The Ripple Effect: How Small Moments Create Big Change

When people talk about impact, it is often measured in numbers. How many children are reached, how many books have been read, how many hours of tutoring have been completed. But some of the biggest changes we see at Book Village start small. Sometimes it starts with a child reading their first sentence. Other times, it starts with a shy learner speaking up for the very first time.

These moments often go unnoticed, but they are the start of something much bigger. A child who reads confidently today may go home and share that excitement with a sibling or parent. A learner who feels proud of finishing a book may suddenly start raising their hand in class. Quiet progress often leads to bigger shifts in a child’s life and in the lives of those around them.

One-on-one reading support helps build more than just literacy skills. It builds confidence. A confident learner is more likely to try, more likely to ask questions, and more likely to stay engaged in their learning. At Book Village, our tutors know that what feels like a small win today often leads to much bigger steps later on.

While Book Village’s work focuses on individual support, we know that the benefits don’t stop there. When a child builds confidence in reading, it doesn’t only shape their learning experience, but it can have a positive effect on their future, their family, and their wider community. Strong literacy skills open doors to better educational outcomes, which in turn help to build stronger, more informed communities

One of the most powerful things about this work is that the ripple effect extends to our volunteer tutors as well. Again and again, volunteers share how much the experience means to them. Monica from Belgium said, “The sheer joy of hearing smiling voices as the learners grew in confidence took me by surprise. I keep arriving late for work because I want to fit in just one more session.”

For some, it brings new meaning to community connection. As Hartmann from South Africa put it, “Book Village is making a real difference in the lives of children across the country… If you are looking for a way to make a meaningful impact in your community, I encourage you to consider supporting this organisation.”

Others describe it as a deeply personal experience. Deborah from Trinidad and Tobago wrote, “The experience is burning a forever patch in my heart and brings a fresh breeze to the meaning of life.”

These reflections show that while our focus is always on the children first, the impact doesn’t stop there. Volunteers grow in confidence too, often describing their experience of supporting young readers as one of the most rewarding parts of giving their time. The connection they build to the work itself and to the purpose behind it, stays with them long after the reading session is over.

Real impact is not always loud or obvious. It can look like a smile after finishing a tricky sentence. It can be the moment a child says, “Can we read that one again?” or the steady encouragement from a tutor who knows that progress is built one word at a time.

At Book Village, we believe that reaching more children matters. But we also know that each individual child deserves care, time, and encouragement to help them succeed.

Big change starts small. One child. One story. One step at a time.

~ Written by Eleanor Payne

~ Photo by Kiana Bosman on Unsplash

The Importance of Pictures in Picturebooks

Picture book

Last year while working with Book Village, I also had the opportunity to complete my postgraduate studies, with one of my papers, ‘‘Children’s literature in Education,’ looking specifically at the impact of picturebooks on young readers. This paper was interesting in so many ways, but I particularly enjoyed how much it linked with our work at Book Village. 

Roche (2015) explains that Picturebooks “are immense sources of pleasure as well as a means of sparking off an interest in reading for children who are just beginning that process.” There are so many skills that can be taught through picturebooks. It is important to note that it is not just the text in picturebooks that can spark enjoyment and learning as the pictures are just as important as the text. As Michaels and Walsh (1990) state, “Pictures and picture books are an important part of the meaning making process. Reading pictures is just as complex, perhaps more complex, than reading print: it can also be just as rewarding as reading print.”

Pictures teach important skills

As the world around us becomes more visual and complicated, students need to learn how to take meaning from all forms of information. Bull and Anstey (2007) explain that “Knowledge of print text …is still necessary, but it is no longer sufficient in a highly visual age of increasing technological innovation.” They go on to explain that “picture books are a great place to commence the study of still images” as they are familiar and accessible. 

The combination of words and pictures also support a range of skills including learning how to visualise what is happening in the story, developing imagination, helping students to decode new words, and explaining or helping them understand new vocabulary. The combination of pictures and words also help students to develop inference skills as they learn to combine clues from the text and the pictures with their own experiences to create meaning. Pictures can also help even the youngest of readers to understand the sequence of events allowing them to make sense of the story. 

Picturebooks act as mirrors and windows

Daly (2021) states that “an important function of children’s books is to provide windows into other people’s worlds; but just as importantly, they should provide mirrors of a range of children’s realities.” Books that give voice to and illustrate a range of human experiences allow readers to develop empathy for others and understanding and compassion for themselves. 

Tan (2002) explains that “the lessons we learn from studying pictures and stories are best applied to a similar study of life in general – people, places, objects, emotions, ideas and the relationships between them all.” With even the youngest of readers, pictures can help students recognise and understand emotions, help them to connect to characters and develop a sense of empathy and understanding for experiences that are not their own. 

Pictures increase enjoyment 

Regardless of how incredibly beneficial it is for students to learn how to gain meaning from pictures, the best part about pictures is that they add to the enjoyment of the reader. Michaels and Walsh (1990) state that “when the two symbolic systems [of picture and print] work together, the satisfaction, enjoyment and stimulation is more than doubled.” We see this in every interaction our students have with their tutors, in their grins, giggles and concentration through their reading sessions. 

There are so many skills that our students are learning, practising and developing during their reading sessions. Through the support of our volunteers, our students are developing reading skills that will impact how they see themselves and the world around them for the rest of their lives. 

Written by: Eva Roding (Book Village volunteer)

Photo by Waldemar on Unsplash

References

Bull, G. & Anstey, M. (2007). Exploring visual literacy through a range of texts. Practically Primary 12(3), 4-7. 

Daly, N. (2021). Voices in the library: Curating New Zealand children’s literature. New Review of Children’s Literature and Librarianship, 27(1), 33-48
https://doi- org.ezproxy.auckland.ac.nz/10.1080/13614541.2021.1972758 

Michaels, W. & Walsh, M. (1990) Up and Away: using picture books. Oxford: Oxford University Press. 

