FAQs

Philosophy
Students are the major stake-holders and the most important constituency of Literacy Volunteers of America, Inc. (LVA) programs. Therefore, LVA programs and instructional practices need to be implemented not only with students� general interest in mind, but as much as possible with their significant, active participation. It is our goal that students will have increasing responsibilities and influence in the decision-making and day-to-day operations of LVA at every level - local, state and national.

LVA is committed to a sustained, continuous effort to integrate students as equal participants and leaders throughout our total organization. The objective is partnership, so as to build a program that better serves the needs and aspirations of students - in many contexts.

LVA�s belief in student-centered education goes hand-in-hand with student involvement. The experience of our affiliates has shown that involving students in all aspects of the literacy program leads to increased personal growth as well as program effectiveness.

Initiatives
In 1967, a student, Melvin Colman, served on the original Literacy Volunteers of America board of directors.

In the early 1980s, LVA affiliates began creating new roles for students in areas such as training, public relations, support groups, and coaching. LVA first published these ideas in Student Involvement Guidelines in 1984.

From 1985 on, special efforts were made by LVA to recruit students from throughout the network to attend the LVA annual National Conference.

In 1986, author Sidney Sheldon gave $10,000 to LVA - the first of a series of annual grants to sponsor student involvement activities. The United Methodist Board of Global Ministries and Lutheran Church Women also provided grants to be used toward student involvement and student leadership development.

In 1989, a Student Track Leader was added to the LVA Conference Committee and workshops addressing student concerns, often presented by students, became a standard part of the LVA National Conference.

In 1989, 1991, and 1993, LVA was a sponsor of the National Adult Literacy Congress, an event for literacy students from all 50 states.

In 1989, a revised Student Involvement Guidelines was published, documenting many of the new projects begun in LVA affiliates nationwide.

In 1990, two students joined the LVA National board of directors - the first students to serve on this body since Melvin Colman in the 1960s. At this time, LVA made a commitment to having at least two students on the board at all times.

An LVA goal is to have students serve on all state and local boards. Currently, approximately 44% of our 400 community programs have students serving on their boards.

In 1992, LVA formed a National Student Advisory Board. Its mission is to promote and advance student-related issues and agendas throughout the LVA network.

In 1994, LVA published Growing Together: Improving Your Literacy Program Through Student Participation.

In 1995, the first annual Sundin Student Leadership Institute was held in conjunction with LVA's national conference. The goal of the institute is to train adult literacy students as leaders in the literacy movement. The Institute was funded by a gift from The Imo Insley Sundin Trust.

Student involvement at the local level is steadily growing (See survey results below.)

Literacy Volunteers of America recently surveyed its affiliates about involvement activities included in their programs. Sixty-one percent of the affiliates responded. The following is a summary of the results:

• Affiliate Board of Directors ... Forty-four percent of the affiliates report having students on their board of directors. Eighty-four percent of these affiliates report that students are active participants on board committees. Additionally, 52% of them provide a mentor for each student board member and 34% have designed a board orientation specifically for students.

• Student Spokespersons ... Thirty-six percent of the affiliates have one or more specifically designated student spokespersons. In 26% of these programs, the students are registered with LVA National as Student Ambassadors. Twenty-five percent of the affiliates have established a student speakers' bureau.

• Giving something back ... In 43% of the affiliates, students are involved speaking at tutor training workshops. Seventeen percent of the affiliates report students having taken the LVA tutor training and currently tutoring other students. Students participate as administrative volunteers in 13% of the affiliates, and in 11%, students conduct orientations for new students.

• Taking an active role in the affiliate ... Students are actively involved in planning studenstudents in 31% of the affiliates, and helping produce the affiliate newsletter in 16% of the affiliates. Twenty-eight percent of the affiliates have student support groups. Students are actively involved in conversation clubs in 11% of the affiliates and in producing a student newsletter in 13% of the affiliates. In nine percent of the affiliates, student advisory councils provide recommendations to board and staff. Additionally, eight percent have a student on the affiliate staff.

• Additional Activities ... Many affiliates listed additional activities activities that students have participated in. To name only a few: students were active members of state or regional boards and advisory committees; workshop presenters at the local, state, and national levels; in fundraising; in publishing student writings; and in a wide range of public relations roles.