaps not primarily founded on who it is that presents the message, but rather that it is presented within a trusting relationship and through contacts between the Bookstart practitioner and the families. It is difficult to determine which way is the best to take, since it has been important for all bookgifting programmes to adapt to local circumstances. 27/52