Roche, M. (2015). Developing children’s critical thinking through picturebooks: a guide for primary and early years students and teachers. Routledge. 

Tan, S. (2002) Picture Books: Who are They For? Online, available at: http://www.shauntan.net/images/whypicbooks.pdf (accessed Jan 2014). 

How to Build Connections in Reading Sessions

Gibbs (2006) states that “Teaching and Learning are about meaningful connections.” One of the most special parts of Book Village is that we get to see the impact on our students of having adults that are completely invested in their learning and success. Most of our students come from classrooms that are oversized and under-resourced. For many of our learners, their interactions in Book Village are their only chance for one-on-one learning. The change in our students ,from when they start on our programme to when they have been reading with us for a while, is immense. Our learners become enthusiastic, motivated and engaged in their own learning and that comes from feeling connected to people that believe in them. 

Santrock (2009) explains the importance of providing young learners with “a supportive environment for them to develop literacy skills.” As part of our safety features, our tutors and students are connected randomly. While there is a chance you might get a student more than once, you will often be connected to a new student. We know that 20 minutes is not a long time to create a safe and trusting environment for our students to thrive and learn – and yet we see it happening every day! 

We do know that this comes with challenges, so here are a few simple ideas to help you to connect with the student in your reading sessions. 

Learn their name
Take a minute at the beginning of each session to introduce yourself, ask their name, and if there is a name they prefer to be called. Some students will have multiple names, in different languages. McGee and Fraser (2008) explain that “names can be sacred or have particular significance in terms of ancestry.” We can listen to how students pronounce their names, listening to intonation, emphasis and cadence. Learning their name and using it throughout the session can be a simple way to help students to feel seen and respected. 

Show an interest 
Students respond positively when they are interacting with someone who shows a “genuine regard for…their progress, their humanity and the essence of who they are.” (McGee and Fraser, 2008). We can demonstrate an interest through 
Asking questions. While we discourage volunteers from asking (or answering) specific personal or locational questions for safety reasons, there are lots of questions that are appropriate and relevant to the books you are reading and can help students to share their ideas and opinions. Questions like, “what is your favourite…. Do you enjoy…. What is a time you felt or did…. “ Can allow students to feel confident to share, and feel like their thoughts matter. 
Connecting to and building on what students share. You can do this by finding common ground or asking follow up questions for clarity or more information. Using phrases like ‘I agree with what you just said, because…” or “I also think…” can help students to feel like you are listening and that what they are saying is important. 
Using humour. This is a great way to connect with students and help them feel engaged. It can also allow students to feel comfortable to share the things they find funny, interesting or meaningful. 

Help them feel successful
Learning, especially learning to read, is hard work. It takes a lot of courage for our students to get on the app and read with a new person each session. A great way to help them feel successful is to show enthusiasm through your session together. This can be through specific praise for their effort, focus, skills or ideas shared, sounding out new words or remembering letter sounds. I also find that expressing my excitement to read with them at the beginning of a session, and my enjoyment of our time together at the end of the session are also easy ways to help them feel successful and noticed. 

We are so grateful for our volunteers and the kind, compassionate interactions they have with our students. We see the difference you are making, and hope these suggestions are helpful in your sessions with the learners in Book Village. 

References
Gibbs, C. (2006) To be a teacher: Journeys towards authenticity. Pearson. 
McGee, C., & Fraser, D. (2008). The professional practice of teaching. Cengage Learning. 
Santrock, J. (2009) Life-span development. McGraw Hill  

By Eva Roding

Why Reading to Children is Important

Reading allows us to transport ourselves into different worlds. New words can be learnt, different emotions can be felt; your imagination can run wild.

But why is it particularly important for you to be reading to your children? The answer lies within the developmental process of a child.

Assisted cognitive development is the first reason why reading to your child is important. Cognitive development refers to “how we perceive and think about our world in reference to our intelligence, reasoning, language development, and information processing” (https://www.highspeedtraining.co.uk/hub/why-is-reading-important-for-children/). It’s true, a baby’s brain is like a sponge – easy to absorb the information it is given. Thus, through cognitive development, a child is able to make sense of the world around them and be able to problem-solve better.

Secondly, reading to your child allows them to become more empathetic as they are constantly put in front of different characters and situations. Developing empathy is important as it allows one to understand emotions better and how to respond to certain situations.

Thirdly, reading to your child allows them to feel validated and loved. By spending time with them you are building your bond.

Creativity and concentration skills are also improved by reading as it encourages your child to sit still and listen for long periods of time. Did you know that “Multiple studies have found a correlation between reading for pleasure and higher academic achievement in every subject, not just English?” (https://www.highspeedtraining.co.uk/hub/why-is-reading-important-for-children/)

Some tips for reading to your children:

  • Read as much as you can and consistently: whether it be for 10 minutes a day or an hour, the most important thing is that you are reading!
  • Be patient: reading is an activity that requires you to fully engage with what you are reading as well as your child’s responses.
  • Make it fun and interactive by using different voices, pointing out connections and asking questions to test their understanding.
  • Encourage language exchange through conversation or verbal storytelling.

Reading is a wonderful form of entertainment and your children’s vocabulary will expand. It is important that they are surrounded by books. If you do not have the means to always purchase a new book, consider joining a public library or even using the wonderful resources available on the internet. Let’s continue to create a culture where we encourage the people in our lives to read more to their children as they are the future of this world.

Sign Up To Be Part Of Book Village!

By signing up to become a volunteer, you will be among the first to hear when the Book Village app officially launches and have the opportunity to be among the first people in the world to start making an impact through the Book Village platform.