Library Services

Mary and Mary
December 1997

Interviewer's Note:

This is an interview of the learner in one of the longest standing matches in the Literacy Connection - nearly five years. In contrast to so many things in our culture which are judged by how quickly they are accomplished, this partnership points to the benefits of steady learning and growth. Learning to read well is a huge job, and this learner and tutor did not know how long they would be working together when they first sat down in the library in the fall of 1992. At that time, Mary could read some words, but could not identify about half of those from a list of the 300 most common words found in basic adult reading material. Today, Mary knows those words, and many more. In the early summer of 1997, she and her tutor came into the office to talk over Mary's progress and to look for some new ideas and materials, and we did a spontaneous interview. Mary speaks with honesty and a touch of humor, and often laughs to follow up her comments, while her tutor, also named Mary, looks on and nods. I began by asking how she came to be involved in a volunteer literacy program at a library rather than in a class at a school.

Mary told me about a time, years ago, when there was no volunteer program at the library. "I came to the library and asked about a program where I could learn to read. They said that there wasn't one. I said `When are you going to get one?'' Like a good number of our learners, with no other options at the time, Mary has tried to learn to read in adult education classes. It hadn't worked for her because there were five to ten people in the class, and the teacher could spend only a little time with her. Yet, Mary always believed that she could learn, and that there was another way. "But I knew that if I could work one-to-one with someone, that I could learn to read. I knew that if I found a program where I'd have a tutor . . . '' She trails off and we pick up another thread of our conversation. Since she and Mary had come in for some ideas and to talk about her progress, I asked her how she felt about her reading and writing. She told me that she knew how to read now, and that she was proud of herself.

By her comments I know that she has learned how complicated reading really is, and that it is a continuum of ability, not simply calling out the words as her eye sees them. Describing her ability, she proudly says, "I am in the middle now. I'll keep going, and I'll get to the end of things." Mary speaks with the same conviction that led her to this program when school didn't work for her. I think that by the end of things, Mary means sitting down and reading anything she chooses without any trouble. Right now, very long words and unfamiliar words can give her trouble. She has, with the help of her tutor, developed effective ways to cope with challenging words: she looks at the beginnings and endings of long words to see if she knows part of the words and can use that knowledge as a start - and she uses the dictionary to check herself when she's working to understand new words.

When I complemented her tutor, Mary, on how well she's done with Mary, she downplays her role. "Well, she's worked hard . . . '' as if she as a tutor, has not also persevered, thought of new things to try, and yes, worked very hard. In fact, it was Mary who set up this appointment for them, feeling that I should see how Mary has been progressing, because she has at times felt unsure of herself as a tutor, being that she is not a teacher by trade. The two have developed a tradition of writing each other letters to be exchanged at the lesson. Mary, the tutor did admit that she is proud of how Mary has developed her writing ability, noting that the length of the writings, as well as the details have really improved. Mary (the learner) adds that her ideas as a writer are better now.

Mary as a tutor, had been unsure if it was acceptable for them to be together for this many years, and she seemed to think that perhaps she "had missed the boat" since they were still together. They both smiled as we talked over the fact that they are both learning - Mary as a student - to read well, and Mary as a tutor - to present and try new materials and techniques, and to encourage her student when things don't go well. We reviewed their progress as Mary read aloud one of the letters her tutor had written to her. We agreed that their success lies in their steady persistence as they continue to learn that there is yet more to learn.